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• W246114034 abstract "Abstract Service Learning has the potential to help students grow and develop personally in several areas. However, documenting its effectiveness has been a slower process than documenting its practice. The challenge is finding effective ways to demonstrate the impact. Practitioners in the field and Decision-Makers outside the field of service learning have called for more rigorous evidence. The authors have developed an evaluation tool to measure the impact of service learning on student development. ********** Background Service Learning as a teaching/learning/research/service methodology has been practiced for more than two decades (Conrad & Hedin, 1987; Lyday, Swick, & Winecoff, 1999). Although the adoption of the method into practice began slowly, it has been spreading rapidly in recent years (Cairn & Kielsmeier, 1991; Lyday, Swick, & Winecoff, 1999; Miller, 2000; & Martin, 2002). Many major professional organizations and conferences, those with a relationship to education at any level K-16+ or with a focus on community development and citizenship participation, provide professional development in service learning. Documenting the effectiveness of service learning presents unique challenges (Conrad & Hedin, 1991) and has been a slower process than documenting its practice (Astin & Sax, 1988; Martin, 2002; Weatherford, Duckenfield, & Wright, 1997). Practitioners of service learning personally observe the power of the method to motivate, teach, engage, and even save lives for students who had previously felt hopeless or that their lives had no meaning. Often practitioners are reluctant to spend time trying to convince others that service learning works because they already know it works. They see it working everyday. They have abundant anecdotal and qualitative evidence of its value (Nathan & Kielsmeier, 1991; Weatherford & Owens, 2000). However, practitioners in the field and decision-makers outside the field of service learning have called for increased and more rigorous evidence of effectiveness (Martin, 2002; Astin & Sax, 1998). In an attempt to provide such evidence, practitioners have tried using measures such as standardized test scores to study the impact of service learning. The results and misunderstandings are similar to those that occurred when researchers used standardized tests to measure the impact of Head Start (Payne, Mercer, Payne, & Davison, 1973). There are too many intervening factors, and the measurement misses the main areas of impact. Service Learning has the potential to help students grow and develop personally in several areas (Conrad & Hedin, 1982; Eyler & Giles, 1999; Lyday, Swick, & Winecoff, 1999). The challenge is finding effective ways to demonstrate the impact or to tell the story that matters (Weatherford, 1998). Millet (1996) suggests the objective is to develop the means to use evaluation as a useful ally--not a painful process to be feared or mistrusted. In one rigorous study, Vogelgesang and Astin (2000) studied the impact of participating in service learning on eleven student outcomes: 3 measures of values and beliefs, 3 measures of academic skills, 3 measures of leadership, and 2 measures of future plans. They found that service learning has a significant effect on all eleven outcomes examined. Rationale Several years ago four colleagues at Clemson University began developing an evaluation tool to measure the impact of service learning on student development. This instrument was developed to measure the practitioners'/program directors' perceptions of the impact of service learning experiences on specific developmental constructs such as the sense of caring, ethics, connectedness, collaboration, diversity, reciprocity, and self-efficacy. Earlier instruments often focused on the number of participants, the number of hours of service, and the dollar value of services rendered. …" @default.
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• W246114034 date "2003-06-22" @default.
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• W246114034 title "Profile of Learning through Service: Assessment." @default.
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