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Assessment of Residential Learning Communities

Assessment survey is administered to students participating in the residential learning communities (RLC) to determine if the defined goals and objectives are being met. The following link shows each of the objectives, the elements of the RLCs designed to achieve those objectives, and the assessment tools used to determine the effectiveness of those interventions.

RLC Learning Goals and Objectives

Residential Learning Communities Instrument

Students participating in a RLC currently take a pre and post test survey. The assessment includes items adapted from numerous scales. Below each scale is listed, cited, and sample items are provided:

The Attitudes Toward Learning Scale

“Center for Assessment and Research Studies. (2009) James Madison University.”

Sample items:

  1. Completely mastering the material in my courses is important to me this semester.
  2. I want to learn as much as possible this semester.
  3. The most important thing for me this semester is to understand the content in my courses as thoroughly as possible.

The Academic Motivation Scale

“Fairchild, A., Horst, S. J., Finney, S. J., & Barron, K. E. (2005). Evaluating Existing and New Validity Evidence for the Academic Motivation Scale. Contemporary Educational Psychology,30, 331 -358”

Sample items:

  1. I go to class because I enjoy learning.
  2. I go to class because it’s important for me to learn.
  3. I go to class because I will feel really proud of myself if I do.

Civic Responsibility Survey

“The Civic Responsibility Survey was developed by A. Furco, P. Muller, and M.S. Ammon, at the Service Learning Research and Development Center,University of California, Berkeley.”

Sample items:

  1. It is my responsibility to improve the community.
  2. I feel a personal obligation to contribute in some way to the community.
  3. I feel I have the power to make a difference in the community.

UC Berkeley Living/Learning Survey

“Jerlena Griffin-Desta J. & Padilla J. N. (2004). UC Berkeley Living/Learning Survey. Unpublished Instrument.”

Sample items:

  1. Conversations with peers encourage me to consider different points of view.
  2. I realize the value of interacting with people whose cultural background is different from mine.
  3. In the past week I have interacted with people whose cultural background is different from mine.

Expectancy, Value, and Interest Measure of Motivation

“Barron, K. E., Hulleman, C. S., Finney, S. F., Melchione, D., & Kopp, J. (2010). Developing a General Measure of Expectancy-Value: A Tool for Researchers and Teachers. Unpublished data. James Madison University.”

“Hulleman, C. S., Marsh, R., and Orem, C. (2010). A measure of interest in undergraduate majors. Unpublished scale. James Madison University”

Sample items:

  1. I am confident I will do well in my classes.
  2. I am confident that I will be successful in my classes.
  3. I expect I can learn the material in my classes.
  4. My field of study is personally important to me.
  5. Earning a degree in my intended major will help me reach my future goals.

Career Decision-Making Self Efficacy Scale (short version)

“Betz, N. E., Klein, K., & Taylor, K. M. (1996). Evaluation of a short form of the Career Decision Self-efficacy Scale. Journal of Career Assessment, 4, 47–57”

Sample items:

Items correspond to prompt, “ How much confidence do you have that you could:”

  1. Figure out what you are and are not ready to sacrifice to achieve your career goals.
  2. Talk with a person already employed in a field you are interested in.
  3. Choose a major or career that will fit your interests.
  4. Identify employers, firms, and institutions relevant to your career possibilities

University/JMU Sense of Belonging taken from J..A. Service Learning Assessment

“Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. Journal of Experimental Education, 75, 203-220.”

Sample items:

  1. I feel like a real part of this university.
  2. People here notice when I'm good at something.
  3. It is hard for people like me to be accepted here.
  4. For more information on the surveys used, please refer to the articles and documents above and contact the authors.

Residential Learning Community Program Goals and Outcomes

The following goals & outcomes are applicable to anyone participating in a Residential Learning Community. Please use the following link to see how Goal and Objectives are linked to Activity as well as items on assessment (RLC Matrix 2010-2011)

The following link contains our assessment report that includes: goals and objectives, instrumentation, data collection, results and future plans.

RLC 2010-11 Assessment

 

Our Mission Statement

The Office of Residence Life at James Madison University is committed to designing and maintaining a caring environment that encourages academic success, respect, personal growth and responsibility to one's community.

Photos

photo Trelawny Learning Community members take a road trip to Washington D.C. National Zoo PHOTO: TLC members
Roop Learning Community members take a trip to Kings Dominion in VA for a day filled with fun and physics study.