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

Scale of Service-Learning Involvement (SSLI)
Developed by Olney and Grande (1995), this 60-item questionnaire yields scores on three
subscales: (a) Exploration (i.e., initial reasons for volunteering); (b) Realization (i.e., continual
reasons for volunteering); and (c) Internalization (i.e., volunteering to help solve social
problems). Cronbach alpha coefficients range from .70 to .84. Convergent and divergent validity
was established with the Intellectual Development Scale and the Moral Development Measure,
respectively.
Service-Learning Course Quality
Developed by Moely and Ilustre (2014) and derived from an earlier version developed by Furco
and Moely (2006) to assess student views of service-learning courses in terms of having
attributes that are considered important. This 12-item self-report measure assesses servicelearning
attributes on three subscales: (a) Value of Service (i.e., I feel that my service-learning
activity was worthwhile); (b) Focus on Service (i.e., the community organization in which I
worked was ready to receive service-learning students); and (c) Opportunities for Reflection
(i.e., I had opportunities to reflect on my service-learning through discussions with faculty,
students and community members. Cronbach’s alpha coefficient for the 12-items is .93 and
internal consistency for each scale ranges from .72 to .90.
Student Learning from Community Service Instrument
Developed by Subramony (2000), this 10-item self-report measure assesses students’ perceived
effectiveness in meeting service-learning goals. This measure is used in conjunction with the
Feedback Disposition Instrument and the Goal Oriented Instrument. The Feedback Disposition
Instrument measures student propensity to seek or avoid feedback, and the Goal Oriented
Instrument measures students as learning or performance goal-oriented. Cronbach alpha
coefficients range from .68 to .81.
Three Aspects of Engagement
Developed by Gallini and Moely (2003), this 27-item self-report questionnaire yields scores on
three scales: (a) Community Engagement (i.e., feeling connected to the community); (b)
Academic Engagement (i.e., satisfaction with the academic course and university); and (c)
Interpersonal Engagement (i.e., the course's influence on students’ ability to work with others
effectively). Cronbach alpha coefficients range from .85 to .98.
Quality of Learning Environment
Developed by Bringle, Hatcher, and Muthiah (2010), this 24-item self-report questionnaire
measures student perceptions of learning environment components, including the extent to
which students experience peer or faculty interaction, course satisfaction, perceived learning,
active learning, and personal relevance components that contribute to high quality learning
environments (i.e., I have developed a significant relationship with at least one student in this
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