ABSTRACT
Psychology faculty members wishing to incorporate service-learning into their courses will quickly discover that many issues need to be considered before the service activities are developed. Most not-for-profit agencies are understaffed even before they are asked to help a faculty member with a service-learning course. One of the most successful techniques is to provide upper-level majors the opportunity to earn field experience or other independent study credit for serving as service-learning course coordinators. One may incorporate service-learning into a course because of a belief that such experiences will provide students with a level of learning that cannot be accomplished any other way. Self-esteem, self-confidence, and self-perception data were collected from students in a service-learning course at the beginning and end of a semester. Howard’s principles of good practice provide an important guiding framework for developing service-learning activities in psychology courses.
