About

CASL

How we work

Students

We connect students to experiences that enrich their learning.

Student resources

Faculty

We connect faculty to resources that help make coursework more impactful.

Faculty resources

Community

We connect community partners to high-quality personnel.

Community resources

"This is Service-Learning"

Citizenship & Service-Learning on YouTube

Learn more about us

Service-learning defined

Service-learning is experiential learning

It's considered a high-impact practice – which refers to educational methods that are often associated with recruitment, retention, and engagement from students. The Citizenship & Service-Learning (CASL) office supports all levels of service-learning at Missouri State, connecting students, faculty, and partner organizations together to make a positive difference in the community.

Learn more about the different types and attributes of service-learning on our page for faculty and advisors.

Students can go to our students page to learn about the benefits of service-learning and how to add a course.

Facing real issues

We strive to address real issues

We base our partnerships, programs and goals on the latest Springfield Community Focus Report. This ensures students are contributing to work that really matters. Visit Springfield Community Focus to learn more.

Expert guidance

Our work is guided by experts

Members of Missouri State's Faculty Senate serve on our Oversight Committee. And leaders in the local community serves as ambassadors on our Community Partner Ambassador Advisory Board. Learn more by taking a look at the links below.

Our impact

Academic year 2024-2025

Students

Up from 7,891 last academic year, this is the number of Missouri State students and Greenwood Laboratory School* students who participated in service-learning in 2024-2025.

Greenwood Laboratory School high school students contributed a total of 900 hours of service during the 2024 Walkable Springfield Restoration Project. Their service was valued at $28,989.

Hours

Service-learning students served over 85,000 hours combined in the 2024-2025 academic year to communities locally, nationally, and globally.

Value

2,770,157 dollars worth of service was provided by Missouri State service-learning students in the 2024-2025 academic year. This is calculated at IndependentSector.org, using their tool for assessing volunteer and service-learning hours and the value of each hour for a community organizations who would otherwise have to pay for the service.

Community

There were an estimated 300+ community partners available to service-learning students in the 2024-2025 academic year.

Annual reports

Get a CASL-based blast from the past. Check out a series of annual reports we did from 2011-2020, the days before reporting went digital and direct.

Print-ready reports

View the archive

Our team

Service-Learning Staff

Dr. Kathy Nordyke

Director

katherinenordyke@missouristate.edu

417-836-6060

Charles Whitaker

Editor and Communications Manager

cvwhitaker@missouristate.edu

417-836-4382

Hallie Jones

hallie211795@live.missouristate.edu

417-836-5774

Carnegie Foundation: Classification for Community Engagement

Citizenship and Service-Learning, also known as CASL, supports Missouri State's status as a Carnegie-classified institution through curricular engagement. This is defined as teaching, learning and scholarship that engages faculty, students, and community in mutually beneficial and respectful collaboration. Interactions address community identified needs, deepen students' civic and academic learning, enhance community well-being and enrich the scholarship of the institution.

To view supporting resources for the 2026 Carnegie application, please see the Carnegie Application Links page, linked below.

https://www.missouristate.edu/CASL/carnegie-application-links.htm

Carnegie classification seal

See what the experts have said about service-learning

A selection of scholarly research on the benefits and best practices of service-learning

Fuller, R. D., Evanovich, J. M., Bruening, J. E., Peachey, J. W., Coble, C. J., Percy, V. E., Maladouangdock, J., & Corral, M. (2015). The impact of a sport-based service learning course on participants’ attitudes, intentions, and actions toward social change. Journal of Intercollegiate Sport, 8, 14-36.

Gallagher, M. J. & McGorry, S. Y. (2015). Service learning and the capstone experience. International Advancement of Economic Research, 21, 467-476. doi: 10.1007/s11294-015-9550-z

Kalles, S. & Ryan, T. G. (2015). Service-learning: Promise and possibility in post-secondary education. International Journal of Progressive Education, 11(1), 132-148.

Kilgo, C. A., Sheets, J. K. E., Pascarella, E. T. (2015). The link between high-impact practices and student learning: some longitudinal evidence. Higher Education, 69, 509-525. doi: 10.1007/s10734-014-9788-z

McDonald, J. & Dominguez, L. A. (2015). Developing university and community partnerships: A critical piece of successful service learning. Journal of College Science Teaching, 44(3), 52-56.

