The utilization of a service learning assignment in an undergraduate public policy course

The purpose of this paper is to reflect upon the development of a service learning (SL) assignment in an undergraduate public policy course. The instructor completed a university-sponsored SL training program and then integrated SL into an extant course. The paper provides a brief overview of the (a) course topics, (b) SL planning process, (c) SL assignment, (d) reflection papers and (e) syllabus description of the SL assignment. The assignment has been implemented over several semesters. Across semesters, the purpose of the SL assignment remains focused on salience to course concepts. Thus, there is the potential that SL is a value-added experience for students (and community members [agency staff, clients]). Based on the instructor’s experience with the SL assignment, some recommendations for other courses are offered. The recommendations are sufficiently broad that they can be utilized across academic courses/disciplines. Thus, the SL parameters are not exclusively focused on social science courses

The Role of Students’ Assignment Perceptions in Overall Course Satisfaction

A study was conducted to determine the association between (a) course satisfaction and (b) students’ perceptions of a course assignment. Instructors can facilitate learning when they create assignments that engage students in meaningful ways (Asay & Curry, 2003; Nilson, 2003). Instructors can make significant investments in finding/creating assignments (e.g., Greene, 2008; Hamon & Way, 2001), but students might not experience assignments/activities as instructors intended (Shdaimah, 2009). Thus, it can be helpful to assess students’ perceptions of the relevance/value of such assignments (Armstrong, 2003). Assessment followed students’ completion of an assignment in an undergraduate social science course. The assignment required students to link course concepts about interpersonal dynamics to media displays of ongoing relationships. Students anonymously completed the Course Assignment Perception Scale (Fitzpatrick & Kostina-Ritchey, 2012). This scale measured perceptions of (a) course satisfaction and (b) the assignment’s positively (informative, helpful) and negatively-valenced (overwhelming, irrelevant) characteristics. A regression indicated these characteristics accounted for approximately 20% of satisfaction variance. Given the demands to address issues of educational relevance (e.g., Smith, 2008), such assessments might be a resource in meeting the demands. This type of assessment can be used in multiple disciplines. This poster could foster colleagues’ discussion and conceptualization of assessment options