Reflective Service-Learning in Gen Ed: Description of learning outcomes, sample prompts and rubrics
ACADEMIC ENHANCEMENT
Intellectual engagement
GE SL Outcome:
Students will reflect on the meaning of enduring questions in context of the interdisciplinary connections or
interconnected approaches relevant to their service-learning experience. (new outcome)
Sample Critical Reflection Prompt:
Identify at least three enduring human questions that are relevant to your service experience. Enduring questions are
those big questions that relate to purpose, value and meaning across time and culture. In identifying these questions
think broadly about your service experience including the mission of the organization with which you worked and the
work of similar organizations. Examine at least one of these questions from several different perspectives. In thinking
about different perspectives you might think about different disciplinary, cultural and ethical perspectives.
Rubric:
SL GE SLO- IE: Students
will reflect on the
meaning of enduring
questions in context of
the interdisciplinary
connections or
interconnected
approaches relevant to
their service-learning
1
experience.
4
Evaluates and applies
interdisciplinary
perspectives/
interconnected
approaches to enduring
questions relevant to
their service experience
in the face of multiple
and even conflicting
positions (i.e. cultural,
disciplinary, and
ethical).
3
Synthesizes
interdisciplinary
perspectives/
interconnected
approaches when
investigating enduring
questions relevant to
their service
experience.
2
Identifies and explains
interdisciplinary
perspectives/
interconnected
approaches when
exploring enduring
questions relevant to
their service
experience.
1
Identifies multiple
perspectives while
maintaining a value
preference for own
perspective or approach
when discussing
enduring questions
relevant to their service
experience.
Connection between academic material and service-learning
GE SL Outcome:
Students will connect knowledge (facts, concepts, theories, etc.) from their academic study/field/discipline to their
service-learning experiences. (QEP SLO 1.1)
Sample Critical Reflection Prompt:
Explain how areas of knowledge (facts, concepts, theories, etc.) from your academic study/field/discipline/coursework
are relevant to your service-learning experiences. How does having this background knowledge affect how you engage
in your service or how you think about this engagement? How does engaging in your service affect your understanding
of this background knowledge?
1
Measured with modified Global Learning VALUE Rubric (Perspective Taking)
1
Reflective Service-Learning in Gen Ed: Description of learning outcomes, sample prompts and rubrics
Rubric:
SLO 1.1 – Students will
connect knowledge
(facts, concepts,
theories, etc.) from
their academic
study/field/discipline to
their service-learning
2
experiences.
4
Connects and extends
knowledge (facts,
theories, etc.) from
one's own academic
study/field/discipline to
the service experience.
3
Analyzes knowledge
(facts, theories, etc.)
from one's own
academic
study/field/discipline
making relevant
connections to the
service experience.
2
Begins to connect
knowledge (facts,
theories, etc.) from
one's own academic
study/field/discipline to
the service experience.
1
Begins to identify
knowledge (facts,
theories, etc.) from
one's own academic
study/field/discipline
that is relevant to the
service experience.
Critical thinking
GE SL Outcome:
Students will demonstrate the ability to think critically about an area of service related to the discipline. (QEP SLO 1.2a)
Sample Critical Reflection Prompt:
Think about one complex issue you have encountered in your service experience that is related to your discipline or
coursework. Comprehensively explain this issue and present an argument for your position on the issue while taking
into account all relevant information.
Rubric:
SLO 1.2a – Students will
demonstrate the ability
to think critically about
an area of service
related to the discipline.
3
4
Issue in the discipline
relevant to the servicelearning to be
considered critically is
stated clearly and
described
comprehensively,
delivering all relevant
information necessary
for full understanding.
3
Issue in the discipline
relevant to the servicelearning to be
considered critically is
stated, described, and
clarified so that
understanding is not
seriously impeded by
omissions.
2
Issue in the discipline
relevant to the servicelearning to be
considered critically is
stated but description
leaves some terms
undefined, ambiguities
unexplored, boundaries
undetermined and/or
backgrounds unknown.
1
Issue in the discipline
relevant to the servicelearning to be
considered critically is
stated without
clarification or
description.
