The work I accomplished in this course has made me more marketable in my chosen profession when I □ □ □ □ □ graduate. The community service involved in this course made □ □ □ □ □ me more aware of my own biases and prejudices. The service I performed in the community enhanced □ □ □ □ □ my ability to communicate in a setting. “real The community service aspect of this course helped □ □ □ □ □ me to develop my problem-solving skills. Most people can make a difference in their □ □ □ □ □ community. This service-learning course helped me become more comfortable working with people different from □ □ □ □ □ myself. The community service I performed in this course □ □ □ □ □ helped me learn how to plan and complete a project. Participating in the community helped me enhance □ □ □ □ □ my leadership skills. I can make a difference in my community. □ □ □ □ □ I would like to enroll in additional service-learning □ □ □ □ □ courses at USF. * Adapted from Gelmon et al., Assessing Service-Learning and Civic Engagement. Boston: Campus Compact, 2001.
The work I accomplished in this course has made me more marketable in my chosen profession when I graduate. □ □ □ □ □ The community service involved in this course made me more aware of my own biases and prejudices. □ □ □ □ □ The service I performed in the community enhanced my ability to communicate in a “real setting. □ □ □ □ □ The community service aspect of this course helped me to develop my problem-solving skills. □ □ □ □ □ Most people can make a difference in their community. □ □ □ □ □ This service-learning course helped me become more comfortable working with people different from myself. □ □ □ □ □ The community service I performed in this course helped me learn how to plan and complete a project. □ □ □ □ □ Participating in the community helped me enhance my leadership skills. □ □ □ □ □ I can make a difference in my community. □ □ □ □ □ I would like to enroll in additional service-learning courses at USF. □ □ □ □ □ * Adapted from Gelmon et al., Assessing Service-Learning and Civic Engagement. Boston: Campus Compact, 2001.