Service-Learning and Community Engagement: Cognitive Developmenta ...

They became teaching assistants and worked alongside faculty members who were fully integrating community-based research into their course work and research. These exemplars integrated their service interests with their academic pursuits. An example of such an exemplar is an individual who majored in Spanish and conducted research on the struggles of local residents whose first language was Spanish while creating a support network for the residents. Another example of such an exemplar is one who, upon completing his service-learning assignment on poverty, traveled to a developing country, met with citizens, returned to his college, and embarked on a fundraising campaign to assist members of the community from which he returned. Anecdotally, researchers know that a few select students strive to live a life integrated with their service work; their commitment becomes consistent, and they make a long-term commitment to an issue of social concern upon graduation. These students are exceptions to the norm, yet they may be the reason that service-learning has not eroded. Faculty members are inspired by the exceptions, the exemplars, and faculty persist with the hope that researchers will find a way for more students to engage in service-learning courses and beyond. Yet, service-learning researchers do not study the exceptions—but they must. To satisfy this need, this study examined the life of exemplars, since the students who developed intense personal commitments to service appeared to have been most impacted by their service experience. Is exposure to and immersion in a service-learning program predictive, in any way, of the behavior described? If so, how? When? What does it look like?

Significance of the Study

Recently, members of the service-learning academic community have reported on recommendations for future study. National survey studies and single program efforts have provided a map of service-learning and its impact on students, but it is akin to mapping terrain with a 30,000-foot flyover (Eyler, 2000).