Some Assembly Required: Building and Evaluating Service-Learning in Higher Education Curriculum

Authors

• Bethany Fleck, Metropolitan State University of Denver
• Randi Smith, Metropolitan State University of Denver
• Graham Ignizio, Metropolitan State University of Denver

DOI

10.21768/ejopa.v4i3.3

Abstract

Service-learning is a high-impact teaching practice that can benefit students’ mastery of course material as well as their professional and personal development. This article examines the theoretical underpinnings of service-learning along with empirical evidence suggesting the benefits of this teaching pedagogy. The authors’ own pedagogical examples are described as they pertain to Richard Cone’s (2001) six proposed models. The nuts and bolts of building and sustaining service-learning are reviewed, followed by a discussion of the challenges that exist in relation to assessment.

Recommended Citation

Fleck, Bethany; Smith, Randi; and Ignizio, Graham (2015) "Some Assembly Required: Building and Evaluating Service-Learning in Higher Education Curriculum," eJournal of Public Affairs: Vol. 4: Iss. 3, Article 3.
DOI: 10.21768/ejopa.v4i3.3
Available at: https://bearworks.missouristate.edu/ejopa/vol4/iss3/3