lower-and upper-division student learning outcomes through an iterative process of identifying student out- comes, using student outcomes to assess student work, and then revising student outcomes in response to assessment results (Driscoll & Wood, 2007; Wood, 2006). The lower-and upper-division service-learning student outcomes were significantly revised in 2010 when the University revised its general education cur- riculum. These student outcomes incorporate Furco’s (1994) six educational domains: academic, career, social, personal, ethical, and civic responsibility, and include the following: (a) self-and social awareness, with a focus on social identity, power, and privilege;
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