An Assessment of Service Learning in a University Living-Learning Community: Implications for Community Engagement

Abstract

This article describes a civic engagement and service learning living-learning community on a dedicated floor in a university residence hall. Students volunteered to live with one another while concurrently enrolled in social work service-learning courses. Student assessment of the combined affect service learning and residence hall living-learning experience on community engagement is presented for three cohorts of participants.

Keywords:

• Service learning
• living-learning
• community engagement

Notes

¹Although all courses in the social work program are offered for three credits, the CESL living–learning students may enroll in the CESL integrative seminar for a range of one to three credits. This approach is used because living–learning residents come from programs across the university, some of which have dictated enrollment requirements. The variable credit enrollment approach prevents CESL living–learning residents from enrolling in more than 18 credits, which would increase tuition costs. Regardless of enrollment credit, CESL residents agree to complete all CESL integrative seminar requirements (including service learning) as a condition for participating in the experience.