ABSTRACT
Using a service-learning approach at the graduate level is both fruitful and challenging. Graduate students are more advanced than undergraduates and typically have more to offer in service; at the same time, graduate work inherently involves a higher level of theoretical content that service-learning does not automatically foster. This was the challenge we faced using the service-learning model to teach a master's level course, Assessing Communication Behaviors in Organizations, in the Department of Communication Studies. The course was designed to give students an opportunity to relate and apply communication theory to experiences in community service.
