ABSTRACT
The rising popularity of international service-learning programs provides educators with an opportunity to create unique educational experiences rooted in new and innovative pedagogies. As universities embrace core values of experiential education and global learning, faculty find themselves at a complex nexus of interaction involving the institution, academics, global communities, and service-learning. The intent of this chapter is to examine how faculty at Roger Williams University (RWU) made the transition from a cocurricular club experience into an interdisciplinary, credit-bearing, service-learning, short-term study abroad program with pedagogy that was innovative, ethical, and rigorous.