Reed, S. C., Rosenberg, H., Statham, A., & Rosing, H. (2015). The effect of community service learning on undergraduate persistence in three institutional contexts. Michigan Journal of Community Service Learning, 21(2), 22-36.

Russell-Stamp, M. (2015). Faculty use of community-based learning: What factors really matter? Michigan Journal of Community Service Learning, 21(2), 37-48.

Said, H., Ahmad, I., Hassan, Z. & Awang, Z. (2015). Service-learning as a critical pedagogy: Implications for student community awareness and citizenship development. Mediterranean Journal of Social Sciences, 6(2), 471-478.

Winston, F. (2015). Reflections upon community engagement: Service-learning and its effect on political participation after college. Journal of Higher Education Outreach and Engagement, 19(1), 79-104.

Winston, F. (2015). Reflections upon community engagement: Service-learning and its effect on political participation after college. Journal of Higher Education Outreach and Engagement, 19(1), 79-104.
Bergman, E. J., Erickson, M.A., & Simons, J. N. (2014). Attracting and training tomorrow’s gerontologists: What drives student interest in aging? Educational Gerontology, 40(3), 172-185. doi:10.1080/03601277.2013.802184

Campus Compact. (2014). Three decades of institutionalizing change: 2014 annual member survey. Retrieved from: http://kdp0l43vw6z2dlw631ififc5.wpengine.netdna-cdn.com/wp-content/uploads/2015/05/2014-CC-Member-Survey.pdf

Carson, R. L. & Raguse, A. L. (2014). Systematic review of service-learning in youth physical activity settings. Quest, 66, 57-95. doi: 10.1080/00336297.2013.814578

Cooper, J.R. (2014). Ten years in the trenches: Faculty perspectives on sustaining service-learning. Journal of Experiential Education, 37(4), 415-428. doi: 10.1177/1053825913513721

Darby, A. & Newman, G. (2014). Exploring faculty members’ motivation and persistence in academic service-learning pedagogy. Journal of Higher Education Outreach and Engagement, 18(2), 91-119.

DeAngelo, L. (2014). Programs and practices that retain students from the first to second year: Results from a national study. New Directions for Institutional Research, 160, 53-75.

Edwards, R. A., Kirwin, J. Gonyeau, M., Matthews, S. J., Lancaster, J. & and DiVall, M. (2014). A reflecting teaching challenge to motivate educational innovation. American Journal of Pharmaceutical Education, 78(5), 1-7. doi: 10.5688/ajpe785103

Lieberman, D. (2014). The ABCDs of service-learning: Who is serving whom? Journal of Higher Education Outreach and Engagement, 18(4), 7-15.

McMenamin, R., McGrath, M., Cantillion, P. & MacFarlane, A. (2014). Training socially responsive health care graduates: Is service learning an effective educational approach? Medical Teacher, 36, 291-307.

Moore, T. L. & Mendez, J. P. (2014). Civic engagement and organizational learning strategies for student success. New Direction for Higher Education, 165, 31-40, doi: 10.1002/he.20081.

Paton, V. O., Fitzgerald, H. E., Green, B. L., Raymond, M. & Borchardt, M. P. (2014). U.S. higher education regional accreditation commission standards and the centrality of engagement. Journal of Higher Education Outreach and Engagement, 18(3), 41-70.

Pelco, L. E., Ball, C. T. & Lockeman, K. S. (2014). Student growth from service-learning: A comparison of first-generation and non-first-generation college students. Journal of Higher Education Outreach and Engagement, 18(2), 49-65.

Peterson, J. J., Wardwell, C., Will, K., & Campana, K. L. (2014). Pursuing a purpose: The role of career exploration courses and service-learning internships in recognizing and developing knowledge, skills, and abilities. Teaching of Psychology, 41(4), 354-359. doi: 10.1177/0098628314549712

Pope-Ruark, R., Ransbury, P., Brady, M. & Fishman, R. (2014). Student and faculty perspectives on motivation to collaborate in a service-learning course. Business and Professional Communication Quarterly, 77(2), 129-149. doi: 10.1177/23294906I4530463

Price, D. V. & Tovar, E. (2014). Student engagement and institutional graduations rates: Identifying High-Impact Educational Practices for Community Colleges. Community College Journal of Research and Practice, 38(9), 766-782, doi: 10.1080/10668926.2012.19481

Ramson, A. J. (2014). Service-Learning: A tool to develop employment competencies for college students. Journal on Excellence in College Teaching, 25(1), 159-187.

