Service-learning: A case study of student outcomes

Abstract

With origins as a critical pedagogy, service-learning has potential to facilitate students’ development as active citizens. However, whether critical service-learning occurs in practice still remains unclear. In this study, we explored service-learning practice by examining students’ perceived outcomes within at a midsize urban university in New England. The number of service-learning hours completed, course professor, and primary service site significantly associated with both academic and civic student outcomes. A narrative analysis found only a third of student responded from a critical learning frame. While students demonstrate perceived benefits of traditional service-learning, its efficacy as critical pedagogy remains unclear.