Abstract
Although service-learning is spreading in various geographic locations across the globe, the majority of extant literature is based in the U.S. Additionally, past research focused largely on investigating student outcomes through this pedagogy with little attention to exploring the impact of variations among service-learning courses and students. This study addressed these gaps by examining how individual differences among students, course characteristics, and overall community engagement may relate to civic and developmental outcomes for college students through service-learning. Sixty one students at a private university in Egypt completed survey questionnaires. Students’ Demographics and Course Characteristics Composites predicted students’ reports of enhanced community awareness. The Overall Community Engagement Composite contributed to students’ reported outcomes of both enhanced community awareness and interpersonal effectiveness skills. The study suggests lines of research for scholars committed to advancing rigorous engaged scholarship and discusses implications for practitioners seeking to deepen service-learning outcomes.
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