Evaluation & Research

Consistent with UMBC's mission, The Shriver Center is helping to advance the national conversation on the role of work and service-based learning in higher education and the integration of theory and practice through the scholarship of application. The Shriver Center's Evaluation and Research Unit provides opportunities for the systematic reflection and examination necessary for determining the extent to which Center programs (Work and Service Learning, Choice Program, Peaceworker Program) have achieved their goals and objectives. The Evaluation and Research Unit provides information about Center programs (e.g. The Choice Program) that is a key in attracting continued funding, as well as other opportunities for expansion and influence in the Baltimore Metropolitan community. In turn, monetary awards and community recognition attract local, state and national attention to UMBC and The Shriver Center.

Retention Data, Office of Institutional Research

UMBC data reveals that first-time, full-time freshmen engaging in an applied learning experiences are more often retained and graduate at a significantly higher rate than students who do not. The Shriver Center has a proven track record of successfully engaging students in applied learning and is poised to assist in making this valuable student success strategy available to all UMBC students.

Shriver Center students:

• Are retained at a rate of 88.7% (in 2002) from their 2nd to 3rd year versus 70.2% of non-Shriver Center students.
• Graduate at a rate almost double that of their peers who did not engage through the Center (6-year graduation rate of 83.7% in 1998 versus 45.7% for non-Shriver Center students) (OIR, 2005)
• Full-time, first-time freshmen who engaged in service-learning were significantly more likely than those who did not to feel more integrated academically, socially with peers, and in interactions with faculty during their first year.

Internship & Cooperative Education Alumni Survey Results

• 50% received offers for permanent positions by their placement employer
• 90% were fully employed or in graduate school within 3 months of their UMBC graduation (60% with no time lapse)

• 91% agreed that their experiences helped formulate their career path
• 80% strongly agreed that they would recommend a similar experience to other student

Service-Learning Alumni Survey Results

• 92% agreed that their service experience increased their sense of civic responsibility
• 93% agreed that their service experience increased their understanding of social issues
• 91% agreed that their experience increased their interest in community activities

• Since 1987, over 280 students have participated in the Governor’s Summer Internship Program. Student evaluations and program alumni follow-up surveys indicate that program goals have been achieved. Program alumni respondents from 1991-2000 indicate the following perceptions regarding their participation in GSIP:
• 71% currently have positions in public service or state government
• 70% go on to graduate school
• A majority strongly agree or agree that their experience heightened their interest to work in state government
• A majority strongly agree that their experience provided them with experience and training and agreed that the experience helped them in developing professional contacts
• A majority strongly agreed that their experience broadened their understanding of Maryland State Government
• A majority strongly agree that they would recommend the program to college students

• This partnership program has facilitated skills development among its Fellows, especially in job-related skills such as teaching, communication, leadership, teamwork, problem-solving, self-concept, confidence and competence. Both TEPP teachers and Fellows rated Fellows’ abilities in the areas of teaching, communication, and leadership as either “Very Able” or “Somewhat Able” (with communication skills rated most highly).
• Fellows attributed their involvement in TEPP to their increased commitment to improving community life (i.e. an increased sense of civic responsibility, commitment to a life of responsible citizenship, and understanding of social, economic, and political issues in a local setting).
• Fellows were asked to indicate their level of understanding of a variety of K-12 issues both prior to and following their participation in TEPP. Fellows reported an increased understanding of the following issues: the roles they can play in improving education; how they can contribute to the national discussion of K-12 education reform
• An overwhelming majority of Fellows reported an increased knowledge of middle school science and math education and an increased interest in K-12 education issues (100% Somewhat or Very True and 95% Somewhat or Very True, respectively).

• 90% of our graduates are currently employed full-time, and 100% continue in careers of public service.
• Of those who enrolled in the program, 81% came from outside the Baltimore/Washington metropolitan area, and 74% have remained to live and work in public service in this area after graduating.

NSF-Funded Vertically Integrated Partnerships (VIP) K-16 Evaluation Results

• Fellows gained a deeper understanding of teaching as a career, especially regarding personal development and practical aspects of the profession.
• Fellows gained a greater awareness of teaching as a viable career option.
• Partner teachers recognized the value of the creativity, fresh ideas and enthusiasm brought to their classrooms by the Fellows.
• The project created a significant number of new connections and collaborations across higher education faculty within and across academic departments, as well as across K-12 and higher education.

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