Evaluating differences in community-engaged learning and service-learning via the context, input, process, and product model

Development of a blended teaching quality evaluation scale (BTQES) for undergraduate nursing based on the Context, Input, Process and Product (CIPP) evaluation model: A cross-sectional survey

Programs aimed at community engagement efforts at X University have been offered since the early 2000's, which aimed at providing engineering students opportunities to use their technical skills with international engagement. While immensely popular with students and marketing pamphlets, a recent concentrated effort within the community-engaged engineering courses has been undertaken to shift away from models that solely focus on delivery of technological solutions. Which often failed to integrate complex contextual elements into the pedagogical course design and resultant student centric design process. Our course design shifted towards holistic and ethical engagement highlighting the programmatic shift from "service learning" to "community engaged learning" and challenging students to reflect on their motivations and positionality as individuals and engineers. This shift aimed to forge international and local partnerships that focus on community engagement and student learning through intensive planning, the establishment of trust, and values-centered relationships. Through utilization of human centered design theory and establishment of long-term partnerships that reposition student centric engagement courses have shifted to partnership structure that acknowledges strengths and limitations and centered value to each stakeholder. While models like this exist across the community development landscape there are challenges on how to integrate this into engineering course dynamics. Numerous researchers and academic folks have identified these challenges, but a critical gap still exists with the application of said "best practices". This paper aims to highlights the success and challenges seen throughout this transition when these concepts are put into practice to build effective partnerships at the local and international level. The overarching aim of this work is to share a proposed process of engagement for others interested in offering community engaged learning opportunities.

Evaluation of an education program is a process of systematic activity to see how successful the planned education program is and to provide information to stakeholders in order to make a decision. The problem that often occurs is that the object of evaluation in education is still focused on the learning process, even though the evaluation includes all educational components and programs in a comprehensive manner. The purpose of this research is to describe program evaluation models and their urgency in evaluating educational programs. The novelty of this study is the implementation of various evaluation models in elementary education. The results of this study indicate that there are more than 50 program evaluation models, of which there are five program evaluation models that can be applied in evaluating educational programs, namely the Context, Input, Process, Product (CIPP), outcomes (CIPPO), Provus, Countenance (Stake), and Kirkpatrick evaluation models. The contribution is that with this evaluation information will be obtained about the achievements of the educational program, including its quality, effectiveness, efficiency and productivity, so that a decision can be made whether the program is worth continuing, revising, stopping or reformulating so that goals, objectives, processes can be found from the previous one

In the world today, co-operative societies are important to the extent that cooperators have opted to ensure their sustainability by establishing guiding principles, education and training. With this regard, the Tanzanian government has made efforts to ensure regular provision of Co-operative Education and Training (CET) in each co-operative society. However, CET provision in Tanzania remains unevaluated and mal-evaluated, resulting in unsustainable, dormant and extinct co-operative societies. Yet, the extant studies on CET are too general as they cover the overall performance of the co-operatives, leaving out CET evaluation unexplored. This study evaluates CET in Tanzania by determining the status of CET and examining the practice of CET evaluation in Ukerewe and Sengerema districts. Findings were drawn from 64 respondents using purposive sampling technique. Data were collected through focus group discussions, key informant interviews and documentary review. Thematic analysis was used to analyse data. The study used a context, input, process, and product (CIPP) model of education evaluation to examine the practice of CET evaluation. The findings revealed that regardless of the existence of CET evaluation both formative and summative, there were some shortfalls. In terms of practice, the findings revealed that CET was seasonal while the context, input, process and product evaluation were unsatisfactory; hence confirming the poor trend of cooperative societies’ development. The study concludes that CET is still a necessity to ensure both the status of CET and practice. The study recommends CET institutions to prepare a centralised curriculum for all co-operatives and review CET regularly to suit societal needs. The government should set aside funds for CET and needs assessment to avoid irrelevant knowledge to the co-operators.

