Program Theory: A Framework for Collaborative Measurements of Service-Learning Outcomes

This chapter discusses the need for service-learning experiences that meet the rigorous academic standards of higher education while at the same time providing measurable benefits to K-12 students at the partner school-- a complex process that involves careful planning and collaboration between the academic department and the community organizations. Because there are multiple participants, there are also multiple beneficiaries, which proves to be both a strength and a challenge of service-learning. The chapter discusses the need for evidence-based practice and accountability, a rationale for program theory-driven evaluation and logic models, components of program theory evaluation, and the development of a program theory and logic model for a service-learning course in K-12 settings.