Abstract

Institutions of higher education invest time and money directing cocurricular programs that allow students to formally engage in the local community. Community-service learning is one type of program recently dubbed “high impact” (Kuh, 2008). However, it is not enough to simply refer to a program as “high impact”: it is essential to demonstrate actual impact on student learning. This report provides a portrait of one community service-learning program’s assessment of student learning.

pdf

Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 210-212
Launched on MUSE
2016-03-29
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.