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Research-as-Service Projects for Large Introductory Courses
Unformatted Document Text:  32 Figure 3: Subjective Counterfactual Evaluations a. Learning 0 10 20 30 40 50 60 70 80 90 100 More About the Same Less How Much Student Would Have LEARNED Without Service Project b. Volunteering 0 10 20 30 40 50 60 70 80 90 100 More About the Same Less How Much Student Would Have VOLUNTEERED Without Service Project c. Exam Performance 0 10 20 30 40 50 60 70 80 90 100 Better About the Same Worse How Much Student Would Have PERFORMED ON EXAMS Without Service Project d. Attention to Current Events & Politics 0 10 20 30 40 50 60 70 80 90 100 More About the Same Less How Much Student Would Have PAID ATTENTION TO POLITICS AND CURRENT EVENTS Without Service Project e. Overall Evaluation of Course 0 10 20 30 40 50 60 70 80 90 100 Better About the Same Worse QUALITY OF COURSE Without Service Project

Authors: Grant, J..
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32
Figure 3: Subjective Counterfactual Evaluations

a. Learning
0
10
20
30
40
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60
70
80
90
100
More
About the Same
Less
How Much Student Would Have LEARNED Without Service Project
b. Volunteering
0
10
20
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40
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70
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100
More
About the Same
Less
How Much Student Would Have VOLUNTEERED Without Service Project
c. Exam Performance
0
10
20
30
40
50
60
70
80
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100
Better
About the Same
Worse
How Much Student Would Have PERFORMED ON EXAMS Without Service Project
d. Attention to Current Events & Politics
0
10
20
30
40
50
60
70
80
90
100
More
About the Same
Less
How Much Student Would Have PAID ATTENTION TO POLITICS AND CURRENT EVENTS Without Service Project
e. Overall Evaluation of Course
0
10
20
30
40
50
60
70
80
90
100
Better
About the Same
Worse
QUALITY OF COURSE Without Service Project













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