title: Beyond Assessment: Conducting Theoretically Grounded Research on Service-Learning in Gerontology Courses.
abstract: Service-learning is a useful pedagogical tool and high-impact practice, providing multiple benefits. Gerontology (and other) courses frequently include service-learning activities but lack theory-based, intentional research on outcomes. Here, the authors define service-learning and contextualize it in higher education, provide an overview of research and assessment in service-learning and gerontology courses, demonstrate the shortcomings of program evaluations, and offer suggestions for future research to advance and generate theory.
authors.affiliation: a Department of Applied Health Sciences , Indiana State University , Terre Haute , Indiana , USA.
authors.forename: Tina M
authors.initials: TM
authors.lastname: Kruger
authors.affiliation: b Institute of Higher Education , University of Georgia , Athens , Georgia , USA.
authors.forename: Andrew J
authors.initials: AJ
authors.lastname: Pearl
mesh_terms: D003479:Curriculum; D004521:Educational Measurement; D005853:Geriatrics / Q000193:education / Q000379:methods; D006801:Humans; D016901:Intergenerational Relations; D017145:Models, Educational; D018794:Problem-Based Learning / Q000379:methods / Q000458:organization & administration; D015397:Program Evaluation
keywords: gerontology education; service-learning