Abstract This teaching note is intended to provide an example of the value of service-learning to scholars the undergraduate institution.

Abstract

This teaching note is intended to provide an example of the value of service-learning to scholars the undergraduate institution, faculty service, and the local community. A case of a servicelearning devise herein demonstrates how sociological practitioners can integrate research and teaching into community service involving sociological intervention constituents Both challenges and successes of the concoct are discussed.

Introduction

Many teachers have reported that service-learning cultivates active, critical, and engaged learners (Kleniewski 1999; Marullo 1996; Parker-Gwin 1996; Markus, Howard & King 1993) In novel years an increasing number of instructors have attempted to incorporate service-learning opportunities into their classes.