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

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McIntosh, R.E. Schnaubelt, T., Stratham, A. Banerjee, M., Hausafas, C.O. Moely, B.E., Furco, A., Reed, J. Bernacki, M., L., Jaeger, E. Clayton, P.H., Bringle, R.G., Senor, B., Huq, J., Morrison, M. Bringle, R. G., Hatcher, J.A., McIntosh, R.E. Barney, S.T., Corseer, G.C., service, and integrity; -¹,³9-items were used to measure integrity. 2007 -Five items assessed faculty perceptions of service as important at the institution and considered in the tenure and promotion process 2007 -A survey measuring faculty perceptions of service-learning as a teaching strategy 2008 -¹The Community Service Preference Scale measures students’ preference for service that emphasizes charity or social change activities; -²HES-LS questionnaire measuring civic attitude, responsibility and career development; -CASQ -Subscales from the Three Aspects of Engagement Scale 2008 -²The Defining Issues Test measures moral reasoning according to Kohlberg; -²The Moral Justification Scale is used to measure moral orientation; -²The Service-Learning Outcome Scale measures student perceptions of how their coursework, understanding social problems, problem solving ability, leadership, efficacy, and passion. 2010 -The Transformational Relationship Evaluation Scale assesses the relationship between community partners and University researchers 2010 -¹Quality of the Learning Environment is 24-item measuring course satisfaction, faculty interaction, peer interaction, perceived learning, active learning, and personal relevance 2010 -²The Community Attitudes to Mental Illness Scale is a 40-item measure assessing attitudes towards those with a mental illness; White, L.H. Hou, S-I. 2010 -¹,³The Web-based Faculty Service-Learning Beliefs Inventory assesses faculty views of the benefits from and barriers to implementing service on four subscales Seider, S.C., Gillmor, S.C., Rabinowicz, S.A. Bowman, N., Brandenberger, J.W., Mick, C.S., Smedley, C.T. 2010 -²The Protestant Ethic Measure student beliefs that individual hard work leads to success. 2010 -²Situation Attributions for Poverty Scale measures beliefs about poverty; -²Openness to Diversity items measure the degree to which students are interested in learning about those who differ from them; -²Responsibility for Improving Society assess how much personal responsibility one perceives for taking action to help others; -²Empowerment View of Helping measures beliefs about whether people can overcome their problems with assistance from others; 120
Steinberg, K. S., Hatcher, J. A., Bringle, R. G. Moely, B. E., Ilustre, V. -²Belief in a Just World measures the beliefs that good things happen to good people; -²Social Dominance Orientation measures preferences for and acceptance of inequality across social groups; -²Self-generating View of Helping measures the beliefs that individuals are only able to help themselves overcome their problems 2011 -¹,³The Civic Minded Graduate Scale is a 30-item self-report measuring civic-mindedness on 10 subscales 2011 -¹,³The Civic Attitude Measures assessed student attitudes, knowledge and skills for community engagement; -CASQ Mills, S. D. 2012 -The Tension Survey asks students and community partners to indicate the extent to which they have experienced any of the briefly described tension Jameson, J.K., Jaeger, A. J., Clayton, P.H., Bringle, R. G. Neihaus, E., Crain, L. K. Moely, B. E., Ilustre, V. Soria, K.M., Thomas-Card, T. 2012 -¹The Community Engaged Scholarship Competencies Scale is designed to assess new faculty views of and comfort with implementing community engaged scholarship 2013 -²The National Survey of Alternative Break measures service engagement, community engagement, community/staff interaction, student learning, emotional and physical challenged, social issues, reflection, journaling and orientation 2013 -¹The Service-Learning Course Quality Indicators measures characteristics of high quality service-learning; -CASQ; Civic Attitudes, Knowledge and Skills 2014 -²The Student Experience in the Research University Survey contains 600 items that measure student satisfaction, academic engagement, campus climate, research experiences, and civic/community engagement 121
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A COMPENDIUM OF SCALES for use in t
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Table of Contents Chapter 1: Introd
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Chapter 1: Introduction Rajiv S. Jh
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and boredom; whereas the former inc
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References Bishop-Clark, C. & Dietz
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Chapter 2: Best Practices in Scale
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o Participants respond to items suc
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- Be aware of whether the scale is
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References References marked with a
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*Wielkiewicz, R. M. & Meuwissen, A.
