Relevance of Service-Learning in College Courses  

This study analyzed student perceptions of the academic and social relevance 
of service-learning pedagogy, and how teacher adherence to best practices 
in service-learning may influence those perceptions. A total of 566 students 
in 19 classes that incorporated service-learning at a large university 
participated in the study. Survey results indicated that participation in 
service-learning courses impacted student perceptions of course content 
relevance. Analysis also suggested that faculty understanding and 
sophistication regarding service-learning impacted student perceptions and 
that faculty training and adherence to best practices is essential.