ABSTRACT
Service-Learning (SL) is considered a high-impact practice because of its great potential to create deep learning experiences and to transfer in class learning to the real world. The authentic problems often consist of dynamic features, emerging concerns, and multiple stakeholders. Each of these components need to be considered in the instructional design of a course (Darby & Newman, 2014). This chapter will show ways an instructional designer can leverage the frameworks in instructional design to plan, implement, and evaluate SL projects. First, the reader is presented with a case in which two courses collaborate with the same community partner to implement a SL project. The theory and process section describe the value of SL, the supportive theories, and the instructional design emphasis for designing and implementing this pedagogy. Lastly, the professional practice synthesizes the theory with the case study.
