The Effect of Community Service Learning on Undergraduate Persistence in Three Institutional Contexts

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Availability:
      Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
    • Peer Reviewed:
      Y
    • Source:
      15
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Service Learning; Undergraduate Students; Academic Persistence; Role; School Holding Power; Grade Point Average; Institutional Characteristics; Age Differences; Race; Student Characteristics; Regression (Statistics); Models; Educational Experience; Higher Education
    • Subject Terms:
      Illinois; Indiana; Wisconsin
    • ISSN:
      1076-0180
    • Abstract:
      This study explores the role of community service learning (CSL) in promoting undergraduate persistence relative to other experiences students have in college, their entering characteristics, and institutional features. By following the 2009 freshmen cohort at three Midwestern universities over three years, this study finds that students' experiences while in college (CSL, full-time enrollment, and GPA) have a stronger effect on the likelihood of reenrollment than students' entering characteristics (age, gender, and race). Our separate analyses for each institution allow us to consider how the differences between the three universities (student body composition, retention rate, CSL program) might lead CSL courses to play a particularly critical role in student persistence in certain types of universities.
    • Abstract:
      As Provided
    • Number of References:
      29
    • Publication Date:
      2016
    • Accession Number:
      EJ1116299