ABSTRACT
Positive links between service learning experiences and psychosocial well-being have been established in the literature. This study analyzed 1040 student, service-learning participant surveys from the Washington State University Center for Civic Engagement (CCE) in order to examine specific conditions of community service experiences that promoted the strongest outcomes. The project utilized social-behavioral models that view civic engagement activities as protective factors for well-being, and recognize the importance of programmatic factors in enhancing outcomes. This chapter focuses on ways that university structures, such as a centralized management of service learning, can function to improve outcomes for college students. Overall, females over age 21, participating in curricular service, and involved in children's services reported higher satisfaction with the CCE and the community partner and reported higher community belonging and self-awareness. Students in curricular service experiences report greater satisfaction, and higher levels of well-being. Curricular experiences are usually mediated through an instructor, while co-curricular experiences tend to be directly managed by the CCE.
