Date Approved

6-25-2008

Embargo Period

3-23-2016

Document Type

Thesis

Degree Name

M.A. in Higher Education Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Sisco, Burton R.

Subject(s)

Service learning--New Jersey; Universities and colleges--New Jersey--Public services

Disciplines

Higher Education Administration

Abstract

The primary purpose of this study was to explore the perceived impact that involvement in two service-learning courses had on participating Rowan University students during the spring semester of 2008. This study also investigated the impact of service-learning courses on the traditional classroom setting. Data were collected by means of a survey using Likert scale statements measuring related outcomes based on six components: academic, civic, developmental, social skills, leadership, and personal. Additionally, students were asked to rank those outcomes using another set of Likert scale items, comparing the service-learning experience to that of the traditional classroom setting. Overall, the data collected indicated that students who participated in a service-learning course at Rowan University during the spring semester of 2008 perceived their service-learning experience to positively impact them. Similar results were indicated when participants were asked to rank the positive impact outcomes of their service-learning experiences in comparison to traditional classroom experiences. Findings of this study were similar to previous research and suggestions of related literature.

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