ABSTRACT
Although the number of service-learning courses in higher education in general, and in communication in particular, is growing, service-learning is not being adopted as quickly at institutions that are defined by strong research missions. In this paper we first argue that service-learning is a pedagogical tool that is highly compatible with the research mission of such institutions. Moreover, as research-oriented universities struggle to adapt to current external demands for relevance and accountability, service-learning can provide persuasive evidence to external constituents as well as redefine the role of research institutions in their communities and in society. Second, we claim that the discipline of communication is particularly well-matched with the service-learning pedagogy. As a result, communication departments at Research I universities are ideal candidates for widely integrating service-learning into individual projects, courses, and curricula. Third, we provide a case study of service-learning adoption into a communication curriculum at a Research I university. Specifically, we describe our efforts to institutionalize service-learning into a central course in the Department of Communication at the University of Utah. Finally, we outline specific examples of service-learning projects, strategies for assessment of service effectiveness and student reflection, and review ethical and pedagogical issues that have resulted from the institutionalization of service-learning.
