Document Type

Article

Publication Date

2000

Abstract

Service-:-learning can help to address the tension between liberal arts cumcula and an increasing demand for a university education to be "relevant," career oriented, and to serve the community. By integrating service.:learning into our courses we have demonstrated the practical relevance of our disciplines to students and the community and have also enhanced student learning while maintaining our commitment to a liberal arts education. This paper records how three faculty members integrated service-learning into courses in sociology and speech communication. We briefly describe our work in integrating service-learning into our courses, focusing on the learning potentials for our students. We also discuss the benefits to the community and to our own teaching. The considerations and challenges we encountered as we developed these new components for our courses are outlined. We hope that this record of our experiences Will be helpful for others as they consider integrating service-learning into their courses.

Comments

NOTICE: this is the author’s version of a work that was accepted for publication in Excellence in Teaching. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published as:

Havir, Linda, Elizabeth Scheel, and Margaret Pryately (2000) "The Promise and Practice of Service-Learning." Excellence in Teaching, 6: 33-52

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