affective growth, 12

American higher education, 1

citizenship, 2, 25, 32, 116

crisis in, 2

goals of, 1, 22

public purpose of, 1

public support for, 22

public trust of, 2

responsibility of, 2

balanced curricular approach, 131–132

best practices for cognitive development, 130

case study method, 11, 45, 47

civic engagement, 3, 16, 22

cognitive development, 8–10, 12–13, 15, 24, 31, 34–35, 39–40, 43, 45–47, 59, 61, 63, 110, 122–124, 127–130, 134–137

cognitive learning, 96, 109, 119

College of William and Mary, 10, 47–48, 53–54, 60, 71, 96

commitment to service, 2, 5, 9–13, 26, 29, 31–33, 40, 43, 46–47, 52–53, 57, 59, 61, 63–65, 68, 70–72, 79–80, 82–84, 86–88, 90–92, 94, 98, 103, 114, 116, 123, 131–132, 134–136

community based learning, 3, 16

community needs, 3–4, 10, 18–20, 50

connecting with community members, 96, 101

data analysis, 13, 45, 56, 60, 101

developmental processes, 9, 31, 123

developmental scheme of engagement, 11, 125

Dewey, 17, 21

direct service experience, 90, 96, 99, 109, 117, 119, 124, 127, 129

Dual factor theory, 41

engaged scholarship, 3

ethical considerations, 60

exemplars, 60–66, 86, 90–104, 106, 108–110, 112–114, 116–119, 122, 124–130, 134–137

academic service-learning, 7

civic involvement, 7

focus groups, 7, 46

long-term commitment, 6, 8, 11, 15, 29, 43, 45, 47, 61, 88, 122–123, 134

long-term impact, 7

quantitative methods, 7, 46