Much has been written regarding the merits of service learning being integrated into higher education course content. While reviews of the service learning literature suggest that favorable outcomes extend beyond the student and include faculty, colleges/universities, and/or the community, few studies have explored possible negative student perceptions and outcomes of these experiences (c.f., Kezar and Rhoads 2001). The purpose of this exploratory study was to examine student views of service learning before and after engaging in a service learning course experience. The results provide both positive and negative outcomes from the students’ perspective, as well as nonsignificant results where significant service learning outcomes were expected. The results highlight the complex nature of assessing service learning outcomes and the importance and role of faculty members in managing these student experiences.
Public University Branding: What Do Students Want to Know about a Prospective Institution and How Do They Get Information?04/01/2010
This study reveals that public university students consider a wide variety of criteria when selecting the colleges/universities to which they will apply. However, students’ views of the institution at which they enroll were shown to significantly differ from the importance they say they place on certain selection criteria, providing support for a weak link between attitudes and actions in this context. In addition, our findings lend support for university branding initiatives that seek to promote the university experience as including amenities, updated facilities, and programs that appeal to the modern student.