Social and Cognitive Outcomes of Service-Learning: Results from a Pre-Post and Control Group Comparison

Authors

Rebecca G. Ryan, Georgia Southern UniversityFollow

Document Type

Article

Publication Date

2017

Publication Title

Journal of Community Engagement and Higher Education

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 of incorporating service-learning into a gerontology-related course.

Comments

Copyright © 2016 by Indiana State University

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, 9 (3): Indiana State University. source: https://discovery.indstate.edu/jcehe/index.php/joce/article/view/406
https://digitalcommons.georgiasouthern.edu/psych-facpubs/131