Abstract
Many colleges and universities today integrate high-impact educational practices with best practices for community engagement to create curricula that are developmentally powerful for students and community partners. Participating in such educational practices, as George Kuh (2008) has argued, leads to positive results for college students of many different backgrounds. Building upon this work, Brownell and Swaner (2010) studied the outcomes for students participating in five of the practices (first-year seminars, learning communities, service learning, undergraduate research, and capstone courses and project) alone or as part of an integrated effort. A special focus of their work was examining the differential outcomes for students from traditionally underserved populations. Common outcomes for students included academic gains, increased civic engagement, higher persistence rates, greater interaction with faculty and peers, and increased tolerance for and engagement with diversity; for students from underserved populations, higher grades and rates of persistence joined with a greater sense of belonging on campus and higher rates of school enrollment as important outcomes.
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© 2013 Ariane Hoy and Mathew Johnson
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Kane, E., Nigro, G., Alcorn, E., Lasagna, H. (2013). Permeable Boundaries: Connecting Coursework and Community Work in Disciplinary Curricula. In: Hoy, A., Johnson, M. (eds) Deepening Community Engagement in Higher Education. Community Engagement in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137315984_11
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DOI: https://doi.org/10.1057/9781137315984_11
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