Document Type

Article

Publication Date

Spring 2007

Department

Education

Language

English

Publication Title

Academic Exchange Quarterly

Abstract

This study examines the impact of service-learning on undergraduate students enrolled in Social Foundations of Education at a private liberal arts college in the mid-Atlantic region. Findings suggest that students developed a more meaningful understanding of course themes as a result of their community experiences particularly with regard to teacher roles, student diversity, and self-assessment. The implications of service-learning for the content and structure of the course are also discussed using Jeffrey Howard's (1998) framework for transitioning from a traditional to an academic service-learning course.

Comments

This published version is made available on Dickinson Scholar with the permission of the publisher. For more information on the published version, visit Academic Exchange Quarterly's Website.

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