Documenting student learning outcomes is critical to generating and sustaining support and acceptance for service-learning as an effective undergraduate pedagogy. A growing body of research has documented a wide range of important outcomes. Students who participate in service-learning report increased interaction with faculty and peers (Astin & Sax, 1998; Eyler, Giles, & Braxton, 1997), greater relevance of coursework to career clarification (Keen & Keen 1998; Vogelgesang & Astin, 2000), stronger commitment to social responsibility and future volunteering (Astin & Sax; Gray, Ondaatje, & Zakaras, 1999; Markus, Howard, & King, 1993; Perry & Katula, 2001), improved learning (Astin & Sax; Eyler & Giles, 1999; Markus, Howard, & King), improved ability to think critically about complex problems (Batchelder & Root, 1994; Eyler & Giles), increased racial understanding and tolerance (Vogelgesang & Astin), and greater satisfaction with the learning experience (Gray et al., 1998) than undergraduates who do not participate in service or service-learning courses. Research that supports the acceptance of service-learning in higher education is the foundation for additional research that can clarify and improve the understanding and practice of service-learning. To date, far too little is known about what works best, what works best for whom, and which components of service-learning course design and implementation result in particular student learning outcomes (Eyler & Giles, 1999). Principles of good practice have been offered to guide the integration of service into academic study (e.g., Howard, 1993; Jacoby, 1996; Porter-Honnet & Poulsen, 1989); however, a set of principles provides only minimal guidance about how an individual faculty member translates a particular principle into good practice. Should the service component in the course be required or optional? Does it make a difference if students participate in the service experience on their own, with peers, or with the instructor? And, the research question this study addresses: in what ways should reflection activities be designed to optimize the quality of the learning experiences for undergraduates?
