Furco, AndrewJones-White, Daniel R.Huesman, Ronald L. Jr.Gorny, Laury2013-09-262013-09-262012-05-04https://hdl.handle.net/11299/157377Presented at the Student Experience in the Research University (SERU) symposium, Berkeley, CA, May 4, 2012.Presented at the 6th annual SERU/UCUES Research Symposium. In this research paper, we utilize data from the Community and Civic Engagement Module of the multi-institutional Student Experience in the Research University (SERU) survey in order to estimate potential direct andindirect effects of community engagement experiences on undergraduate students' academic and social gains. A latent variable structural equation model of student achievement was developed to explore the potential relationship between participation in community-based learning activities (including enrollment in a course with a service-learning component and involvement in community based research) and students' perceptions of academic and cultural development. Specifcally, our empirical investigation addresses two questions: Does participation in community-based learning opportunities contribute, either directly or indirectly, to participating students' improved academic learning and skills; and does participation in community-based learning opportunities contribute, either directly or indirectly, to participating students' prosocial skills development? We also refect on key issues to consider when using SERU data that are related to community-based learning, and the Community and Civic Engagement Module.en-USStudent Experience in the Research University (SERU)Presentation