Cognitive learning outcomes of service-learning courses and program characteristics that matter: A pilot study

The paper identifies students’ cognitive learning outcomes in service-learning courses and investigates influencing program characteristics. The concept of cognitive learning outcomes is based upon the revised Bloom’s taxonomy of education learning objectives, while program characteristics consist of reflection structure, effective service experience, roles and responsibilities of facilitators, and intensity of service experience. After making analysis on the data collected from multiple resources, the paper will come to the conclusions of achievable cognitive outcomes in service-learning courses and effective program characteristics to attain those goals. Implications for the design and teaching of service-learning courses, enhancement of a service-learning program will be addressed as well. Copyright © 2010 International Association for Research on Service-Learning and Community Engagement (IARSLCE).