Service-Learning and Engagement, Academic Challenge, and Retention

Students evaluating their service-learning courses (N = 142) were more likely than students evaluating other courses (N = 171) to report that the courses promoted interpersonal, community, and academic engagement, were academically challenging, and encouraged their continued study at the university (retention). A mediation model showed that the academic challenge of the courses and the students' engagement with course content were most important in determining the influence of service-learning courses on plans to continue study at the university. Further analyses showed that these effects held, as well, when only students in the first two years of college were considered, and when service-learning and nonservice-learning students enrolled in the same academic courses were compared. (Authors)