“Building Stronger Communities: The Reciprocity between University, Student, and Community through Service-Learning.”

Jennifer Ellen Goff (2016). Human Movement Sciences Theses & Dissertations, Paper 3. ODU Digital Commons (Old Dominion University).

“This three-paper format dissertation explored the impact of service-learning on three key constituents: the university, university students conducting the service, and the community receiving the service. […] Findings from all three papers suggest that service-learning was not only beneficial to the individuals receiving the service, but also to the students implementing the service, and the university that supported the service efforts.”

“Service-Learning Pedagogy, Civic Engagement, and Academic Engagement: Multiple Bidirectional Relationships in College Freshman”

Valerie I. Sessa, Stanley Grabowski, Aishwarya Shashidhar (2013). International Journal of Research on Service-Learning and Community Engagement, Volume 1 (Issue 1).

“This study begins to unravel the multiple bidirectional relationships between service-learning pedagogy and civic and academic engagement attitudes and behaviors. […] This study replicates and extends previous research to demonstrate that there are multiple bidirectional relationships among these variables that need to be taken into account in research and practice.”


Peter Felten, Patti H. Clayton (2011).  New Directions for Teaching and Learning, Volume 2011 (Issue 128), 75-84.

“This chapter defines service-learning and reviews the evidence regarding its academic, civic, personal, and other learning outcomes. Although service-learning produces positive outcomes in many areas, the pedagogy’s most significant outcome may be the transformative learning that can result for all participants.”

“Implementing Service Learning in Higher Education”

Robert G. Bringle, Julie A. Hatcher (1996), Paper 186. UNO Digital Commons (University of Nebraska Omaha).

“The current interest in service learning provides universities with a unique opportunity to engage their students in community service, expand their educational agenda, and build reciprocal partnerships – with the community. This article discusses the implementation of service learning by delineating a set of activities for four constituencies: the institution, faculty, students, and community.”