Examining Academic Learning Outcomes in Service-Learning: Recent Advances, Unanswered Questions, and Guidelines.

This paper examines studies that have investigated academic learning outcomes in service learning, identifies unanswered questions in assessing academic efforts, and offers guidelines to evaluate content gains in courses that integrate service learning. Research shows that peer tutoring increases achievement scores for both the tutors and the students being tutored. Consistent gains in factual knowledge have been found when measuring the kind of information students are most likely to encounter in their field experiences. Studies show that community service is a valuable experience for helping students understand course material and achieve personal and educational goals. Some research shows that students involved in service learning get better grades and are more likely to feel that they have performed up to their potential in the course. Unanswered questions about service learning focus on: (1) why the assessment of academic learning outcomes in service learning is different; (2) what the methodological issues are that must be considered; and (3) what aspects of service learning have been most revealing. (Contains 30 references.) (SM)