Program+Evaluation+&+Assessment

Author(s). (2011). Title of session. In B. Harrison, B. O'Steen, P. Clayton, K. Edwards, & Editorial Fellows (Eds.), //Proceedings of the International Association for Research// //on Service-Learning and Community Engagement 11th Annual// //Conference// (pp. #- #). New Orleans, LA: IARSLCE.
 * Please reference the pdf version of the Proceedings using the following citation format:**

**Click on a word cloud below to find out more about the session ... and remember you can use the search box to the right to find proposals within any track by author, area of interest, etc.**


 * [[image:Assessing_student_learning_outcomes_in_international_service_learning_programs.jpg width="260" height="128" align="center" caption="Assessing student learning outcomes in international service learning programs (Baldwin et al.)" link="Assessing student learning outcomes in international service learning programs"]] || [[image:Service-learning_project_encouraging_interest_in_STEM.jpg width="217" height="142" align="center" caption="Service Learning Project Encouraging Interest in STEM (Blomstrom)" link="Service Learning Project Encouraging Interest in STEM"]] || [[image:Doberneck_Choreographer.jpg width="256" height="135" caption="A choreographer, a physicist, and an evaluator walk into a theater: Mixed methods research designs for evaluating impact at the art/science/engagement interface (Doberneck et al.)" link="A choreographer, a physicist, and an evaluator walk into a theater"]] ||
 * [[image:Breaking_the_barrier-_Easing_transition_into_working_with_communities.jpg width="287" height="150" align="center" caption="Breaking the barrier: Easing transition into working with communities (Elder et al.)" link="Breaking the barrier"]] || [[image:From_data_to_action-_Making_the_most_of_the_Campus_Compact_Annual_Member_Survey.jpg width="287" height="150" align="center" caption="From data to action: Making the most of the Campus Compact Annual Member Survey (Gray et al.)" link="From data to action"]] || [[image:Faculty,_community,_and_stakeholder_interests_in_evaluation_research-_Case_study_of_project_on_civic_reflection.jpg width="245" height="165" align="left" caption="Faculty, community, and stakeholder interests in evaluation research: Case study of project on civic reflection (Hatcher et al.)" link="Faculty, community, and stakeholder interests in evaluation research"]] ||
 * [[image:Assessment_of_international_service-learning_and_community_engagement-_Case_studies_at_the_University_of_Virginia.jpg width="287" height="148" caption="Assessment of international service-learning and community engagement: Case studies at the University of Virginia (Intolubbe-Chmil et al.)" link="Assessment of international service-learning and community engagement"]] || [[image:How_can_social_media_integrate_into_community_partnerships_and_institutional_contexts width="287" height="148" align="center" caption="How can social media integrate into community partnerships and institutional contexts? Lessons from a national network (Kiesa et al.)" link="How can social media integrate into community partnerships and institutional contexts"]] || [[image:Factor_structure_of_the_service-learning_impact_scale_for_students.jpg width="293" height="152" caption="Factor structure of the service-learning impact scale for students (Lockeman & Pelco)" link="Factor structure of the service-learning impact scale for students"]] ||
 * [[image:Research_by_design-_An_analysis_of_community_engagement.jpg width="324" height="173" caption="Research by design: An analysis of community engagement (Lucas)" link="Research by design An analysis of community engagement"]] || [[image:Developing_multiple_literacies_in_academic_English_through_service-learning_and_community_engagement.jpg width="308" height="160" caption="Developing multiple literacies in academic English through service-learning and community engagement (Mick et al.)" link="Developing multiple literacies in academic English"]] || [[image:The_Books_&_Beyond_Project-_A_case_study_in_youth_participatory_evaluation.jpg width="259" height="137" caption="The Books & Beyond Project: A case study in youth participatory evaluation (Samuelson et al.)" link="The Books and Beyond Project"]] ||
 * [[image:Placement_characteristics_predict_impact_of_sophomore_seminar_service_experience_on_participants.jpg width="287" height="150" align="center" caption="Placement characteristics predict impact of sophomore seminar service experience on participants (Saylor et al.)" link="Placement characteristics predict impact of sophomore seminar"]] || [[image:Service-learning_and_civic_engagement_at_a_major_university-_Effectively_involving_a_large_student_body_.jpg width="287" height="148" align="center" caption="Service-learning and civic engagement at a major university: Effectively involving a large student body (Springer et al.)" link="Service-learning and civic engagement at a major university"]] || [[image:Methods_of_reflection_about_service_learning_experiences-_Guided_vs._free,_public_vs._private,_and_dialogic_vs._expressive.jpg width="253" height="127" align="left" caption="Methods of reflection about service learning experiences: Guided vs. free, public vs. private, and dialogic vs. expressive (Sturgill et al.)" link="Methods of reflection about service learning experiences"]] ||
 * [[image:A_multi-level_analysis_of_service-learning_at_an_American_community_college_.jpg width="324" height="165" align="center" caption="A multi-level analysis of service-learning at an American community college (Traver et al.)" link="A multi level analysis of service learning at an American community college"]] || [[image:Data_analysis_until_you_drop-_Results_from_six_years_of_survey_data.jpg width="303" height="153" align="center" caption="Data analysis until you drop: Results from six years of survey data (Wurr et al.)" link="Data analysis until you drop"]] || [[image:patti's_castle_cloud.jpg width="288" height="145" caption="Service-learning centers' relationship to formal academic programming (Castle & Hermanson)" link="Service-learning centers' relationship to formal academic programming"]] ||