2011-2012 Annual Assessment | Thayne Center for Service & Learning

7/31/2019 2011-2012 Annual Assessment | Thayne Center for Service & Learning

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2/152011-2012 Assessment | Thayne Center for Service & Learning at Salt Lake Community College | www.slcc.edu/thaynecenter 2

In 2010-2011 we piloted a rubricassessment instrument in our SLICE:Student Leaders in Civic Engagementprogram. Based on our experience withassessment strategies in previous years,we realized that asking students in aleadership program whether or nottheyre leaders gives you inaccurate,subjective responses. On the otherhand, a rubric completed by the staff program advisor in one-on-one andgroup mentoring sessions, provides amore objective perspective on thegrowth of students and the achievementof learning outcomes. We developed just

such a rubric for the ASB program.

Learning Outcomes As for ASB programmatic learningoutcomes, we address three speciccategories: Critical Thinking, Reective

Thinking, and Leadership Skills.

Within the Critical Thinking category, wedeveloped two separate outcomes.Specically, we said students will be able

to identify social issues and also identifythe root causes of those issues.

We also had two specic outcomeswithin the Reective Thinking theme:

Students will be able to describe specicways to address root causes; andstudents will be able to draw correlationsbetween issues they addressed in their

ASB community and issues we face athome in the Salt Lake Valley.

In the Leadership Skills theme weidentied three outcomes. We saidstudents would exhibit democratic,

collaborative leadership skills. We also

If you give me a fish, you have fedme for a day. If you teach me to fish,then you have fed me until the river iscontaminated and the shore lineseized for development. But if youteach me to organize , then whatever thechallenge, I can join with my peersand we will fashion our own solution.

Ricardo Levins Morales, Artist & Activist

ASB 2012Students take care of rescued pigs at BestFriends AnimalSanctuary and clearlitter from beaches inSan Diego, California.
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said students would be able to work together tocreate actions plans that address social issues.Finally, the learning outcome of communicationspecied that students will communicateappropriately and effectively in a diverse groupsetting.

Rubric Instrument The learning outcomes were translated into arubric that ranks the ASB team as Beginner,Developing, Accomplished, or Advanced. Forexample, the Critical Thinking - Identify SocialIssues outcome denes the beginner level as lessthan 50% of the team is able to identify veissues. If a team is advanced, more than 80% of

the students can identify at least ve issues,listing both community assets and challengesassociated with those issues. Advisors also leavecomments on the rubric, which is completedeach night after they guide their team in areection session.

Pre-Trip Interventions To be fair, not all of these outcomes are achievedin just one week on the trip. Prior to submittingan application to participate, students mustattend an orientation. The purpose of thismeeting is to inform everyone of the drug- andalcohol-free policy of the trips, and also todiscuss the mission of the program and thecommitment necessary to make the experience ameaningful one. This pre-application orientationwas a new feature of the program this year,based on student feedback in last yearsassessment. It turned out to be invaluable to thesuccess of the program.

Once students are selected, each ASB team isrequired to participate in four meetings prior totravel. One meeting is an introductory teambuilding activity, one is a drug and alcoholtraining sponsored by Health & WellnessServices, one is an educational presentation and

discussion about the issues to be addressed onthe trip, and the nal meeting is a lo gisticaldiscussion about how to not miss your ight andwhat to pack.

Yet it is still the shared experience of an unfamiliarplace with unfamiliar people that yields the mostpowerful results.

Best Friends Animal Sanctuary

This trip is co-sponsored with the DisabilityResource Center and is fully ADA accessible. Ourgoal is to recruit half the participants fromstudents-at-large and half from the pool of registered DRC students. In other words, the tripis intentionally established as the very denition of a diverse group setting. It is no surprise thenthat the data show the learning outcome of Leadership Skills - Communication as the highestmean score. At a mean of 2.83 out of 4, theteam was 0.17 away from the Accomplishedlevel of communication by weeks end.

