Can Participation in a University Service-Learning Course Increase Progress Toward Degree and Graduation Rates for Undergraduate Students?
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| 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] |
| Copyright of Journal of Higher Education Outreach & Engagement is the property of University of Georgia, Office of the Vice President for Public Service & Outreach and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193444919 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Can Participation in a University Service-Learning Course Increase Progress Toward Degree and Graduation Rates for Undergraduate Students? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Haddock%2C+Shelley+A%2E%22">Haddock, Shelley A.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22LeBouef%2C+Samantha%22">LeBouef, Samantha</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Moran%2C+Megan+J%2E%22">Moran, Megan J.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Novak%2C+Heather%22">Novak, Heather</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Krafchick%2C+Jen%22">Krafchick, Jen</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Zimmerman%2C+Toni+S%2E%22">Zimmerman, Toni S.</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Weiler%2C+Lindsey+M%2E%22">Weiler, Lindsey M.</searchLink><relatesTo>7</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education+Outreach+%26+Engagement%22">Journal of Higher Education Outreach & Engagement</searchLink>. 2026, Vol. 30 Issue 1, p3-25. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Service+learning%22">Service learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduation+rate%22">Graduation rate</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22First-generation+college+students%22">First-generation college students</searchLink><br />*<searchLink fieldCode="DE" term="%22Pell+grants%22">Pell grants</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduation+%28Education%29%22">Graduation (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Higher Education Outreach & Engagement is the property of University of Georgia, Office of the Vice President for Public Service & Outreach and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 3 Subjects: – SubjectFull: Service learning Type: general – SubjectFull: Graduation rate Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: First-generation college students Type: general – SubjectFull: Pell grants Type: general – SubjectFull: Graduation (Education) Type: general – SubjectFull: Undergraduate education Type: general Titles: – TitleFull: Can Participation in a University Service-Learning Course Increase Progress Toward Degree and Graduation Rates for Undergraduate Students? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Haddock, Shelley A. – PersonEntity: Name: NameFull: LeBouef, Samantha – PersonEntity: Name: NameFull: Moran, Megan J. – PersonEntity: Name: NameFull: Novak, Heather – PersonEntity: Name: NameFull: Krafchick, Jen – PersonEntity: Name: NameFull: Zimmerman, Toni S. – PersonEntity: Name: NameFull: Weiler, Lindsey M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15346102 Numbering: – Type: volume Value: 30 – Type: issue Value: 1 Titles: – TitleFull: Journal of Higher Education Outreach & Engagement Type: main |
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