Service-Learning Research as a Feedback Loop

The University of Nebraska at Omaha service-learning research on student outcomes has had a serendipitous impact on both the classroom implementation of service-learning and interaction with community partners. The institutional response included reinforcement of the benefits of applied learning and community engagement throughout the campus, furthering faculty development, creating service-learning objectives that apply across disciplines, and increasing dialogue with community partners. The analysis provided here indicates that an institution's response to service-learning research findings can create a campus culture that encourages and supports service-learning faculty in their quest to improve student experiences. Implications on staff development for the university's P-16 initiative are also discussed.