Two learning outcomes stand out not for theirhigh mean score, but rather for their statistically

signicant standard deviation over the week.Critical Thinking Skills - Identifying Social Issuesand Reective Thinking Skills - Addressing RootCauses changed most signicantly as the week progressed and as participants immersedthemselves in the service and reection sessions.Students started the week with both learningoutcomes ranked at the Beginner level, and byday two, the ability to address root causes wasstill at that same level one. However, near the

middle of the week a collective change propelledthe team forward and both outcomes ended atthe Accomplished level.

Teach me to organize There is one learning outcome that has both ahigh mean and a signicant deviation: LeadershipSkills - Action Plan. On night one of the trip, only
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Coast KeeperSan Diego, CA

This ASB team was evaluated

with the same rubric used atBest Friends Animal Sanctuary.When compared to data fromthe Kanab trip, it becomes clearthat the San Diego team notonly kicked off their rst night ata higher level on the rubric, butalso progressed more quickly

through the remaining levels asthe week went on. We do nothave any data that can speak towhy that may be, but it is aninteresting issue to note.Perhaps this is a topic for futureassessment projects.

For example, the learningoutcome of Leadership Skillswas consistently ranked asDeveloping and Accomplishedthroughout the week. In other

one student was able to identifya specic action that couldaddress the social issue of animal rights. However, by thenal night, students decided tolead their own reection sessiondedicated to an action plan.

They all sat in a circle on thehotel oor and created a paperchain of proclamations andcommitments. The questionwas asked: What was the mostimportant experience you hadthis week? Students sharedtheir response, then declaredwhat they were going to doabout it.

A Plan of ActionFor example: Every member of the team plans to continue theirservice and volunteer at ananimal shelter in Salt Lake

Valley. One student is creatingan animal rights club withStudent Life & Leadership. Onestudent runs a nonprotorganization dedicated toplacing animals in foster homes.

Another student is adopting ahorse from Best Friends

Animal Sanctuary and plans tohost a series of community educationevents in herneighborhood.

In stark contrast to thediscussion on the rstnight, students ultimatelydemonstrated inspiringtransformation in theirleadership skill of beingable to create actionplans.

Artist and activist RicardoLevins Morales wrote thatIf you give me a sh, youhave fed me for a day. Ifyou teach me to sh, thenyou have fed me until the river iscontaminated or the shore lineseized for development. But if you

teach me to organize, thenwhatever the challenge, I can jointogether with my peers and wewill fashion our own solution.

Much like the paper chain wasfashioned on the capstone nightof a shared experience, our

ASB students transformed intoproactive leaders and fashionedtheir own solutions.

Inland WaterwaysStudents learned the important interplaybetween our oceans and inland ecosystems.



words, it would seem thatstudents who opted into theSan Diego trip came in with amoderate level of leadershipskills and experienced less of agrowth spurt, if you will, thanthe other team.

While on the whole thedeviations are low throughoutthe course of the week, therewere three learning outcomesthat had both a high mean anda signicant standard deviation.

Those outcomes are: Critical

Thinking - Identifying SocialIssues, Critical Thinking -Identifying Root Causes,Reective Thinking - AddressingRoot Causes.

Many students had notexperienced an oceanicecosystem; therefore, their rstexposure to these issuesyielded the most statisticallysignicant growth in theoutcome of identifying rootcauses of social issues.

Engaging discussions were heldthroughout the week aboutpollution, invasive plants,property rights, homelessness,and more. In fact, mostparticipants were excited to

apply this knowledge even inour mountain dessert. Manystudents expressed interest inenrolling in courses at SLCCthat they say they never wouldhave explored without thisexposure.

ASB Program DataSo what?

When comparing signicantdata from both trips, the

following four learningoutcomes are the mostmeaningful results of the ASBprogram:

Critical Thinking Skills:Eightypercent of ASB participantsidentied at least ve socialissues critical to the ASB sitecommunity, listing both thecommunitys assets andchallenges.

