Journal article
Community engagement, service learning, and underrepresented college student success: An examination of multiple cohorts
Analyses of social issues and public policy, v 24(3), pp 1226-1251
01 Dec 2024
Abstract
Previous literature has demonstrated the positive benefits of Service Learning (SL) participation on college student outcomes. This study explored whether SL participation during the first year of college appeared to be a potentially useful community engagement and pedagogical lever for enhancing college students' academic achievement, retention, and graduation outcomes. Particular attention focused on college students from groups under-represented in higher education. We used propensity score matching to create comparable treatment (SL participation) and control (non-SL participation) groups. We then examined the role of SL participation in the first-year on college student outcome using four matched samples of college students who were first-years in 2011, 2012, 2013, and 2014. Overall, we found that participation in SL during the first college year benefits college students' long-term academic outcomes (cumulative GPA, cumulative credits earned, year-to-year retention, and graduation within 4-6 years), particularly for college students from under-represented backgrounds.
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Details
- Title
- Community engagement, service learning, and underrepresented college student success: An examination of multiple cohorts
- Creators
- Tai Do (Corresponding Author) - Twin Cities OrthopedicsAshley S. Hufnagle - St. Catherine UniversityGeoffrey Maruyama - Twin Cities OrthopedicsIsabel Lopez-Hurtado - Centro de Investigación Científica y de Educación Superior de EnsenadaWei Song - Drexel UniversityAndrew Furco - University of Minnesota
- Publication Details
- Analyses of social issues and public policy, v 24(3), pp 1226-1251
- Publisher
- Wiley
- Number of pages
- 26
- Grant note
- U.S. Department of Education; US Department of Education P116140033 / First in the World Program, Fund for the Improvement of Post-Secondary Education, the U.S. Department of Education
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- A.J. Drexel Autism Institute
- Web of Science ID
- WOS:001240475100001
- Scopus ID
- 2-s2.0-85195256054
- Other Identifier
- 991022123361804721
InCites Highlights
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web of Science research areas
- Psychology, Social
- Social Issues