Sobrero, P. & Jayarante, K. S. U. (2014). Scholarship perceptions of academic department heads: Implications for promoting faculty community engagement scholarship. Journal of Higher Education Outreach and Engagement, 18(1), 123-151.

Waters, S. Y Anderson-Lain, K. (2014). Assessing the student, faculty, and community partner in academic service-learning: A categorization of surveys posted online at Campus Compact member institutions. Journal of Higher Education Outreach and Engagement, 18(1), 89-122.
Colakoglu, S. N. & Sledge, S. A. (2013). The development of critical thinking skills through a service-learning oriented entrepreneurship course. Journal of Entrepreneurship Education, 16, 115-124.

Coulter-Kern, R. G., Coulter-Kern, P. E., Schenkel, A. A., Walker, D. R., & Fogle, K. L. (2013). Improving student’s understanding of career decision-making through service learning. College Student Journal, 306-311.

Eshbaugh, E., Gross, P. E., Hillebrand, K., Davie, J. & Henninger, W. R. (2013). Promoting careers in gerontology to students: What are undergraduates seeking in a career? Gerontology & Geriatrics Education, 34(2), 150-160. doi: 10.1080/02701960.2012.679373

Klentzin, J. C. & Wierzbowski-Kwiatkowak. (2013). Service-learning program institutionalization, success, and possible alternative futures: A scholarly perspective. Journal of Community Engagement and Scholarship, 6(2), 46-58.

Lockeman, K. S. & Pelco, L. E. (2013). The relationship between service-learning and degree completion. Michigan Journal of Community Service Learning, 20(1), 18-30.

Lott II, J. L. (2013). Predictors of civic values: Understanding student-level and institutional-level effects. Journal of College Student Development, 54(1), 1-16. doi: 10.1353/csd.2013.0002.

Moely, B. E., & Ilustre, V. (2013). Stability and Change in the Development of College Students' Civic Attitudes, Knowledge, and Skills. Michigan Journal of Community Service Learning.

National Survey of Student Engagement (NSSE). (2013). Promoting high-impact practices: Maximizing educational gains. NSSE Research Brief: High-Impact Practices. Bloomington, IN: Indiana University Center for Postsecondary Research, 1-8.

Phillips, A., Bolduc, S. R., & Gallo, M. (2013). Curricular placement of academic service-learning in higher education. Journal of Higher Education Outreach and Engagement, 17(4), 75-96.

Webber, K. L., Krylow, R. B., & Zhang, Q. (2013). Does involvement really matter? Indicators of college student success and satisfaction. Journal of College Student Development, 54(6), 591-611.

Wise, H. H. & Yuen, H. K. (2013). Effect of community-based service learning on professionalism in student physical therapists. Journal of Physical Therapy Education, 27(2), 58-64.
Barber, J. P. (2012). Integration of learning: A grounded theory analysis of college students’ learning. American Educational Research Journal, 49(3), 590-617.

Campus Compact. (2012). Creating a culture of assessment: 2012 annual member survey. Retrieved from: http://www.compact.org/about/statistics/?zoom_highlight=Annual+Survey

Coppola, J., Wexler, S., Drury, L., Heyman, J., Thomas, B., Tschinkel, B., & Barnes, C. (2012). A Case Study: Growing Community Partnerships with a Service-Learning Intergenerational Computing Course. The Journal of Community Informatics, 8(1). Retrieved from http://ci-journal.net/index.php/ciej/article/view/903/858

Demb, A. & Wade, A. (2012). Reality check: Faculty involvement in outreach & engagement. The Journal of Higher Education, 83(3), 337-366. doi: 10.1353/jhe.2012.0019

Furco, A., & Moely, B. E. (2012). Using Learning Communities to Build Faculty Support for a Pedagogical Innovation: A Multi-Campus Study. Journal of Higher Education, 83(1), 128-153. January/February 2012 edition.

Grabbatin, B. & Fickey, A. (2012). Service-learning: Critical traditions and geographic pedagogy. Journal of Geography, 111, 254-260.

