Fall 2008     ISSN 1096-1453     Volume 12, Issue 3     Editorial (1)
This issue of AEQ examines service-learning  and its impacts on students, 
curricula, assessment methods and programmatic structures in higher education; 
several of the articles provide illustrative examples of program implementation 
and describe measurement tools that have been developed to produce the 
evidence that is demanded by administrators, funders and policymakers.   

Darby et al., and Buch, for example provide illustrations of service-learning courses 
that have played a role in changing student attitudes and developing new ways of 
thinking about teaching and learning. These articles look at the processes through 
which perspectives are changed and learning communities are established and developed 
in higher education programs. Pelletieri & Varona describe a model through which 
university faculty refocused instruction for second language learners, arguing for 
the transformation of curricula and programs to meet the needs of today’s changing 
demographics.  

Today’s increasing demands for accountability require advocates of service-learning 
pedagogy to provide evidence of claims for its value and the validity. Educational 
researchers must provide data to back up the claims made by advocates if 
service-learning is to move from “the margins to the mainstream” of educational 
practice. Grossman & Redvers-Lee and Hewitt argue for the need to expand the focus 
of research methods, outlining the need for attention to interpretive frameworks 
and measuring the value of engagement. Nelson et al. describe a mixed methods design 
that revealed impacts on pre-service teachers’ efficacy in a service-learning 
program; Lavooy’s study used a 2 x 2 factorial design to determine the influences 
of service-learning on college students’ attitudes towards diversity. Ericson & 
Ford’s study relied on qualitative methods, leading to an analysis of 
service-learning impacts in a social work education class. Grams’ study provides 
data suggesting that on-line delivery of service-learning coursework has great 
potential; however, the author cautions that care must be taken to address potential 
pitfalls.  

A number of articles in this issue illustrate exemplary models of service-learning 
in action. Three of these articles describe cases of service-learning in diverse 
disciplines – public health (Jamison et al.), nutrition education (Sinclair & Zinger) 
and general chemistry (Eichler). Kessler et al. describe a unique service-learning 
project in Hawaii that engages community collaboration; Esposito & Warner’s article 
looks at service-learning’s implications for international outreach. Finally, Aleman 
et al.’s article addresses key ingredients and foundational bases that established a 
successful service-learning initiative within an academic and social community. 
 
We are pleased to provide readers with this diverse and descriptive array of 
studies.  The present issue provides a rich basis for educators to expand their 
service-learning knowledge and to take a look at what is taking place in the field. 
The topics presented here provide examples of the work that is being done and 
deepens our understanding of the work still left to do.

Judith Munter, Ph.D. and Hector Hernandez, Jr. M.A. Candidate
University of Texas at El Paso
CFP for the next service-learning issue Community Partnerships Fall 2009.
See all published SERVICE articles.