ABSTRACT
On the first day of class I stood before a group of eager college students explaining how this semester would likely be different from any other. This semester I would require 7–10 hours working with a community partner aiding underserved populations and writing and reflecting extensively on their experiences in addition to required readings and lectures. Certain students seemed excited about the opportunity to try something new, and many of those students had already done some form of service-learning in a previous class. However, many others expressed reservations about the service component. Much of the resistance took the form of, ‘‘I don’t have extra time to devote outside of class’’ or ‘‘How will I get there if I do not have a car?’’ Perhaps the most direct objection came from a student I’ll call Ann.