Hildreth, R. W. (2012). John Dewy on experience: A critical resource for the theory and practice of youth civic engagement. Citizenship Studies, 16(7), 919-935.doi:10.1080/13621025.2012.716209.

Ilustre,V., Lopez, A., and Moely, B. E. Conceptualizing, Building, and Evaluating University Practices for Community Engagement. Journal of Higher Education Outreach and Engagement, Oct. 2012. 16(4), 129-163.

Lambright, K. T. & Alden, A. F. (2012). Voices from the trenches: Faculty perspectives on support for sustaining service-learning. Journal of Higher Education Outreach and Engagement, 16(2), 9-45.

Warren, J. L. (2012). Does service-learning increase student learning?: A meta-analysis. Michigan Journal of Community Service Learning, 18(2), 56-61.
Britt, L. L. (2011). Why we use service-learning: A report outlining a typology of three approaches to this form of communication pedagogy. Communication Education, 61(1), 80-88. doi: 10.1080/03634523.2011.632017

Glass, C. R., Doberneck, D. M. & Schweitzer, J. H. (2011). Unpacking faculty engagement: The types of activities faculty members report as publicly engaged scholarship during promotion and tenure. Journal of Higher Education Outreach and Engagement, 15(1), 7-30.

Gross, P. E. & Eshbaugh, E. M. (2011). Tuning them in versus turning them on: How do we interest students in working with older adults? Gerontology & Geriatrics Education, 32(2), 122-134. doi: 10.1080/02701960.2011.572037.

Kusurkar, R. A., Croiset, G. & Ten Cate, T. J. (2011). Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory. Medical Teacher, 33, 978-982.

Manolis, C. & Burns, D. J. (2011). Attitudes toward academic service learning semesters: A comparison of business students with non-business students. Journal of the Scholarship of Teaching and Learning, 11(1), 13-32.

Mayhew, M & Engberg, M. (2011). Promoting the development of civic responsibility: Infusing service-learning practices in first-year “success” courses. Journal of College Student Development, 52(1), 20-38. doi: 10.1353/csd.2011.0007.

Meili, R., Fuller, D. & Lydiate, J. (2011). Teaching social accountability by making the links: Qualitative evaluation of student experiences in a service-learning project. Medical Teacher, 33, 659-666. doi: 10.3109/0142159X.2010.530308

Moely, B. E., Vincent Ilustre. (2011) University students' views of a public service graduation requirement. Michigan Journal of Community Service Learning..

Steinberg, K. S., Hatcher, J. A., & Bringle, R. B. (2011). Civic-minded graduate: A north star. Michigan Journal of Community Service Learning, 18(1), 19-33.
Aldas, T., Crispo, V., Johnson, N., & Price, T. A. (2010). Learning by doing: The Wagner plan from classroom to career. Peer Review, 12(4), 24-28.

Bowman, N. A., Brandenberger, J. W., Mick, C. S. & Smedley, C. T. (2010). Sustained immersion courses and student orientations to equality, justice, and social responsibility: The role of short-term service-learning. Michigan Journal of Community Service Learning, 17(1), 20-31.

Bringle, R. G., Hatcher, J. A., and Muthiah, R. N. (2010). The role of service-learning on the retention of first-year students to second year. Michigan Journal of Community Service Learning, 16(2), 38-49.

Bringle, R. G. & Steinberg, K. (2010). Educating for informed community involvement. American Journal of Community Psychology, 46, 428-441. doi: 10.1007/s10464-010-9340-y.

D’Agostino, M. J. (2010). Measuring social capital as an outcome of service learning. Innovation in Higher Education, 35, 313-328. doi: 10.1007/s10755-010-9149-5.

Deely, S. J. (2010). Service-learning: Thinking outside the box. Active Learning in Higher Education, 11(1), 43-53. doi: 10.1177/1469787409355870

Evans, N. J., Forney, D. S., Guido, F. M., Patton, L.D. & Renn, K. A. (2010). Student development in college: Theory, research and practice. San Francisco, CA: Jossey-Bass.

Gorelik, Y., Damron-Rodriquez, J., Funderburk, B. & Solomon, D. H. (2010). Undergraduate interest in aging: Is it affected by contact with older adults? Educational Gerontology, 26(7), 623-638. doi: 10.1080/03601270050200626.

