| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 36.72 |
| Liaison | Lindsey Abernathy |
| Submission Date | July 17, 2019 |
| Executive Letter | Download |
University of Mississippi
EN-13: Community Service
| Status | Score | Responsible Party |
|---|---|---|
|
2.19 / 5.00 |
Lindsey
Abernathy Associate Director Office of Sustainability |
Number of students enrolled for credit (headcount; part-time students, continuing education, and/or graduate students may be excluded):
Number of students engaged in community service (headcount):
Percentage of students engaged in community service:
Does the institution wish to pursue Part 2 of this credit (community service hours)? (if data not available, respond 'No'):
Total number of student community service hours contributed during the most recent one-year period:
Number of annual community service hours contributed per student :
The website URL where information about the programs or initiatives is available:
Does the institution include community service achievements on student transcripts?:
Does the institution provide incentives for employees to participate in community service (on- or off-campus)? (Incentives may include voluntary leave, compensatory time, or other forms of positive recognition):
A brief description of the institution’s employee community service initiatives:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
UM students have multiple opportunities to participate in community service and community engaged learning, which are core components of the university’s strategic plan and have been since 2010. The figure above refers to students who participated in community-engaged courses during the 2017-18 academic year. To gather the data reported above, the Division of Diversity and Community Engagement worked with the Office of Institutional Research, Effectiveness and Planning and the Office of Information Technology to create an individual instructor database inventory for every course-section combination. After receiving an e-mail from UM’s provost including identifying components of community engagement, instructors self-reported whether or not their 2017-18 courses included community engagement.
UM does not track community service hours logged by students at the institutional level, so we felt this was the most appropriate assessment method to submit for this portion of STARS. Students enrolled in these courses performed community service and engagement in either a direct or indirect manner through academic service learning, internships and practicums as well as through other methods outlined in the technical manual.
The courses inventoried include all UM courses and sections and were not limited by class size. The inventory found that UM courses/sections with lower enrollment sizes made up a higher proportion of community engaged learning courses than those with higher enrollment. The inventory takes into account that the majority of UM freshman participate in community service and structured reflection through EDHE 105: Freshman Year Experience.
It should be noted that the comprehensive, self-reporting approach employed to gather this data inevitably resulted in false positives. To help ensure more accurate reporting in the future, the Division of Diversity and Community Engagement is working on educational interventions with UM faculty focused on understanding the definition of community engagement.
UM students have multiple opportunities to participate in community service and community engaged learning, which are core components of the university’s strategic plan and have been since 2010. The figure above refers to students who participated in community-engaged courses during the 2017-18 academic year. To gather the data reported above, the Division of Diversity and Community Engagement worked with the Office of Institutional Research, Effectiveness and Planning and the Office of Information Technology to create an individual instructor database inventory for every course-section combination. After receiving an e-mail from UM’s provost including identifying components of community engagement, instructors self-reported whether or not their 2017-18 courses included community engagement.
UM does not track community service hours logged by students at the institutional level, so we felt this was the most appropriate assessment method to submit for this portion of STARS. Students enrolled in these courses performed community service and engagement in either a direct or indirect manner through academic service learning, internships and practicums as well as through other methods outlined in the technical manual.
The courses inventoried include all UM courses and sections and were not limited by class size. The inventory found that UM courses/sections with lower enrollment sizes made up a higher proportion of community engaged learning courses than those with higher enrollment. The inventory takes into account that the majority of UM freshman participate in community service and structured reflection through EDHE 105: Freshman Year Experience.
It should be noted that the comprehensive, self-reporting approach employed to gather this data inevitably resulted in false positives. To help ensure more accurate reporting in the future, the Division of Diversity and Community Engagement is working on educational interventions with UM faculty focused on understanding the definition of community engagement.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.