ABSTRACT
Over the past 10 to 15 years, the field of professional communication has seen
a growing body of literature focused on the complexities and added value of
integrating client and service-learning projects into the curriculum. The goal of
this chapter is to extend that conversation to the teaching of visual com-
munication in particular. More specifically, the chapter attempts to address the
following questions:
• What added value can client and service-learning projects bring to visual com-
munication pedagogy?