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example, McCabe (2015) examined the
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psychometrically sound tool. Howeve
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a history of the authors’ work do
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*Oleson, K. C., Poehlmann, K. M., Y
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Chapter 4: A Primer on Scale Develo
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scales or develop new ones. In eith
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found their 40-item measure could b
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eflect overall teacher behaviors or
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Although there is some variability
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and/or do not correlate with instru
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Fraley, R. C., & Vazire, S. (2014).
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Streiner, D. L. (2003). Starting at
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Psychology, 36 of the 47 articles (
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Assessing and Reporting Validity In
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Grades Another common source of alr
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model of collaborative undergraduat
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Chapter 6: Measuring Learning and S
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joins a new team to teach them abou
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Summative Assessments Summative Rub
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programs. In a national survey of p
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Course Outcomes Scale Centra and Ga
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discuss The Motivated Strategies fo
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The Motivated Strategies for Learni
Page 69 and 70: References References marked with a
Page 71 and 72: Hacker, D. J., Bol, L., & Bahbabani
Page 73 and 74: Stoloff, M. L., & Feeney, K. J. (20
Page 75 and 76: interpretation of analogies is an a
Page 77 and 78: Similar difficulties in accurately
Page 79 and 80: How do we balance the need for effi
Page 83 and 84: *Halpern, D. F. (2010). Halpern Cri
Page 85 and 86: Appendix: A Compendium of General C
Page 87 and 88: Chapter 8: Student Engagement Towar
Page 89 and 90: particular items. Indeed, a point o
Page 91 and 92: employing the SCEQ have shown other
Page 93 and 94: one of eight achievement emotions m
Page 95 and 96: Recent efforts (Saddler, Sonnert, H
Page 99 and 100: 64, 847-860. doi:10.1037/0022-3514.
Page 101 and 102: *Schaufeli, W.B., Salanova, M., Gon
Page 103 and 104: course. Pretest and posttest survey
Page 105 and 106: Perceptions 7 Problem-Solving 1 Sat
Page 107 and 108: Culture and Issues Knowledge of Cur
Page 109 and 110: Civic Attitudes and Skills Question
Page 111 and 112: Scale of Service-Learning Involveme
Page 113 and 114: engagement and psychological measur
Page 115 and 116: Giles, D. E., & Eyler, J. (2013). T
Page 117 and 118: Appendix A: Research Measures for M
Page 119: Robby, M.A. -CASQ -SAT/9 Scores -¹
Page 123 and 124: Chapter 10: Measuring Individual Di
Page 125 and 126: either unnecessary or is referenced
Page 127 and 128: Park, 2005). The merit of the instr
Page 129 and 130: Similar factor structures were prod
Page 133 and 134: Chapter 11: Measuring Well-Being in
Page 135 and 136: items, and the PANAS 44 items, and
Page 137 and 138: Meaning in Life The Meaning in Life
Page 139 and 140: future,” using a 5-point scale (1
Page 141 and 142: Domain-Specific Stress and Anxiety
Page 143 and 144: demonstrate peoples' varying levels
Page 145 and 146: Gehlbach, H. (2015). Seven survey s
Page 147 and 148: Ritchie, R. A., Meca, A., Madrazo,
Page 149 and 150: Chapter 12: Assessing Professor-Stu
Page 151 and 152: ends with some unanswered questions
Page 153 and 154: positively about their professors
Page 155 and 156: The PSRS underwent further validati
Page 157 and 158: help or hinder the graduate student
Page 159 and 160: Komarraju, M. (2013). Ideal teacher
Page 161 and 162: Chapter 13: Effective Tools for Ass
Page 163 and 164: offer guidance based on their exper
Page 165 and 166: The Original TBC Study Our approach
Page 167 and 168: student/faculty rating with critica
Page 169 and 170: eveals that five qualities (knowled
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*Wann, P.D. (2001, January). Facult
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Nessie the Mythical Loch Ness Monst
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components of knowledge of cognitio
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a cognitive activity (Cacioppo et a
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teacher? In other words, how do we
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Christopher (2015) also suggests th
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Kirk, C., Busler, J., Keeley, J., &
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A COMPENDIUM OF SCALES for use in the SCHOLARSHIP OF TEACHING AND LEARNING

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