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Abstract
Concerns have been raised as to the impact of service-learning since students are required to perform work in conjunction with courses. In order to assess the impact of service-learning on clients, elementary school children's views of mature university students who provided computer tutorial assistance through a service-learning project were analyzed. Observational data and interviews with the children revealed generally favorable attitudes toward the working adult university student tutors with indications that the children experienced increments of 'cultural capital.' The essentially coercive context of service-learning seems not to have impacted the ...