Service-Learning and Academic Outcomes in an Undergraduate Child Development Course

One model for integrating service-learning into an undergraduate child development course is described. Two research questions related to this integration are addressed. First, do undergraduate students who participate in this service-learning experience have a greater understanding of course content than students who do not? Second, of what value is the service provided to the service recipient? Outcomes related to content knowledge and application of conceptual understanding as well as perception of service-value are reported. Finally, challenges associated with measurement of the relationship between service-learning and academic outcomes are discussed and recommendations for future service-learning experiences are provided.