Exploring the Relationship between Undergraduate Service-Learning Experiences and Global Perspective-Taking

The link between high-impact practices and student learning: some longitudinal evidence

“…Diversity and global learning have been tied to numerous college outcomes as well, including gains in active and critical thinking skills and cognitive development (Gurin et al 2002;Pascarella et al 2014), commitment to socially responsible leadership (Nelson Laird et al 2005;Parker and Pascarella 2013), civic engagement (Bowman 2011), and development of intercultural competence . Finally, numerous studies have found that participation in service learning and community-based learning is positively associated with a variety of diversity outcomes, including increasing students' awareness of diversity (Simons and Cleary 2006), openness to diversity (Jones and Abes 2004), multicultural competence (Einfeld and Collins 2008), global perspective-taking (Engberg and Fox 2011), and intercultural effectiveness (Kilgo 2012), as well as civic engagement-related outcomes, including increasing students' commitments to socially responsible work (Jones and Abes 2004), political awareness and civic and community engagement (Simons and Cleary 2006), and feelings of civic and social responsibility (Brownell and Swaner 2010;Einfeld and Collins 2008;Engberg and Fox 2011;Pascarella and Terenzini 2005). On the other hand, limited empirical research has been conducted to date on liberal educational outcomes associated with several high-impact practices, including common intellectual experiences, writing-intensive courses, internships, and capstone courses and projects (Brownell and Swaner 2010).…”

The delivery of recreation programs: Students gain entry level management skills through service learning

“…Examples supporting this statement were found in teacher education (Meaney, Housman, Cavazos, & Wilcox, 2012;Meaney, Griffin, & Bohler, 2009), journalism (Cohen & Kinsey, 1994), human organizational development (Giles & Eyler, 1994), and health education (Housman, Meaney, Wilcox, & Carazos, 2012). In addition to discipline specific literature related to service learning, there were numerous other articles related to the moral and character development of students (Batchhelder & Root, 1994;Bernacki & Jaeger, 2008;Reed, Jernstedt, Hawley, Reber, & DuBois, 2005), increases in civic responsibility and intentions to participate in community service (Astin & Sax, 1998;McCarthy & Tucker, 2002); as well as changes to a students' global perspective, or their tolerance towards groups with which they normally did not interact (Engberg & Fox, 2011;Morgan & Streb, 2001).…”

Civic Engagement and Organizational Learning Strategies for Student Success

“…We build on her ideas to argue for organizational learning to support student success, particularly as it is improved through civic engagement activities. Although there is broad agreement among scholars about the positive impacts of civic engagement on academic, personal, social, and citizenship outcomes for students (Engberg & Fox, 2011), institutions on the whole remain slow to institutionalize community–university engagement. Organizational learning could foster the institutionalization of civic engagement in support of student learning.…”

“…But the structures for community feedback are severely underdeveloped (Anderson, ), largely because knowledge emerging from the community is undervalued in higher education. The persistence of this culture denigrates student success, or at the least does not value learning that occurs outside the classroom, despite the demonstrated links between civic engagement, student engagement, and student success indicators (Carini et al., ; Engberg & Fox, ).…”