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Editors' Introduction

Service-Learning Pedagogy as Universities' Response to Troubled Times

Georgetown University

BOB EDWARDS

East Carolina University

This is second in a two-issue series conceptualized as documenting educational innovations in higher education that could be seen as responses of colleges and universities to changing economic, political, and social forces. This issue's authors diagnose a number of different problems in the current practices of colleges and universities and prescribe pedagogical initiatives that link students to the community through service learning, which is the integration of community service activities into the curriculum through intentional analytical processes. The authors of these articles are pushing the theoretical and praxis boundaries of service learning to tackle challenging issues such as how to best enhance the student's learning experience to create self-motivated learners who become civic participants, how to structure programs and practices to best support such work, and how to alter institution- and discipline-driven reward systems to promote and sustain faculty involvement in service learning.

American Behavioral Scientist, Vol. 43, No. 5, 746-755 (2000)
DOI: 10.1177/00027640021955568


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