2009-2010 Annual Assessment - Thayne Center For Service & Learning

Thayne Center for Service & Learning Annual Assessment Report 2009-2010
Learning to Serve.
Serving to Learn.
Annual Assessment Report {2009-2010}
Thayne Center for Service & Learning at Salt Lake Community College
It has been an exceptional year. A year of exceptional challenges and a
year of exceptional accomplishments. More students than ever before
were engaged with our community and weve tracked record-breaking
statistics in nearly every program we coordinate.
One of our favorite moments is the recycling revolution started by two of
our students who volunteered at the SLC Marathon. Their story
illustrates the true results of the learning outcomes we set for our
student leadership programs. Read their story on our blog (http://bit.ly/
97iTzK) and watch them in action on YouTube (http://bit.ly/aXR035).
We encourage you to follow the inspiring stories of our students
throughout the year. Visit www.slcc.edu/thaynecenter and click the links
to become a part of our growing social media network.
Our 2009-2010 assessment efforts focused specically on four
programs: Service Council, Alternative Spring Break, Service-Learning,
and Community Partnerships. We hope you enjoy our Annual
Assessment Report as much as we enjoyed our exceptional year!

Service Council
The Service Council is a
cohort of 17 competitively-
selected student leaders. These
students attend weekly trainings,
plan service projects and
community tours, and commit to
at least 100 hours of volunteering
and training per semester. For
their time and hard work, these
students receive a tuition waiver.
The program is structured
around four specic learning
outcomes: heightened
awareness, leadership
development, empowerment,
and social change. The weekly
training meetings present a
curriculum based on these
learning outcomes.
This program is an ideal
example a relatively small number
of students making an
exponential impact. Michael
Whitney is one example of a
student creating a lasting impact.
Michael came home from an
Alternative Spring Break trip to
Seattle, Washington and focused
his Service Council efforts on
establishing a comprehensive
recycling program at SLCC.
Service Council members
collected more than 1,300
petition signatures and Michael
worked tirelessly with mentors
and administrators. SLCC
launches its rst comprehensive
recycling program in fall 2010.
This is a high-impact program
and a transformative experience.
VITAL STATS
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{ 2009-2010 }
17 students
3,422 hours
Over 100 events
planned for fellow
SLCC students
Awareness Leading to Action
The rst question students
were asked upon entering the
program was if they understood
the issues that nonprot
community agencies are working
to address. A low 22% of
students claimed an awareness;
whereas by the end of the year,
every single student, 100% of the
Service Council, had an
awareness of the issues and the
work of local nonprots.
When asked it they had the
skills necessary to take action on
these social issues, only 55% felt
condent at the beginning of the
year. A full 100% students,
78.6% of those strongly agreeing,
left the program condent in their
skills.
Along those lines, students
were asked that if they knew a
fellow student was homeless,
could they refer her/him to the
proper social services. Only 33%
of students entering the program
felt they could respond to that
need. By the end of the year,
every student was aware of the
available social services.
Diverse Communities
Students were also asked if
they were often involved with
activities outside [their] normal
community. Only 66% of
students came into the program
agreeing with that statement. By
the end of the year, 100% of
students were actively engaged
outside of their normal
community, with 71.43%
strongly agreeing that they are
often engaged in diverse
communities.
Political Engagement
Thirty-three percent of
students were involved in political
issues before the Service
Council, and 92.86% were
politically active by the end of the
year. Furthermore, only 55% of
students agreed that they
brought strong advocacy skills to
the Council. Yet every student left
the Council agreeing or strongly
agreeing that they had strong
advocacy skills.
Leadership Development
A collaborative style of
leadership is important to the
Thayne Center and it is the style
of leadership we teach our
students. While every student on
both the pre- and post-test
stated that leadership is
collaborative, the students who
strongly agreed with that
statement increased from 33% to
85.71%.
At the beginning of their
experience, only 33% of students
strongly agreed that they could
motivate others to serve and
work collaboratively. After a year
of leadership training, 79% of
students strongly agreed and
21% agreed that they can
motivate others to work
collaboratively.
