Beyond assessment: Conducting theoretically-grounded research on service-learning in gerontology courses

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, we 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.

Beyond assessment: Conducting theoretically-grounded research on service-learning in gerontology courses Academic Article