Service-learning is a hybrid curriculum that puts students in direct contact with the needs of a community around them. Taking an experiential approach to learning, service-learning provides an outlet for students to take their education from within the classroom and apply it to a real-world setting. When developed successfully, service-learning challenges students to use the knowledge and skills they gained as a tool in tackling real world civic and social issues. To be successful, these programs must have a component that requires students to actively participate in community partnerships. Effective service-learning acts as a bridge between university and community—giving students an opportunity to grow and develop in their civic positionalities, and offering communities external support and resources they can use to move themselves forward. This relationship sounds picturesque, but the practice is far from perfect. Research demonstrates that certain examples of service-learning curriculum ignore the community perspective or lack the opportunity for students to become actively involved. These issues often result in negligible impact, passive participation, and stunted civic development. To combat these deficiencies, then, universities should adhere to an accountability framework. One way to do this is by conducting comparative analyses of existing pedagogy. By conducting a critical comparative analysis of existing service-learning research and localized service-learning pedagogies/student experience, this thesis asks what happens when you put the student experience into conversation with the pedagogical research. What can this kind of dialogue reveal about the pedagogies that the research advocates for? How do these different pedagogies spark the potential for students and community partners to thrive in a service-learning environment? How do they limit them? Asking these questions will demonstrate how to maintain that service-learning practices, regardless of university differences, follow examples of effective service-learning that's established by existing literature.

A commitment to advancing civic engagement has been evident throughout the history of the U.S. higher education system. Civic engagement is a part of the mission of fraternity and sorority organizations. Because of this commitment to civic engagement, the purpose of this study is to understand what is happening in the development of civic engagement of fraternity and sorority alumni, specifically the role fraternity and sorority life plays in this development. The research questions that guide this study include: 1) How do fraternity and sorority alumni exercise civic engagement upon graduating from their undergraduate college experiences?; 2) How do fraternity and sorority alumni make meaning of the impact past Greek participation play in their current commitment to civic engagement?; 3) What impact do environments along the academic pathway (e.g., high school, college, postcollege) have on the longitudinal process of meaning making around commitments to civic engagement for fraternity and sorority alumni? Levering key perspectives from Astin’s (1984) Person-Environmental Theory, Baxter Magolda’s Self-Authorship Theory (1999), and Musil’s Spiral Model (2009), the literature review synthesizes research on civic engagement inputs and outcomes into a new conceptual model for understanding the complex process of longitudinal civic engagement commitments via iterative precollege, college, and postcollege experiences. The design of this study comes a from a constructive-development pedagogy lens, that used focus groups to collect data from the narratives of 25 alumni members of fraternity and sorority organizations from a single institution site broken down by Council membership of the National Panhellenic Council, National Pan-Hellenic Council, and the Inter-Fraternity Council. The themes from the results included that most participants took part in a variety of civic engagement experiences prior to college; their commitment to civic engagement grew due to the influence of other chapter members and other student organizations during college; membership commitment due to the foundational leverage of internal commitment to civic engagement; and current environments and previous lived experiences had an impact on participants’ current civic engagement commitment and identity. Additional research should be conducted to determine if this research could be replicated at other higher education institutions and fraternity and sorority communities to better understand the long-term impact of these experiences on alumni’s civic engagement identity.

Contemporary United States has witnessed a gradual shift of political responsibilities to local communities. This shift creates opportunities for a greater sense of democracy among individuals in local communities. This dissertation explores how elements of social capital and civic engagement support participatory democratic processes, and ultimately improve the quality of democracy for individuals. The central premise of this research is that democracy satisfaction includes the ability to influence decisions for individual and community benefits. Thus individuals who possess social capital and actively participate in civic life are likely to experience democracy satisfaction. Trust is specified as a primary social capital measure. Thus, the extent to which ?generalized trust? and ?particularized trust? account for differences in the levels of individual satisfaction with democracy is examined. A parsimonious typology is developed in which four categories of trusters (total trusters, general trusters, particular trusters, and skeptics) are delineated and empirically tested. Three categories of civic engagement; local political, representative and altruistic civic engagement are also differentiated and tested for their explanatory value for democracy satisfaction. To achieve this, data from the 2000 American National Election Study were used in logistics regression models. The study confirms the notion that while trust is important when it comes to democracy satisfaction, it is generalized trust (total and general trusters), rather than particularized trust (particular trusters, and skeptics) that is more important in predicting democracy satisfaction. The results also show that not all forms of civic engagement predict democracy satisfaction. While representative civic engagement and giving to charity have positive effects on democracy satisfaction, local political civic engagement and volunteering time do not significantly predict satisfaction with democracy. With reference to altruistic civic engagement, results show that giving to charity has a positive effect on democracy satisfaction, but not volunteering time. It is concluded that participatory democracy is impeded in communities with strong particularized trust and limited generalized trust. The study points to futures research opportunities to ascertain the extent to which types of trust and civic engagement are pertinent factors in explaining development efforts in local communities that are deficient in civic culture and participatory democracy.

As universities enhance their civic engagement and build connections between campus and communities across the state, the county extension office and local staff have an opportunity to broker resources between the two entities. The question is not ‘if’ this needs to happen, but specifically what role Extension should play. County Extension Coordinators in Alabama have differing opinions about the role of their office and the value of specific engagement activities to the community. These differing opinions may make it difficult to achieve uniformity in what faculty can expect of a county extension office. Three different opinion groups were identified in this study. One group of County Extension Coordinators felt that engagement activities should focus on issues affecting local economic impact. Another group chose activities that would avoid potential problems due to interagency conflict and local politics. The third group saw the civic engagement of their land-grant university as an opportunity to make Extension look good in their county. Group membership could be explained by tenure of the County Extension Coordinator and their subject matter expertise. Given the results of this study and engagement scholarship, strategic areas for Extension to explore include (1) the activities of the county extension office as influenced by local advisory groups, opinions of the County Extension Coordinator, and needs of the Land-Grant University; (2) the role of the County Extension Coordinator in facilitating university-wide outreach; and (3) the need for County Extension Coordinators to have extensive networks and networking skills in order to embrace the breadth of opportunities to facilitate the civic engagement of a Land-Grant University.

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