Critique of assumptions
GE SL Outcome:
Students will demonstrate the ability to critique the assumptions and attitudes they and others bring to the servicelearning experience. (QEP SLO 3.2a)
2
3
Measured with modified Civic Engagement VALUE Rubric (Analysis of Knowledge)
Measured with modified Critical Thinking VALUE Rubric (Explanation of Issues)
2
Reflective Service-Learning in Gen Ed: Description of learning outcomes, sample prompts and rubrics
Sample Critical Reflection Prompt:
Discuss your position on an issue related to your service experience. As you think back on some of the initial attitudes
and assumptions about this issue that you brought to your service experience, in what ways have these attitudes and
assumptions changed? Why do you think this is? What have you learned about your own attitudes and assumptions as
you compare them to those of others?
Rubric:
SLO 3.2a – Students will
demonstrate the ability
to critique the
assumptions and
attitudes they and
others bring to service4
learning issues.
4
Thoroughly
(systematically and
methodically) analyzes
own and others'
assumptions and
carefully evaluates the
relevance of contexts
when presenting a
position.
3
Identifies own and
others' assumptions
and several relevant
contexts when
presenting a position.
2
Questions some
assumptions. Identifies
several relevant
contexts when
presenting a position.
May be more aware of
others’ assumptions
than one's own (or vice
versa).
1
Shows an emerging
awareness of present
assumptions
(sometimes labels
assertions as
assumptions). Begins to
identify some contexts
when presenting a
position.
Problem solving
GE SL Outcome:
Students will demonstrate the ability to identify real-world problems and multiple solutions to address these from
various perspectives. (QEP SLO 1.3a)
Sample Critical Reflection Prompt: Think about a major or reoccurring issue related to your service experience. In what
way might this issue be considered a problem? What are some possible causes of this problem? What could be done to
try to solve this problem? What are the strengths and limitations of these possible solutions to this problem?
Rubric:
SLO 1.3a – Students will
demonstrate the ability
to identify real-world
problems and multiple
solutions to address
these from various
5
perspectives.
4
Demonstrates the
ability to construct a
clear and insightful
problem statement with
evidence of all relevant
contextual factors.
Identifies multiple
approaches for solving
the problem that apply
within a specific
context.
4
5
3
Demonstrates the
ability to construct a
problem statement with
evidence of most
relevant contextual
factors, and problem
statement is adequately
detailed.
Identifies multiple
approaches for solving
the problem, only some
of which apply within a
specific context.
2
Begins to demonstrate
the ability to construct a
problem statement with
evidence of most
relevant contextual
factors, but problem
statement is superficial.
1
Demonstrates a limited
ability in identifying a
problem statement or
related contextual
factors.
Identifies only a single
approach for solving the
problem that does
apply within a specific
context.
Identifies one or more
approaches for solving
the problem that do not
apply within a specific
context.
Measured with Critical Thinking VALUE Rubric (Influence of Context and Assumptions)
Measured using Problem Solving VALUE Rubric (Identify Strategies and Define Problem)
3
Reflective Service-Learning in Gen Ed: Description of learning outcomes, sample prompts and rubrics
CIVIC LEARNING
Constructive community engagement
GE SL Outcome:
Students will demonstrate a commitment to work collaboratively within a community context to achieve a civic aim.
(QEP SLO 2.3a)
Sample Critical Reflection Prompt:
Discuss what your service experience has taught you about collaborative community engagement. Give an example of
how you worked collaboratively to achieve a civic aim. How has this experience affected your commitment to working
collaboratively in future community contexts in order to achieve a civic aim? In what way(s) does this commitment
represent a change in your thinking and behavior from before your service experience?
Rubric:
SLO 2.3a – Students will
demonstrate a
commitment to work
collaboratively within a
community context to
6
achieve a civic aim.
4
Demonstrates ability
and commitment to
collaboratively work
within a community
context (i.e. community
organization or service
site) to achieve a civic
aim. Works effectively
as part of collaborative
effort.
3
Demonstrates
commitment to work
actively within a
community context (i.e.
community organization
or service site) to
achieve a civic aim.
