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
