NASCE Background

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NASCE Background

Most colleges and universities endorse, celebrate, and recognize the individual and institutional benefits of community service performed by their undergraduates, and many have already sought or are planning to seek the Carnegie Classification of an Engaged Campus and/or recognition on the President’s Higher Education Community Service Honor Role. While these prestigious honors are no doubt valuable for spurring institutional collaboration focused on campus-wide community engagement, they do not concretely measure and quantify the overall level of student community engagement at an institution. Similarly, simply logging or tracking service hours does little to tell the story behind those hours. For this reason, Dr. Donald Levy and Dr. Mathew Johnson developed the NASCE in order to address the need for an objective assessment tool that can measure the aggregate amount, frequency, and depth of community engagement across an institution. At the most basic level, NASCE seeks to determine the extent to which students at institutions of higher education are engaged in their communities.

The NASCE uses student-reported experience to quantitatively measure community engagement across nine areas of need, among individual students and the institutions in which they are nested.