期刊名称：Journal of Higher Education Outreach and Engagement
印刷版ISSN：1534-6102
出版年度：2013
卷号：17
期号：2
页码：67-86
语种：English
出版社：University of Georgia
摘要：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 servicelearning 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.
