Linking Traditional and Service-Learning Courses: Outcome Evaluations Utilizing Two Pedagogically Distinct Models

University students in two advanced introductory classroom-based courses in psychology were offered the opportunity for simultaneous enrollment in a content-related section of a large community service learning course. Students selecting the option did not substantially differ demographically from students who did not select it. Participating students rated the experience as being significantly more valuable than did non-participating students. Students did not differ either in their reports concerning gains in personal development or general mastery of course concepts, or in final course grades received, but participants did report an enhanced ability to apply concepts outside of the classroom. Differences in reports between students in the two courses highlighted the complexity of community service learning experiences. Implications of the findings for community service learning experiences at the university level and future research are discussed. [author]