The development of high leverage practices in environmental sustainability-focused service learning courses: applications for higher education

Why this paper matters

Identifies high-leverage practices in sustainability-focused service-learning.

Evidence reviewed

Design: Qualitative course-development study
Full-text status: Indexed PDF/full text reviewed

Principal finding

An epistemic community iteratively developed practices connecting environmental problems, partners, and student work.

EntrSL interpretation

This paper informs the design or evaluation of service-learning and experiential-learning work. Its findings should be interpreted within the reported design and context, not treated as universal or necessarily causal evidence.

Limitations and boundary conditions

Course-development evidence rather than a causal outcome evaluation.

Scoring rationale

• EntrSL relevance: 4/5. Directness to service-learning, experiential learning, higher education, entrepreneurship, reflection, reciprocity, or institutional practice.
• Evidence quality: 4/5. Based on design transparency, sample or review breadth, analytical fit, and inferential limits.
• Journal standing is separate. OpenAlex two-year mean citedness and h-index are descriptive source metrics and do not increase this paper’s evidence score.

Citation

Byung-Yeol Park; Rebecca Campbell-Montalvo; Todd Campbell; Hannah Cooke; Chester Arnold; John C. Volin; Maria Chrysochoou; Peter C. Diplock (2022). “The development of high leverage practices in environmental sustainability-focused service learning courses: applications for higher education.” Environmental Education Research. https://doi.org/10.1080/13504622.2022.2070603