According to the Association of American Colleges & Universities (AAC&U) service-learning is a high impact practice. There has been much written over the past decade about the need for institutions of higher education to take the lead in promoting values of citizenship, democracy, and civic engagement.
Research shows that faculty find that service-learning provides:
- Increased satisfaction with quality of student learning
- Increased commitment to research
- Motivation to increasingly integrate service-learning more deeply into more courses
- More lively class discussions and increased student participation
- Increased student retention of course material
- Increased student awareness of community and "real world" issues
- Increase in innovative approaches to classroom instruction
- Increased opportunities for research and publication
- Increase in faculty awareness of community issues
- Eyler, Janet, Dwight Giles, Christine M. Stenson and Charlene J. Gray (2001). At A Glance: What We Know about the Effects of Service-Learning on College Students, Faculty, Institutions, and Communities, 1993-2000, Third Edition. Nashville: Vanderbilt University.
- Fleischauer, J.P. & Fleischauer, J.F. (1994). College credit for community service: A "win-win" situation. Journal of Experiential Education, 17 (3), 41-44.
- Kendall, J. C. and Associates (1990). Combining service and learning: A resource book for community and public service, volume 1. Raleigh, NC: National Society for Experiential Education.
- Hollander, Elizabeth, John Saltmarsh, and Edward Zlotkowski (2002). “Indicators of Engagement,” in Simon, L.A., Kenny, M., Brabeck, K., & Lerner, R.M., eds. Learning to Serve: Promoting Civil Society Through Service-Learning. Norwell. MA: Kluwer Academic Publishers.