| Chapter 1: | Introduction |
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The personal impact of service-learning on students has been well documented. A number of national studies that address the impact of service-learning on students (Astin & Sax, 1998; Eyler & Giles, 1999; Grey et al., 1999; Melchoir, 1997) and dozens of other smaller studies (Alt & Medrich, 1994; Brody & Wright, 2004; Eyler et al., 1999; Moely, McFarland, Miron, Mercer, & Ilustre, 2002; Wade et al., 1999) have been conducted. These studies have explored the impact of service-learning on a variety of personal qualities. Examples of things on which service-learning has had an impact include efficacy, interpersonal skills, reduction in stereotyping, social responsibility, and commitment to future service. This growing body of research on college student participation in service-learning has documented the generally small, positive effects on student development (Eyler, 2000). A casual observer may attribute this effort to be successful; however, a closer examination of service-learning brings one a variety of questions: