ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book develops a theoretical framework for understanding service-learning as a mode of civic education, as well as of teaching politics. It raises serious questions for political scientists attempting to bring civic lessons into the service-learning classroom. The book provides the practical how-to guidance on introducing service-learning into a political science course. It includes accounts from large research universities, such as the University of Michigan and Rutgers; liberal arts colleges, such as Hobart and William Smith; and a community college, Glendale Community College. The book also discusses the difficult issues of confidentiality and long-term relationship building with community-based organizations in the context of courses in the area of gender and politics. It examines whether the demands on the lives of her Glendale Community College students can allow for the sometimes burdensome requirement of community service as a part of coursework.
