Methods
To answer those questions, I examined a variety of materials used and produced throughout the semester. I relied heavily on the CSUMB students' own interpretations as presented in their personal journals and final reflective essays. Assessment of CCES students was done by the school's principal and the teachers involved in the project. The project's "planning committee" also met several times after the program was completed to evaluate its implementation.
Students were asked to record in their journals not only the service-learning sessions themselves but also their impressions about the readings, course materials, class discussions, and other activities related to the class. They were asked to reflect on the challenges faced at the site, their struggle with the material, their relationships with the children, their questions, and their feelings about the service-learning process. Students were asked to be honest and creative. Every week, I gave them at least two questions to answer in their journals. One of the questions usually related to course materials and readings (e.g., "Observe your media consumption patterns, and discuss if you are a proactive or a passive media consumer") while the other focused on the service-learning experience (e.g., "How are you dealing with potential language barriers, when relating to the children at the site"). In terms of this study, the journals provided a great deal of insight and information about the way CSUMB students perceived and conducted the service-learning project. I was able to read and analyze 48 semester-long journals, which I quote and make references to in the upcoming Results section.
The other assignment used in this project, the reflective final essay, asked students to summarize the service-learning experience and the course itself. Students were given a list of questions to address in their essays; the questions revolved around both content-related and service-related issues. I scrutinized these 48 final reflective essays and found that they provided an honest assessment of student learning as well as of the validity of the service-learning experience. I also contacted students through e-mail when I needed to clarify particular answers. Students authorized me to quote from their journals and essays.
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