Service-Learning and Civic Attitudes: A Mixed Methods Approach to Civic Engagement in the First-Year of College

Authors

Keywords:

community engagement, student learning outcomes, leadership education, high-impact practice

Abstract

Service-learning contributes to a variety of learning outcomes. This study aims to examine the student learning outcomes associated with service-learning in a first-year leadership course.  With this broad focus, we hope to shed light on the benefits of students participating in civic engagement in their first semester of college.  Findings suggest student learning outcomes include interpersonal skills, leadership capacity, and social justice perspectives.  We conclude by offering considerations for designing future service-learning courses.

Author Biographies

Amber Manning-Ouellette, Oklahoma State University

Dr. Amber Manning-Ouellette is an Assistant Professor in Higher Education and Student Affairs at Oklahoma State University.  She also serves as the master’s program coordinator, responsible for recruitment, selection, advising, and curriculum development for both the Master’s in Higher Education and College Student Development programs.  Her research foci include socially just leadership education, student learning outcomes, student cognitive development, and first-year student transition.

Kevin M. Hemer, University of Colorado Boulder

Kevin M. Hemer, Ph.D. is an Assessment Analyst for Institutional Research in the Office of Data Analytics at the University of Colorado Boulder. His research examines the role of higher education in a diverse democracy, focusing on students’ civic learning and developmental outcomes.

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Published

11/27/2019

Issue

Vol. 11 No. 3 (2019)

Section

Research and Theory

License

The Journal of Community Engagement and Higher Education (JCEHE) requires authors to transfer copyright to the JCEHE at the time of submission.

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After publication, if an author would like to reprint portions of the article (generally up to 25%), then the author should contact the JCEHE's Editor, Catherine Paterson, to request permission.

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