Abstract
Service-learning has been shown to have benefits for both students and faculty, however, it is quite rare in the mathematics classroom. At Concordia University Irvine we have established a relationship with the Village of Hope — a local non-profit organization designed to help homeless families transition to a self-sufficient status via temporary housing and training programs. We provide tutoring for the elementary-aged children at the Village of Hope as a service-learning component of our non-major mathematics courses. This article provides details on: connections to classroom learning; reflective written and oral components with rubrics; benefits for the student, faculty member, and university; and challenges and considerations, on and off campus, required in setting up such an opportunity. Supplementary materials are available for this article. Go to the publisher's online edition of PRIMUS to view the supplemental file.
Published Version
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