The National Assessment for Service and Community Engagement (NASCE)

NASCE is an institutional assessment tool for measuring how well participating colleges and universities fulfill their missions as they relate to service and community engagement. Institutions of higher education often state their commitment to service and community engagement in their mission statements, but lack the necessary data to demonstrate adequate fulfillment of that commitment. The National Assessment of Service and Community Engagement (NASCE) — developed by Dr. Don Levy and Dr. Mathew Johnson — comprehensively measures the rate, frequency and depth of student community service across nine areas of human need, and assesses student perceptions of, motivations for and obstacles to service, as well as institutional structures that impact service participation.

The Public Purpose Institute partners with the Siena College Research Institute on the NASCE.  For more information see NASCEThe NASCE is guided by a National Advisory Committee (see below).

Access to Researchers:

The PPI  team is committed to making our national datasets accessible to all qualified researchers in the spirit of full participation. The team is aware of the burden of data access and the costs associated with securing datasets in the higher education field that creates barriers to entry, particularly for graduate students. Hence, we work with every researcher to make sure cost is not a barrier to accessing the Carnegie CE Dataset and we particularly encourage graduate students and junior scholars to use this and other datasets we offer.

We are equally committed to protecting the identity of institutions that opted to be part of our datasets. The following process to request and gain access to data was built to ensure confidentiality and proper handling of this dataset, and the sharing of the research outcomes with the field. 

Please note the following process and policies regarding access to the Carnegie CE/NIIICE/NASCE Dataset(s):

  • Complete this data request form to provide us with more information about your research and what data you are looking for.
  • After you have submitted this form, a member of the research team will get in touch with you with any questions or clarifications regarding your request.
  • Institutions agree to share their data with Albion College with the explicit understanding that their identity will be kept confidential. Thus, any researcher who requests access to the Carnegie CE/NASCE/NIIICE dataset(s) must sign a data-sharing agreement indicating that the identities of any institutions in the dataset will not be disclosed, including any details that would allow someone to deduce any institution(s).
  • Researchers are expected to obtain the necessary approvals (IRB or otherwise) required by your institution, disciplinary organization, and/or ethics boards to conduct your research.
  • Please note, Albion College currently only provides access to the 2020 Carnegie CE dataset(s).
  • We ask that researchers provide information regarding the dissemination of research (conference presentations or posters, invited talks, proceedings, or publications) so that it can be listed on our website and shared with colleagues in the field.

If you have any questions, please contact

NASCE National Advisory Committee

  • Gene Corbin Ph.D. Student and Graduate Research Assistant, University of Massachusetts, Boston
  • Timothy Eatman, Dean, Honors Living Learning Community, Rutgers University – Newark
  • Dwight Giles, Jr. Professor Emeritus, University of Massachusetts, Boston
  • Robert Hackett, President, Bonner Foundation
  • Nancy Hansel, President, New American Colleges & Universities
  • Gretchen Mielke, Assistant Dean, Widener University
  • John Saltmarsh, Professor, Higher Education, University of Massachusetts, Boston
  • Amanda Wittman, Associate Director, Community-Engaged Curricula and Strategy, Office of Engagement Initiatives, Cornell University
  • Joann Wong, Program and Organizational Effectiveness Director, Haas Center for Public Service, Stanford University