ABSTRACT
Our universities have been characterized as “ivory towers” where a privileged intellectual elite pursues narrow research interests. Some question the relevance of our academic courses and our commitment to teaching. We are accused of detachment from our local communities. One of the ways in which the University of Utah is tackling these negative associations is through service-learning. A class can be designated “service-learning” if it addresses a community problem through the practical application of theory provided formally in class. In this way, students learn to understand how theoretical principles enable professionals to help communities solve their problems.
