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Academic Service Learning
Learn and Serve Grant Program


California State University’s Service-Learning
Assessment Plan Rubric

Introduction:
To access the CSU’s Service-Learning Assessment Plan Rubric, click on one of the three goals. Each goal will contains all of its corresponding steps. The Office of Community Service Learning at the Office of the Chancellor developed this rubric. Additionally, the "Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education" developed by Dr. Andrew Furco, Director of the UC Berkeley Service-Learning Research and Development Center, was used as a model; some of these questions were incorporated into the CSU Service-Learning Assessment Plan Rubric.

  • Goal 1: To develop a solid infrastructure to support community service learning (pdf)
    • Step 1: Create an office of community service learning.
    • Step 2: Integrate community service learning into the campus mission statement and strategic plan.
    • Step 3: Develop a campus strategic community service-learning plan.
    • Step 4: Develop and administer a tool to collect data about
    • university needs and resources.
    • Step 5: Create an information management system.

  • Goal 2: To provide resources and tools for faculty interested in service learning (pdf)
    • Step 1: Provide faculty training about experiential education in general and along a continuum of integration in community service learning specifically.
    • Step 2: Provide curriculum development funds to assist in developing community service-learning courses.
    • Step 3: Recognize faculty involvement in community service learning in the retention, tenure, and promotion policies.
    • Step 4: Create department-based incentives for faculty involvement.
    • Step 5: Provide campus awards for outstanding faculty and student involvement in community service learning.
    • Step 6: Provide workshops and other support arrangements for faculty interested in community service learning.
    • Step 7: Organize a community service-learning committee that includes strong faculty representation from all colleges.
    • Step 8: Give regular reports about community service learning to the Academic Senate and other campus bodies to enhance awareness.
    • Step 9: Provide appropriate workload credit for designing and offering community service-learning courses.

  • Goal 3: To support the involvement of community partners and students in the design of a service-learning program(pdf)
    • Step 1: Involve students and community partners from the beginning in planning and developing community service-learning programs and policies.
    • Step 2: Establish community advisory panels.
    • Step 3: Prepare student and community agency/organization handbooks.
    • Step 4: Develop ties with local K-14 schools.
    • Step 5: Conduct workshops with community agencies/organization and neighborhood groups.
    • Step 6: Create community service-learning demonstration projects.
    • Step 7: Develop assessment techniques to evaluate partnership outcomes.
    • Step 8: Work with campus student organizations to increase faculty/student collaboration.
Content Contact:
Judy Botelho
(562) 951-4749
Technical Contact:
webmaster@calstate.edu

Last Updated: April 29, 2008