St Ignatius College Prep

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St Ignatius College Prep

• Graduation Requirement Between first day of
  freshmen year and first day of senior year,
  complete at least 100 service hours, a part of
  which is a Core Service Experience (at least 40
  hours direct service with same agency in
  conjunction with a reflection journal)

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Core Service

• An intentional experience of service in which
  students are directly involved with those in need
  as they volunteer for the same nonprofit
  organization for at least 40 hours

• Includes reflection journal which is provided to
  the student by the CSP Office (student applies
  for journal). This journal is to be used in
  conjunction with the volunteer activity

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Journal

• Review handout

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Journal Assessment

• As part of our WASC mid-term report, the CSP
  Office decided to evaluate what the service
  journal is achieving
• We selected the ESLR Persons Open To Growth to
  evaluate

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Open To Growth

• Evaluate Divergent Points of view
• Demonstrate tolerance and respect for divergent
  points of view

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Enduring Understandings

• That core service is a hands-on learning
  experience in which students are immersed in a
  new environment that challenges them to be open
  to new, divergent points of view
• Through service and the accompanying journal,
  students spend time evaluating their experience
  in order to make a connection to their own growth
  as a person for others

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Enduring Understandings Cont

• Students learn that service requires an attitude
  of authentic respect and tolerance towards each
  person they meet throughout their core experience

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Quantitative Assessment

• In an effort to quantify the journal experience,
  the CSP office decided craft a rubric to assess
  student learning and growth.
• Research showed few examples of such rubrics.
• In partnership with colleagues, CSP created a
  rubric to assess this ESLR

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Rubric Characteristics

• Tolerance
• Growth
• Practical Application

• Community
• Generosity
• Authenticity

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Quality of Characteristics

• 1--Vague or Insincere
• 2--Sophomoric (naïve, teenaged)
• 3--In-depth (thoughtful)
• 4--Sophisticated (fully integrated or mature)

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Rubric

• Review on web or in handouts

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Process of Assessment

• 6 teachers were recruited and divided into two
  teams of three
• Each team read 15 anonymous journals, rating the
  student by the rubric
• A total of 30 journals were selected, balancing
  gender, age, format of journal and type of
  service student engaged in

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Rubric Data

• Review website or handouts

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Rubric Results

• Strong connection with service activity and
  student learning, especially depending on format
  of student journal
• Interesting understandings about how different
  genders respond to service (and journaling) as
  well as how the type of service impacts reflection

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The data gathered has also helped us to make
comparisons between gender of students, grade
levels, type of service activity and format of
journal reflection.

• Gender
• Grade Levels
• Type of Service Activity
• Format of Journal

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Reflection

• Successful in developing a rubric that
  articulates what we are looking for
• Successful in engaging teachers in
  service-learning--building allies for cura
  personalis
• Consider alternative reflection styles to
  journaling
• Consider crafting journals that are grade-level
  specific

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Reflection Cont

• Consider involving student readers in future
• Articulate rubric within journal so students know
  what is expected
• Do more work on this, gather more data
• Do more thinking on ways to involve service as a
  measure of cura personalis