Abstract
Students in an undergraduate course opted to either complete a service-learning project or write article summary papers over the course of a semester. Analyses revealed a significant increase in aspects of empathy, social responsibility, and community and personal involvement in the service-learning group, but not in the control group. The findings are discussed in terms of the social and cognitive benefits of service learning and considerations for incorporating service learning into a gerontology-related course.
Recommended Citation
Ryan, Rebecca G.
(2017)
"Social and Cognitive Outcomes of Service Learning: Results from a Pre-Post and Control Group Comparison,"
Journal of Community Engagement and Higher Education: Vol. 9:
Iss.
3, Article 2.
Available at:
https://scholars.indianastate.edu/jcehe/vol9/iss3/2
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community Psychology Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons