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Serving the Greater Good: Delivering General Education Outcomes in a Small Liberal Arts College
Unformatted Document Text:  component of course. In service learning, the evaluation of this component must include oral and written component, at least 10 hours of service to the community (in a setting that meets a specific community-defined need), and supplies at least 10% of the grade for the course. Recent assessment of student learning outcomes in POLS 147 are reported in Table 1.2. 13 Table 1.2 POLS 147 US Government (2005-2007) Service Learning Flag Aggregate Outcomes Outcome Exceeds Expectations Meets Expectations Does Not Meet Expectations Advanced Proficient Partially Proficient Not Proficient 1. At a foundational level, Morningside students are able to identify connections between course objectives/content and their student service. 41 41 10 7 41.41% 41.41% 10.10% 7.07% 2. At a foundational level, Morningside students are able to identify how their ethical and active participation contributes to the community. 44 44 4 7 44.44% 44.44% 4.04% 7.07% 3. At a foundational level, Morningside students are able to identify knowledge they gain about themselves, their strengths and limitations, through their service in the community. 33 50 8 8 33.33% 50.51% 8.08% 8.08% Table 1.2 represents aggregate Service Learning Assessment data from 4 POLS 147 sections from Fall 2005-Fall 2007. There are 99 students included in the data. As the Service Learning Flag Outcomes 2 and 3 indicate, this component of the course is designed to contribute broadly to many College wide outcomes. The student work included to assess the evidence of student learning include: • Final exam essay questions • Political Experience Logs • Political Experience Reflection Paper • Political Experience Informal Reports and Presentations • Indirect measures: class participation, exam answers, etc. With respect to College-wide outcomes, the faculty look specifically to the service learning flag to promote progress toward Outcomes 3, 6, and 7. Obviously, in tandem with the American Experience component, the course is designed to highlight Outcomes 1 and 4. Again, since the course requires a 5-7 page reflection paper that specifically focuses on identifying linkages between central political science concepts and the issues and experiences explored during their service project, the course also contributes to the development of Outcome 2. 14 Needless to say, 13 See Appendix D for the complete Service Learning General Education Assessment Form. 14 Indeed, in its Spring 2008 incarnation, the Political Experience project in POLS 147 now requires additional research resources as well as a more intentional writing process including a graded rough draft and more formal Lopez & McKinlay, 8

Authors: Lopez, Lillian. and McKinlay, Patrick.
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component of course. In service learning, the evaluation of this component must include oral
and written component, at least 10 hours of service to the community (in a setting that meets a
specific community-defined need), and supplies at least 10% of the grade for the course. Recent
assessment of student learning outcomes in POLS 147 are reported in Table 1.2.
Table 1.2 POLS 147 US Government (2005-2007) Service Learning Flag Aggregate Outcomes
Outcome
Exceeds
Expectations
Meets
Expectations
Does Not Meet Expectations
Advanced
Proficient
Partially
Proficient
Not Proficient
1. At a foundational level, Morningside students
are able to identify connections between
course objectives/content and their student
service.
41
41
10
7
41.41%
41.41%
10.10%
7.07%
2. At a foundational level, Morningside students
are able to identify how their ethical and
active participation contributes to the
community.
44
44
4
7
44.44%
44.44%
4.04%
7.07%
3. At a foundational level, Morningside students
are able to identify knowledge they gain about
themselves, their strengths and limitations,
through their service in the community.
33
50
8
8
33.33%
50.51%
8.08%
8.08%
Table 1.2 represents aggregate Service Learning Assessment data from 4 POLS 147 sections
from Fall 2005-Fall 2007. There are 99 students included in the data. As the Service Learning
Flag Outcomes 2 and 3 indicate, this component of the course is designed to contribute broadly
to many College wide outcomes.
The student work included to assess the evidence of student learning include:
Final exam essay questions
Political Experience Logs
Political Experience Reflection Paper
Political Experience Informal Reports and Presentations
Indirect measures: class participation, exam answers, etc.
With respect to College-wide outcomes, the faculty look specifically to the service learning flag
to promote progress toward Outcomes 3, 6, and 7. Obviously, in tandem with the American
Experience component, the course is designed to highlight Outcomes 1 and 4. Again, since the
course requires a 5-7 page reflection paper that specifically focuses on identifying linkages
between central political science concepts and the issues and experiences explored during their
service project, the course also contributes to the development of Outcome 2.
Needless to say,
13
See Appendix D for the complete Service Learning General Education Assessment Form.
14
Indeed, in its Spring 2008 incarnation, the Political Experience project in POLS 147 now requires additional
research resources as well as a more intentional writing process including a graded rough draft and more formal
Lopez & McKinlay, 8


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