Service+and+service-learning+–+Value+added

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** Service and service-learning: Value added employment outcomes ** Judith Warchal, Professor, Alvernia University [Judith.Warchal@alvernia.edu]

Ana Ruiz, Professor, Alvernia University [Ana.Ruiz@alvernia.edu]


 * Keywords:** Career decisions, alumni, social awareness, long-term impact


 * Conference track:** Higher education student outcomes


 * Format:** Research/Scholarly paper

This paper presents the results of a survey assessing the long-term impact of multiple service options on alumni employment. Using a quasi-experimental design, two groups of a university’s alumni were compared: those who participated in a service-learning course plus other service-oriented experiential activities (i.e., internships, student teaching, practicum) and/or 40 hours of required service (the SL plus group), and those who participated in service-oriented experiential activities (i.e. internships, student teaching, practicum) and/or 40 hours of required service, but no service-learning course (the no SL group). The sample for this project consisted of 892 alumni.
 * Summary**

Results suggest that service-learning may increase students’ social awareness and interest in making social contributions through their career decisions. Alumni who received service-learning credit were more likely to say that the jobs they chose gave them more opportunity to contribute to the community, and that this was an important work motivation for them. Alumni with service-learning credit saw their service experiences at this university as having more impact on their capacity and interest in pursuing work that benefitted the community.

It is important to note that alumni who have service experience with service-learning credit had significantly fewer years from the time of graduation to the time of the survey. This indicates that the benefits associated with service-learning credit do not reflect the accumulation of post-graduate experience and social connections. The benefits shown in the analyses are also not accounted for by older age or having more life experience since graduation. The results of this study offer support for service-learning as an important tool for faculty and administrators interested in the value of a college degree and employability outcomes.

Corporation for National and Community Service, Office of Research and Policy Development. (2008a). //Still serving: Measuring the eight-year impact of AmeriCorps on alumni//, Washington, DC: Author.
 * References**

Corporation for National and Community Service, Office of Research and Policy Development. (2008b). //Improving lives and communities: Perspectives on 40 years of VISTA service//, Washington, DC: Author.

Fenzel, L. M., & Peyrot, M. (2005). Comparing college community participation and future service behaviors and attitudes. //Michigan Journal of Community Service Learning, 12//(1), 23-31.

Newman, C. M., & Hernandez, S. A. (2010). //Minding our business: Longitudinal effects of a high-quality service-learning experience in entrepreneurship on alumni//. Unpublished manuscript. Retrieved from [].

Pew Research Center Social and Demographic Trends. (2011). //Is college worth it? College presidents, public assess value, quality and mission of higher education//. Retrieved from www.pewsocialtrends.org.

The White House Office of the Press Secretary. (January 27, 2012). //FACT SHEET: President Obama’s blueprint for keeping college affordable and within reach for all Americans//.

Warchal, J., & Ruiz, A. (2004). The long-term effects of undergraduate service-learning program on post-graduate employment choices, community engagement and civic leadership. In M. Welch & S. Billig (Eds.), //New perspectives in service-learning: Research to advance the field// (pp. 87–106). Boulder, Colorado: RMC Research.


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