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This study examines the importance of structured reflection in service-learning courses. The study consisted of interviews with 15 faculty and 72 students from three different higher education institutions; interviews were conducted between October 1998 and March 1999. Focus group interviews with faculty gathered information about course design, classroom practices, and faculty perceptions of student learning. Student interviews focused on how students interpreted the service experience in relation to the course, that is, the connections between academic course material and the community work/service experience; the role reflection played in the course and in their personal and academic development; and the things they did in and out of class to help connect the service experience and the formal course content. The study found that it is essential to provide structured, intentional reflection in service-learning courses, and that reflection enhances learning by connecting the service experience to the academic course. (Contains 36 references.) (CH)

This study explored the effects of service learning and community service on college undergraduates' cognitive and affective development, investigating how service enhanced learning. Longitudinal data were collected from 22,236 students attending a national sample of baccalaureate-granting institutions. Most had entered college as freshmen in fall 1994 and were followed up in fall 1998 percent. About 30 percent had participated in course-based community service during college; 46 percent participated in other forms of community service. The study assessed the impact of service learning and community service on 11 dependent measures (academic outcomes, values, self-efficacy, leadership, career plans, and plans to participate in further service after college). The qualitative portion of the study involved individual and group interviews with faculty and students on three different campuses. The study found that service participation showed significant positive effects on all 11 outcome measures. Service participation had its strongest effect on students' decisions to pursue service careers. Most students believed their service made a difference. Students' degree of interest in the subject matter was the most important factor associated with positive experiences. Both faculty and students developed a heightened sense of civic responsibility as a result of the experience. (Contains 13 references.) (SM)

Student perceptions of negative campus climate were predictive of Asian American students' depression levels in spite of students' entering proclivities toward depression and in spite of varying institutional types. Higher education institutions that are perceived by students to discriminate against individuals may put their Asian American students at risk for severe psychological consequences. (Contains 79 references and 4 tables.) (GCP)