A Comparative Analysis of Academic-Based Service-Learning Programs: Students' and Recipients' Teachers' Perspectives

Abstract

A pretest and posttest survey was used to measure differences in personal and interpersonal development for 622 students enrolled in educational psychology andcriminal justice courses from the beginning to the end of the semester. Results indicate that service-learners have higher ratings of their social justice attitudes and problemsolving skills by the end of the term. Teachers' appraisals of service-learners also revealed that they thought students were dependable and competent.