FAQ: Impacts and Effects of Service-Learning

Information Specialists at the Learn and Serve America National
Service-Learning Clearinghouse have been compiling lists of resources to
answer questions frequently asked by callers on our toll-free number
(1-800-808-7378).  These questions are shared with service learning
listservs on a regular basis, along with a list of resources we have
compiled for that question.  If anyone is aware of information on a
specific program or any another valuable resource not listed with an
FAQ, we would greatly appreciate hearing about it on the listserv and we
will add it to our growing list of resources.

This week’s question:

“Where can I find information on the impacts and effects of
service-learning?”


**Note: References cited below with an ED (ERIC document) number are
available in ERIC and can be purchased through EDRS at:
https://orders.edrs.com/Webstore/Default.cfm or by calling 800-443-3742
(If you have access to a college/university library they may have these
items on microfiche, ask your librarian.)  Citations with an EJ (ERIC
journal) number are available through the originating journal,
interlibrary loan services, or from the following: CARL UnCover S.O.S.:
sos@carl.org, 800-787-7979, online order form:
http://uncweb.carl.org/sos/sosform.html; or ISI Document Solution:
ids@isinet.com, 800-336-4474, 215-386-4399, online order form:
http://www.isinet.com/prodserv/ids/idsfm.html

TITLE: Impacts and Effects of Service-Learning Annotated Bibliography
AUTHORS: Robin Vue Benson and Rob Shumer
PAGES: 32
YEAR: Updated in 1997
ABSTRACT: Lists research and reports which address the impact of service
as an instructional strategy. A total of 57 citations are organized as
follows: Section 1) Social and Psychological Outcomes; 2) Intellectual,
Academic Achievement and School Behavior Outcomes; 3) Social /
Psychological and Intellectual / Academic Outcomes; 4) Literature
Reviews; and 5) Examples of Service Program Evaluation. Citations are
annotated and include information about where to obtain the resource.
AVAILABILITY: http://umn.edu/~serve/res/bibs/imps.htm

ERIC NO: EJ426971
TITLE: School-Based Community Service: What We Know from Research and
Theory
AUTHORS: Dan Conrad & Diane Hedin
PAGES: 7
YEAR: 1991
AVAILABILITY: http://www.quest.edu/slarticle17.htm or Phi Delta Kappan;
v72 n10 p743-49 Jun 1991
ABSTRACT: In November 1990, President Bush signed into law the National
and Community Service Act. This article briefly reviews three arguments
for the role of service in an educational program (to stimulate learning
and social development, to reform society and preserve democracy, and to
halt separation of youth from the wider society). (36 references) (MLH)

TITLE: Addressing School Board and Administrative Concerns About
Service-Learning
AUTHORS: Carolyn S. Anderson and Judith T. Witmer
PAGES: 7
AVAILABILITY: http://www.quest.edu/slarticle15.htm
ABSTRACT: It is noted that school board members and administrators have
particular concerns about service learning. The authors use a question
and answer format to address the ten concerns, which are the following:
What does service learning have to do with K-12 education?; We don't
need another course or program added to the curriculum; Why should we
give credit for volunteerism?; We don't believe in requiring students to
do volunteer work; Will we have to hire someone to run this program?; We
can't afford to offer this program; Can students at this age handle this
responsibility?; How will we find enough placements for all of the
students?; Will you place students in politically controversial
settings?; Won't this program raise our liability and therefore our
insurance costs? (SH)

TITLE: Student Outcomes from Participation in Community Service
AUTHORS:  Martha Naomi Alt and Elliott A. Medrich
YEAR: 1994
AVAILABILITY: http://www.quest.edu/slarticle13.htm
ABSTRACT: The paper reviews evidence of the effects of community service
on young participants, particularly elementary and secondary students.
The authors note that there is a widespread belief that young people
benefit from serving, but there is little firm evidence that students
engaged in service learn more, develop in different ways, or learn
different things than those who do not participate in service. They
conclude that service may in fact influence students profoundly, but
methods employed to measure these effects may be flawed or inadequate to
the task; some students may change and grow in response to service while
others will not; and length and intensity of time commitment, interest
and skill of program managers, and level of responsibility assigned to
participants may each produce differing results. (SH)

TITLE: School-Based Community Service Programs: An Imperative for
Effective Schools
AUTHOR: Harry Silcox
YEAR: 1993
AVAILABILITY: http://www.quest.edu/slarticle5.htm
ABSTRACT: Education in the twenty first century must include community
service as part of its mission. School based community service fosters
the development of "niches", establishes the school as a community
talent base, allows schools more flexibility in relevant program
development, permits school access to community financial and service
resources, and promotes school restructuring principles as a process
(ERIC).

