ABSTRACT
This chapter describes a version of the course that was developed partly in response to students’ seeking to make more of their education, for themselves and for the deeply scarred world in which they live. Experimentation with, and development of, service-learning and other forms of experiential learning are encouraged, even for those who have yet to come up for tenure. One implication of an institutional climate such as ours is that students are increasingly coming to expect, and even to prod reluctant faculty into trying, service-learning in their courses. The course learning objectives include standard cognitive aims such as appropriation and analysis of important content and skills acquisition and development. Student comments on their end-of-semester course evaluations also provide some clues as to the ways in which service-learning contributes to their overall experience, as do the brief, open-ended reports their community partners are asked to submit.
