The impact of a short duration service-learning project on student learning outcomes


  • Isiah Brown SUNY Oswego
  • Lucille Pointer Faculty
  • Charles Smith Faculty
  • Kim Gleason Faculty


Service-learning has been empirically shown to impact student learning outcomes in multiple disciplines in several countries. Prior studies have shown that students are often involved in service-learning projects that last many weeks. This study reports on student learning outcomes after business students were exposed to an intensive daylong service-learning project at a major nonprofit organization. Using the SELEB Scale, the researchers examine how students perceive the improvements to their practical skills, citizenship, personal responsibility, and interpersonal skills, that accrued from the service project. The results indicate that although females’ scores were higher, they were not significantly different from males. In addition, differences in academic major subjects caused no significant differences in the results. The results of this study demonstrate that students can benefit from service-learning projects that can be completed in a shorter time span.


Author Biographies

Lucille Pointer, Faculty

Discipline: Marketing

Dr. Pointer is a full professor who has been teaching marketing for over thirty years. Prior to beginning her teaching career, she worked in consumer package goods marketing for a number of major companies including General Mills and Johnson and Johnson. She continues to work with different nonprofit organizations on various marketing and research oriented projects.

Charles Smith, Faculty

Discipline: Finance

Charles Smith has been a professor of finance for 30 plus years at University of Houston-Downtown. Prior to this he was in the real estate business.

Kim Gleason, Faculty

Ms. Gleason has 20 years in business (marketing, sales, and training), which includes ethical situations, critical thinking skills, teams, resume/interview and career building skills.​​​