Service-Learning is often defined with an emphasis on learning. Many teachers do not change their evaluation technique, but assume that the service heightens student learning, and that monitoring the service contribution is all that is necessary. On the other hand, you might have specific papers devoted to reflecting on the experience, and grade those for analysis, critical thinking, and other standards normally used. Faculty who utilize Service-Learning must generate data documenting the impact that this pedagogy has on student learning. Otherwise the question, "Why should I utilize Service-Learning if it doesn’t work any better than what I am already doing?" is a legitimate one. There are a number of outcomes that can be assessed. These include: impact on student learning; impact on the agency; impact on those being served; and impact on faculty development (Hatcher, 1998).

Hatcher, J.A., Ed. (1998) Service-Learning tip sheets: A faculty resource guide, Indiana Campus Compact: Indianapolis, IN.

Contributed by JoAnn Campbell, Community Outreach and Partnerships in Service-Learning, Indiana University.