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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.

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.)