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Student engagement in the local community comes with both risks and rewards. This chapter explains the cognitive, behavioral, and affective outcomes of student learning in the community, along with noting the importance of preparation and reflection.

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Background: Research has established that service-learning is a high-impact practice with significant consequences for student learning. Research in this area can provide greater understanding and recognition of the value faculty bring to the service-learning experience. Purpose: Examining faculty members’ memorable experiences in service-learning pedagogy through the Expectancy x Value theory of motivation will help colleges and universities more effectively support and retain faculty who teach service-learning courses. Methodology/Approach: Twenty-two faculty from a medium-sized liberal arts institution each participated in a 24-min interview and described memorable service-learning experiences with students. Inductive analysis and the Expectancy x Value theory of motivation were used to analyze the data. Findings/Conclusions: The study found that faculty members highlighted themes of faculty fostering student and community connections, valuing the service-learning work, and assisting students in learning from their discomfort during service-learning experiences. Faculty's expectations of success centered on their own self-efficacy and view of ability. Faculty valued the relationships that were established, benefits that were gained, and risks that were taken. Implications: Through the Expectancy x Value theory, this research provides a foundation for understanding what motivates faculty to continue teaching service-learning courses, which can help institutions more effectively support faculty members.

Research in psychology has emphasized the important role emotions play in learning (Pekrun, 1992). The purpose of the study highlighted in this article was to compare the emotional experiences of college students enrolled in direct academic service-learning (AS-L) courses with those of students enrolled in indirect AS-L courses. Eighteen college students participated in individual interviews, discussing positive and negative emotions resulting from their AS-L experiences. Students who engaged in direct AS-L reported significant emotional responses to interactions with people at their AS-L site. Students who engaged in indirect AS-L courses emphasized their emotional responses to working with peers and community partners. Participants in direct service-learning classes made very few references to the emotional aspects of discussions, assignments, or other activities that occurred in class, while college students in indirect service-learning classes more frequently reported emotional responses to the coursework.