Service-learning as a Transformative Experience: An Analysis of the Impact of Service-Learning on Student Attitudes and Behaviors After Two Years of College
This chapter presents a longitudinal study that argues that students who engaged in service-learning based courses were more likely to engage in campus activities, attend alternative spring breaks, study abroad, and complete advocacy work. This is one of numerous studies to establish a correlation between service-learning courses and positive engagement outcomes for undergraduates ranging from increased motivation and personal growth to commitment to social justice and advocacy work. Once the PWR can establish a semester-based pre- and post-test assessment model, we will eventually want to think about longitudinal assessment.
Education | Educational Assessment, Evaluation, and Research | Educational Leadership | Educational Methods | Educational Psychology
Use Find in Your Library, contact the author, or interlibrary loan to garner a copy of the item. Publisher policy does not allow archiving the final published version. If a post-print (author's peer-reviewed manuscript) is allowed and available, or publisher policy changes, the item will be deposited.
Bernacki, M. L.,
Bernt, F. M.
Service-learning as a Transformative Experience: An Analysis of the Impact of Service-Learning on Student Attitudes and Behaviors After Two Years of College. In Sherril B. Gelmon & Shelley Billig,
From Passion to Objectivity: International and Cross- Disciplinary Perspectives on Service-Learning Research
Charlotte, NC: Info Age..