Students also completed survey items regarding aspects of community engagement. As indicated in Appendix A, these survey items queried attitudes toward civic responsibility and awareness of social issues as well as self-assessments of knowledge and skills for community engagement. Such tripartite models of attitudes, knowledge, and skills, reflecting the domains originally developed by Bloom (1956) to describe educational expertise, have been used in research and training in the area of cultural compe- tence (D’Andrea, Daniels, & Heck, 1991; Kim, Cartwright, Asay, & D'Andrea, 2003; LaFromboise, Coleman, & Hernandez, 1991; Schim, Doorenbos, Miller, & Benkert, 2003) as well as many other areas of educational programming and assessment. Our aim was to assess attitudes, knowledge, and skills that support effective community engagement as stu- dents might experience it through service-learning courses, community-based research projects, public service internships, or other credit-bearing or volun- teer service activities.
