Abstract
ABSTRACTThe emergence of literature critically examining reciprocity in the determination of service-learning outcomes has signalled a need to rethink and re-evaluate service-learning research and practice. The current study seeks to give clarity by investigating the bidirectional benefits accrued by college students and their partners in four tutor-based service contexts. Quantitative results indicated that there is a reciprocal relationship between college students and their paired service recipients at the end of the service-learning program, in terms of interpersonal skills and personal responsibility. Overall, the study makes a case for the bidirectional nature of service-learning in promoting meaningful community engagement.
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