Today’s college students are graduating high school without the skills necessary to undertake the responsibility involved in college level academic work and lifestyles. Additionally, recent national surveys have shown that students are increasingly becoming more academically and socially disengaged (Sax, Astin, Korn, & Mahoney, 1999). In response, educators have begun to focus first-year programs on supporting students in terms of grade-based, academic achievement. Within the context of current theory and research in the field, this article will investigate the potential of service-learning as a forum for students to develop more holistically (academically, personally, and civically) within the context of first-year programs.
"Making the Case for Service-Learning in First-Year Programs,"
The Vermont Connection: Vol. 27
, Article 9.
Available at: http://scholarworks.uvm.edu/tvc/vol27/iss1/9