In Her Own Words
ASB provided a way into the
Thayne Center for Service &
Learning, a department I have
grown to love and appreciate. It
is the reason I can continue in
school with an accomplished and
driven feeling. Having the
opportunity to be more involved
keeps my motivation high and
requires that I am continually,
actively engaging in making
things better in society. I continue
to have willpower and desire as a
result of feeling that I need to
help those who are unable to help
themselves, advocate for those
who can not advocate for
themselves, and bring awareness
to issues overlooked.
(Whitney Rose)
Anonymous Comment
Submitted on Final Evaluation
Service Council was an
incredible eye-opener for me. I
have been civically engaged
throughout the entire year, while
being actively involved in my
education. I took 19 credit hours
this semester and did over 100
hours of community service. I feel
like my perspectives on
humanitarianism, politics,
economy, and environment have
all changed and grown. This is
solely because of my experience
with Service Council. This was
one of the best years of my life. I
have changed so much.
Alternative Spring
Break {ASB}
Travel can be a powerful
experience. Traveling with a
group of fellow students who
commit to forgo a week of
vacation for the opportunity to
volunteer, is life-changing.
Alternative Spring Break
(ASB) is a program that teaches
students about social issues and
then sends them as volunteers
into communities outside their
own.
We carried out two trips in the
2010 ASB program. One group
of students went to Seattle,
Washington to work on
environmental restoration
projects. A second group of
students went to Kanab, Utah to
volunteer at Best Friends Animal
Sanctuary.
Our ASB program is
structured around four specic
learning outcomes: heightened
awareness, leadership
development, empowerment,
social change.
Though we have coordinated
ASB trips for nearly 15 years, the
2010 ASB trips are the rst trips
that we have formally assessed.
Students completed a pre-test
before the trip, and those same
students completed a post-test
once they came home.
An interesting thing happened
in analyzing the results. Once the
19 questions were benchmarked
pre- to post-test, only four
responses changed with any
statistical signicance.
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VITAL STATS
{ 2009-2010 }
26 participants
2 trips
960 hours
$20,016
worth of service to the community
Upon further investigation, the
responses were highly positive to
begin with. In other words,
students who opt into an ASB
experience already agree or
strongly agree with statements
such as: I am able to appraise
my leadership abilities and areas
for improvement.
Recognizing Community Needs
Within the learning outcome
of heightened awareness, we
claim that the ASB experience
will not only raise awareness of
societal issues, but that students
specically become aware of
these issues through direct
service.
Prior to the ASB trips,
92.31% of students strongly or
moderately agreed that they were
able to recognize community
needs. Ninety-two percent is
markedly high to begin with, and
yet, 100% of students upon
returning from ASB said they can
recognize community needs. The
students who strongly agreed
actually increased a full 25 points,
from 50 to 75%.
Contribute to Community Efforts
The learning outcome of
empowerment claims that
students gain skills and
knowledge that empower them
to become active, informed
community members.
To this end, students were
asked if they were able to utilize
personal skills and abilities to
contribute to community efforts.
Prior to the ASB experience,
88.46% of students either
strongly or moderately agreed
that they could in fact utilize their
skills. This is a high percentage,
but once again our post-trip data
shows a perfect 100% of
students said they were
empowered to use their skills to
build community.
Diversity & Social Change
In explaining the learning
outcome of social change, we
claim that students not only work
toward a more just and peaceful
society, but that they do so with
an understanding and respect for
diversity.
Ninety-six percent of students
strongly or moderately agreed,
prior to ASB, that they sought
involvement with people different
from themselves. A full 100% of
students after the trip now seek
engagement with diversity. What
is signicant, however, is that only
50% of students prior to the trip
strongly agreed, whereas 83.33%
of students strongly agreed after
the trip, an increase of 33.33%.
Create Opportunities for Growth
The fourth statistically
signicant result deals with the
learning outcome of leadership
development. An effective leader
is characterized, in part, by her/
his ability to empower others and
create opportunities for growth
and improvement.
When students were asked if
they were able to perform that
function of leadership prior to the
trip, only 88% of students
strongly or moderately agreed.
After the ASB experience, 100%
of students are condent in their
ability to lead by empowering
others and creating opportunities
for growth.
In Her Own Words
Before going to Best Friends, I
didnt know how one voice can
help make a difference. After
spending time there, I now know
that my voice can help.
(Linda Peck)
In Her Own Words
I went on ASB to learn about
how Best Friends addresses
issues all around the nation and
how I could help in my own
community. It was even more
benecial than I could have
imagined! I learned so much in
such little time.