Recognizes his/her role
in collaborative efforts.
2
Demonstrates
experience identifying
intentional ways to
participate in a civic
context. Begins to
understand civic aim of
given community (i.e.
community organization
or service site), but does
not identify her/his role
in this context.
1
Experiments with civic
contexts as an
individual. Does not
explore her/his
collaborative role in
the community to
achieve a civic aim.
Civic responsibility
GE SL Outcome:
Students will demonstrate a sense of personal civic responsibility. (QEP SLO 2.1a)
Sample Critical Reflection Prompt:
In what ways do you think you are and are not personally responsible for taking action to achieve a public good? Has
your thinking about your level of personal responsibility changed since engaging in your service experience? What is an
example of a public good with which you identify and toward which you have some personal commitment? How do you
see yourself being involved in this issue in the future?
6
Measured using modified Civic Engagement VALUE Rubric (Civic Contexts/Structures)
4
Reflective Service-Learning in Gen Ed: Description of learning outcomes, sample prompts and rubrics
Rubric:
SLO 2.1a – Students
will demonstrate a
sense of personal civic
7
responsibility.
4
Provides evidence of
experience in civicengagement activities and
demonstrates a
reinforced and clarified
sense of civic identity and
continued commitment to
public action.
3
Provides evidence of
experience in civic
engagement activities
and demonstrates a
growing sense of civic
identity and
commitment.
2
Evidence suggests
involvement in civic
engagement activities is
generated from
expectations or course
requirements rather
than from a sense of
civic identity.
1
Provides little evidence
of her/his experience in
civic engagement
activities and does not
connect experiences to
civic identity.
Global understanding
GE SL Outcome:
Students will demonstrate an appreciation of global interdependence and an attitude of global responsibility in
relationship to their service-learning experience. (new outcome)
Sample Critical Reflection Prompt:
Identify a global problem relevant to your service experience. Discuss your current understanding of this problem and
what your service experience has taught you about global interdependence and global responsibility. Be sure to include
a variety of perspectives on interventions to address the problem and the range of consequences of these interventions.
Rubric:
SL GE SLO- GU:
Students will
demonstrate an
appreciation of
global
interdependence
and an attitude
of global
responsibility in
relationship to
their service
learning
experience.
4
Adapts and applies a deep
understanding of global
interdependence while
initiating meaningful
interaction with other cultures
to address significant global
8
problems.
3
Analyzes substantial
connections between the
worldviews, power
structures, and experiences
of multiple cultures
historically or in
contemporary contexts,
incorporating respectful
interactions with other
cultures.
Demonstrates an attitude of
global responsibility to address
ethical, social, and
environmental challenges in
global systems and evaluates
the local and broader
consequences of individual
9
and collective interventions.
Analyzes the ethical, social,
and environmental
consequences of global
systems and identifies a
range of actions informed
by one’s sense of personal
and civic responsibility.
7
2
Explains and connects
two or more cultures
historically or in
contemporary
contexts with some
acknowledgement of
power structures,
demonstrating
respectful interaction
with varied cultures
and worldviews.
Explains the ethical,
social, and
environmental
consequences of local
and national decisions
on global systems.
Measured using modified Civic Engagement VALUE Rubric (Civic Identity and Commitment)
Measured with modified Global Learning VALUE Rubric (Cultural Diversity)
9
Measured with modified Global Learning VALUE Rubric (Personal and Social Responsibility)
8
5
1
Describes the
experiences of others
historically or in
contemporary
contexts primarily
through one cultural
perspective,
demonstrating some
openness to varied
cultures and
worldviews.
Identifies basic
ethical dimensions of
some local or
national decisions
that have global
impact.
Reflective Service-Learning in Gen Ed: Description of learning outcomes, sample prompts and rubrics
Openness to diverse perspectives
GE SL Outcome:
Students will demonstrate openness to diverse perspectives. (QEP SLO 3.3a)
Sample Critical Reflection Prompt:
How have the diverse perspectives of others with whom you have worked in your service experience changed your own
attitudes and beliefs? Discuss how this experience with diversity might change your future behavior.
