A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

Civic Attitudes and Skills Questionnaire (CASQ)
Developed by Moely, Mercer, Ilustre, Miron, and McFarland (2002) to measure civic attitudes
and skills, this 84-item self-report questionnaire yields scores on six scales: (a) Civic Action (i.e.,
future service intentions); (b) Interpersonal and Problem-solving Skills (i.e., work cooperatively
with others to solve problems); (c) Political Awareness (i.e., awareness of local and national
events); (d) Leadership Skills (i.e., ability to lead); (e) Social Justice Attitudes (i.e., attitudes
toward poverty and social problems can be solved); and (f) Diversity Attitudes (i.e., attitudes
toward diversity and their interests in interacting in culturally different people). Cronbach alpha
coefficients range from .69 to .88 and test-retest reliabilities range from .56 to .81. A factor
analysis and inter-correlations of the subscales were conducted. Construct validity was also
conducted with the Modern Racism Scale (McConahay & Hough, 1976).
Civic Minded Graduate (CMG) Scale
Developed by Steinberg, Hatcher, and Bringle (2011) to assess civic-mindedness (i.e., a
disposition to be involved in the community or sense of social responsibility) in college
graduates, this 30-item self-report measure yields score on 10 subscales: (a) Knowledge-
Volunteer (i.e., I know there are a lot of opportunities to become involved in the community);
(b) Knowledge-Academic (i.e., I am confident I can apply what I learned in my classes); (c)
Knowledge-Social Issues (i.e., I am prepared to write a letter to the newspaper about a
community problem); (d) Skills-Listening (i.e., I am a good listener); (e) Skills-Diversity (i.e., I
prefer to work in settings in which I work with people who differ from me); (f) Skills-Consensus
Building (i.e., Other students can describe me as a person who can discuss controversial issues);
(g) Dispositions-Community Engagement (i.e., I like to be involved in community issues); (h)
Dispositions-Self-Efficacy (i.e., I can contribute to improving life in my community); (i)
Dispositions-Social Trustee of Knowledge (i.e., I want a career in which I can improve society);
and (j) Behavioral Intentions (i.e., I plan to stay current with local and national news after I
graduate). Cronbach alpha coefficients range from .85 to 97 and test-retest reliabilities range
from .43 to .62. A principal component factory analysis and inter-item correlations were
conducted to further assess reliability. Content validity was assessed with interviews and
convergent validity was assessed with integrity and social desirability scales.
Community Service Self-Efficacy Scale (CSSES)
Developed by Reeb, Katsuyama, Sammon, and Yoder (1998), this 10-item questionnaire
assesses student efficacy for participating in community service (i.e., if I choose to participate in
community service in the future, I will make a meaningful contribution). Cronbach’s alpha
coefficient is .92, inter-item correlations range from .65 to .78, and test-retest reliability is .62.
Construct validity was assessed with the Social Responsibility Inventory (Bringle et al., 2004;
Reeb et al., 1998).
Community Service Involvement Preference Inventory (CSIPI)
Developed by Payne (2000) to assess student preference for becoming involved in community
service, this 48-item inventory yields scores on four preferences: (a) Exploration Involvement
109