[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-160449-en":3,"doc-seo-160449-105":31,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},160449,962085564549,"Aditya","https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45",8,"Research & Report","How Service Learning Affects Students - Higher Education Research Institute Study","Study examines how service learning and community service shape the cognitive and affective development of college undergraduates and how learning is enhanced through service. A quantitative longitudinal design follows 22,236 students from diverse baccalaureate-granting institutions, alongside a qualitative case-study component using campus interviews and classroom observations. Results evaluate 11 dependent outcomes including academic performance, values, self-efficacy, leadership, career plans, and continued service intentions, with additional standardized test measures on a subsample.","How Service Learning Affects Students  \nAlexander W. Astin Lori J. Vogelgesang  \nElaine K. Ikeda Jennifer A. Yee  \nHigher Education Research Institute  \nUniversity of California, Los Angeles January, 2000  \nAcknowledgements  \nWe would like to thank the many individuals who have helped in various phases ofthis project. Scott Myers-Lipton and Per Larssen provided valuable assistance to us in the data collection phase of this project. Our colleagues Robert Emerson, Kris Gutierrez, Edward Zlotkowski, Helen Astin and Linda Sax provided us with helpful feedback at various stages ofthis project. And special thanks to Bill Korn for managing the complex data processing tasks needed throughout this project.  \nWe would also like to thank the faculty members, academic administrators and institutional researchers who assisted us in coordinating the dissemination of the surveyson each of the participating campuses. Special thanks to Richard Couto and Elizabeth MacNabb at the University of Richmond, Regan Schaeffer at Pepperdine University, and Parvin Kassaie at the University of California, Los Angeles for their assistance in coordinating the faculty and student interviews on their respective campuses. We also want to acknowledge the help of Jerry Berberet, who assisted us in engaging institutions from the Association of New American Colleges on the project.  \nWe are grateful to the thousands of students who took time out of their busy lives to complete the questionnaire and to the faculty and students who shared their servicelearning experiences with us.  \nFinally, we would like to acknowledge the anonymous donor whose financial assistance made this project possible.  \nTable of Contents  \nExecutive Summary i Chapter 1: Background of the Study 1  \nChapter 2: Comparing the Effects of Community Service and Service Learning 5  \nChapter 3: What Mediates the Effects of Community Service and Service Learning? 30  \nChapter 4: Substudy of Service-Learning Courses 45  \nChapter 5: Qualitative Results 55  \nChapter 6: Implications 84  \nReferences 101  \nAppendices  \nList of institutions participating in substudy A-1  \nSample Faculty Interview Invitation Letter A-2  \nFaculty Consent Form A-3  \nStudent Consent Form A-5  \nFaculty Interview Protocol A-7  \nStudent Interview Protocol A-10  \nStudent Focus Group Interview Protocol A-12  \nSite Administrator Interview Protocol A-14  \n1994 Student Information Form A-16  \n1998 College Student Survey A-20  \nSupplemental Service-Learning Survey A-24  \nExecutive Summary  \nThe two major goals of this study were: 1) to explore the comparative effects of service learning and community service on the cognitive and affective development of college undergraduates and 2) to enhance our understanding of how learning is enhanced by service. These questions were explored by means of a quantitative longitudinal study of a national sample of students at diverse colleges and universities and a qualitative study of students and faculty who participated in service learning at a subset of these institutions.  \nMethod  \nLongitudinal data were collected from 22,236 college undergraduates attending a national sample of baccalaureate-granting colleges and universities. These students were followed up during the fall of 1998; most of them had entered college as freshmen in the fall of 1994. Thirty percent of the students participated in course-based community service (service learning) during college, and an additional 46 percent participated in some other form of community service. The remaining 24 percent did not participate in any community service during college. The impact of service learning and community service was assessed on 11 different dependent measures: academic outcomes (three measures), values (two measures), self-efficacy, leadership (three measures), career plans, and plans to participate in further service after college. Most of these outcomes were pretested when the students entered college as freshmen.  \nFour addition","cbCaijRVhZNEM3XD","https://ap.wps.com/l/cbCaijRVhZNEM3XD","pdf",534874,3,1,128,"English","en",105,"# Executive Summary\n# Method\n# Principal Findings\n## Service learning and community service comparative effects\n## Outcome measures and controls\n# References\n# Appendices\n## Participating institutions list\n## Interview invitations and consent forms\n## Student information and survey instruments","[{\"question\":\"What were the main goals of the study on service learning?\",\"answer\":\"The study aimed to compare the effects of service learning and community service on college students’ cognitive and affective development, and to explain how learning is enhanced through service.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It used a quantitative longitudinal study of 22,236 undergraduates, followed-up in fall 1998, plus qualitative in-depth case studies involving interviews with students and faculty and classroom observations on three campuses.\"},{\"question\":\"What key findings were reported about service participation?\",\"answer\":\"Service participation showed significant positive effects across all 11 outcome measures, including academic performance, values, self-efficacy, leadership, service career choice, and plans to continue serving after college.\"}]","How Service Learning Affects Students - 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