University education in Kenya has had an exponential growth in terms of the number of chartered universities and that of students’ enrolment over the past decade. This phenomenal growth has been occasioned by the need to increase access to higher education in line with the Kenya Vision 2030. However, concerns have been raised among educational stakeholders as to whether this exponential growth in quantity matches with the production of quality graduates to meet current and future industrial needs of the country. This study, therefore, aimed at investigating the aforementioned through a graduate tracer survey (GTS) in one of the Kenyan universities with the view of investigating in retrospect, the perceptions of graduates regarding the status of university education in terms of study conditions, provisions, experiences, teaching and learning conditions; investigating graduates’ experiences as they transited to the labour market; and finally, assessing the relevance of the skills offered at university to the requirements of the labour market. The study was anchored on the Context, Input, Process and Product (CIPP) model of curriculum evaluation. By employing the expost facto research design and cross- sectional survey method, data was collected for three months (April-July, 2016) from a target population of 360 graduates of Laikipia University (LU). The target cohort was that of 2013 graduates both from the Bachelor of Education (B.Ed.-Arts) and Bachelor of Commerce (B.Com) programmes. An online questionnaire was administered, via the SoSci Platform in collecting data from which, the data was transferred to the SPSS programme for analysis. The findings, among others, revealed that more than half (53%) of the graduates did not have access to ICT facilities at the university while only 27 per cent of those who had access to ICT had some knowledge in accessing learning resources. Library facilities were rated below average with availability of e-resources and adequacy of library space being rated as very bad especially from the satellite campus graduates. The study also established that less than one third of the participants rated their experiences in research as either good or very good. It was also revealed that a graduate from the university took an average of about 10 months to get a job both due to limited jobs in area of specialization and corruption issues. In addition, majority (86 per cent) of the B.Com graduates took additional training in order to improve their employment chances. It was further revealed that even though most skills acquired at the university were relevant and highly utilized in the work place, university contribution particularly towards the attainment of ICT skills was low in spite of the skill being in high demand. This study therefore recommends among others that the university institutes measures towards integrating ICT in teaching and learning for quality curriculum delivery. Further, the university needs to expand library space and stock relevant resources for library users especially in the satellite campuses. Additionally, the B.Com curricular should be reviewed to incorporate relevant content as per the current needs of the industry.Keywords: Graduates, labour market, quality, relevance, skills, study conditions.

The development of computer‐integrated design systems requires formal models of engineering design. Object‐oriented approaches promise to have a major impact in this area. Two types of engineering design models that could be implemented using an object‐oriented approach are product models, which describe the physical entities that are designed, and process models, which describe design processes. The main difference between these two models is whether the objects implement physical entities or design activities. A general discussion of models for engineering design is presented, followed by more detailed discussion of both product and process models. Object‐oriented concepts are summarized and object‐oriented implementation of product and process models is reviewed. Each implementation consists of objects that bind data and procedures into a single package. The paper then considers how the object‐oriented approach helps to unify product and process models.

Permaculture is an agricultural design approach that integrates social, economic, and environmental considerations. To develop sustainable agricultural practices like permaculture, specialized training is necessary due to its distinct differences from conventional farming methods. Kebun Hanif is one of the locations that applies permaculture design concepts and conducts related training programs. This study aims to evaluate the implementation of the Permaculture Design Course (PDC) at Kebun Hanif and assess the program’s overall effectiveness. The research employs both qualitative and quantitative approaches, using the Context, Input, Process, and Product (CIPP) evaluation model. Data collection methods include distributing questionnaires, conducting in-depth interviews, and reviewing documents. The results indicate that the PDC at Kebun Hanif, an intensive program that began in early 2022, teaches permaculture principles through an approach based on Islamic values. The evaluation, using the CIPP model, yielded positive outcomes across all aspects: context, input, process, and product. The context evaluation showed an 83% satisfaction rate, demonstrating the program's relevance to local needs. The input evaluation scored 84%, highlighting sufficient resource allocation and planning. The process evaluation scored 80%, indicating that the program was implemented as planned, though there is room for improvement. The product evaluation revealed an 80% success rate, reflecting the program’s effectiveness in achieving its goals and in the application of permaculture concepts by participants.

This study is an evaluation of the implementation of the School Mover program in 23 junior high schools in East Manggarai Regency using the Context, Input, Process, and Product (CIPP) model. This study aims to analyze the Context, Input, Process, and Product of the program. The method used in this research is descriptive statistics to measure the perceptions and evaluations of school principals, teachers, school supervisors, facilitators, school committees and stakeholders. The results of statistical measurements of perceptions and evaluations were juxtaposed with data from interviews and document reviews. The results of the data analysis show that the Input, Process and Product aspects fall into the "Good" level, while the Context aspect falls into the "Weak/Lacking" category. Weakness or lack of context aspect is caused by many factors, among others, the lack of involvement of local communities and accommodating socio-cultural needs in the planning and implementation of the Mobilizing School Program. For this reason, schools need to conduct an in-depth analysis of the contextual factors that influence the implementation of the program, such as the socioeconomic conditions of the community, local culture, education infrastructure and local government policies. Schools need to consider the active involvement of all stakeholders, including local government, schools, teachers, parents and local communities, in formulating and implementing strategies to strengthen the context aspect.

