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ERIC Number: ED533766
Record Type: Non-Journal
Publication Date: 2011
Pages: 145
Abstractor: As Provided
ISBN: ISBN-978-1-1248-6890-5
Integrating Service Learning into the Classroom: Examining the Extent to Which Students Achieve Course Objectives and a Sense of Civic Responsibility by Engaging in Service Learning
Phillips, Julie M.
ProQuest LLC, Ed.D. Dissertation, Edgewood College
The growing interest in service learning in higher education is connected to the idea that it helps students achieve course objectives and develop a sense of civic responsibility. Thus, it ties into broader goals within the institution of engagement of students and outreach to communities. This research examines students' perceptions of service learning as a means to achieve the course objectives and facilitate a sense of civic responsibility. Research has shown that generally integrating service learning contributes to increased learning benefits compared to those courses that do not have integrated service learning. Reflection plays a key role in enhancing student learning. This leads to more meaningful learning experiences that can be more readily applied in a variety of settings and to real-world problems. Service learning also promotes a greater sense of connection to the communities in which our students live. The resulting data provided information on how service learning impacts students' perceptions of achievement of course objectives, civic responsibility, and the impact of reflection on learning outcomes. The study has implications for faculty in higher education who are interested in integrating service learning within their courses or disciplines. Recommendations are suggested based upon the results of this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A