Service-Learning and Engagement, Academic Challenge, and Retention

Abstract

Tinto (1993) proposed a model of institutional retention and departure to explain why college students persist in their studies or leave the university before obtaining their degrees. According to this model, persistence is affected by the extent to which students become integrated into both social and academic aspects of the college or university. Summarizing his own and others' research, Tinto concluded that students who are more academically and socially engaged in their colleges and communities are more likely to continue study until graduation. Braxton, Sullivan, and Johnson (1997) note that service-learning offers the conditions identified in Tinto's theory as most likely to facilitate developing meaningful connections between students, faculty, and community that will result in retention. The present study investigated the extent to which service-learning increases students' engagement with their studies, the university and community, and the likelihood of their continuing studies at the university (retention). Service-learning has been found to enhance a student's engagement with the community outside of the university. Service-learning participants, in comparisons with other students, have reported greater understanding of community problems (Astin & Sax, 1998), greater knowledge and acceptance of diverse races and cultures (Astin & Sax; McKenna & Rizzo, 1999), and a greater ability to get along with people of different backgrounds (Astin & Sax; McKenna & Rizzo). Students who participate in service-learning have shown significant increases in the belief that they could make a difference (Eyler & Giles, 1994), greater valuing of and commitment to future volunteer service (Eyler & Giles; Markus, Howard, & King, 1993; McKenna & Rizzo), and plans to become involved in helping careers (Markus et al., 1993). While many studies report positive effects of service-learning on community engagement, Eby (1998) suggests that service-learning could produce negative outcomes under some conditions. He points out that poorly planned service-learning may individualize social issues, de-emphasizing structural components and causes, and thereby reinforce students' views that community members are deficient. On the same note, service-learning can exaggerate the volunteer's importance, ignoring resources within the community. Thus, Eby cautions, an inadequately planned and organized experience might actually reinforce students' stereotypic thinking and increase their perceived distance from the community. Assessment of students' learning about the community must be a core component of service-learning program evaluation. Service-learning can affect students' academic engagement, as well. In some studies, academic engagement is measured by student reports; in others, engagement is inferred from the grades students receive. For example, positive effects on academic attitudes have been shown by McKenna and Rizzo (1999), who found that students reported service-learning's positive impact on their acquisition and understanding of course concepts. Similarly, Moely, McFarland, Miron, Mercer, and Ilustre (2002) found that students reported higher learning levels about the field of study of their service-learning courses. Eyler and Giles (1999) found that more than 58% of service-learning students in their national survey felt they had learned more in their service-learning classes than in their other classes. Several studies (Balazadeh, 1996; Markus et al., 1993; Sugar & Livosky, 1988) reported that students who took part in service-learning earned higher course grades than those students who did not. Findings for grades are not entirely consistent, as other studies (Miller, 1994; Kendrick, 1996) have reported no differences between the academic engagement of service learners and nonservice learners. In the present study, academic engagement was measured by asking students to report on their own perceived involvement with the course content and field of study. …

Cite this

Sarah Gallini, Barbara E. Moely (2003). Service-Learning and Engagement, Academic Challenge, and Retention. University of Michigan Library Repository.

@article{sarah2003servicelearning,
  title  = {Service-Learning and Engagement, Academic Challenge, and Retention},
  author = {Gallini, Sarah and Moely, Barbara E.},
  year   = {2003},
  journal = {University of Michigan Library Repository}
}

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