Service learning and undergraduate research were both named 'high-impact educational practices' by the Association of American Colleges and Universities (AAC&U) for suggested positive benefits to students (see Brownell & Swaner, 2010; Kuh, 2008). Further, AAC&U identified four central learning outcomes for twenty-first century challenges, including: 'Knowledge of Human Cultures and the Physical World,' 'Intellectual and Practical Skills,' 'Personal and Social Responsibility,' and 'Integrative and Applied Learning' (Brownell & Swaner, 2010, p. ix). The current study examined the estimated effects of participation in service learning and undergraduate research (two high impact practices) on senior-status students' intercultural effectiveness (comparable to AAC&U's Personal and Social Responsibility learning outcome). The total effects models suggested strong, positive effects for service learning and undergraduate research on students' intercultural effectiveness. However, when the college experience and good practices variables were introduced into the direct effects model, the coefficients for service learning and undergraduate research dropped and became non-significant. Further, a mediation model suggested that indirect effects, specifically academic challenge, integrative learning, diversity experiences, and positive interactions with diverse peers had a mediating effect on students' intercultural effectiveness. Further, interaction effects were explored by race, gender, socioeconomic status, and academic ability within service learning and undergraduate research on students' intercultural effectiveness. No significant interaction effects were present, which suggested that the effect of participation in service learning or undergraduate research on students' intercultural effectiveness does not vary by gender, race, socioeconomic status, or academic ability.
","abstract_html":"<p>Service learning and undergraduate research were both named 'high-impact educational practices' by the Association of American Colleges and Universities (AAC&U) for suggested positive benefits to students (see Brownell & Swaner, 2010; Kuh, 2008). Further, AAC&U identified four central learning outcomes for twenty-first century challenges, including: 'Knowledge of Human Cultures and the Physical World,' 'Intellectual and Practical Skills,' 'Personal and Social Responsibility,' and 'Integrative and Applied Learning' (Brownell & Swaner, 2010, p. ix). The current study examined the estimated effects of participation in service learning and undergraduate research (two high impact practices) on senior-status students' intercultural effectiveness (comparable to AAC&U's Personal and Social Responsibility learning outcome). The total effects models suggested strong, positive effects for service learning and undergraduate research on students' intercultural effectiveness. However, when the college experience and good practices variables were introduced into the direct effects model, the coefficients for service learning and undergraduate research dropped and became non-significant. Further, a mediation model suggested that indirect effects, specifically academic challenge, integrative learning, diversity experiences, and positive interactions with diverse peers had a mediating effect on students' intercultural effectiveness. Further, interaction effects were explored by race, gender, socioeconomic status, and academic ability within service learning and undergraduate research on students' intercultural effectiveness. No significant interaction effects were present, which suggested that the effect of participation in service learning or undergraduate research on students' intercultural effectiveness does not vary by gender, race, socioeconomic status, or academic ability.</p>","abstract_has_math":false,"creators":["Kilgo, Cindy Ann"],"institution":null,"degree_name":"M.Ed.","degree_level":"Campus Access Thesis","degree_discipline":"Educational Leadership and Policies","degree_department":null,"school":null,"contributors":["Katherine Chaddock","Pam Bowers"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T04:38:37Z","subjects":["Education","Educational Administration and Supervision","Higher Education Administration","higher education","intercultural effectiveness","service learning","undergraduate research"],"languages":[],"rights":["© 2012, Cindy Ann Kilgo"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/1418","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katherine Chaddock","Pam Bowers"]},{"key":"dc:creator","label":"Author","values":["Kilgo, Cindy Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.Ed."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Administration and Supervision","Higher Education Administration","higher education","intercultural effectiveness","service learning","undergraduate research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2012, Cindy Ann Kilgo"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/1418"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Service learning and undergraduate research were both named 'high-impact educational practices' by the Association of American Colleges and Universities (AAC&U) for suggested positive benefits to students (see Brownell & Swaner, 2010; Kuh, 2008). Further, AAC&U identified four central learning outcomes for twenty-first century challenges, including: 'Knowledge of Human Cultures and the Physical World,' 'Intellectual and Practical Skills,' 'Personal and Social Responsibility,' and 'Integrative and Applied Learning' (Brownell & Swaner, 2010, p. ix). The current study examined the estimated effects of participation in service learning and undergraduate research (two high impact practices) on senior-status students' intercultural effectiveness (comparable to AAC&U's Personal and Social Responsibility learning outcome). The total effects models suggested strong, positive effects for service learning and undergraduate research on students' intercultural effectiveness. However, when the college experience and good practices variables were introduced into the direct effects model, the coefficients for service learning and undergraduate research dropped and became non-significant. Further, a mediation model suggested that indirect effects, specifically academic challenge, integrative learning, diversity experiences, and positive interactions with diverse peers had a mediating effect on students' intercultural effectiveness. Further, interaction effects were explored by race, gender, socioeconomic status, and academic ability within service learning and undergraduate research on students' intercultural effectiveness. No significant interaction effects were present, which suggested that the effect of participation in service learning or undergraduate research on students' intercultural effectiveness does not vary by gender, race, socioeconomic status, or academic ability.
"]},{"key":"dc:title","label":"Title","values":["The Estimated Effects of Service Learning and Undergraduate Research On Students' Intercultural Effectiveness"]}]}],"canonical_facts":{"dc:contributor":["Katherine Chaddock","Pam Bowers"],"dc:creator":["Kilgo, Cindy Ann"],"dc:description.abstract":["Service learning and undergraduate research were both named 'high-impact educational practices' by the Association of American Colleges and Universities (AAC&U) for suggested positive benefits to students (see Brownell & Swaner, 2010; Kuh, 2008). Further, AAC&U identified four central learning outcomes for twenty-first century challenges, including: 'Knowledge of Human Cultures and the Physical World,' 'Intellectual and Practical Skills,' 'Personal and Social Responsibility,' and 'Integrative and Applied Learning' (Brownell & Swaner, 2010, p. ix). The current study examined the estimated effects of participation in service learning and undergraduate research (two high impact practices) on senior-status students' intercultural effectiveness (comparable to AAC&U's Personal and Social Responsibility learning outcome). The total effects models suggested strong, positive effects for service learning and undergraduate research on students' intercultural effectiveness. However, when the college experience and good practices variables were introduced into the direct effects model, the coefficients for service learning and undergraduate research dropped and became non-significant. Further, a mediation model suggested that indirect effects, specifically academic challenge, integrative learning, diversity experiences, and positive interactions with diverse peers had a mediating effect on students' intercultural effectiveness. Further, interaction effects were explored by race, gender, socioeconomic status, and academic ability within service learning and undergraduate research on students' intercultural effectiveness. No significant interaction effects were present, which suggested that the effect of participation in service learning or undergraduate research on students' intercultural effectiveness does not vary by gender, race, socioeconomic status, or academic ability.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/1418"],"dc:rights":["© 2012, Cindy Ann Kilgo"],"dc:subject":["Education","Educational Administration and Supervision","Higher Education Administration","higher education","intercultural effectiveness","service learning","undergraduate research"],"dc:title":["The Estimated Effects of Service Learning and Undergraduate Research On Students' Intercultural Effectiveness"],"thesis:degree_discipline":["Educational Leadership and Policies"],"thesis:degree_level":["Campus Access Thesis"],"thesis:degree_name":["M.Ed."]},"updated_at":"2026-07-24T04:38:37Z"}