The measure of service learning: Research scales to assess student experiences.

Service-learning: A Valuable Means of Preparing Pre-service Teachers for a Teaching Practicum.

“…As already noted, the use of service-learning as a teaching methodology is underdeveloped within Australian tertiary institutions. This fact stands in contrast to considerable developments in service-learning within Australian Catholic secondary schools (Lavery & Hackett, 2008) and the United States secondary and tertiary education sectors (Bringle, Phillips & Hudson, 2004;Kaye, 2010). The proposed research has the potential to add to the understanding of ways a service-learning experience can positively influence the preparation of pre-service teachers for teaching placements within an Australian setting.…”

Attitudes Toward Muslim Americans Post-9/11

“…The scale has a moderate reliability of .75 and alpha coefficient of .76 (Nicol & Boies, 2006). Additionally, the UOS has been reported to be uncorrelated (-.05) with the MarloweCrowne Social Desirability Scale (Bringle, Phillips, & Hudson, 2004).…”

Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies

“…Just as meaningful research results are contingent on the quality of the measured outcomes (e.g., psychometric qualities of various measures; Bringle, Phillips, & Hudson, 2004; high quality quantitative and qualitative research designs; Jones & Foste, 2017;Patton, 2013;Steinberg et al, 2013), there should be parallel assessment from different perspectives (e.g., student, faculty, community partner) of various qualities of the course as designed and implemented. This assessment should be connected to the presumed underlying course attributes and mediating variables relevant to outcomes being measured, and must transcend the rather superficial aspects of service-learning courses currently being measured (e.g., number of hours of service, direct vs. indirect service).…”