This research employed Event History Analysis to understand how service-learning participation is related to students' graduation within six years. The longitudinal dataset includes 31,074 new undergraduate students who enrolled in a large western U.S. public university from Fall 2002 to Fall 2009. The study revealed that service-learning…

Underrepresented students have been identified as being less likely to attain a college degree than their majority counterparts. Service-learning (SL) offers students an opportunity to engage in community work and improve skills that might contribute to their educational success in college. The present study aimed to investigate the impact of SL…

University students who were required to engage in academic public service during college were surveyed just before completion of their undergraduate studies. Views of the graduation requirement remained positive, as they had been at college entry and after two years of study. Civic attitudes, knowledge, and skills were quite stable over four…

Only about half of all students who enroll in colleges and universities in the United States earn a four-year degree at the institution where they begin their studies, and many postsecondary institutions are seeking ways to increase the graduation rates of their students. Both student characteristics and institutional factors influence a student's…

Students entering Tulane University in 2006, 2007, and 2008, the years following Hurricane Katrina, were surveyed soon after arriving on campus and again after they had been at the university for two years. Attitudes toward a new public service graduation requirement, established after the storm, remained positive after students had completed two…

This paper reports on the first two semesters of an ongoing longitudinal study exploring how 22 pre-service teachers' involvement with change-oriented service-learning impacted their thinking about citizenship and civic education. Drawing upon Westheimer and Kahne's (2004) notions of citizenship, we analyzed three data sources: pre- and…

This article reports findings from a longitudinal case study investigating how students experience perspective transformation from their participation in international service-learning program with an explicit social justice orientation. Findings indicate that each student experienced profound changes in their world-view in at least one of six…

Reports on a service-learning seminar at Stanford University (California) for nine faculty and three administrators designed to stimulate faculty interest in connecting student public service to academic study and provide knowledge and resources for course design. Data are drawn from participants' seminar learning plans, assessments, and follow-up…

This article presents a longitudinal research study that led to the development of a theoretical framework for explaining how students experience the process of transformational learning in service-learning. The article describes nonreflective and reflective dimensions of the process of transformational learning. The author recommends that future…