Book Review
“The Measure of Service Learning:  Research Scales to Assess Student Experiences” by R. G. Bringle, M. A. Phillips, and M. Hudson
Review by Lesley Withers, Associate Professor of Communication, Communication & Dramatic Arts

Service-learning has grown extensively in U.S. universities since the 1990s, based largely upon positive anecdotal evidence – but little scientific research – supporting its use.  Those who engage their classes with service-learning projects commit the time and energy required to design and implement these programs because they believe that student participation in such projects positively impacts student learning, personal development, and civic responsibility.  Eyler and Giles (1999) and other service-learning supporters have encouraged educators to include systematic research as a part of their service-learning plans in order to develop theory, improve the implementation of service-learning programs, aid assessment, justify the allocation of resources, and provide the foundation for service-learning policy (Bringle & Hatcher, 2000).  Doing so will be considerably easier since Bringle, Phillips, and Hudson have published a book of multiple-item scales measuring a variety of constructs of interest to many service-learning researchers.

The book is divided into two parts.  Part I, an introduction to service-learning and research, offers educators an overview of service-learning, scientific research and measurement, and the use of scales in assessing service-learning objectives.  These chapters offer a brief summary of research essentials that will be of most use to educators with at least some prior background in research methodology.  For example, the chapter on scientific research and measurement outlines the relationship between theory and research, inductive versus deductive reasoning, reliability and validity, and the value of standardized scales as compared to other forms of measurement.  While many of these issues cannot be fully described in one chapter, for those who have some previous experience with research methodology and are about to start a research project, the chapter provides a good refresher.

Part II is the most valuable part of the book:  a collection of 41 multiple-item scales in six general areas of measurement:  motives and values, moral development, self and self-concept, student development, attitudes, and critical thinking. While most scales are included in their entirety, 16 are proprietary measures (commercially distributed) or permission could not be obtained from the author; however, sample items are offered for the majority of these scales.  Note:  in the following lists, the 16 scales not included in their entirety are marked with an asterisk (*).

Chapter 4, composed of measures of motives and values, includes the Volunteer Functions Inventory, Motivations to Volunteer Scale, Public Service Motivation Scale, The Goal and Mode Values Inventories, Survey of Interpersonal Values*, and Personal Social Values scale.  Chapter 5’s scales measuring aspects of moral development include the Defining Issues Test*, Sociomoral Reflection Objective Measure*, Measure of Moral Orientation*, Prosocial Reasoning Objective Measure-Adult Version*, Revised Moral Authority Scale*, Ethics Position Questionnaire, and Visions of Morality Scale.  Chapter 6 is composed of 11 scales:  the Self-Esteem Scale, Community Service Self-Efficacy Scale, Self-Efficacy scale, Confidence Subscale of the Erwin Identity Scale*, Emotional Empathic Tendency Scale*, Interpersonal Reactivity Index, Texas Social Behavior Inventory-Short Form, Hope Scale, Dean Alienation Scale, Selfism scale, and the Social Avoidance and Distress Scale.  Chapter 7’s student development measures include the Student Developmental Task and Lifestyle Assessment*, the Learning for Self-Understanding Scale, the Problem-Solving Inventory*, and the Career Decision-Making Self-Efficacy Scale*.  Chapter 8 includes nine scales measuring attitudes, including the AIDS Caregiver Scale, Civic Action scale, Community Service Involvement Preference Inventory*, Community Service Attitudes Scale, Global Belief in a Just World Scale, Life Orientation Test-Revised, Universal Orientation Scale, Social Dominance Orientation Scale, and Civic Attitudes scale.  Finally, Chapter 9 focuses on critical thinking and contains the Watson-Glaser Critical Thinking Appraisal*, Scale of Intellectual Development*, California Critical Thinking Skills Test*, and Cornell Critical Thinking Test*.

For each scale, the authors provide the original source citation and then describe the construct being measured, the scale, the time typically required to administer the scale, its performance in past research (e.g., reliability, validity, gender differences), and a list of references.  Most scales are then presented in their entirety with directions and scoring information.  For previously unpublished scales, the original author’s contact information is provided so researchers can contact him/her with questions.  The book ends with a three-page glossary of research terminology.

This book is an excellent resource for researchers and program evaluators who wish to use quantitative survey research measures to evaluate the outcomes of service-learning projects and programs.  As someone who has been part of a research team examining the outcomes of a longitudinal service-learning program, I look forward to integrating a few of these scales in future studies.

Title:  The Measure of Service Learning:  Research Scales to Assess Student Experiences
Authors:  Bringle, R. G., Phillips, M. A., & Hudson, M.
Price:  $49.95 (hardcover)
Publisher:  American Psychological Association
Year:  2004
Pages:  230

ISBN:  1-59147-077-3