SLQAT Weighting | Service-Learning Quality Assessment Tool (SLQAT)

SLQAT Weighting

Thank you for helping provide expert ratings on the impacts of elements in the Service-Learning Quality Assessment Tool (SLQAT).
We appreciate your assistance.

This survey will take about 20-30 minutes to complete, and includes information about your background as well as an opportunity to “weight” each of the 28 elements of the SLQAT based on your assessment of the element’s impact on student learning outcomes in service-learning courses. This instrument was developed by researchers at the University of Georgia and the University of Minnesota, and this survey was reviewed and approved by the UMN IRB as exempt.

This survey is voluntary. Your decision whether to participate will not affect your current or future relations with the University of Georgia or the University of Minnesota. If you choose not to participate, please close the survey. Participant responses will be aggregated and used to help to establish the validity of the SLQAT. There are no benefits to you or risks expected from participating in the survey. Although we ask for your name, your responses will be kept confidential. (Names will not be linked to responses in any way.) However, if participants would like to have their names included as a public acknowledgement of having provided feedback, there is an opportunity below to request that.

If you agree to participate, please provide information in the survey below. If you have any questions about the survey or tool feel free to contact us at slqat@umn.edu

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Articulation of Service-Learning in Syllabus: * Service-learning is articulated and integrated in the course design and syllabus
Reflection: * The course includes relevant critical reflection activities intended to foster connections between course content and service activities
Diverse Perspectives: * The course provides opportunities to explore diverse perspectives on issues connected to goals/objectives and service activities
Assessment of Student Performance * The course incorporates assessment of students’ performance related to service-learning experience
Flexibility in Course Design/Implementation * The course shows flexibility to evolve and adapt to community and student circumstances
Reciprocity: * The service-learning experience is designed to benefit all stakeholders involved
Feedback: * Stakeholders are given opportunities to provide feedback on the strengths and weaknesses of service-learning activities, design, and practice
Risk Management * Consideration of risk management is relevant and appropriate for the course and service activities
Use of Resources and Support for Service-Learning: * The course makes use of available institutional or external supports for service-learning
Planning and Articulation of Service Activity: * Details and specific expectations for the service activities are planned and articulated

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Content Learning from Service-Learning * The service-learning experience’s relationship to the academic content of the course is explicit, transparent, and rigorous
Societal Issues Learning from Service-Learning: * The service-learning experience engages students in learning about societal issue[s] in explicit, transparent, relevant ways
Personal or Professional Learning from Service-Learning: * The service-learning experience engages students in developing personal learning and/or professional skills
Appropriateness of Service Activities for Students: * The service activities are contextually appropriate for students’ level of skill/knowledge/experience
Connection between Service and Learning: * The service activities and learning goals/objectives are linked
Authentic Community-Based Need: * The service activities are based on a clear, meaningful community-identified issue/need
Appropriate Duration/Intensity of Service: * The service activity’s duration or intensity seems appropriate for community needs and course learning goals

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Site/Partner Appropriateness: * Service partners or locations are appropriate, given focus of course, level of students, focus of societal issue
Guidance and Supervision of Students: * The community partner provides supervision, training, direction, and/or guidance to support students’ experience
Community Partner Co-Educator Role: * Community partners have a co-educator role and provide input in shaping the service-learning experience
Community Capacity for Service-Learning: * Community partners have the capacity to support and participate fully in the service-learning experience
Instructor and Community Partner Connection: * A partnership or relationship exists between the instructor and the community or community partner(s) for service-learning

	Strongly Agree	Somewhat Agree	Somewhat Disagree	Strongly Disagree
My ratings are based on my knowledge of the research literature. *
My ratings are based on my personal experiences in the classroom *
My ratings are based on my experiences supporting faculty on service-learning. *
My ratings are based on serving as a service-learning community partner *

Your Information

Introduction

Dimension I: Course Design Dimension

Dimension II: Learning Dimension

Dimension III: Student Dimension

Dimension IV: Instructor Dimension

Dimension V: Community Partner and Partnership Dimension

Ratings

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Student Preparedness for Service-Learning: * Students are prepared for the service-learning experience
Relevance of Service Activity: * The course helps clarify the service-learning experience’s relevance to students' interests, lives, etc
Student Voice: * The course incorporates opportunities/activities for student voice (e.g., autonomy, choice, creativity, leadership, influence) in the service-learning experience

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Instructor’s Knowledge of Service-Learning Pedagogy: * The instructor has knowledge about service-learning pedagogy and expertise in how to apply it
Instructor’s Knowledge of Community: * The instructor is knowledgeable about community partners, contexts, needs, and norms
Instructor’s Knowledge of Societal Issues: * The instructor has understanding of the societal issue(s) that undergird the service-learning experience