Chapter 8: Using Written Protocols to Measure Service-Learning Outcomes

This paper reports on the development of a written protocol for measuring two academic outcomes of service-learning: intellectual development and cognitive learning. Coding schemes are described along with measures of reliability and validity. A theoretical model is presented to further understanding of the possible intersections between student intellectual development and cognitive learning in service-learning courses. Suggestions for the use of the protocol as a tool for reflection are also provided.