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The mixed-method study evaluates how the course supports adult literacy improvement, GED tutoring, and post-secondary test preparation while building preservice teaching capacity in urban settings. Although the program succeeded in practice, the study questions the institution’s decision to stop funding and the consequences for community trust and marginalized participants’ ability to complete GEDs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-end-of-life-thoughts-on-the-marginalization-of-powerful-service-learning-in-higher-education/600023/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-end-of-life-thoughts-on-the-marginalization-of-powerful-service-learning-in-higher-education/600023.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is Project LIFE and who participated in it?","Question",{"text":112,"@type":113},"Project LIFE is a university service-learning program where preservice teachers volunteered as tutors in an adult GED program. 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It raises concerns about impacts on community perceptions and disenfranchisement of marginalized populations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600023,1792120490,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| \u003Cbr>| The End of LIFE: Thoughts on the Marginalization of Powerful Service-Learning in Higher Education |\n| --- | --- |\n\nGina L. Solano, Salisbury University  \nAbstract  \nThis article describes a university service-learning program with preservice teachers who volunteered as tutors to teach in an adult GED program. The adult participants were involved in a local drug court program, which is a branch in the criminal justice system. Project Literacy Instruction to Further Education (Project LIFE) was developed by the researcher, to teach literacy skills, provide GED tutoring and post-secondary test preparation to individuals who were nearing completion in their drug court program, or to adults referred by other social service organizations. The purpose of this mixed-method study was to evaluate an innovative program that offered a course for improving the adult literacy problem in its community while providing opportunities for preservice teachers to build skills for teaching in urban settings. Although this project was successful while in effect, questions remain as to why the higher education institution that originally funded it, was unwilling to continue funding this program. Several questions remain about how does ending Project LIFE impact and reinforce the community’s opinions of an institution who fluctuates in its dedication and support of community programs? How does the closure of this program perpetuate disenfranchisement of marginalized populations who are otherwise incapable of receiving support to complete their GEDs? Finally, what message is the institution telling faculty about its true dedication to service-learning and its value in their professional practice when they encourage community programs, but are not willing to continue financial and faculty support?  \nKeywords: service-learning, community-engaged learning, criminal justice, adult literacy, GED programs, teacher education  \nThe importance and impact of service-learning programs have shown significant benefits to both students and the community (Baca, 2012) . Incorporating service-learning at higher education institutions has the possibility of creating not only graduates with real-world experience, but also individuals who have the potential of being civically minded throughout their lives (Bringle & Hatcher, 1996) . According to a national longitudinal study that included data from over 22,000 undergraduates, service-learning showed significant positive effects in the following areas: academic performance, moral values, self-efficacy, leadership, selecting a service career, dedication to community, and a lifelong desire to participate in service (Astin, Vogelgesang, Ikeda, & Yee, 2000; Smolen, Zhang, & Setwiler, 2013; Stenberg & Whealy, 2009) . By integrating the servicelearning model into an urban-based adult literacy program, a symbiotic relationship forms where the university students have an opportunity to practice what they learn in the classroom while the adult learners benefit from their knowledge and skills.  \nProviding university students with the opportunity to expose them to individuals in the criminal justice system is not a new practice. Nearly two decades ago, Pompa (2002) began the“Inside-Out” program by taking students to prisons to “shake” them up in order to learn first-hand lessons from inmates about what life in prison was like, as well as how to build relationships with those different from you. The opportunity for on-going conversations between students and inmates taught the participants about how to build bridges to humanize those in prison, create empathy, and to reduce the critical judgment of those in the prison system. The students who participated appreciated having a platform to be able to discuss difficult conversations on race, criminality, poverty, as well as many other topics in the criminal justice area (Pompa, 2002) .  \nBy engaging in dialog, people on both sides of prison walls can discover new ways of thinking","cbCaiulbEl4wTFc7","https://ap.wps.com/l/cbCaiulbEl4wTFc7","pdf",353196,22,"English","# Abstract\n## Background of Project LIFE","[{\"question\":\"What is Project LIFE and who participated in it?\",\"answer\":\"Project LIFE is a university service-learning program where preservice teachers volunteered as tutors in an adult GED program. Adult participants were involved in a local drug court program.\"},{\"question\":\"What did the study aim to evaluate?\",\"answer\":\"The study aimed to evaluate an innovative program that addressed adult literacy needs in the community and created teaching opportunities for preservice teachers in urban settings.\"},{\"question\":\"Why do the authors question the program’s discontinuation?\",\"answer\":\"The article notes the program was successful while active, yet the originally funding higher education institution was unwilling to continue. It raises concerns about impacts on community perceptions and disenfranchisement of marginalized populations.\"}]","The End of LIFE - Thoughts on the Marginalization of Powerful Service-Learning in Higher Education | PDF",1792089882,55]