Collaborating between service-learning and institutional research offices on a college campus

Abstract

The Department of Institutional Research can be a useful resource for those in the service-learning office. Shannon Zoet, an AmeriCorps*VISTA with the Michigan Campus Compact at Jackson Community College, Jackson, Michigan, (2004-06) submitted this effective practice, which highlights the benefits of an association between departments.

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Issue

Most service-learning offices rely on support not only from students, faculty, and administrators, but usually from other campus departments. One division that is oftentimes overlooked is the Department of Institutional Research or Analysis.

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Action

Consider the following for successful interaction with the Department of Institutional Research (IR) or Analysis on campus:

Contacting Institutional Research

Depending on the size of the institution, the IR department may consist of one person or it may be made up of many. Do some initial exploration by finding the Institutional Research Department on the campus’ website. Alternatively, you may decide to call the office, explain your reason for calling, and ask to be directed to the appropriate person.

Often an IR department will have already gathered and analyzed data of use to a service-learning office. Knowing what information you may need in advance of contacting them is a good approach — however, it is important to be flexible because IR may operate in a different fashion or on a different timetable than the service-learning office when retrieving the information. Although this “stock” information may not seem like exactly what is needed, IR can assist with analysis according to the individual request.

Using IR for Decision Support

The Institutional Research Department can help other campus staff make decisions based on data they have compiled. Use IR to help decide which students to survey, the best way to present the survey, and how to tally, interpret, and report survey results. For needed reports, IR may have a lot of information readily available that would otherwise take a long time to gather.

Decision support also means that IR helps to put things in context. For instance, if there is a statistic that indicates any given number of students are involved in service, IR can assist in understanding what percentage of the student body that is, what groups that number represents, and other pertinent data. Often if an IR staff member cannot help directly in finding or interpreting information, they can at least point service staff in the direction of the assistance needed.

Using IR for Help in Creating Surveys

Quite frequently service-learning offices need to develop and distribute surveys and evaluations. Surveys can be written and formatted in ways that most effectively gather the information needed. The staff in IR will likely be well-trained in creating surveys that will garner the most useful information.

Sharing IR with Other Campus Departments

Although service-learning office staff can gain a lot from working with IR, their department can get pretty busy, so be aware of this issue. The Institutional Research Department is the hub for many types of information and data, and like any other department, they work on a schedule that may cause them to be busier at certain times. If extensive assistance is needed, be sure to give IR staff adequate notice.

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Context

Michigan Campus Compact AmeriCorps*VISTA members are placed within a network of campuses to build, support, and develop the capacity of college students to address the local needs of children in low-income communities and to gain a richer experience outside the classroom.

The Center for Service Learning and Civic Engagement at Jackson Community College is a multifaceted initiative that continues to grow and improve while it addresses the identified needs of the community; offering a high quality, experiential education to its students as they learn to become civically engaged.

The office helps students, staff, and faculty integrate service-learning into course work by:

• Designing service-learning projects and reflection activities
• Providing faculty resources on service-learning
• Acting as the liaison between students and community partner(s)
• Conducting in-class presentations
• Managing paperwork and record-keeping
• Instituting rewards for faculty participating in service-learning

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Posted On

February 20, 2009

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