The Estimated Effects of Participation in Service-Learning on Liberal Arts Outcomes

This study used data from a longitudinal, national study of recent college students to examine the estimated effects of students’ participation in service-learning on six liberal arts outcomes.  Findings indicate that service-learning was a positive, significant predictor for students’ political and social involvement.  Service-learning did not have a significant effect on students’ growth regarding critical thinking, moral reasoning, inclination to inquire and lifelong learn, intercultural effectiveness, or psychological well-being. 

The Estimated Effects of Service Learning and Undergraduate Research On Students\u27 Intercultural Effectiveness

Service learning and undergraduate research were both named \u27high-impact educational practices\u27 by the Association of American Colleges and Universities (AAC&U) for suggested positive benefits to students (see Brownell & Swaner, 2010; Kuh, 2008). Further, AAC&U identified four central learning outcomes for twenty-first century challenges, including: \u27Knowledge of Human Cultures and the Physical World,\u27 \u27Intellectual and Practical Skills,\u27 \u27Personal and Social Responsibility,\u27 and \u27Integrative and Applied Learning\u27 (Brownell & Swaner, 2010, p. ix). The current study examined the estimated effects of participation in service learning and undergraduate research (two high impact practices) on senior-status students\u27 intercultural effectiveness (comparable to AAC&U\u27s Personal and Social Responsibility learning outcome). The total effects models suggested strong, positive effects for service learning and undergraduate research on students\u27 intercultural effectiveness. However, when the college experience and good practices variables were introduced into the direct effects model, the coefficients for service learning and undergraduate research dropped and became non-significant. Further, a mediation model suggested that indirect effects, specifically academic challenge, integrative learning, diversity experiences, and positive interactions with diverse peers had a mediating effect on students\u27 intercultural effectiveness. Further, interaction effects were explored by race, gender, socioeconomic status, and academic ability within service learning and undergraduate research on students\u27 intercultural effectiveness. No significant interaction effects were present, which suggested that the effect of participation in service learning or undergraduate research on students\u27 intercultural effectiveness does not vary by gender, race, socioeconomic status, or academic ability