Sticking Together: The Impact of a Collaborative Intensive Service-Learning Program on College Students’ Academic Outcomes

Authors

Abstract

The purpose of this study was to examine whether participating in a collaborative intensive service-learning program, Jumpstart, is associated with positive student academic outcomes. Specifically, the retention and graduation rates, and years to degree of students who participated in Jumpstart were compared to students who participated in a traditional service-learning program. Results indicate that, while controlling for ethnicity and first-generation college student status, Jumpstart students were more likely to graduate than were non-participating students. Group differences between retention and years to degree were not found. This study contributes to literature on links between high-impact practices and student academic outcomes, and highlights the benefits of promoting strong connections among students for their academic success.

Author Biographies

Shu-Chen Yen, California State University, Fullerton

Shu-Chen Yen, Ph.D. is an associate professor in the Department of Child and Adolescent Studies at California State University, Fullerton. Her research interests include assessing student learning in online education, student outcomes associated with High Impact Practices, and the impact of service-learning on pre-service teachers’ academic achievement and at-risk children’s school readiness. 

Nathalie Carrick, California State University, Fullerton

Nathalie Carrick, Ph.D. is an associate professor in the Department of Child and Adolescent Studies at California State University, Fullerton. Her research and teaching focuses on children’s early cognitive development and preparing students to work with young children.

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Published

2021-04-26

Issue

Vol. 12 (2021): JSLHE (Winter 2021)

Section

Articles

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