Institutions of higher education are increasingly focused on student outcomes such as persistence. This study investigated factors that contribute to a sense of belonging, a key contributor to persistence, in business students attending a small 4-year public commuter campus in the Midwest. A survey was administered to students in an introductory business course with a first-year experience component to examine three categories of variables: student demographics, faculty interventions, and student activities. Using logistic regression, three faculty interventions showed a significant correlation with sense of belonging: faculty encouragement, faculty empowerment, and faculty interest. These results suggest that when commuter campuses are successful in cultivating caring, positive relationships between students and faculty, their student’s sense of belonging may be enhanced and persistence improved. This is important because these factors are within the control of a commuter campus, which tends to have fewer options and more challenges in enhancing persistence than residential campuses.

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This paper discusses two service-learning experiences in academic accounting programmes in the USA. The Campus Compact (2000) and professional accounting organizations have called for experiences that bridge the gap between academic preparation, the professional workplace and volunteerism. In addition, employers are increasingly placing importance on experience for entry-level positions. After reviewing the service-learning literature in general as well as the sparse literature in accounting education service-learning, this paper compares the experiences of two US universities' service-learning opportunities utilizing Volunteer Income Tax Assistance (VITA) programmes. Positive outcomes are discussed along with some of the pitfalls and concerns educators have concerning service-learning.service-learning, accounting, volunteer assistance, civic engagement,

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