Abstract
This project seeks to fill gaps in the knowledge about the long-term benefits of undergraduate participation in community-engaged service learning (CESL). A mixed-methods research protocol delivered to graduates of an R1 public university three years after the completion of a CESL senior capstone course observed significant divergences in knowledge and behavioral attributes of civic mindedness. This research methodology could be employed by other scholars to determine if these findings are reproducible.
Recommended Citation
Wilkins, Catherine
(2025)
"The Civic Minded (Post) Graduate: Examining the Long-Range Benefits of Community-Engaged Service Learning,"
Journal of Community Engagement and Higher Education: Vol. 17:
Iss.
1, Article 2.
Available at:
https://scholars.indianastate.edu/jcehe/vol17/iss1/2
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Community Psychology Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Policy Commons