Final-Year Transition and Service-Learning: Working Together as a Vehicle for Student Engagement, Development, and Life Preparedness

April Lillian Perry, Lane Graves Perry


Preparation for the demands of the 21st-century workplace is an essential priority and growing concern of both students pursuing postsecondary degrees and the faculty and administrators responsible for educating them. For institutions of higher education, demands such as graduate employability, life preparedness, and emotional stability are consistently becoming more complex to support. Research demonstrates a range of high-impact practices (HIPs) that directly influence student engagement and support student development. How can these HIPs help prepare students for post-university life? This article highlights two research projects: one that explored the post-university transition of recent graduates, and another that explored the HIP of service-learning. Using the “what, so what, now what” framework, the article presents each study and its relevant findings. Implications of those findings are then synthesized by examining the two study topics through a single lens in order to identify transferable institutional strategies for preparing graduating students using service-learning pedagogy.


high-impact practices, student engagement, service-learning pedagogy, final-year transition, career preparedness, post-university transition

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