Reective Thinking Skills: Every ASB participant described waysin which the root causes of social issues can be addressed,particularly by volunteers.

Whether students came into theexperience with strong

leadership skills that they simplyhoned throughout the week, orwhether they grew in leaps andbounds over the course of theweek, two outcomes in theLeadership Skills category aresignicant outcomes of the ASBprogram.

Every participant contributedideas to an action plan, andevery participant was able tocommunicate appropriately andeffectively in a diverse groupsetting.

Future ImplicationsNow what?

Based on the 2012 assessmentdata, the ASB program

coordinator plans to implementfour improvements in 2013 andbeyond:

Mandatory Pre-applicationOrientation Sessions

The quality of applicationsincreased and the baselineknowledge of students whoparticipated in the trips washigher than in any previous year.

The content of futureorientations will include: A discussion about the programsvision, mission, and learningoutcomes, ASB alumni stories,and presentations about plansof action that were developedon ASB trips and successfullyimplemented at home.

Mandatory Advisor Trainings Though discussions were hadregarding the new rubric andhow to utilize it each night onthe trip, the consistency amongthe staff advisors use of therubric needs to be tightened up.

Advisors participate in all thepre-trip meetings with thestudent teams, but a separate

training and handbook needs tobe developed specically foradvisors and specically abouthow to manage a successfulassessment project.



Program Coordinator Participation The Thayne Center program coordinatorattended the nal reection session of bothteams, once they were back on campus. Thecoordinator lled out one nal rubric based on

the discussion in that meeting. This was usefulfor two reasons.

One reason is that the experience of the trip hadtime to settle in the students minds, leading to arich, reective data set. The other reason isrelated to the inconsistency in the advisor rubrics.Seeing as how the program coordinator

developed the rubrics, she was able to ll in thegaps and ask the proper questions to round outthat data.

RubricsWe love rubrics. We will continue to develop andrene rubric tools for our assessments of studentleadership development.

I thought I knew a lot already when I wentto the sanctuary, but in the end I got a niceblast of growth over only one week. Ilearned so much more about how I couldhelp and how I could educate my community and the rest of the world. Thethings I learned from Best Friends are somany and so wonderful that I cant evenbegin to count.

Lacey Spor-Ockey, ASB Participant 2012



Federal Community Work-study America Reads literacy tutorsBy Gail Jessen, Thayne Center Director

Its just a job, right? Itsonly a way to earn moneyfor school and supportyour family. Its federalnancial aid, nothing toget excited about. Wecompletely disagree. Thisis certainly not the case inour Community Work-study America Reads

Tutoring Program. As withevery program in the

Thayne Center, wecarefully craft learningoutcomes and make even

a students paycheck areective exercise incritical thinking.

The ultimate vision of the America Readsprogram is two fold: ThatSLCC hires enoughqualied students to meetthe literacy needs of our

community partnerelementary schools; andSLCC students have arewarding, community-based option through

which to earn their federalwork-study award. The federal

government requires 7%of work-study funds to bededicated to communityplacements. In FY10SLCCs America Readsprogram accounted for

MORE THAN JUST A JOB

Can a work-study job developstudents ethical thinking skills andexpand their appreciation of humandifferences? Yes. Ours did.



21%; in FY11 we hit 26%. This yearwere on target to reach 20%. Thismeans that nearly a quarter of all work-study students at SLCC earn theirmoney as literacy tutors. Along theselines, the mission of America Reads is toprovide training and a high-qualitymentoring experience, enriching thelearning opportunities for both SLCCstudents and elementary schoolstudents. This past year we had aspecic focus in regard to the trainingand mentoring we provided. Threelearning outcomes were developed,modeled on the SLCC Student Service

Learning Outcomes.

