We have decided that 2006 is the year of quality for the Service Learning program. And when we talk about quality we refer primarily to improve the services provided by the course and to improve student learning. Without giving much back we decided that it would we.
However ... there is more to this quality. Using an exhaustive search I found nothing to distinguish that describes areas of indicators that measure the quality that I think we can apply to our case (the distinctions are of an article focused on quality measurement health programs can be viewed by clicking here : There are distinguished at least:
Input indicators: determine if a program has the necessary resources.
Process indicators: assess how they conduct program activities.
Outcome indicators: measure the results at the program level.
Performance indicators: measure the program's impact in the short term and long-term impacts on the population in general.
I think when we say that we want this to be the year of the quality we are talking mainly of an improvement in performance indicators and results. That is considering that level of "achievement" a service learning course would be the learning of students and level of "results" for the purposes of the service they performed. I was interested in the distinction proposed in the aforementioned article and echoes me ... Our efforts must also be targeted and explicit way to meet indicators of inputs and processes. And now that I think we also have developed lines for that, because this year systematize management of the development area "process indicator"). On input indicators are not doing anything ... but geez ... that's three of four. At the end we are not doing so bad.
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