Abstract
The last two decades have seen significant growth in US university initiatives to promote civic engagement for undergraduates through service or community-based learning (CBL) experiences,1 with 60 percent of graduates engaging in at least one course during their academic career (The National Task Force on Civic Learning and Democratic Engagement, 2012). Some describe the current era as representing the fourth wave of a reemphasis on civic engagement in higher education (National Service-learning Clearinghouse, January 2008). A recent report from The National Task Force on Civic Learning and Democratic Engagement designates this era as a “crucible moment,” given that the research clearly demonstrates that “students who participate in civic learning opportunities are more likely to: persist in college and complete their degrees; obtain skills prized by employers; and develop habits of social responsibility and civic participation” (2012, v). Bridging theory or textbook material learned in the classroom with the reality of these ideas in practice better prepares undergraduates for the work force and can engage college students in the life of their communities. It is no surprise that there is a concurrent call for universities to continue measuring the impact of such programs on students, community partners, and the university as a whole, and to continue developing innovative methods to evaluate these initiatives.
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© 2013 Simone Weil Davis and Barbara Sherr Roswell
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Bryant, A., Payne, Y. (2013). Evaluating the Impact of Community-based Learning: Participatory Action Research as a Model for Inside-Out. In: Davis, S.W., Roswell, B.S. (eds) Turning Teaching Inside Out. Community Engagement in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137331021_23
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DOI: https://doi.org/10.1057/9781137331021_23
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