Learning Outcomes

Effective Job Seeking SkillsOne of the Student Services learningoutcomes is to display practicalcompetence and intra-personal skills;and we specically focused on thesubsequent outcomes of acquiringeffective job seeking skills.

It was established that America Readstutors will demonstrate effective job skillsby completing 10 objectives, as outlinedin the program contract. Our goal wasthat 100% of the tutors would completeobjectives 1-4, and 70% wouldcomplete objectives 5-10. The rst fewobjectives are the steps necessary to behired and placed at an elementaryschool. The later objectives deal withattending training events and on-campusco-curricular opportunities (sponsoredby the Thayne Center and many otherdepartments throughout the year),interacting on the blog, attending one-on-one meetings with the program

We help children learn to read. Wehelp to instill in them a love forreading and we teach them thatreading is important. We show themthat they can be successful and that

reading plays a big part in theirfuture. We are role models for ourstudents .

Anonymous America Reads Tutor, blog comment

TutoringWhether its in a giantpanda suit or theclothing they wore toclass an hour before,our students arededicated toincreasing literacyrates.



coordinator, and more.

Thirty-six work-study students attended AmericaReads orientation sessions. Four never tutored,three dropped out after starting due to illness or

family circumstances. Nine of the original 36tutored for one semester and 27 tutored both falland spring semester. A full 100% of studentsaccomplished contract objectives 1-4, and 75%of students accomplished objectives 5-10. Thisoutcome was successfully met, and exceeded by5%, due to the efforts of the program coordinatorto individually mentor and advise each student.

Acquire Knowledge

Within this learning outcome, we identied twomore specic outcomes: Master subject matter,and know about campus resources. The subjectmatter to which our outcome refers is the visionand mission of the Thayne Center, and of the

America Reads program, as well as anunderstanding of the other programs offered inthe department. Our outcome states thatstudents will acquire this knowledge by attendingorientation, in-service trainings, and a vision +mission reection session. Our goal was that75% of tutors would master the subject anddemonstrate their knowledge in open-endeddirect survey questions.

Based on the coding and qualitative analysis of students survey and blog responses, wedetermined that 77% of students understood thevision and mission of the department and theprogram, while only 68% were able to namethree Thayne Center programs other than

America Reads. Sixty-eight percent is still anexcellent results, even though our goal was a full75%.

Vision + MissionWe asked students to express the Thayne Centervision and/or mission in their own words. Some

of the responses we received were as interestingfrom a public relations perspective a s from anassessment perspective.

One student said that the Thayne Center vision is

to make sure peoples needs are met. Thestudent wrote that without work-study manypeople like me would not have the educationalopportunities we need to be able to provide forourselves adequately in the future.

Another student explained our vision as one of ensuring equality. They wrote that America Readsis the perfect example of fullling our vision. Wehelp any student that needs that help. It doesntmatter if they come from a minority race. It doesntmatter what language they speak at home. It doesntmatter if they behave well in class or if they strugglewith appropriate behaviors. We dont discriminate. Ifa child needs help, we give them what we can give.

For the record, the vision of the Thayne Center isto create a world in which peoples basic needsare met and in which the values of equality andsocial justice are realized. We believe institutionsof higher education have a responsibility tocultivate an engaged citizenry. We are thereforededicated to empowering our students andfaculty to realize they have the knowledge andskills to affect positive change in theircommunity.

So when our work-study students talk abouttheir basic needs of income and education beingmet, when they talk about the equality theydefend in their tutoring classroom, and when

they say workstudy also provides us with jobskills. We learn how to work with all kinds of people and creatively get things done... theyhave, in their own words, beautifully articulatedthe very reason why we do what we do everyday. In the words of one tutor, our departmentsmission is to always help others.



Develop Cognitive Skills & DisplayInterpersonal DevelopmentWe took the liberty of mergingtwo Student Services learningoutcomes together for thepurpose of this assessment.Within the outcome of DevelopCognitive Skills, one of the goalsis to demonstrate ethicalthinking. Similarly, within theoutcome of DisplayInterpersonal Development, oneof the goals is to understandand appreciate humandifference.