What do you think can be learned more generally from experiencing diverse cultures and communities?
Rubric:
SL0 3.3a – Students will
demonstrate openness
to diverse
10
perspectives.
4
Demonstrates an
integration of diverse
perspectives into own
attitudes and beliefs
because of working
within and learning from
diversity of communities
and cultures. Promotes
others’ engagement with
diversity.
3
Reflects on how own
attitudes and beliefs
are different from
those of other cultures
and communities.
Exhibits curiosity about
what can be learned
from diversity of
communities and
cultures.
2
Has awareness that own
attitudes and beliefs are
different from those of
other cultures and
communities. Exhibits
little curiosity about
what can be learned
from diversity of
communities and
cultures.
1
Expresses attitudes
and beliefs as an
individual, from a onesided view. Is
indifferent or resistant
to what can be
learned from diversity
of communities and
cultures.
Understanding of social issues
GE SL Outcome:
Students will demonstrate comprehension of a range of perspectives on the issues relevant to their service-learning
experience (e.g., environmental, global, or social issues). (QEP SLO 3.1a)
Sample Critical Reflection Prompt:
Identify the issues that are most relevant to your service experience and your service site. These issues could be social,
environmental, global, etc. Based on your service experience, how might these issues be considered from a variety of
perspectives and how does doing so enhance your understanding of the issues?
10
Measured using modified Civic Engagement VALUE Rubric (Diversity of Communities and Cultures)
6
Reflective Service-Learning in Gen Ed: Description of learning outcomes, sample prompts and rubrics
Rubric:
SLO 3.1a – Students will
demonstrate
comprehension of a
range of perspectives on
the issues relevant to
their service-learning
course (e.g.,
environmental, global,
11
or social issues).
4
Identifies multiple issues
that are relevant to
service-learning course.
Each issue is considered
comprehensively from a
range of perspectives.
3
Identifies issue(s)
connected to servicelearning experience.
Issue(s) are considered
from multiple
perspectives.
2
Identifies issue(s)
connected to servicelearning experience.
Issue(s) considered
from only one
perspective.
1
Demonstrates a limited
ability in identifying an
issue(s) connected to
service-learning
experience.
Environmental awareness
GE SL Outcome:
Students will apply a deep understanding of issues and actions related to sustaining the natural environment as relevant
to their service-learning experience. (new outcome)
Sample Critical Reflection Prompt:
Think about an environmental problem that is relevant to your service experience. Use your background knowledge
about this problem to explain how you might effectively advocate for a solution to this problem.
Rubric:
Students will apply a
deep understanding of
issues and actions
related to sustaining the
natural environment as
relevant to their service12
learning experience.
11
12
4
Uses deep knowledge of
the historic and
contemporary role and
differential effects of
human organizations
and actions on
sustaining the natural
environment to develop
and advocate for
informed, appropriate
action to solve complex
environmental
problems.
3
Analyzes major
elements of sustaining
the natural
environment, including
historic and
contemporary
connections and the
differential effects of
human organizations
and actions, to pose
elementary solutions to
complex environmental
problems.
2
Examines the historical
and contemporary
connections and
differential effects of
human organizations
and actions on
sustaining the natural
environment.
Measured with modified Problem Solving VALUE Rubric (Define Problem and Identify Strategies)
Measured with modified Global Learning VALUE Rubric (Understanding Global Systems)
7
1
Identifies the basic role
of some global and
local institutions, ideas,
and processes in
relationship to
sustaining the natural
environment.
Reflective Service-Learning in Gen Ed: Description of learning outcomes, sample prompts and rubrics
PERSONAL GROWTH
Communication skills
GE SL Outcome:
Students will communicate effectively in their service role. (new outcome)
Sample Critical Reflection Prompt:
Think of a time when you were able to effectively communicate in your service role and a time when your
communication in your service role was not as effective as it could have been. What were the circumstances of each
and how did you respond? What did you learn about your communication skills from these situations?
Rubric:
Students will
communicate effectively
in their service role.
4
Demonstrates a thorough
understanding of
context, audience, and
purpose that is
responsive to the service
13
environment.
