Service-Learning Improves College Performance  
	Renee L. Michael, Rockhurst University, MO

This article summarizes a small-scale project in which academic outcomes 
were examined for a service-learning course.  118 college students enrolled 
in an introductory Developmental Psychology course participated in this study.  
Some students (n=60) were in service-learning sections of the course, and 
others (n=58) were in the same course without a service-learning project.  
A statistically significant (p<.05) difference between the two grouping was 
found on the relevant exam problems on both the midterm and final exam.  The 
results show that service-learning can have a positive impact on academic 
outcomes, especially when the methods used to assess those outcomes are 
directly relevant to the service project.