Using that as our baseline, ourspecic learning outcomestated that through campusevents and in-service trainingstutors would be presented withinformation on the effects of hunger, poverty, and diversity onliteracy rates in public Title Ischools. From there tutors were

given the opportunity todemonstrate their ethicalthinking and appreciation of human differences in theirqualitative responses to blogprompts and/or reective emailessays sent directly to theprogram coordinator.

We coded the qualitativeresponses and determined thatby the end of the year, 81% of all tutors say their tutoring hasexposed them to the reality of declining literacy rates in thestate of Utah. Eighty-vepercent know that the socio-economic background of

children affects literacy rates,while 74% also correctlyattribute the decline to issues of hunger and poverty. In a similarvein, 88% of tutors named threeor more ethnicities and culturesin their tutoring classrooms. Thisstatistical knowledge alonedoes not demonstrate that theirthinking on the issues is ethicalor that they appreciate thatdiversity; however, their essaysdo demonstrate that.

As we read our students

responses, we can literally seethe words working their way inand around the issues,analyzing and making anintentional effort to not simplifythese complex issues into anerroneous soundbite.

For example:I nd it intriguing that there is acorrelation between poverty andsome students reading abilities.The more I get to know thesestudents, the more I nowunderstand why some studentsstruggle academically. [Its]because many students parentswork multiple jobs and/or aredivorced. Therefore, a lot ofstudents are involved in daycareand the Boys and Girls Club.Although this is a greatorganization, nothing compares tothe love and support of aparent(s). This is not to saw thattheir parents arent supportive, buta parent who works all day andpossibly night would nd it hard

to keep up with the hectic life ofa learning child.

Seeing a highly traditionalstudent type parent(s) with a

parenthetical letter s - andmean it as an understandingand respectful gesture - is asignicant learning outcome notto be overlooked. It is, in fact,exactly the type of assessmenthighlight that our departmentcoordinators share in staff meeting as everyone applauds.

The America Reads blog

received 186 comments from26 of the 27 tutors. What isinteresting to note throughoutthose responses is how thiscommunity of students educateand respectfully challenge eachother.



One conversation on the blogwas about poverty, hunger, andthe ability of a child to focus ontheir tutoring lesson. The rstcomment was critical of thewrong choice of foods kidsbring to school. The nextcommenter shared their ownexperience of seeing thosesame children quietly approachthe teacher and ask forbreakfast food.

Subsequent comments - andnote that many students

returned and commented againlater, continuing theconversation they started -delved into issues of access tohealthy food, teacherspurchasing granola bars withtheir own money, the federalfree lunch program, and howtutors attitudes about handouts had changed.

One student went so far as toobserve - free of judgement -that Its true that the school hasa free breakfast and lunchprograms for those who qualify,but the kids have to make it tobreakfast on time to get it. Manyof the kids come to our schoolas much as an hour late. Insome other countries, time isseen in different ways that it ishere in the USA. We just have tocontinue to work with the kids,and realize some of them didnthave breakfast.

The original student who beganthe blog conversation bycriticizing parental choices latertold our program coordinatorthat he learned more about hungerand poverty from the blog poststhan he did in all of the classeshes ever taken at SLCC. At theend of the year, he spoke of hismotivation, saying he was nowtutoring for my own educationof the real problems of society,right in my own backyard!

The levels of ethical thinking thatwere demonstrated in FA11increased by the end of theyear; to the point that the blogwas still monitored, but yet

unmoderated by staff. Itbecame a communitypoignantly owned by thestudents who mentored eachother and guided their peersthinking toward an appreciationof human difference.

