Service-Learning and Changes in Involvement Preferences Among Undergraduates

Abstract

This study represents evolving research on service-learning and the ability of the Community Service Involvement Preference Inventory (CSIPI) to measure how students prefer to become involved in community service. The inventory was administered to students enrolled in a service-learning course at the beginning and again and the end of a 10-week term and mean scores were compared for students who completed both. Mean scores were significantly higher on the second administration of the inventory for preferences involving peer groups (Affiliation), increased awareness and understanding of the needs for the individual or community served (Experimentation), and propensity for service to become a lifelong committment (Assimilation). Results suggest the CSIPI may lend itself to advancing empirical arguments for transforming service from an extracurricular activity to a method of pedagogy.