Student Learning Assessment

Student Learning Outcomes and Levels of Achievement

The following learning goals describe a pathway important to student development in community-engaged learning.

Proposals for funding should apply one or more of these, indicating the projected level of achievement for the course or project.

Beginner 1 Intermediate 2 Advanced 3
Civic Engagement Identify the relevance of knowledge (facts, theories, etc.) from academic study within the areas of civic life, politics, and government and experience working within and learning from diverse communities and cultures. Use tools that allow them to connect and extend academic knowledge to civic life, politics, and government. Reflect on and analyze their attitudes and beliefs through engaged actions with diverse communities and cultures. Demonstrate independence and leadership in connecting and extending knowledge from academic study to civic life, politics, and government within diverse communities and cultures. Analyze and reflect on the aims and accomplishments of engaged actions.
Intercultural Competence Explore personal identity and recognize, on a surface level, assumptions that inform one’s worldview. Describe differences in values, cultural norms, expectations, feelings, verbal and non-verbal modes of communication, and worldviews of other cultural groups or communities through a community-engaged experience. Identify and explain more deeply their own and others’ assumptions, feelings, modes of communication, and worldviews. Examine and question stereotypes and practice culturally appropriate behavior. Demonstrate and apply intercultural skills and knowledge within diverse communities. Interpret personal intercultural experience from the perspectives of more than one worldview and demonstrate the ability to act in a supportive and sensitive manner that recognizes the feelings of another cultural group or community.
Integrative Learning Describe connections between personal experience, community-engaged experiences, and academic theories, concepts, and ideas. Recognize interrelationships among different fields of study. Incorporate diverse methodologies comparing community-engaged experiences and academic knowledge; infer differences as well as similarities that acknowledge perspectives and experiences other than their own. Synthesize multiple perspectives among community-engaged and academic experiences in order to deepen their understanding of fields of study and broaden their own point of view.
Critical Reflection Identify and describe the importance of constructing knowledge out of community-engaged experiences through reflective practices before, during, and after the experience. Recognize, surface, and examine their own and others’ taken-for-granted assumptions. Display minimal use of reflective strategies. Acknowledge diverse viewpoints and sources of information. Demonstrate skills and habits of reflection that include writing, asking questions, observing, analyzing, listening, and engaging with others in supportive discourse. Apply these reflective skills to consider from their own and other perspectives to make connections among community-engaged experiences, knowledge, values, and emotions. Demonstrate skills in metacognition using diverse reflective modes from multiple vantage points. Demonstrate critical and systematic approaches in examining their own and others’ assumptions. Analyze, interpret, and articulate learning to others that considers context. Examine sources and solutions to community problems and make substantive connections among community-engaged experiences, and contextual factors such as knowledge, values, and emotions.
Ethical Practice Recognize institutional cultural and moral standards relevant to the community context or project and begin to reflect on their own core moral and ethical beliefs, values, and practices. Describe ethical issues and state a position as straightforward. Participate in reflective process of judgment, decision-making, and action that integrates personal, academic, professional, and civic experiences and begins to act on ethical decisions within a community context. Describe and examine ethical issues and state a position as complex and contextual. Examine and communicate independently the connection between one’s actions and beliefs and the well being of communities and society. Assess ethical issues and present implications of different actions. Articulate and enact a set of ethical principles and practices in diverse community contexts.