Faculty interviews were not terribly helpful to this study. Faculty members who offered
service learning options did not observe much of an effect on classroom performance by students
who participated in the service learning program. The most obvious contributions to class
discussions were examples used by students from their service learning experiences. Faculty
noticed that when discussion topics centered on the economy, poverty or criminal justice
students were more likely to participate and lend their personal reflections to enliven the
conversation. Not surprisingly, faculty members found that the closer the service learning
assignments connected to the course, the more noticeable the effect was. If students were
writing and thinking about their assignments in the context of class themes and presenting these
reflections regularly in class, student performance in the classroom was enhanced. However, if
the faculty did not make an effort to include service reflections as part of the classroom activities
or discussions, students wouldn’t necessarily do so on their own.
While faculty members could not comment on any specific enhancements regarding
student performance, faculty emphasized what they believed to be more important benefits of
service learning: self confidence, personal growth, empathy, increased self worth and
commitment to civic engagement. These benefits were mentioned more often as reasons that
faculty use for offering service learning in future classes as opposed to academic success or
classroom dynamics. One professor noticed that some of the skills that the students used at their
volunteer sites helped these same students to become more successful in their academic pursuits.
For example a student who is a tutor might become a more effective student since he would be
able to compare and improve on his own study or writing skills as they tutored. A student who
becomes a mentor might gain valuable leadership ability and become more of a leader in the
classroom and on campus.
19
Convention