3
Demonstrates
adequate consideration
of context, audience,
and purpose that is
responsive to the
service environment
and adequately
conveys meaning.
2
Demonstrates
awareness of context,
audience, and purpose
that is responsive to
the service
environment (e.g.,
begins to show
awareness of
audience's perceptions
and assumptions).
1
Demonstrates minimal
attention to context,
audience, and purpose
that is responsive to the
service environment
(e.g., expectation of
instructor or self as
audience).
Collaboration
GE SL Outcome:
Students will demonstrate a commitment to work collaboratively within a community context to achieve a civic aim.
(QEP SLO 2.3a)
Sample Critical Reflection Prompt:
Discuss how you worked collaboratively with others to achieve goals in your service experience. How would you
describe your role in the collaborative process? How effective were your collaborative efforts and what did you learn
from these efforts?
13
Measured with modified Written Communication VALUE Rubric (Context and Purpose for Writing)
8
Reflective Service-Learning in Gen Ed: Description of learning outcomes, sample prompts and rubrics
Rubric:
SLO 2.3a – Students will
demonstrate a
commitment to work
collaboratively within a
community context to
14
achieve a civic aim.
4
Demonstrates ability and
commitment to
collaboratively work
within a community
context (i.e. community
organization or service
site) to achieve a civic
aim. Works effectively as
part of collaborative
effort.
3
Demonstrates
commitment to work
actively within a
community context (i.e.
community
organization or service
site) to achieve a civic
aim. Recognizes his/her
role in collaborative
efforts.
2
Demonstrates
experience identifying
intentional ways to
participate in a civic
context. Begins to
understand civic aim of
given community (i.e.
community
organization or service
site), but does not
identify her/his role in
this context.
1
Experiments with civic
contexts as an
individual. Does not
explore her/his
collaborative role in the
community to achieve a
civic aim.
Leadership
GE SL Outcome:
Students will demonstrate leadership in civic activities. (QEP SLO 2.2)
Sample Critical Reflection Prompt:
Think of a time you demonstrated leadership to initiate team action in your service role and a time when you waited for
others to take action. What were the circumstances of each situation? What was your response in each situation?
What did you learn about your leadership skills from these two situations?
Rubric:
SLO 2.2 – Students will
demonstrate leadership
15
in civic activities.
14
15
4
Demonstrates
independent experience
and shows initiative in
team leadership of
complex or multiple civic
engagement activities,
accompanied by
reflective insights or
analysis about the aims
and accomplishments of
one’s actions.
3
Demonstrates
independent
experience and team
leadership of civic
action, with reflective
insights or analysis
about the aims and
accomplishments of
one’s actions.
2
Has clearly participated
in civically focused
actions and begins to
experiment with
leadership roles.
Measured using modified Civic Engagement VALUE Rubric (Civic Contexts/Structures)
Measured using modified Civic Engagement VALUE Rubric (Civic Action and Reflection)
9
1
Has experimented with
some civic activities as
individual but has not
explored leadership
roles.
Reflective Service-Learning in Gen Ed: Description of learning outcomes, sample prompts and rubrics
Values identification
GE SL Outcome:
Students will articulate and analyze their own core values in relationship to their service experience and be able to
discuss the ethical implications of these values as well as how they are related to others’ values. (new outcome)
Sample Critical Reflection Prompt:
What are your own core values as relevant to your service experience? How do these core values help shape your
ethical thinking and decision making? How might others’ core values and ethics be influencing your values and ethics?
Rubric:
Students will articulate
and analyze their own
core values in
relationship to their
service experience and
be able to discuss the
ethical implications of
these values as well as
how they are related to
16
others’ values.
16
4
Student discusses in
detail/analyzes both core
values and the influences
on these core values
including ethical
implications and their
relationship to others’
values.
3
Student discusses in
detail/analyzes both
core values and the
influences on the core
values.
2
Student states both
core values and the
influences on the core
beliefs.
Measured using modified Ethical Reasoning VALUE Rubric (Ethical Self Awareness)
10
1
Student states either
their core values or
articulates the
influences on the core
values but not both.