On February 28, 2023, Duke Service-Learning sponsored a virtual discussion with Jessica Chittum, Kathryn Enke, and Ashley Finley, research scholars from the American Association of Colleges and Universities (AAC&U). The session focused the 2022 report, The Effects of Community-Based and Civic Engagement in Higher Education: What we Know and Questions That Remain, and was followed by a discussion on research findings, replicable models for assessment, and action opportunities for institutions. In the opening address, Dr. Finley reinforced the AAC&U committment to “advancing the democratic purposes of higher education by promoting equity, innovation, and excellence in liberal education.”
We’re getting at what the essence of a liberal education is and the way that civic skills build that – which is to free the mind. Which is to equip students with the whole of a set of skills that allows them to think for themselves. – Dr. Ashley Finley, American Association of Colleges & Universities
The AAC&U identifies High-impact practices (HIPs) as one of four key components of a contemporary liberal education. The new report distinguishes between Campus-Based HIPs and Community-Based HIPs, with service-learning and community-based learning identified as a community-based high impact practice. In her introductions, Dr. Joan Clifford, Faculty Director of Duke Service-Learning, emphasized the importance of community-based high impact practices.
It is relevant to our campus to know that community-based high impact practices have a greater impact on student outcomes than campus-based high impact practices. Let us use today to expand the conversation on how community-based pedagogies could help shape Duke’s future undergraduate experience. – Dr. Joan Clifford, Duke Service-Learning
Campus-Based HIPs |
Community-Based HIPs |
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First-year seminars and experiences |
Diversity, study away, and global learning |
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Collaborative assignmnents and projects |
Internships and field experiences |
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Common intellectual experiences |
Service learning and community-based learning |
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Undergraduate research |
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Learning communitities |
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Capstone courses and projects |
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Writing and inquiry-intensive courses |
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e-Portolios |
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The primary goal of the study was to synthesize findings from existing research on the effectiveness of community-based and civic engagement in higher education, lift up common themes across empirical studies, and to recommend areas of further inquiry. From analysis of fifty-three studies, the researchers identified six positive outcomes for community-based and civic engagement in higher education:
1. Increased personal and social responsibility
2. Development of positive mindsets and dispositions
3. Improved graduation and retention rates
4. Learning gains
5. Improved intellectual and practical skills
6. Increased career-related skills
Researchers reiterated the demonstrated impact of a multiple high impact undergraduate experiences and noted that many of the identified campus-based HIPs could be combined with community-based experiences.
The findings from the 2022 report focused on a meta-analysis of existing studies, laying the foundation for further work on direct measures of student outcomes. In Phase II of their work, the AAC&U has undertaken a large-scale assessment of student outcomes based on direct measures of performance. They gathered student work samples from eighteen institutions and evaluated them using the AAC&U VALUE rubrics (Valid Assessment of Learning in Undergraduate Education). From this initial work, they have recommended the following action opportunities for campuses and researchers:
The AAC&U welcomes faculty and staff interested in the next phase of the student outcome research to join the Value Scoring Collaborative.
Jessica Chittum, PhD, is the Director of Assessment and Pedagogical Innovation in the Office of Curricular and Pedagogical Innovation (OCPI) at the American Association of Colleges and Universities (AAC&U). In this role, Jessica engages in research, project management, and editorial work primarily supporting AAC&U’s VALUE initiative and OCPI’s work on ePortfolios and digital pedagogies. Her research interests involve assessment, higher education pedagogy, ePortfolio, and academic motivation. Jessica completed a PhD in Educational Psychology at Virginia Tech as well as a BS in Elementary Education and an MA in Exceptional Student Education from the University of South Florida St. Petersburg. Prior to AAC&U, Jessica served as an elementary and middle grades educator in a Florida public school system, and then as an Assistant Professor of Elementary Education and Middle Grades Education at East Carolina University.
Kathryn Enke, PhD, is the senior advisor for leadership, strategy, and governance at the American Association of Colleges and Universities. In this role, she provides administrative oversight for AAC&U’s Board of Directors, the Office of the President, strategic planning, awards and scholarships, and the association’s current and anticipated leadership development programs. Previously, Kathryn served for over a decade as chief of staff and lead Title IX coordinator at the College of Saint Benedict. She earned a BA in history from the College of Saint Benedict and an MA and PhD in educational policy and administration from the University of Minnesota, Twin Cities. Her research focuses on the ways that individuals’ identities mediate their experiences in higher education, particularly at women’s colleges and liberal arts colleges.
Ashley Finley is the vice president for research and senior advisor to the president at the American Association of Colleges and Universities (AAC&U). She was previously associate vice president for academic affairs and founding dean of the Dominican Experience at Dominican University of California and national evaluator for Bringing Theory to Practice. Currently, Dr. Finley oversees AAC&U’s research agenda through the coordination of projects and reports on pressing issues in higher education. She also advises on strategic initiatives to support member campuses. Dr. Finley’s campus engagements focus on aligning learning outcomes, vocational exploration, and assessment with students’ holistic development and equity. Her publications include, How College Contributes to Workforce Success; A Comprehensive Approach to Assessment of High-Impact Practices; “A Comprehensive Approach to Assessing High-Impact Practices,” and “Well-Being: An Essential Outcome for Higher Education.” Finley received a BA from the University of Nebraska-Lincoln and an MA and PhD, both in sociology, from the University of Iowa.