(Autumn Salinas)
In His Own Words
I learned about planting trees,
team work, and how good it
would be if all human beings
started thinking about the
environment more. I have
personally changed a lot since I
came back. I do not waste as
much as I used to.
(Saullah Alemi)
Service-Learning
Service-learning combines
community service with
academic instruction, focusing on
critical, reective thinking, and
personal and civic responsibility.
Service-learning programs involve
students in activities that address
community-identied needs,
while developing their academic
skills and commitment to their
community. (American
Association of Community
Colleges)
The SLCC service-learning
program focuses on cultivating
community partnerships,
facilitating course development,
and supporting faculty who
engage in this innovative
pedagogy.
The Service Learning Grant &
Designation program was
instituted in the fall of 2004.
Since that time, SLCC has
awarded 37 grants to faculty,
resulting in 52 service-learning
course designations, including
the Occupational Therapy
Assistant Engaged Department.
Over the past four academic
years, an average of 90 service-
learning sections are taught per
semester.
In 2009-2010, a total of 4,507
students enrolled in 213 service-
learning sections, serving 51,575
hours in our community. Their
service had an economic impact
of $1,075,338.
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VITAL STATS
{ 2009-2010 }
4,507 students
51,575 hours
213 sections
$1,075,338
worth of service to the community
Assessment Results
Though service-learning
course evaluation instruments are
made available online to any
faculty member wishing to use
them, it is the current policy of
the of the Thayne Center to
assess newly-designated service-
learning classes during the rst
semester in which they are
taught.
Historically, this was
accomplished through a time-
intensive process involving paper
evaluation forms and a manual
tabulation of results. However,
2009-2010 was the second year
we utilized online evaluation
forms. There is a separate
evaluation form for students,
community partner organizations,
and faculty members, creating
triangulated results that ensure a
well-rounded assessment of the
service-learning experience.
This year the program
designated an historically low
number of courses: one course
for fall semester and one course
for spring semester, for a total of
two courses. The quality of the
service-learning experience,
however, was exemplary.

Fall Semester 2009
English 1810: Writing Center
Theory and Practice, received
service-learning designation and
was scheduled to be taught in fall
semester. Unfortunately,
enrollments did not meet
capacity and the course did not
carry. Efforts are currently
underway to recruit and enroll
students in this new course.
Spring Semester 2010
Business 1040: Ethics at
Work, is designed with an
optional service-learning
experience. One student took
advantage of this opportunity and
partnered with the American Red
Cross.
In addition to working full-
time, this student performed a
minimum of 20 hours of service.
The student reports he was not
performing community service
prior to this course. On his nal
evaluation, he not only said that
he would continue to volunteer,
he specically said that decision
was due to his service-learning
experience in BUS 1040.
The student agreed that he
used his knowledge and skills
from the academic discipline of
the course to benet the
community partner, that he more
fully understood course content
because of service-learning, and
that structured critical reection
activities tied the service work to
course content.
Furthermore, the student
strongly agreed that structured
critical reection tied his work to
the concept of civic responsibility,
and that the instructor effectively
guided the reection process.
The student also strongly agreed
that his work provided a needed
service to the community.
To add to the students
perspective, the American Red
Cross strongly agreed that the
students service-learning work
furthered the mission of the
agency, improved the agencys
ability to meet community needs,
increased the number of clients
served, and also lightened staff
workloads.
Areas for Improvement
There are two primary areas
in which not only BUS 1040
could improve, but in which the
entire service-learning program
could improve.
The American Red Cross
remarked that they had little to no
contact with the faculty member
or with the Thayne Center.
Reciprocal communication with
the faculty member ensures the
organization understands course
goals and learning objectives, a
hallmark differentiating service-
learning from non-academic
volunteerism.
Communication with the
Thayne Center ensures a more
sustainable partnership overtime.
For example, the organization
stated that they were unaware of
The Exchange online partnership
database. Two full-time
AmeriCorps VISTAs working in
the Thayne Center are charged
with solidifying the process of
community partnerships.
Community
Partnerships
Beginning April 2009 the
Thayne Center team welcomed
two full-time AmeriCorps VISTA
members. Volunteers in Service
to America was founded in 1965,
then in 1993 the initiative was
incorporated into the AmeriCorps
national service program. VISTAs
work across the country at
nonprot organizations,
government agencies, and in our
case, at institutions of higher-ed.
