A faculty learning community’s reflection on implementing servicelearning goals

Abstract

Implementing service-learning is challenging in light of issues such as changes in student demographics and pressure from existing curricula goals. However, closer community engagement is increasingly important in the long-term goals of our universities. Members of a faculty learning community at an open-access college reflect on the process of implementing the official university definition of service-learning in their English program. The implications of using servicelearning as a teaching tool are critically discussed.