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Abstract:
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Paired pre/post responses for six scaled community-engaged (CE) outcomes (engaged learning EL, critical thinking CT, local and national engagement LCE and NCE, civic engagement CE and social responsibility SR) were compared between students enrolled/not enrolled in a service-learning (SL) class campus-wide. Generally those enrolled in SL campus-wide showed significant scaled increases for CT, LCE and NCE, and marginally significant increases for EL. Comparisons were also noted between business statistics SL and business statistics non-SL classes. While the general student population did not show significant increases in CE and SR, those in the business statistics SL resulted in marginally significant (p = 0.08) mean gains when compared to those business statistics students enrolled in the non-SL classes. These results were not achieved at the expense of student learning as no significant differences were noted in any mean assessments comprised in calculating the course grade.
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