Learning Outcomes Assessment: Extrapolating from Study Abroad to International Service-Learning

Autor/inn/en	Rubin, Donald L.; Matthews, Paul H.
Titel	Learning Outcomes Assessment: Extrapolating from Study Abroad to International Service-Learning
Quelle	In: Journal of Higher Education Outreach and Engagement, 17 (2013) 2, S.67-86 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Community Services; Global Approach; Study Abroad; Foreign Countries; Intercultural Communication; Reflection; Stakeholders; Program Evaluation; Educational Assessment; Program Effectiveness; Outcomes of Education; Student Evaluation; Data Collection; Information Sources; Comparative Analysis; Influences; Evidence; Service Learning; Correlation; Academic Achievement; Best Practices; Sample Size; Disproportionate Representation; Methods; District of Columbia; Georgia; Minnesota + Suchen Sie Ihr Suchwort? Gemeindenahe Versorgung; Globales Denken; Studies abroad; Auslandsstudium; Ausland; Interkulturelle Kommunikation; Programme evaluation; Programmevaluation; Education; assessment; Bewertungssystem; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Data capture; Datensammlung; Information source; Informationsquelle; Influence; Einfluss; Einflussfaktor; Evidenz; Service-Learning; Korrelation; Schulleistung; Method; Methode
Abstract	For international service-learning to thrive, it must document student learning outcomes that accrue to participants. The approaches to international service-learning assessment must be compelling to a variety of stakeholders. Recent large-scale projects in study abroad learning outcomes assessment--including the Georgia Learning Outcomes of Students Studying Abroad Research Initiative (GLOSSARI)--offer precedent from which international service-learning assessment programs may draw. This article outlines five promising practices to guide international service-learning assessment activities: (1) focus on outcomes about learning; (2) employ multiple sources and methods for data collection; (3) invest in compiling credible comparison groups to build the case for a causal relationship between international service-learning and learning; (4) acquire data from multiple and diverse institutions and programs to better generalize and also to warrant conclusions about best program practices; and (5) acquire data from large samples of program participants to provide insights into under-represented groups and program sites. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://www.jheoe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10