Haski-Leventhal, D., Grounlund, H., Holmes, K., Meijs, L. C. P. M., Cnaan, R. A., Handy, F., Brudney, J. L., Hustinx, L., Kang, C., Kassam, M., Pessi, A. B., & Rande, B. (2010). Service-learning: Findings from a 14-nation study. Journal of Nonprofit & Public Sector Marketing. 22, 161-179. doi: 10.1080/10495141003702332

Moore, T. L. & Ward, K. (2010). Institutionalizing faculty engagement through research, teaching, and service at research universities. Michigan Journal of Community Service Learning, 17(1), 44-58.

Nandan, M. (2010). Service learning partnership between university and school students: Experiential learning inspired through community research. Journal of College Teaching & Learning, 7(7), 25-35.

Prentice, M. & Robinson, G. (2010). Improving student learning outcomes with service learning. American Association of Community College, 1-16.

Vogel, A. L., Seifer, S. D., & Gelmon, S. B. (2010). What influences the long-term sustainability of service-learning? Lessons from early adopters. Michigan Journal of Community Service Learning, 17(1), 59-76.

Westdijk, K., Koliba, C. & Hamshaw, K. (2010). Collecting data to inform decision making and action: The University of Vermont’s faculty community engagement tool. Journal of Higher Education Outreach and Engagement, 14(2), 5-33.
Bringle, R. G. & Hatcher, J. A. (2009). Innovative practices in service-learning and curricular engagement. In L. R. Sandmann, Ch. H. Thornton, & A. J. Jaeger (Eds). Institutionalizing Community Engagement in Higher Education: The First Wave of Carnegie Classified Institutions. New Directions for Higher Education, 147, 37-46. doi: 10.1002/he.356

Keen, C. & Hall, K. (2009). Engaging with difference matters: Longitudinal student outcomes of co-curricular service-learning programs. The Journal of Higher Education. 80(1), 59-79. doi: 10.1353/jhe.0.0037

Leimer, C., Yue, H. & Rogulkin, D. (2009). Does service learning help students succeed? Assessing the effects of service learning at California State University-Fresno. Institutional Research, Assessment and Planning, 1-18.
Iwasaki, M. & Jones, J. A. (2008). Attitudes toward older adults: A reexamination of two major scales. Gerontology & Geriatrics Education, 29(2), 139-157. doi: 10.1080/02701960802223209.

Koren, M. E., Hertz, J., Munroe, D., Rossetti, J., Robertson, J., Plonczynski, D., Berent, G., & Ehrlich-Jones, L. (2008). Assessing students’ learning needs and attitudes: Considerations for gerontology curriculum planning. Gerontology & Geriatrics Education, 28(4), 39-56. doi: 10.1080/02701960701963029.

Moely, B. E., Furco, A., & Reed, J. (2008). Charity and social change: The impact of individual preferences on service-learning outcomes. Michigan Journal of Community Service Learning.

Wesley, S. C. (2008). Enticing students to careers in gerontology. Gerontology & Geriatrics Education, 25(3), 13-29. doi: 10.1300/J021v25n03_02.

Williams, K. S. and Perrine, R. M. (2008). Can Leadership Development Through Civic Engagement Activities Improve Retention for Disadvantaged College Students? Opportunity MATTERS, Vol. 1.
Miron, D. & Moely, B. E. (2006). Community Agency Voice and Benefit in Service-Learning. Michigan Journal of Community Service Learning.

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Moely, B. E., McFarland, M., Miron, D., Mercer, S. H., & Ilustre, V. (2002). Changes in College Students' Attitudes and Intentions for Civic Involvement as a Function of Service-Learning Experiences. Michigan Journal of Community Service Learning.

Moely, B. E., Mercer, S.H., Ilustre, V., & Miron, D. (2002). Psychometric Properties and Correlates of the Civic Attitudes and Skills Questionnaire (CASQ): A Measure of Students' Attitudes Related to Service-Learning. Michigan Journal of Community Service Learning, Spring 2002.
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Strait, J. R. & Nordyke, K. (2015). eService-Learning: Creating Experiential Learning and Civic Engagement through Online and Hybrid Course. Sterling, VA: Stylus Publishing.

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