This paper addresses the problem of the legacy of Western philosophical thought for community-engaged learning. Binaries between subject and object, and between theory and practice, present challenges to developing a coherent vision of the transformative potential of community-engaged learning or service learning. Some Western thinkers, however, have challenged such binaries. This reflective essay draws on phenomenologists Maurice Merleau-Ponty and Emmanuel Levinas, and psychologist Lev Vygotsky respectively to address questions about perception and relationality in community-engaged learning, the ethical dimensions of such learning in marginalized communities, and the role of instructors in structuring connective experiences for students. Merleau-Ponty’s phenomenology of the body provides a useful counterpoint to binaries between subject and object, self and world. His radical relationality is tempered by Levinas, who reminds us that difference is often marked as disruptive and dangerous, and that ethical relationships require openness to the Other. In complement, Vygotsky’s work inspires us to think more deeply about what a non-binary, dialectical relationship between theory and practice implies for pedagogy, foregrounding the importance of the instructor in such connective, integrative approaches. Together, these writers’ ideas open spaces for a productive dialog about epistemology—for example, with Indigenous writers—and a vision for ethical community-engaged learning for human development and social change.

The pandemic disrupted educational systems globally, prompting the need for alternative learning modalities like online, modular, and blended learning. The SLCP, particularly within the context of a school in Region 8, integrates these modalities to address essential learning competencies. This research paper aimed to evaluate the school Learning Continuity Plan (LCP) through its School Continuity Learning Plan Program using (CIPP) model of evaluation. Employing a qualitative design, data were gathered through purposive interviews with 1 non-teaching personnel, 1 department head, and 3 teachers and an analysis of the approved LCP road-map. Findings revealed comprehensive alignment with the evaluation model domains, though certain areas required revisiting for improvement. The study advocated for the administration's holistic consideration, especially recognizing teachers as front line contributors to the LCP. Their pivotal role in the design and planning phases was emphasized for the effective mechanization of the school LCP. Hence, it was concluded that educational administrators should prioritize collaboration with teachers and consider their perspectives to enhance the overall quality and functionality of the LCP. Moreover, the study recommended organizational consideration, valued teachers in school LCP, prioritized health, integrated modalities, and emphasized quality learning with metrics in LCP.

Building on previous research and the author’s own experience, this article concerns service learning design for heritage learners in languages for specific purposes. Heritage learner prior knowledge of and identification with the culture and language of study distinguishes them from L2 learners. As a result, the distinct learning needs of heritage learners pose a challenge to language educators attempting to integrate service learning, whether in languages for specific purposes or otherwise. Yet despite the need to rethink service learning in languages for specific purposes to meet the needs of this growing student population, few studies on the subject exist. Through a survey of the relevant extant literature, the author identifies the known benefits of service learning for heritage learners and considers the implications of heritage learner needs in the design of languages for specific purposes service learning projects. Best practices identified in the literature and through the author’s own experience are then used to develop a service learning framework specific to heritage learners in languages for specific purposes. Specifically, best practices observed in the literature include project and learning objectives that build on, strengthen, and expand five key areas: heritage learner previous knowledge of and identification with the culture and language; critical awareness of social and cultural issues relevant to heritage learner identity; cultural competence; heritage learner professional career goals; and heritage learner knowledge of specialized written and spoken language skills in formal and informal registers. The author concludes that an asset-based approach, evident in existing heritage learner service learning projects, is key to maximizing service learning benefits for heritage learners. Rethinking service learning in this way is significant in developing cultural and communicative competence among heritage learners in languages for specific purposes.

In the awake of performance gap detected in public organizations of Pakistan, this paper proposes a training evaluation framework to ensure training transfer. This study is based on theoretical perspective of literature review and finds a link between Kirkpatrick (KP) and context, input, process and product (CIPP) training evaluation models to enhance efficacy of training in Pakistan. This study reiterates that pre-training context is imperative to finding viable training criterion to make training successful. Evaluation lacks criteria setting in Pakistan training institutions. This study is attempting to propose a training evaluation framework using KP and CIPP models to ensure financial viability as well as, alleviating and declining performance of public organizations. The framework proposes a strategy to ensure training transfer. Context is seen as a primary requirement in this framework, to help framing a viable training design aimed at training transfer. It thus, presents useful information for organizations with limited resources, human resource research fellows and research students as well. This paper proposes a new framework of training evaluation based on vision of Kirkpatrick and Stufflebeam (CIPP) models. It also emphasizes on understanding the entire situation of the organization from the beginning, aids in tracking organization needs, its operational objectives, training designs, implementation and monitoring. These items will pave way for subsequent evaluation. The researcher has shared his experience as a trainer with body of knowledge on training evaluation. Key words: Pakistan, training evaluation framework, transfer of training, Kirkpatrick, CIPP models.

