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Using Written Protocols to Measure Service-Learning Outcomes

Chapter in:

Deconstructing Service-Learning: Research Exploring Context, Participation, and Impacts

Author:

Pamela Steinke

Author:

Peggy Fitch

Publication Date:

2003

Publisher:

Information Age Publishing, Inc.

Journal Issue:

p.171-194

Pages:

Abstract:

This paper reports on the development of a written protocol for measuring two academic outcomes of service-learning: intellectual development and cognitive learning. Coding schemes are described along with measures of reliability and validity. A theoretical model is presented to further understanding of the possible intersections between student intellectual development and cognitive learning in service-learning courses. Suggestions for the use of the protocol as a tool for reflection are also provided. (Author)

Call Number:

115/B/STE/2003

Sector:

HE Sector

Library Item Type:

Print resource - book chapter