Sustained Immersion Courses and Student Orientations to Equality, Justice, and Social Responsibility: The Role of Short-Term Service-Learning
Michigan Journal of Community Service Learning
Previous research has established numerous outcomes associated with taking service-learning coursework during college. However, most studies have examined the impact of three- or four-credit courses involving engagement of several hours per week, and other research has suggested that the gains associated with service-learning are directly related to the amount of time spent engaging with the community. This study explored whether one-credit courses employing a single, sustained community immersion experience (2-7 days) are capable of improving college student outcomes. A total of 354 students who participated in one-credit service-learning courses, along with 115 students who participated in threecredit summer service-learning courses with longer immersions (8-10 weeks), completed surveys gauging orientations toward equality, justice, and social responsibility. Students in the one-credit courses gained significantly on the majority of outcomes, and these increases were generally comparable to those of students taking longer three-credit courses. Implications for practice are discussed.
Published Article/Book Citation
Bowman, N. A., Brandenberger, J. W., Mick, C. S., & Smedley, C. T. (2010). Sustained Immersion Courses and Student Orientations to Equality, Justice, and Social Responsibility: The Role of Short-Term Service-Learning. Michigan Journal of Community Service Learning, 17(1), 20-31. http://hdl.handle.net/2027/spo.3239521.0017.102