Relevance of Service-Learning in College Courses  
	Sally Cahill Tannenbaum, California State University, Fresno
	Richard D. Berrett, California State University, Fresno

This study analyzed student perceptions of the academic and social relevance 
of service-learning pedagogy, and how teacher adherence to best practices 
in service-learning may influence those perceptions. A total of 566 students 
in 19 classes that incorporated service-learning at a large university 
participated in the study. Survey results indicated that participation in 
service-learning courses impacted student perceptions of course content 
relevance. Analysis also suggested that faculty understanding and 
sophistication regarding service-learning impacted student perceptions and 
that faculty training and adherence to best practices is essential.