Assessment Summaries Service Learning Flag Courses Prefix: ACCT Number: 208 Title: Income Tax Practicum Briefly discuss how student learning will be assessed to determine if the course meets applicable distribution rubric. Students will be required to submit a maximum two-page summary: assessing the training provided, their experiences in preparing returns for the public, and their experience with preparing their own income tax returns. Prefix: BUSN Number: 101 Title: Discover Entrepreneurship Briefly discuss how student learning will be assessed to determine if the course meets applicable distribution rubric. Students are asked to submit reflective memos assessing the training they receive from Junior Achievement staff, their experiences with the students in the classrooms, and finally an assessment of their overall experience with providing this assistance to classrooms. Prefix: COMM Number: 104 Title: Audio Production Briefly describe how student learning will be assessed to determine if the course meets the applicable distribution rubric. Student–produced PSAs will be given to the non–profit community groups. Representatives of those groups will be asked to evaluate the effectiveness of the PSAs based on criteria supplied by the instructor. Prefix: ENGR Number:290 Title: Engineering in the Community Briefly describe how student learning will be assessed to determine if the course meets the applicable distribution rubric. 1. The level to which the course objective has been met will be assessed through the final written report and oral presentation. Small, self-selected, groups (2-3) may be assessed as a group. Otherwise, students within a group will be assessed individually through additional interviews or tests. 2. The degree to which the students identify the community need (most likely in the introduction to their written report) 3. see #1 4. N/A Prefix: NURS Number: 402 Title: Community Health Nursing Date: 3-15-04 Briefly discuss how student learning will be assessed to determine if the course meets applicable rubric for the flag. Service learning will be assessed by determining the student’s performance on the Community Project. This community project involves: Completion of community assessment for their assigned at risk- community group. Develop and prioritize an identified need (Nursing Diagnosis). Develop a teaching program based on the community assessment findings. Implement the teaching program and evaluate the outcomes of the project. Reflection of personal achievements and learning from this project. Students must earn a grade of 73% or better on the Community Project in order to meet the requirements for the Service Learning Flag. Prefix: PSYC Number: 303 Title: Child and Adolescent Psychology Briefly describe how student learning will be assessed to determine if the course meets the applicable distribution rubric. Student learning will be assessed through the use of students’ service learning journals, papers, and presentations as outlined: The following breakdown describes the percentage composition of my course: Exams 56.25% In-class Questions 18.75% Case Study Writing 3.75% Service Learning Journals 6.25% Service Learning Paper 12.5% 2.5% Service Learning Presentation Obvious from this breakdown, service learning comprises 21.25% of students’ grades. Prefix: PSYC Number: 344 Title: Introduction to Behavior Modification Briefly describe how student learning will be assessed to determine if the course meets the applicable distribution rubric. Student learning will be assessed through the use of students’ service learning journals, papers, and presentations as outlined: Journals (25 points): Students are required to keep a journal of their service-learning project. The journals are to be typed and turned in at the completion of the project and will be graded using the following criteria: ___ Evidence of a total of ___ hours of volunteer work (5 points) ___ Explanation of various activities with which you were involved. (10 points) ___ Reflecting on activities. (10 points) This can include thoughts like “Did today’s experience spark any particular questions for you?” “What are you learning about yourself?” What emotions are you experiencing?” Reaction/Synthesis Paper (65 points): Students will be required to turn in (toward the end of the semester) a 5-10 page typed paper addressing the following issues: ___ What is your understanding of the agencies role in the community? (5 points) ___ What has service learning helped you think about and learn? How have you changed as a person from this service-learning activity? (5 points) ___ What tools, talents, and abilities have you discovered that you have to offer the community? (5 points) ___ How has this experience affected your professional and personal goals and perspectives? How important is it to continue your service involvement through out your life? (5 points) ___ What short term effects do you think you had on the people you were serving? What long-term effects do you think you had? What have been the two most significant things you have specifically learned about the field of behavior modification from this experience? Has this changed your perspective of the field from that which you entered the course? In what way has it changed? (15 points) ___ What was the single most critical or important incident in your learning about behavior modification during your service learning this semester? Explain and describe how this “changed” you. (5 points) ___ Reflect on the behavior modification principles (concepts) that you have learned about in class. Which of these principles seem to connect with your service-learning experience? (25 points) Presentation (15 points): Students will be required to present information based upon their reflection paper. This presentation will be graded on the following criteria: ___ Efficient use of time (information presented, no repetition, completed presentation in the allotted time. (5 points) ___ Material well-organized and presented in an interesting manner. (5 points) ___ Preparation and understanding of the information presented. (5 points) Closure letter (5 points): Careful, respectful closure is a critical piece of service learning. As part of this closure, students are to write a letter to the client or organization that they were engaged with. This is to be a personal letter, thanking the client or organization for the opportunity they experienced, and sharing what the experience meant to them, etc. Copies of this letter are to accompany the reflection/synthesis paper. What is the minimum amount that the project will count toward the course grade (must be at least 10%)? The following breakdown describes the percentage composition during my Summer 2004 Behavior Modification course. Exams 235/418 = 56% Homework 73/418 = 18% S-L Journals 25/418 = 6% S-L Paper 65/418 = 15% S-L Presentation 15/418 = 4% Closure Letter 5/418 = 1% From this breakdown service learning comprised 26 % of each student’s grade. Prefix: PSYC Number: 405 Title: Psychology of Gender Briefly describe how student learning will be assessed to determine if the course meets the applicable distribution rubric. Students learning will be assessed through the previously described journals, papers, and presentations (see above). Prefix: PSYC Number: 444 Title: Psychology, Politics, and Law How will service learning be assessed? Reflective papers will be evaluated after the semester to determine if students were able to meet a course objective through the service learning experience. The evaluation will be done by a colleague (to be determined) using specified criteria. A sample of papers will be used. A survey administered by a third party will be completed by students after the project to help determine if learning outcomes were met.
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