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Peer reviewedStrage, Amy A. – Michigan Journal of Community Service Learning, 2000
Evaluated the effects of infusing a 20-hour per semester service learning requirement into a large introductory child development course. Participating students outperformed previous classes; this advantage was apparently the result of stronger performances on narrative assessments (midterm and take-home final essays) and only manifested itself…
Descriptors: Academic Achievement, College Students, Instructional Effectiveness, Outcomes of Education