Increasing Literacy RatesSLCC tutors worke d with over62 children at three Title Ielementary schools. At Whittier,19 children raised their readingskills by an average of fourlevels in eight months. In thatsame time, 43 children at NibleyPark increased an average of 3.65 levels. David Gourley doesnot track literacy rates. Also,Whittier utilized our students inEnglish as a Second Language

classrooms, reaching another55 students in addition to those19 in the program formally.

Now What?

Goals for the 2012-13 programinclude perfecting the use of thereection blog, continuing in-service trainings, and seekingnew partnerships with schoolsthat have a dedicated readinglab and staff coordinator.



Campus-Community Partnershipsan exciting work-in-progressBy Gail Jessen, Thayne Center Director

A data-driven budget request -based on the assessments andoutreach conducted over threeyears of service by AmeriCorps

VISTA members - wasapproved in SP11 and broughtto our center a part-timeCommunity PartnershipsCoordinator. A subsequentdata-driven budget request thispast fall was approved and afull-time coordinator will be onboard in July 2012.

Having this part-timecoordinator in place for ninemonths has yielded nearly 75 in-person site visits to different

nonprot community partners,reaching over 150 agencycontacts through those visits.

An annual CommunityPartnership Agreementprocedure was revised andimplemented, withapproximately 50 nonprotorganizations signing on so far.

Over 160 volunteeropportunities were posted onour blog, which averages 18,000views each month. OurFacebook page has gained 67 new followers, and we averagea weekly reach of 373 people.

We managed an MLK Jr. Day of Service grant from the UtahCommission on Volunteers(UCOV), sub-granting $1,500 tothree community partners whoengaged over 150 volunteers.

We are currently managing asecond UCOV grant thatallowed us to establish apartnership with the United Wayof Salt Lake. Together werehosting the 2012 VolunteerManagement Training Series andhave since taught 6 trainingworkshops for nonprots,averaging 60 attendees at eachevent.

COMMUNITY OUTREACH


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Visit us online for more information and links to our social media sites: www.slcc.edu/thaynecenter

THAYNE CENTER IMPACT SUMMARYAnnual Statistics: 2007 2012

PROGRAM 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012SERVICE-

LEARNINGCOURSES

2,650 students37,750 hours156 courses





AMERICORPSEDUCATION

AWARDS

114 students28,094 hours$176,020 inscholarships

233 students60,913 hours$329,382 inscholarships

209 new students62,127 hours

$80,000 inscholarships

215 new students(488 students total)

206,873 hours$488,900 inscholarships

0 new students(471 students total)

61,821 hours**$333,129 in

scholarships**

AMERICA READSCOMMUNITYWORK-STUDY

33 students7,582 hours

$72,522 of federalfinancial aid






$123,312 of federalfinancial aid (26% of work-study at SLCC)


$81,770 of federalfinancial aid (21% work-study at SLC

ALTERNATIVESPRING BREAK

19 participants608 hours





CommunityPartner Outreach

(No program staff) 2 AmeriCorps VISTA2 AmeriCorps VISTA12 volunteer opp.

blog posts

38 AmeriCorps VISTAsite visits

292 volunteer opp.blog posts

180 communitypartner site visits

172 volunteer opp.blog posts

SLICE:StudentLeaders in Civic

Engagement






SPONSOREDPROJECTS/EVENTS

1,573 participants

2,088 hours36 projects/events

705 participants


1,090 participants


2,019 participants


1,555 participants


CIVICALLY-ENGAGEDSCHOLARS


24 graduates


19 graduates

38 students5,200 hours26 graduates

45 students12,839 hours28 graduates

42 students enrolled3,274 hours

24 graduates

TRAINING &WORKSHOPS

261 students43 training events

1,648 training hours



1,179 students71 training events




420 students126 training events1,973 training hour

INFORMATION &REFERRAL 51,279 contacts 50,423 contacts 28,853 contacts 8,480 contacts 7,467 contacts

