Service Learning as Pedagogy and Civic Education: Comparing Outcomes for Three Models

Abstract

Two primary goals of service learning for students are positive civic and academic outcomes. Most research has focused on service learning's effectiveness as civic education. In this study, the authors examine both civic and academic outcomes for 260 students participating in three models of service-learning courses. After one semester, student outcomes were mixed. They consider two pedagogical issues: requiring student participation in service learning and the role of reflection activities in positive outcomes. Faculty members should consider carefully whether to require participation in service learning. Students' academic outcomes may be enhanced by regular critical reflection and extensive integration of service activities with course material throughout the semester. As with any teaching strategy, service learning's value depends on its implementation.