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Preface
In recent years, there has been a virtual explosion of interest in service-learning. Impact studies have demonstrated a wide range of interpersonal outcomes, including a sense of efficacy, connection to community, appreciation for diverse populations, and interest in course work, to name a few. Critics have recently argued that cognitive development is not sufficiently examined in the developmental outcomes of service-learning. Further, it is not clear whether interpersonal outcomes interact with the intellectual outcomes attributed to the courses affiliated with the service. The purpose of this qualitative study was to examine whether exposure to and immersion in a service-learning program is in any way related to cognitive development. The researcher identified traditionally aged college students who were selected by service-learning faculty as demonstrating an exemplary commitment to and engagement in service-learning. The students were invited to participate in a series of three in-depth interviews.