ANNUALTOTAL IMPACT

4,431 volunteers 80,136 hours of

service$1,563,453 worth of

service tocommunity, based on

$19.51/hr*

4,236 volunteers123,479 hours of


service tocommunity, based on

$20.25/hr*



service to communitybased on $20.85/hr*



service to communitybased on $21.36/hr*


service$3,619,981 worth

service to communitbased on $21.79/hr*

* Annual value of volunteer t ime calculated by Independent Sector: www.independentsector.org . ** Based on all 471 enrolled members.
http://www.independentsector.org/http://www.independentsector.org/http://www.independentsector.org/


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2011 Campus Compact Annual SurveyS U M M A RY R E S U LT S F O R S A LT L A K E C O M M U N I T Y C O L L E G E

PURPOSE AND METHODOLOGY

The findings in this report reflect responses to Campus Compacts online membership survey,conducted in the fall of 2011 to gauge civic engagement activity and support during the 20102011 academic year. This summary contains the findings on a national level, state level, andinstitutional level.

Conducted each year since 1986, this survey is the most comprehensive and widely distributedreview of service, service learning, and civic engagement in higher education. Through thisinstrument, Campus Compact calculates student and faculty involvement in service and servicelearning, assesses institutional support, identifies community campus partnerships, and receivesvaluable feedback about Campus Compact programs and services.

Of the 1,185 member institutions surveyed in 2011, 716 responded to the survey, a responserate of 60%. Of the eleven members of Utah Campus Compact, nine responded to the survey,resulting in an 82% response rate.

HIGHLIGHTS

8,215 students from Salt Lake Community College served in the local community duringthe 2010 2011 academic year.

43% of students at Salt Lake Community College participated in community service,service learning, or civic engagement activities, which is higher than both the nationalaverage (37%) and the state average (39%).

Salt Lake Community College offered 250 service learning classes, which is significantlyhigher than the national average per institution (69 courses) and the state average (116courses).

17% of faculty members at Salt Lake Community College taught service learning classes,compared with the national average of 6% and the state average of 11%.

25% of federal work study funds were allocated to community work study during 20102011, the highest percentage reported for the state.

8 staff members at Salt Lake Community College provide support for community service,volunteering, or civic engagement activities; 3 staff provide support for service learningactivities. This is lower than the national average (27 staff and 11 staff, respectively) andthe state average (14 staff and 8 staff, respectively).


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This report would not be completewithout recognizing the hard work of all

Thayne Center staff members. Thoughwe chose to highlight two assessmentprojects in particular, there are stacksand stacks of assessment data on thedesk of each and every staff member.

The exciting news is that I know for afact those stacks are turned into actions,improvements, innovations, and creativeprogramming every single day. We dontever have to talk about closing theassessment loop, we just live andbreathe it as reective practitioners.

The following staff members conductedassessments on the following programs:

Lesa Bird, Administrative Assistant:Budget Reconciliation Procedures.Linnie Spor, Service Leadership Coordinator:

Alternative Spring Break, SLICE: Student

Leaders in Civic Engagement, andSLICE Peer Mentoring Program.

Lisa Walz, Service-Learning Coordinator:SL Grant & Designation Program,Civically Engaged Scholars, SL StudentProject Fund, SL course tracking,Student SL Showcases, FTLC 1000 SLWorkshops, SL 1000 CourseEvaluations, SL Teaching CirclesLynne McCue-Hamilton, Community Work-study America Reads Coordinator:

America Reads Tutoring ProgramSean Crossland, Community PartnershipsCoordinator:Campus-Community Outreach, SocialMedia MarketingBilly Walker, Student Employee:Utah Commission on Volunteers 2012

Volunteer Management Training Series

Good work, team! Be proud of everythingyou accomplished. Keep it up!

Creating a culture of evidenceintegrating practice & assessment

2011-2012 This is the rst yearthat every staff member completed anassessment project foreach of their programsand initiatives. Kudosto the hard-workingstaff!

2011-2012 Annual Assessment | Thayne Center for Service & Learning

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