The Thayne Centers
AmeriCorps VISTA team is
tasked to strengthen partnerships
with nonprot organizations in
our community.
They rst conducted a needs
assessment and partnership
audit. It is one thing to say we
have 237 organizations in our
online database, but what
processes are in place for
sustaining truly reciprocal
partnerships?
With a 27% response rate, 62
organizations submitted the
online survey. A series of 15
focus groups and/or personal
interviews were then conducted
to round out the data. Over 58%
of the respondents have
partnered with SLCC students
within the past two years;
however, 33% of respondents
have not worked with our
students in the past two years, if
ever.
VITAL STATS
S
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planting trees
in S
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{ 2009-2010 }
237 nonprofit,
government, and
community organizations
are registered online
as partners of the
Thayne Center.
What is particularly interesting
about this nding is that it speaks
to the fact that organizations who
have not yet worked with our
students are still willing to take
time and provide feedback on
our partnership processes and
their needs. In turn, that speaks
to the fact that we have much
room to grow and many new
partnerships to explore.
Increasing Capacity
Of the 58% of respondents
who have partnered with our
students, 72% say that students
furthered the mission of their
agency.
Sixty percent moderately or
strongly agree that students
improved the agencys ability to
meet community needs. Exactly
half said our students work
directly increased the number of
clients served.
Sixty percent also strongly or
moderately agree that student
volunteers lightened the workload
of the organizations staff, with
69.76% saying the management
of students entailed an
appropriate time commitment
from their staff members.
Logistics & Coordination
Fifty-six percent of
respondents said students were
well prepared and completed
projects within a sufcient time
period. When asked if students
were reliable, 62.51% strongly or
moderately agreed. The same
percentage, 62.51% said that
students performed as expected.
65.63% were satised with their
communication with students.
However, after reading all of
the qualitative responses, it is
evident that many community
organizations feel confused and
frustrated. Granted, there are
some who have navigated the
process and established lasting,
successful partnerships with
SLCC; however, most are waiting
in good faith for a viable,
accessible opportunity to work
with our students.
Problems Inherent in the Study
The most signicant problem
is that this study is not replicable
- at least not replicable in a true
longitudinal sense of
benchmarking responses from
the same partners over time. In
other words, we could
redistribute the survey, but that
will not tell us if we addressed
concerns submitted in the last
batch of responses, or if the
responses are from entirely new
organizations, etc.
Also, there was no distinction
made between service-learning
students specically and any
general volunteer who went to an
organization as an SLCC student.
The problem with this is that
we take great care in our
designated service-learning
courses to prepare students and
articulate clear learning outcomes
and goals. If there has been a
breakdown in this process, or if
the processes needs to be
revisited and revamped, that
wouldve been useful information
to tease out of the results.
While not necessarily a
problem with the study itself, but
rather an issue of follow up, it
should be noted that these
responses were submitted in fall
2009. In other words, prior to
eight months of concentrated
partnership work done by our
2009-2010 VISTAs. We have yet
to assess what impact that work
might have had. We need to
continue to seek ways to
replicate partnership studies and
build stronger bonds.
My organization will not survive
without the Thayne Center
partnership.
The Thayne Center is an
invaluable resource that any
organization can utilize.
I would like a working
relationship with faculty.
Students do not seem to
understand and realize how
important the work they do is.
Now what?
Lessons for 2010-2011
Service Council
The Service Council is by far
one of our most successful
programs. This success is due, in
part, to the fact that it is
coordinated by a full-time
professional staff member. The
students receive intensive training
throughout the entire academic
year and the near perfect results
of our assessment are not
surprising to us.
However, one of the
challenges inherent in any
student leadership program is
that we only have one year, two if
were lucky, with these student
leaders. This year we instituted a
mentoring structure within the
Service Council to mediate this
issue. Second-year council
members became team leaders,
mentoring rst-year council
members.
We received feedback from
second-year students that they
need specic, targeted training
related to mentoring and conict
resolution skills. This training will
be instituted summer 2010 and
throughout 2010-2011. This
innovation to the structure of
Service Council lends itself to
continued assessment efforts.
Alternative Spring Break
Our assessment indicates in
no uncertain terms that students
who opt into an ASB experience
are already highly engaged,
socially aware students.
