Date Created

1-1-2009

Abstract

In Fall 2006, a faculty member in George Washington University's University Writing 20 (UW20) program began incorporating service learning into her theme-based first-year writing course. Along with her librarian partner, they linked two research assignments to the service work of the students. An end-of-semester survey was administrated over three semesters with one question asking if the student's research process was affected by their service experience. In reviewing and analyzing student comments, four themes emerged: increased motivation, use of numerical data and primary sources, increased knowledge in approaching and limiting topics, and the potential for bias.

Publication Title

Public Services Quarterly

Document Type

Article

Volume

5

Issue

4

First Page

250

Last Page

261

DOI

doi:10.1080/15228950903199271

Rights Statement

This is the author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Taylor & Francis.

Extent

21 pages

Digital Origin

Born digital

Publisher

Taylor & Francis

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