place in society, 40, 69, 71, 73, 93, 96, 103–106, 113, 117, 119, 125, 127–128, 131, 136

post-service-learning experiences, 133

pre-service-learning service experiences, 130

previous service experience, 12, 75, 95, 97, 100, 117, 119, 127

progression of development, 64

purposeful sample, 52

qualitative research, 46, 53

recommendations, 130, 135

reciprocal learning, 2, 21, 33, 68, 79, 87–88

reflection, 103, 125–126, 134

reflection on personal identity, 103

response to instruction, 96, 116, 130

response to teaching style, 96, 113

sampling, 3, 5

sense of efficacy, 106

service-learning

ambiguity, 29

characteristics, 30, 42

commitment to future learning, 4, 23, 121

definitions, 3, 16–24

developmental transitions, 8, 11, 15, 43, 45, 61, 122–123

effects, 7, 15, 23, 27, 42, 46–47, 124

service-learning (continued)

efficacy, 106

experiential approach to pedagogy, 17

gaps, 24, 29

impacts, 4, 6–9, 11, 19, 22–26, 28, 30–31, 46, 121–122, 133, 137

interpersonal skills, 4–5, 23, 27

motivations, 8, 13, 112–113

outcomes, 7, 17, 23–30, 41–42, 46, 122, 129–130, 134–135

pedagogy, 16–17, 20–21

philosophy, 16, 18, 20–21, 126, 129

program, 17–18, 20, 23, 25–26, 30

reduction of stereotyping, 4, 23–24, 27

research agenda, 5

social responsibility, 18, 23, 121

tradition of service, 17

service-learning model, 29–35

definition, 8–9, 12–13, 16, 31–32, 34–35, 40, 43, 52, 57–59

Sharpe Community Scholars program, 10, 48–52, 57, 64–65, 82, 95–96, 112

Social view of learning, 36

Southern Regional Educational Board (SREB), 17

student development, 23, 35, 39, 126, 131