Bringing Theory to Practice Evaluation:

What do we know after 2 years?

Ashley Finley

Dickinson College

Major Findings & Commonalities Across 7 Project Campuses

Where have we been? How far have we

come? Overview of thematic

findings after Year 1 How have those

changed after Year 2?

Engaged Learning

CivicDevelopment

Mental Health& Well-Being

Year 1: 4 Major Thematic Findings We Are Not Wasting Our

Time Programs are helpful and

well-liked Reality Check

Students gain realistic perspective on what it means to be “civically engaged” – time commitment, lose romantic notions of involvement

Questions = More Questions Complexities of

variables, measurement, and campus environments

Time is Key Untangling relationships Stabilizing variation in

engagement programs Increasing participation

across campus constituencies

What we knew then & what we know now…

Theme 1: Why do these programs work?

Institutional Perspective: Growth across

constituencies on project campuses Faculty Administrators – at all

levels Community Partners

Growth = sustainability & the potential for change

Student Perspective Enriches learning exp. Creates (+) interax with

faculty Builds social networks

Faculty Perspective Students are better

learners/do better work Meaningful interax with

students Opportunity for

collaboration

What do we know about engaged learning & civic engagement?

Engaged learning = (+) Process of Self-Discovery Most enhanced by living-learning & Civic Eng. Self-reflection upon individual behaviors &

others’ behaviors Helps challenge stereotypes and/or re-enforces

attitudes toward social justice BUT Reflection = uncomfortable reality

What do we know about engaged learning, civic engagement & well-being

Alcohol Use Living-learning &/or civic

eng. = recurring link with lower alcohol use

Self-reflection linked with modification of behaviors assoc. with alcohol use Consideration of care-

taking behaviors

What do students say about this connection?

Mental Health Mixed results for depression,

self-esteem, optimism BUT stress recurring issue

Esp. civic eng. programs How big of a problem is a little

stress? Tipping point Social networks promote better

mental health Well-being is individual AND

social

Theme 2: Putting Practice into Place

Similar obstacles for program implementation reported across campuses Variation across courses/Faculty Strain on resources

Time Administration Student Recruitment/getting the word out Response rates

Sustainable funding

Though less reporting of logistical issues

Theme 3: Time has been kind…

Still learning complexities & shortcomings but…

Selection bias Do students “select” in

and why? Who else selects in?

Intensive site institutions = Intended to directly assess selection issues

Evaluation Is an additive approach

enough? Development of a

BTtoP “toolkit” instrument Inclusive assessment of

multiple dimensions of engaged learning, well-being & substance use, and civic engagement

What is next for BTtoP evaluation?

Collection of data from 4 demonstration sites and 2 intensive sites through 2009

Further assessment of complexities with emphasis on identifying outcomes

Continued discussion of best practices