TITLE: Why Community Service and Service-Learning? Providing Rationale
and Research
AUTHORS: Daniel F. Perkins and Joyce Miller
AVAILABILITY: http://www.quest.edu/slarticle2.htm
YEAR: 1994
PAGES: 8
ABSTRACT: This article presents the major rationales for community
service and service learning, that is providing a meaningful role for
adolescents, instilling civic responsibility, and reconstructing the
village through partnerships between adults and young people. As America
embraces the 21st century, our role as educators is to develop an ethic
of service and life-long learning within our youth so that they will be
positive, contributing members of society.

TITLE: Community Service Learning as a Pedagogy
AUTHOR: Carol W. Kinsley
AVAILABILITY: http://www.quest.edu/slarticle10.htm or see Equity and
Excellence in Education v26 n2 p53-59 Sep 1993
YEAR: 1993
ABSTRACT: The case study of community service learning (CSL) by an
interdisciplinary team at a middle school in Springfield (Massachusetts)
provides information about what happens when teachers integrate
community services into the curriculum as an instructional strategy.
Community theater management and environmental lobbying projects
illustrate issues in integrating service and school improvement (ERIC).

Title: Service learning:  Who benefits and why.
Authors: Stukas, A. A., Clary, E. G., & Snyder, M.
Year: 1999
Availability: Social Policy Report, 13(4), 1-19.
Abstract: This review article covers much of the research on
service-learning with particular emphasis on which factors lead to which
benefits.

TITLE: Research on K-12 School-Based Service-Learning: The Evidence
Builds
AUTHOR: Shelly H. Billig
YEAR: 2000
PAGES: 7
ABSTRACT: The author details what research tells us about
service-learning and suggests the kinds of questions that still need to
be answered. Impacts on students, communities, and schools are
discussed.  Students impacts addressed include personal and social
development, civic responsibility, academic learning, and career
exploration and aspirations.
AVAILABILITY: Phi Delta Kappan, May 2000, pp. 658-664

TITLE: Community Service throughout a School System.
AUTHOR: Anne Bishop
YEAR: 1996
PAGES: 4
ABSTRACT: This persuasive article describes the benefits of
service-learning to students and describes a painless method for
integrating service-learning. Four steps lead a teacher to successful
and strategies use of service-learning: planning, participating,
reflecting, and celebrating.
AVAILABILITY: Kappa Delta Pi Record v32 n4 p126-129 Sum 1996

TITLE: Service-Learning in Out-of-School Time.
AUTHOR: Saren Eyre Loosli
YEAR: 1999
PAGES: 10
ABSTRACT: A short guide to integrating service-learning into
out-of-school time programs that includes information on the difference
between service and service-learning; needs assessment; what kinds of
learning opportunities are available through service-learning; why
service-learning is important; benefits of service-learning; eight keys
to effective project planning; and project ideas. (AR)
AVAILABILITY: National Institute on Out-of-School Time, Center for
Research On Women, Wellesley College, 106 Central St., Wellesley MA
02181; Phone: 800-860-2684 x142; Email: NIOST@wellesley.edu; URL:
http://www.wellesley.edu/wcw.CRW/SAC

TITLE: Service Learning Benefits Students, Communities.
AUTHOR: Rural Clearinghouse for Lifelong Education and Development
YEAR: 1995
PAGES: 8
ABSTRACT: Service learning is a teaching tool in which students apply
classroom skills to solve real problems in their communities. Community
service becomes service learning when it is connected to classroom
learning and contains opportunities for students to reflect upon their
experiences. In addition to enhancing learning through experience,
service learning programs offer rural schools and communities an
opportunity to develop new and positive connections. Profiles of service
learning programs in schools and colleges illustrate the benefits that
service learning provides students and communities. K-12 service
learning programs in Arkansas, West Virginia, and Alabama involve youth
in decision making and staff development training, leading to a sense of
ownership and empowerment; allow blind and deaf students to shift roles
from passive recipient to active provider of services; and link school
reform to community development as student activities focus on community
study, support community viability, and celebrate rural life. Service
learning programs at college and universities include an early
intervention, mentoring program that pairs college students with
elementary students having similar special talents and interests;
programs that promote a sense of citizenship through community
development activities and foster compassion through interpersonal
relationships with young children, the elderly, and diverse populations;
and international exchange programs in rural communities abroad. A list
of additional information sources contains 42 references, 3 Internet
resources, and 13 organizations. (ERIC)
AVAILABILITY: EDRS -- ERIC number is ED391620; or Rural Clearinghouse
Digest v2 n2 Jul 1995, Rural Clearinghouse for Lifelong Education and
Development Kansas State University, 252 Bluemont Hall, 1100 Mid-Campus
Drive, Manhattan KS 66506-5306; Phone: 913-532-5560

