Analyzing Student Journals in a Service-Learning Course  

Most service-learning courses utilize the amount of reflection in 
student journals as a means of assessing learning.  This qualitative 
study analyzes student service-learning journals in a first year 
experience program.  Intended outcomes of increased community awareness, 
improvement of personal skills, and self-discovery were evident in the 
journals.  Developmental themes of identity exploration and career 
development emerged from the first year student journals.  Service-learning 
courses should incorporate developmental issues into curricula to 
maximize the experience for students.