The primary purpose of this study was to explore the perceived impact that involvement in two service-learning courses had on participating Rowan University students during the spring semester of 2008. This study also investigated the impact of service-learning courses on the traditional classroom setting. Data were collected by means of a survey using Likert scale statements measuring related outcomes based on six components: academic, civic, developmental, social skills, leadership, and personal. Additionally, students were asked to rank those outcomes using another set of Likert scale items, comparing the service-learning experience to that of the traditional classroom setting. Overall, the data collected indicated that students who participated in a service-learning course at Rowan University during the spring semester of 2008 perceived their service-learning experience to positively impact them. Similar results were indicated when participants were asked to rank the positive impact outcomes of their service-learning experiences in comparison to traditional classroom experiences. Findings of this study were similar to previous research and suggestions of related literature.
","abstract_html":"<p>The primary purpose of this study was to explore the perceived impact that involvement in two service-learning courses had on participating Rowan University students during the spring semester of 2008. This study also investigated the impact of service-learning courses on the traditional classroom setting. Data were collected by means of a survey using Likert scale statements measuring related outcomes based on six components: academic, civic, developmental, social skills, leadership, and personal. Additionally, students were asked to rank those outcomes using another set of Likert scale items, comparing the service-learning experience to that of the traditional classroom setting. Overall, the data collected indicated that students who participated in a service-learning course at Rowan University during the spring semester of 2008 perceived their service-learning experience to positively impact them. Similar results were indicated when participants were asked to rank the positive impact outcomes of their service-learning experiences in comparison to traditional classroom experiences. Findings of this study were similar to previous research and suggestions of related literature.</p>","abstract_has_math":false,"creators":["Sandas, Dawn E."],"institution":null,"degree_name":"M.A. in Higher Education Administration","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Sisco, Burton R."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-06-25T07:00:00Z","date_published":"2008-06-25T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Service learning--New Jersey; Universities and colleges--New Jersey--Public services","Higher Education Administration"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/755","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sisco, Burton R."]},{"key":"dc:creator","label":"Author","values":["Sandas, Dawn E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-23T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Higher Education Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Service learning--New Jersey; Universities and colleges--New Jersey--Public services","Higher Education Administration"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/755"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The primary purpose of this study was to explore the perceived impact that involvement in two service-learning courses had on participating Rowan University students during the spring semester of 2008. This study also investigated the impact of service-learning courses on the traditional classroom setting. Data were collected by means of a survey using Likert scale statements measuring related outcomes based on six components: academic, civic, developmental, social skills, leadership, and personal. Additionally, students were asked to rank those outcomes using another set of Likert scale items, comparing the service-learning experience to that of the traditional classroom setting. Overall, the data collected indicated that students who participated in a service-learning course at Rowan University during the spring semester of 2008 perceived their service-learning experience to positively impact them. Similar results were indicated when participants were asked to rank the positive impact outcomes of their service-learning experiences in comparison to traditional classroom experiences. Findings of this study were similar to previous research and suggestions of related literature.
"]},{"key":"dc:title","label":"Title","values":["Service-learning at Rowan University: perceived impact on selected student participants"]}]}],"canonical_facts":{"dc:contributor":["Sisco, Burton R."],"dc:creator":["Sandas, Dawn E."],"dc:date.available":["2016-03-23T07:00:00Z"],"dc:description.abstract":["The primary purpose of this study was to explore the perceived impact that involvement in two service-learning courses had on participating Rowan University students during the spring semester of 2008. This study also investigated the impact of service-learning courses on the traditional classroom setting. Data were collected by means of a survey using Likert scale statements measuring related outcomes based on six components: academic, civic, developmental, social skills, leadership, and personal. Additionally, students were asked to rank those outcomes using another set of Likert scale items, comparing the service-learning experience to that of the traditional classroom setting. Overall, the data collected indicated that students who participated in a service-learning course at Rowan University during the spring semester of 2008 perceived their service-learning experience to positively impact them. Similar results were indicated when participants were asked to rank the positive impact outcomes of their service-learning experiences in comparison to traditional classroom experiences. Findings of this study were similar to previous research and suggestions of related literature.
"],"dc:identifier":["https://rdw.rowan.edu/etd/755"],"dc:subject":["Service learning--New Jersey; Universities and colleges--New Jersey--Public services","Higher Education Administration"],"dc:title":["Service-learning at Rowan University: perceived impact on selected student participants"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Higher Education Administration"]},"updated_at":"2026-07-24T04:13:40Z"}