Research indicates that students of community-based learning demonstrate higher grades in comprehension and critical analysis of course concepts. This make sense as students are regularly reflecting upon the connections between their classroom education and service.
Follow the arrow for a sample community-based learning paper or final exam prompt based in Blooms Taxonomy.
"Academic Credit is for Learning, Not for Service"
According to Jeffrey Howard (1993), this is the first principle of good practice for service-learning pedagogy.
Howard states: "In traditional courses, academic credit and grades are assigned based on students' demonstration of academic learning as measured by the instructor. It is no different in service-learning courses. While in traditional courses we assess students' learning from traditional course resources, e.g., textbooks, class discussions, library research, etc., in service learning courses we evaluate students' learning from traditional resources, from the community service, and from the blending of the two.
So, academic credit is not awarded for doing service or for the quality of the service, but rather for the student's demonstration of academic and civic learning."