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Abstract: This article explores the growing interest of college students in the U.S. in service learning. According to the article, students believe service learning programs can provide opportunities to learn communication, critical thinking, teamwork, mathematical reasoning, problem solving, public speaking, research skills and civic responsibility. It notes that service learning is good for students and the community.

Abstract: To prepare for community engagement and partnerships with diverse communities, nursing students must understand the principles of service-learning, as well as the essential skills needed to work within a democracy. The purposes of these two pilot tests were to develop a 15-hour service-learning intervention; refine the 15-hour service-learning intervention; and explore whether participation in the intervention made a difference in the critical thinking, cultural competence, and civic engagement of nursing student participants. Although the sample was small (n = 14), results of paired t tests found that, after the intervention, critical thinking scores measured by the California Critical Thinking Disposition Inventory were significantly lower (t = -2.23,p = .04), particularly on the self-confidence sub-scale (t = 2.29, p = .039); cultural competence scores measured by the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals were significantly lower (t = 4.83, p = .000); and civic engagement scores significantly increased (t = -3.54, p = .004). Reprinted by permission of the publisher.

Abstract: Service learning combines community service with academic learning. Students learn and develop critical thinking through active participation in organized service experiences. The purpose of this study was to describe the growth of 94 nursing students' critical thinking through service-learning experiences. Results revealed two major themes: development of both professional and community perspectives. Outcomes of the study provide a framework for developing service-learning experiences across the curriculum. Reprinted by permission of the publisher.

Abstract: Purpose: This exploratory study attempts to capture some of the principal benefits/factors attributable to service learning/community service projects, from a student perspective. Design/methodology/approach: A sample of 67 males and 83 females (16 graduate, 71 seniors, and 63 juniors) participated in the study. Findings: Students believe that their college experience is preparing them for the job market, that critical thinking has been enhanced, and that their college academic experience has emphasized community service upon graduation. Practical implications: The results increase one's knowledge of the benefits of service learning since so much emphasis is currently being placed on improving the critical thinking and problem-solving ability of undergraduate business students. Originality/value: Practitioners would be interested in understanding the impact that service learning can have on the problem-solving ability of potential employees. If additional research could advance the proposition that students with service learning experience are generally superior in terms of their problem-solving skills to students with no similar experience, then evidence of a service learning component on a student resume suddenly adds value to the employer. (Contains 1 figure and 5 tables.)

Abstract: Service-learning (SL) is a relatively new pedagogical approach to facilitate student learning at the university level. In SL, students enrolled in an academic course provide a needed service to a community partner. Through guided reflection, students link classroom-based, theoretical knowledge with clinical applications. Students' active engagement in learning facilitates thinking critically, questioning assumptions, considering varying perspectives, and appreciating the civic purpose of their profession. This article describes three SL applications, in dysphagia, educational audiology, and augmentative and alternative communication. We explain the rationale for each, along with ways in which to measure the effects of SL on student learning.

Abstract: A faculty member's experiences with service learning programs at Rutgers University (New Jersey) and Providence College (Rhode Island) illustrate how college student involvement in community service causes them to consider their membership in diverse communities and develop critical thinking skills. Service learning is felt to connect issues of diversity and democracy within a liberal arts framework. (MSE)

In this essay, we draw on broader psychological theories of the attitude-behavior relationship to postulate specific reciprocal patterns of causality between the civic attitudes and forms of political and civic engagement featured in contemporary political communication research. We then examine the extent of these reciprocal relationships with a 2-wave panel survey of 2,872 Pacific Northwest residents. Spanning the 2004 elections, structural equation modeling of the panel data shows complex reciprocal causal paths between political/civic attitudes (internal and external efficacy and civic pride and faith) and a range of political and civic behaviors (voting, political action, media use, political/community talk, and group involvement). The conclusion suggests how to conceptualize these variables and model their relationships in future research. [ABSTRACT FROM AUTHOR]

Abstract: The article reports on the study by the Association of American Colleges and Universities (AAC&U) which identifies several innovative and high-impact practices gaining attention in higher education in the U.S. It reviews four practices, including first-year seminars, learning communities, service learning and undergraduate research. It reveals that students who participate in the practices consistently persist at a higher rate than those who do not. It also shows the practices result in higher rates of faculty and peer interaction, increased critical thinking and writing skills, and higher levels of engagement.

Abstract: Service-learning has been explored from a number of perspectives, however, this research examines the use of service-learning as a pedagogical tool in a nonprofit marketing course and compares it with other pedagogical tools such as case studies, analysis and discussion, lectures, textbooks, guest speakers, and current readings. Overall it was found that the service-learning project was perceived by students as being the best pedagogical tool in terms of increasing the students' knowledge of nonprofit marketing, understanding the difference between nonprofit and for-profit marketing, developing marketing strategies for nonprofit organizations, and using marketing tools. A variety of service-learning experiences that fostered civic engagement are offered as examples along with the service-learning format and the instructor's role in facilitating active engagement within the community.