What is service learning? Definitions vary, but a widely-accepted one is from Bringle & Hatcher (1995):
"course-based, credit-bearing educational experience that allows students to (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility."
Robert G. Bringle and Julie A. Hatcher, "A Service-Leaming Curriculum for Faculty," Michigan Journal of Community Service Learning, 2, no. 1 (Fall 1995): 112-122.
Other definitions may be found through various sources, including Center for Excellence in Learning & Teaching (Iowa State University), Service Learning Network (Grand Valley State University), and other high education institutions and associations.
See these other relevant research guides:
(Note: UD network username & password required off-campus. For articles not full-text in database, use Find It button.)
Promoting Student Learning and Institutional Improvement: Lessons from NSSE at 13. Annual Results 2012. National Survey of Student Engagement.
Yeh, T. (2010). Service-learning and persistence of low-income, first-generation college students: An exploratory study. Michigan Journal of Community Service Learning, 16(2), 50-65.
Chadwick, S. A. & Pawlowski, D. R. (2007). Assessing institutional support for service-learning: A case study of organizational sensemaking. Michigan Journal of Community Service Learning, 13(2), 31-39.
Annette, J. (2005). Character, civic renewal and service learning for democratic citizenship in higher education. British Journal of Educational Studies, 53(3), 326-340.
Boss, J. A. (1994). The effect of community service work on the moral development of college ethics students.Journal of Moral Education, 23(2), 183.
Carson, R. L., & Domangue, E. A. (2013). The emotional component of service-learning. Journal of Experiential Education, 36(2), 139-154.
Davidson, T. C. (2009). Attributions for poverty among college students: The impact of service-learning and religiousity. College Student Journal, 43(1), 136-144.
Ilea, R., & Hawthorne, S. (2011). Beyond service learning: Civic engagement in ethics classes. Teaching Philosophy, 34(3), 219-240.
Kirby, K. E. (2009). Encountering and understanding suffering: The need for service learning in ethical education. Teaching Philosophy, 32(2), 153-176.
Knapp, T., Fisher, B., & Levesque-Bristol, C. (2010). Service-learning's impact on college students' commitment to future civic engagement, self-efficacy, and social empowerment. Journal of Community Practice, 18(2/3), 233-251.
Nesteruk, J. (2007). Contributing to our students' moral lives. Change, 39(5), 52-53.
Rockenbach, A., Hudson, T. D., & Tuchmayer, J. B. (2014). Fostering meaning, purpose, and enduring commitments to community service in college: A multidimensional conceptual model. Journal of Higher Education, 85(3), 312-338.
Seider, S., Rabinowicz, S., & Gillmor, S. (2011). Changing American college students' conceptions of poverty through community service learning. Analyses Of Social Issues & Public Policy, 11(1), 105-126.
Strain, C. R. (2005). Pedagogy and practice: Service-learning and students' moral development. New Directions For Teaching & Learning, (103), 61-72.
Urraca, B., Ledoux, M., & Harris, J. T. (2009). Beyond the comfort zone: Lessons of intercultural service. Clearing House, 82(6), 281-289.
Wurr, A. J., & Hamilton, C. H. (2012). Leadership development in service-learning: An exploratory investigation. Journal of Higher Education Outreach and Engagement, 16(2), 213-239.
Holsapple, M. A. (2012). Service-learning and student diversity outcomes: Existing evidence and directions for future research. Michigan Journal of Community Service Learning, 18(2), 5-18. [literature review]
Hurtado, S., & DeAngelo, L. (2012). Linking diversity and civic-minded practices with student outcomes. Liberal Education, 98(2), 14-23.
Jay, G. (2008). Service learning, multiculturalism, and the pedagogies of difference. Pedagogy, 8(2), 255-281.
Sperling, R. (2007). Service-learning as a method of teaching multiculturalism to white college students. Journal of Latinos & Education, 6(4), 309-322.
Garcia, N., & Longo, N. V. (2013). Going global: Re-framing service-learning in an interconnected world. Journal of Higher Education Outreach and Engagement, 17(2), 111-135.
Seider, S., Rabinowicz, S., & Gillmor, S. (2012). Differential outcomes for American college students engaged in community service-learning involving youth and adults. Journal Of Experiential Education, 35(3), 447-463.
Straus, E. E., & Eckenrode, D. M. (2014). Engaging past and present: Service-learning in the college history classroom. History Teacher, 47(2), 253-266.
Becket, D., Refaei, B., & Skutar, C. (2012). A faculty learning community's reflection on implementing service-learning goals. Journal of the Scholarship of Teaching And Learning, 12(1), 74-86.
Eyler, J. (2001). Creating your reflection map. New Directions for Higher Education, (114), 35-43.
Eyler, J. (2002). Reflecting on service: Helping students get the most from service-learning. Journal of Nursing Education, 41(10), 453-56. (Note: request via Interlibrary Loan)
Murray, G., Petra, H., Brad S., L., & Gina, S. (2011). Reflective practice in service learning: Possibilities and limitations. Education + Training, 53(4), 284-296.
Sifers, S. K. (2012). Reflecting on teaching through reflective service-learning: A pedagogical journey. Reflective Practice, 13(5), 651-661.
Service Learning Models
Donaldson, L., & Daughtery, L. (2011). Introducing asset-based models of social justice into service learning: A social work approach. Journal of Community Practice, 19(1), 80-99.
Lambright, K. T., & Alden, A. F. (2012). Voices from the trenches: Faculty perspectives on support for sustaining service-learning. Journal of Higher Education Outreach and Engagement, 16(2), 9-45.
McMillan, J. (2011). What happens when the university meets the community? Service learning, boundary work and boundary workers. Teaching in Higher Education, 16(5), 553-564.