Faculty and Student Participation and Perceptions of Service-Learning Outcomes

Abstract

SUMMARY Faculty (n = 55) and student (n = 75) perceptions of service-learning outcomes were evaluated using a questionnaire format. Results indicated that while faculty strongly believe service-learning is important to student academic growth, few actually teach service-learning courses because of time constraints and unfamiliarity with service-learning course models. Comparisons of faculty and student perceptions showed that compared to students, faculty had a stronger perception of the value of service-learning for students. When students were divided into those who had (n = 33) or had not (n = 42) participated in service-learning, faculty and service-learning students' perceptions did not differ, and both rated these experiences more valuable than did non-service-learning students.