This research is based on the importance of supervision and evaluation as part of the program management function. Supervision and evaluation of the program need to be carried out to measure its success and feasibility. The purpose of this study is to find out how the management supervision, and evaluation of the context, input, process and product model in muhadatsah sobahiyah program at Darussalam Gontor for Girls Islamic Boarding School 2. This study uses a qualitative approach with a descriptive type of research. All data is obtained through observation, Semi-structured interviews, and documentation techniques. Triangulation is performed to test the credibility of the data. Participants in this study consisted of 5 language supervisors, three of whom were members of the Language Advisory Council and two were members of the Central Language Improvement. The research results showed that the supervision process was carried out by the deputy caretaker, Language Advisory Council, Central Language Improvement, and the regional language section. Muhadatsah supervision at Gontor for Girls Campus 2 includes internal, repressive, preventive, active and passive supervision as well as formal truth supervision. It was also discovered that supervision of the program was carried out collaboratively. while the evaluation carried out on the program consists of 4 elements, namely context, process input, and product. So far, the muhadatsah program at Islamic Boarding School Darussalam Gontor for Girls Campus 2 has run according to expectations and desired goals. The advice for researchers can then continue research on supervision and evaluation of other learning programs in an institution. In addition, this research can be one of the references for academics in efforts to implement supervision and evaluation of programs, especially the Arabic language education program.

An expanding body of scholarship and other writing is emerging across may disciplines that views service learning as an effective, and perhaps core element of the higher education mission. James Applegate and Sherwyn Morreale, writing as disciplinary association officers of the National Communication Association, suggest that faculty, students and communities will continue to witness the proliferation of service learning initiatives as university service missions are recast with a new vision for community outreach that matches the expertise and values of the university with the needs of local, state, national, and international communities.1 It has not been clear to date how much of an impact service learning pedagogies have had among those who teach journalism and mass communication. The journalism and mass communication literature in this area is, in comparison to other disciplines, small. The study described below attempts to address this imbalance. Service learning has been defined by several scholars whose theoretical positions vary. Most acknowledge that the essence of service learning is in its ability to connect student involvement to community outlets.2 One of the more inclusive definitions of service learning is offered by the American Association of Higher Education: Service learning means a method under which students learn and develop a thoughtfully organized service that: is conducted in and meets the needs of a community and is coordinated with an institution of higher education and with the community; helps foster civic responsibility; is integrated into and embraces the academic curriculum of the students enrolled; and includes structured time for the students to reflect on the service experience.3 Although service learning can be categorized within the more general paradigm of experiential learning, its major distinction lies in the philosophical basis from which it springs-integrating a sense of civic responsibility into the academic environment in order to impart character development as part of the academic mission.4 For the democratic process to work, society needs active citizens with a sense of responsibility and involvement in the communities in which they live, not passive consumers. In fact, service learning has been posited as a way for the academy to acknowledge its commitment or renew its civic responsibility to the community it finds itself in. Studies that have assessed service learning experiences conclude that the outcomes have been positive for most involved: students, faculty, community and institution.5 Students are more motivated in their classwork, work harder and learn more; and many of the benefits acquired from their service learning experience are long term.6 Faculty find that student learning is enhanced and that there is an interaction between theory and practice and thought to action.7 Community organizations have also found student contributions valuable. Campus/community relationships are constructive, and connections are made that did not exist before.9 Researchers have studied particular class experience regarding the incorporation of service learning alongside more traditional classroom methods.10 With regard to the journalism/mass communication discipline, Cohen and Kinsey incorporated service learning projects into the Mass Communication and Society course and found that the greatest strength of this approach was in assisting students in placing classroom material into a meaningful context.11 They also found that both students and teachers observed the service learning projects they participated in were an effective use of academic time. Focusing on service-learning designated courses, Corbett and Kendall found that students enrolled in these courses believed that the service learning experiences heighten their sense of citizenship and assisted them in understanding basic concepts and theories of course content.12 Other researchers have looked at university-wide curricula and have determined that service learning components are found predominantly in education and social science courses. …

Higher education institutions identify and support practices that enhance student engagement and increase student success. In this article, we explored student learning facilitated through High Impact Practices (HIPs) (i.e., in-class undergraduate research, service learning, internships) integrated in the Sustainability & Conservation Leadership Minor at Old Dominion University. In this new transdisciplinary minor, which was developed in partnership with the U.S. Fish & Wildlife Service, cohorts of students share three mandatory courses, including a capstone internship. Post-internship reflections were coded using triple loop learning theory, which identifies individuals’ values, beliefs, and ideologies. Results indicate students identified the internship as essential for career discernment and agency literacy, as well as inter- and intra-personal awareness to address sustainability challenges. The results underline that the impact of HIPs can be amplified if multiple HIPs are integrated in a comprehensive program addressing real-world problems through experiential learning within and outside of the classroom.