 Service learning is a powerful framework for student learning. Its emphasis on service and learning is consistent with the historic aims of universities to produce and disseminate knowledge and to use this knowledge production in service to society. Service learning allows faculty to guide students to deeper understanding of their disciplines and to apply this disciplinary knowledge in ways that serve societal needs. The effect is that disciplinary learning and civic learning are mutually supportive. UCLA’s Higher Education Research Institute conducted a national study of service learning and found that service participation was significantly related to gains in 11 outcome measures: academic performance, values, self-efficacy, leadership, choice of a service career, and plans to participate in service after college. (Astin, et al, 2000). The benefits associated with coursebased service learning were strongest for academic outcomes, especially writing skills (Astin, et al.,2000). Qualitative findings suggest that students participating in a service learning course are more engaged in the classroom experience and that they had an increased sense of personal efficacy, an increased awareness of the world and of their own personal values (Astin, et al., 2000).
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