TITLE: Effects of Service learning on Students, Faculty, Institutions,
and Communities: Annotated Bibliography.
AUTHORS: Janet Eyler; Dwight Giles
YEAR: 1999
PAGES: 27
Abstract: This is an annotated bibliography of research on service
learning from 1993-1999.
AVAILABILITY: National Service Learning Clearinghouse, University of
Minnesota, 1954 Buford Ave, R460 VoTech Ed Bldg, St. Paul MN 55108-6197;
Phone: 800-808-7378; Email: serve@tc.umn.edu; URL: http://umn.edu/~serve

TITLE: At a Glance: What We Know about the Effects of Service learning
on Students, Faculty, Institutions, and Communities, 1993-1999.
AUTHORS: Janet Eyler; Dwight E. Giles
YEAR: 1999
PAGES: 55
ABSTRACT: Summarizes the findings of service learning research in higher
education over the past few years. It is designed to provide a quick
overview of where we are in the field today and a map to the
literature.  The report also includes an annotated bibliography of
service-learning research.
AVAILABILITY: National Service Learning Clearinghouse, University of
Minnesota, 1954 Buford Ave, R460 VoTech Ed Bldg, St Paul MN 55108-6197;
Phone: 800-808-7378; Email: serve@tc.umn.edu; URL: http://umn.edu/~serve

TITLE: Does Service Learning Make a Difference?
AUTHOR: Peter Scales
YEAR: 1999
PAGES: 3
ABSTRACT: Scales reports the findings of a year-long study to explore
how service-learning might be related to both social and academic
success. Results show that all adolescents tend to care less about
others during adolescents, however for students who participate in
service-learning, this drop in concern is less than those who do not
participate. Also, the study stressed the importance of good
service-learning programs and reflection through writing and talking.
AVAILABILITY: Source Newsletter v15 n1 p1-3, Search Institute, Thresher
Square West, 700 S 3rd St, Ste 210, Minneapolis MN 55415; Phone:
800-888-7828; Email: si@search-institute.org

ERIC NO: ED408505
TITLE: Report of a National Study Comparing the Impacts of
Service-Learning Program Characteristics on Post Secondary Students.
AUTHORS: Eyler, Janet; And Others
YEAR: 1997
PAGES: 24
ABSTRACT: The Comparing Models of Service-Learning project surveyed the
impact of service learning programs on students' citizenship values,
skills, attitudes, and understanding nationwide. Data were obtained from
1,136 pre- and post-surveys of students who participated in service
learning and 408 of their classmates who did not select service-learning
options at 30 colleges and universities, as well as interviews with 65
students from 6 colleges at the start and end of the spring term.
Findings indicated students who chose to participate in service-learning
experiences and those who did not differed significantly on the pretest
measure of virtually every outcome. Students who chose these activities
were already much higher on each measure and the differences were
sometimes substantial. Given these differences, colleges that hope that
community service will add to the educational value of their programs
may want to consider integrating these opportunities into their core
curriculum. Service-learning programs appeared to have an impact on
students' attitudes, values, skills, and perceptions even over the
relatively brief period of a semester. The quality of the placement and
its connection to the subject matter of the course had an impact on
students' perceptions of what they get out of the program, on their
relationships with faculty and other students, and on changes in their
attitudes, skills, values, and conceptions of community issues. (Seven
data tables are appended.) (YLB)

ERIC NO: EJ465074
TITLE: Win/Win/Win with a Service-Learning Program.
AUTHOR: Berson, Judith S.
YEAR: 1993
JOURNAL CITATION: Journal of Career Planning and Employment; v53 n4
p30-35 May 1993
ABSTRACT: Discusses service-learning programs initiated by colleges
which demonstrate benefits of practical work experience for students,
services received by the community, and improved public relations for
the college. Notes that a campus-based volunteer coordination effort is
the missing link between students eager to serve and the agencies and
individuals desperate for services. (NB)

TITLE: Coupling Service and Learning in Higher Education: the Final
Report of the Evaluation of the Learn and Serve America, Higher
Education Program.
AUTHORS: Maryann Gray; Elizabeth Ondaatje, and others.
YEAR: 1998
PAGES: 181
ABSTRACT: The report presents evaluation results of the Learn and Serve
America, Higher Education (LSAHE) initiative, sponsored by the
Corporation for National and Community Service (CNS). The report
addresses impacts of LSAHE on communities, higher education
institutions, and students and is based on three years of data
collection and observation. It is intended to help CNS plan for the
future of LSAHE, help national policy makers determine funding levels
for LSAHE, and to guide education administrators and practitioners for
their own policy development. The report gave an overview of LSAHE;
described how the evaluation was done; described type of activities of
LSAHE programs; noted the impact of LSAHE on student service providers,
recipients in the community, and educational institutions; and described
the returns on the activities to the communities. (SH)
AVAILABILITY: Executive Summary: http://nicsl.jaws.umn.edu/res/rand.pdf
; Full report: Rand Corporation, Distribution Services, 1700 Main St, PO
Box 2138, Santa Monica CA 90407-2138; Phone: 310-393-0411

