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Abstract
This study investigates the linkages between service-learning, academic and social integration and undergraduate persistence. Results reveal that first-year college students who engaged in service-learning had significantly higher levels of integration into university communities than those who did not. These data support the notion that service-learning is an effective strategy to engage undergraduates intellectually and socially during their first year in college.
Introduction
The higher education community has produced much research regarding the impact of service-learning on undergraduates' development of knowledge and intellectual ...