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Descripción de la editorial
Tinto (1993) proposed a model of institutional retention and departure to explain why college students persist in their studies or leave the university before obtaining their degrees. According to this model, persistence is affected by the extent to which students become integrated into both social and academic aspects of the college or university. Summarizing his own and others' research, Tinto concluded that students who are more academically and socially engaged in their colleges and communities are more likely to continue study until graduation. Braxton, Sullivan, and Johnson (1997) note that service-learning offers the conditions identified in Tinto's theory as most likely to facilitate developing meaningful connections between students, faculty, and community that will result in retention. The present study investigated the extent to which service-learning increases students' engagement with their studies, the university and community, and the likelihood of their continuing studies at the university (retention).