Abstract
The community can be a wonderful classroom for students and faculty to explore the real-world application of the content of almost any class in an academic unit's curriculum. It is also the means by which those in the community can be connected to the classroom to resolve a noteworthy problem. When properly designed, a course taught via service-learning can provide learning experiences that transcend the more controlled learning environment of the classroom or lab on one's campus. After reading this article, faculty members should be able to accurately define service-learning, comprehend 10 key principles of service-learning, and develop a course that has equal emphasis on both “service” and “learning” that when properly designed according to the literature will provide a robust and meaningful learning experience for students, faculty, and community partners.
Published Version
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