Translating Service-Learning Standards Into Practice: A Multiple-Case Study of Undergraduate Courses

Background Service-learning is widely used in higher education, yet less is known about how principles of high-quality service-learning are interpreted and operationalized across undergraduate courses. Purpose This qualitative multiple-case study examined how undergraduate instructors interpreted and operationalized principles associated with high-quality service-learning using the Standards for Quality Practice as an analytic framework. Method Data were collected through semi-structured interviews, open-ended surveys, and course materials from 11 instructors representing 13 undergraduate service-learning courses across multiple disciplines and institutions. Findings lthough only one instructor reported prior familiarity with the Standards, instructors generally described practices aligned with the framework's dimensions. Instructors shared similar goals but interpreted and operationalized principles in varied, integrated, and context-dependent ways. Reflection and curricular integration reflected relatively consistent understandings, whereas meaningful service, student voice, diversity, partnerships, and other dimensions were enacted through multiple approaches. Course structure, institutional context, community partnerships, and logistical constraints further shaped implementation. Implications Understanding service-learning quality requires examining how recommended dimensions are interpreted and enacted within particular contexts. This perspective has implications for faculty development, institutional support, and future research.