No abstract

An explanatory mixed-methods design was used to evaluate a servicelearning model on academic learning, personal and interpersonal devel opment, and community-engagement for 59 service-learning students. A repeated-method ANOVA demonstrates that students improve their aca demic learning and participation in service but reduce their interests in social institutions, local politics, and communication with community recipients from the beginning to the end of the semester. In addition, a 2 (placement site) χ 3 (placement activity) MANOVA indicates that com munity recipients evaluate tutors' attitudes and skills more favorably than social-recreational leaders. Content analyses of student reflections explain the mixed quantitative findings and show how the "value added" from participating in service-learning leads to students' interpersonal and per sonal development. . Her recent research has focused on the effects of service-learning for community recipients and K-5 teachers, multicultural service-learning and student development, and interdisciplinary service-learning and civic engagement. She can be reached regarding questions for this article via