Qualitative responses tell us,
however, that the educational
component built into the ASB
experience (through pre-trip
meetings and on-site lectures) is
important to students. As such,
we will continue this practice.
The Thayne Center might be
missing an opportunity to engage
ASB participants in other
programs after their trip is
complete. There are stories of
students, Michael Whitney and
Whitney Rose most notably,
whos rst point of contact with
the center was ASB and who
continued to be highly engaged
in other Thayne Center programs.
However, there has never been
an explicit, concentrated effort to
recruit and retain ASB students in
other programs. This is an area
for improvement and for future
assessment.
Service-Learning
The service-learning program
has been without a full-time
coordinator since September
2009. The program continued to
offer course development grants
and was responsive to individual
faculty requests for instructional
design and mentoring; however,
the center has not had the staff
capacity to be proactive in
planning faculty development
initiatives.
The program has a rich
history of innovation and when
the new coordinator begins work
this fall, she will build on this rich
history. Some program priorities
include: Proactive outreach to
faculty and departments, creating
training opportunities for faculty
and community partners,
strengthening our relationship
with Academic Affairs, and a
reassessment of the most
effective way to distribute course
evaluations and gather
quantitative data about the
programs effectiveness.
Now what?
Lessons for 2010-2011...continued
Community Partnerships
Higher-ed service centers
across the country struggle with
assessing their true impact on
community and struggle to nd
the best way to manage
partnerships with large, diverse
groups of community
organizations.
The Thayne Center is no
exception. In fact, community
partner coordination has been a
recognized deciency of our
center for years. Each program
staff manages relationships with
those organizations that further
her program and the work of her
students. However, the center as
a whole has never had a staff
member dedicated to community
partnerships and outreach
efforts.
Eighty-one percent of survey
respondents strongly agreed that
their partnership with the Thayne
Center could be strengthened.
When asked for suggestions as
to how we make that happen,
responses included everything
from simple communication, to
the critique, I have only been
directed to The Exchange. A
representative from the U of U
came out to see our
organization.
This critique speaks directly to
the issue of staff capacity.
Without a staff member
dedicated to community
partnership development,
existing staff are at or beyond
capacity, only able to focus on
program-specic partnerships.
The two full-time AmeriCorps
VISTAs working 2009-2010
attempted to lay a foundation for
stronger partnerships, but a great
deal of work still falls to the
2010-2011 VISTAs. Personal
contact is being made with every
single organization in our
database, site visits and
individual meetings are being
arranged, and a formal
partnership agreement document
is being created.
Yet - AmeriCorps is a
temporary solution. In a literal
sense, our grant through Utah
Campus Compact will come to
an end by 2012, but also in a
philosophical sense. Salt Lake
Community College has
demonstrated incredible
institutional support for the
Thayne Center, our staff, and our
programs. We are recognized
nationally among the top tier
community college service
centers; and yet, we do not have
the capacity to build sustainable,
reciprocal, accessible community
partnerships.
The work the VISTAs do this
year, and the assessment results
of that work, will directly effect
our request for funding for a full-
time coordinator position.
[We need] more one-on-one
contact, not just a general
newsletter with volunteer
opportunities.
Personal contact
would be helpful.
I feel like the community
college does not support
service-learning the way the
U of U or Westminster does.
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A special thank-you to Thayne Center staff who work tirelessly to make
these exemplary programs and services available to our SLCC students.
Gail Jessen, Director and Service-Learning Coordinator
Jean Young, Student Employee
Lesa Bird, Secretary / Ofce Manager
Linnie Spor, Service Leadership Coordinator
Lynne McCue-Hamilton, America Reads / AmeriCorps Coordinator
2009-2010 AmeriCorps VISTAs Colleen McNutt and Treva Woody
2009-2010 Graduate Research Assistant Silvia Ibarra Garcia
Thank you to our colleagues at SLCC, to service-learning faculty, and to
community partner organizations who make this work possible. Thank you
also to our Community and Academic Advisory Board members. As always, it
is an honor to do this work with students in the name of Emma Lou Thayne.

2009-2010 Annual Assessment - Thayne Center For Service & Learning

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2009-2010 Annual Assessment - Thayne Center For Service & Learning

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Thayne Center for Service & Learning Annual Assessment Report 2009-2010

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