Can Participation in a University Service-Learning Course Increase Progress Toward Degree and Graduation Rates for Undergraduate Students?

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Bibliographic Details
Title:	Can Participation in a University Service-Learning Course Increase Progress Toward Degree and Graduation Rates for Undergraduate Students?
Authors:	Haddock, Shelley A.¹, LeBouef, Samantha², Moran, Megan J.³, Novak, Heather⁴, Krafchick, Jen⁵, Zimmerman, Toni S.⁶, Weiler, Lindsey M.⁷
Source:	Journal of Higher Education Outreach & Engagement. 2026, Vol. 30 Issue 1, p3-25. 23p.
Subject Terms:	Service learning, Graduation rate, Academic achievement, Educational equalization, First-generation college students, Pell grants, *Graduation (Education), Undergraduate education
Abstract:	As universities confront the reality that students are not equally served by higher education, they are increasingly incorporating evidencebased practices to support individuals facing systemic, institutional, and economic barriers. Service-learning courses support academic and socioemotional outcomes for university students; however, less is known about the degree to which they may improve attainment for historically underserved students. This study examined the association between participation in a service-learning course, Campus Connections (CC), and undergraduate student success. Propensity score matching was used to create relatively comparable groups of undergraduates who participated in the CC course and those who did not. Results indicated that CC participation was associated with higher levels of student success (e.g., GPA, degree progress) and suggested an even stronger association for structurally underserved student populations (i.e., students with first generation status, Pell grant status, and/or racially minoritized identity). Implications for service-learning and future research directions are considered. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	As universities confront the reality that students are not equally served by higher education, they are increasingly incorporating evidencebased practices to support individuals facing systemic, institutional, and economic barriers. Service-learning courses support academic and socioemotional outcomes for university students; however, less is known about the degree to which they may improve attainment for historically underserved students. This study examined the association between participation in a service-learning course, Campus Connections (CC), and undergraduate student success. Propensity score matching was used to create relatively comparable groups of undergraduates who participated in the CC course and those who did not. Results indicated that CC participation was associated with higher levels of student success (e.g., GPA, degree progress) and suggested an even stronger association for structurally underserved student populations (i.e., students with first generation status, Pell grant status, and/or racially minoritized identity). Implications for service-learning and future research directions are considered. [ABSTRACT FROM AUTHOR]
ISSN:	15346102