Abstract
Purpose. The purpose of this study is to determine whether the teaching methods used by California State University sociology instructors influence the students' ability to effectively meet the leadership goals declared in their mission statements which are to produce (a) civically responsible leaders, and (b) students who are motivated to positively impact their community. Methodology. Seventy-one lectured students and 59 service-learning students from four California State University undergraduate sociology departments participated in this ex post facto study. Questionnaires, utilizing a Likert scale, measured quantitative differences using a t test. Three open-ended questions and focus group interviews provided qualitative data. Findings. (a) Critical thinking tends to be understood and applied by students who have engaged in service learning; (b) There is a measurable difference in the commitment to serve the community between the lectured students and service learners; (c) There is a measurable difference in the motivation to think critically about community problems; (d) There is no measurable difference between lectured students and service-learning students in the area of critical thinking as it applies to leadership; and (e) Leadership and civic responsibility are significantly more likely to develop when instituting service learning. Conclusions. After a service-learning experience, the students appreciate the powerful impact each of them can have on others. Service learning provokes students to think more critically. Service learning draws out leadership characteristics. There is a measurable difference in the commitment and motivation for students to serve their communities when the students have been required to volunteer. Implications. Sociology classes should include at least one service-learning experience. Adult educators should be required to take teacher development courses. Those already implementing service learning should include adult learning theories. Faculty should connect with students by talking at the students less, and talking with the students more. Recommendations. Replicate this study with a larger sample of each group and further control the conditions of the study. A longitudinal study would track the extended impact of service learning. Study passive thinking compared to active thinking with similar groups.