ERIC NO: ED437575
TITLE: National Evaluation of Learn and Serve America School and
Community Based Programs.
AUTHOR: Alan Melchior
YEAR: 1998
ABSTRACT: This report evaluated high quality, Learn and Serve America
programs from 1994 1997. The evaluation centered on four focus points,
short and long term participant impacts, services provided to
communities, impacts on participating schools, and an analysis of
program return on investment. Results showed a positive impact on
students immediately after participation, however effects seemed to have
dissipated by the follow-up interviews. Student assessment of program
experience and service in the community were both ranked very highly.
AVAILABILITY: http://heller.brandeis.edu/chr/summary.pdf; Corporation
for National Service, 1201 New York Ave NW, Washington DC 20525; Phone:
202-606-5000

ERIC No: ED408505
Title: Report of a National Study Comparing the Impacts of
Service-Learning Program Characteristics on Post Secondary Students.
Author: Eyler, Janet; And Others
Year: 1997
Pages: 24
Abstract: The Comparing Models of Service-Learning project surveyed the
impact of service learning programs on students' citizenship values,
skills, attitudes, and understanding nationwide. Data were obtained from
1,136 pre- and post-surveys of students who participated in service
learning and 408 of their classmates who did not select service-learning
options at 30 colleges and universities, as well as interviews with 65
students from 6 colleges at the start and end of the spring term.
Findings indicated students who chose to participate in service-learning
experiences and those who did not differed significantly on the pretest
measure of virtually every outcome. Students who chose these activities
were already much higher on each measure and the differences were
sometimes substantial. Given these differences, colleges that hope that
community service will add to the educational value of their programs
may want to consider integrating these opportunities into their core
curriculum. Service-learning programs appeared to have an impact on
students' attitudes, values, skills, and perceptions even over the
relatively brief period of a semester. The quality of the placement and
its connection to the subject matter of the course had an impact on
students' perceptions of what they get out of the program, on their
relationships with faculty and other students, and on changes in their
attitudes, skills, values, and conceptions of community issues. (Seven
data tables are appended.) (YLB)

ERIC No: EJ465074
Title: Win/Win/Win with a Service-Learning Program.
Author: Berson, Judith S.
Year: 1993
Journal Citation: Journal of Career Planning and Employment; v53 n4
p30-35 May 1993
Abstract: Discusses service-learning programs initiated by colleges
which demonstrate benefits of practical work experience for students,
services received by the community, and improved public relations for
the college. Notes that a campus-based volunteer coordination effort is
the missing link between students eager to serve and the agencies and
individuals desperate for services. (NB)

*      *      *

Although it does not report on actual outcomes of service-learning, the
following report contains information on the intended outcomes that
schools around the United States have cited as reasons for using
service-learning:

TITLE: Service-Learning and Community Service in K-12 Public Schools
AUTHOR: National Center for Educational Statistics (NCES)
PAGES: 18
YEAR: September 1999
AVAILABILITY: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=1999043 or
National Center for Education Statistics, phone: 202-219-1618, URL:
http://www.nces.ed.gov .
ABSTRACT: Service-learning, discussed here in terms of incorporating
community service experiences into students' school work, has long been
viewed as a positive education reform option. Beginning in the 1970s,
educators began paying more attention to this teaching option and the
1990s saw an array of initiatives to help promote the practice. To
determine how extensive the practice is, NCES conducted the first
national-level study of service-learning in America's K-12 public
schools in the spring of 1999. Analysis of this study reveals a number
of interesting results including the fact that roughly one-third of
these schools have incorporated service-learning to some extent and that
most of the schools that have service-learning provide teachers some
sort of support to help them integrate service into their curriculum.
(Author)


We hope this information is helpful!

Andrea Roufs
Information Specialist
Learn and Serve America
National Service-Learning Clearinghouse
1-800-808-7378
http://umn.edu/~serve

**If you need assistance implementing service-learning programs, have
questions, or simply want to speak with someone who has "been there,"
you can utilize the Learn and Serve America Exchange as a resource. For
more information contact: 1-877-572-3924 or visit their website at
www.lsaexchange.org.