Keeping Students in by Sending Them out: Retention and Service-Learning

Abstract

<p>This review of recent literature examines the research on the impact of service-learning on student retention. The theoretical framework of the review draws on both Tinto’s model of student attrition and Knowles’s theory of adult learning, which together suggest that academic and social integration, active participation and engagement in learning, and application and relevancy of the subject-matter under study are key factors in student success. The role of these factors has been confirmed in a growing body of research around learning experiences in general and, as this review shows, particularly in service-learning experiences. Suggestions are made for how future research might expand and critically deepen this evidence and offers some implications for service-learning as a means of improving student retention.</p>

The Nontraditional Adult Learner: Enrollment, Persistence, and Degree Attainment

“…There are several examples of studies that examined the influence of adult learning theory on student outcomes. Based upon the research of Tinto and Knowles, Yob (2014) promoted active participation and engagement of learning through service learning.…”

Metaphors for a Change: A Conversation about Images of Music Education and Social Change

“…1 Iris Yob has examined the role of higher education generally and music education specifically in creating positive social change. 2 At times, and against the backdrop of recent writing on music education, social change, and social justice, 3 we each have explored topics in the other's area of interest. 4 Neither of us has systematically brought together the two themes: building practices on grounding metaphors for developing music education as a means for promoting the common good.…”

Conceptual Framework for a Curriculum in Social Change

“…Servicelearning courses in high school and undergraduate programs, which connect what is studied in class with working on real-world problems in the community, have a 3-decade history now and substantial literature that provides evidence of their powerful impact on learners. This includes, for instance, studies that found that service-learning increased a student's engagement with the community outside of the university, their greater understanding of issues and problems in the community, a deeper appreciation of and ability to relate to cultural and racial difference, an enhanced belief in their ability to make a difference, a profounder commitment to community service, and a stronger tendency to choose helping careers (Gallini & Moely, 2003) and student retention (Yob, 2014).…”