Assessing Service-Learning in a Communication Curriculum.

Incorporating both educational assessment and service-learning prerogatives, a study examined a communications curriculum implementing service-learning to determine if the service-learning method was accomplishing its full potential. Through an evaluation based on six categories of service-learning objectives (intellectual-, skills, and affective development, moral and spiritual growth, community outcomes and college or university outcomes), a secondary analysis of data collected by Santa Clara University's Eastside Project was undertaken. The analysis included narrative and survey evaluations from 1990-1993 and 1995-1999 from students participating in service-learning placements in conjunction with communication courses. Results indicated that: (1) students make connections to their learning, but at different levels; (2) emotional growth from service-learning includes self-esteem, a sense of being appreciated, and satisfaction; (3) empathy for those served and better ability to relate to others arise from the service-learning experience; (4) a changed outlook on others, on education, and on life may result from the experience; (5) suggestions for improvement and spots of program failure can be noted in student responses; (6) the value of the service-learning experience and its influence on students' future behavior is noticeable; (7) the connection with student academics is present though less prevalent than other assessment variables; and (8) more successful results come in applied courses such as journalism, reporting, and documentary video than in introductory courses. Findings suggest that: faculty implementation of the service-learning model needs improvement; faculty should explore ways to measure whether a service-learning placement helps in skills and in affective development; data collecting methods have been inconsistent and often incomparable; students often feel over-evaluated; and the service-learning program does have a good proportion of successes. Contains 3 tables of data. Appendixes include a sample student evaluation form, placement-based assessment form, and sample program evaluation forms. (EF)