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Critical Issues in K-12 Service Learning: Case Studies and Reflections


For 20 years, I have been focusing on the assessment of experimental learning. From the beginning, education leaders have asked, "How do we grade it?" After a decade of work establishing a format to connect the experienced-based community learning to academic credit and grades, the back-to-basics movement of the 1980s called our program into question. Much like a transplanted heart, the experienced-based learning model seemed always under threat of being rejected by the academic body. To avoid rejection, we had to "prove it."