Abstract
Service-learning has garnered wide acceptance as an effective experiential pedagogy in that it combines community service with academic instruction. This pedagogy incorporates critical, reflective thinking with personal and civic responsibility and involves students in activities that address community-identified needs. Successful service learning courses develop students’ academic skills and commitment to their community (Jacoby, 2015). Some service-learning experiences focus on advocacy or social change work. These are valuable teaching and learning experiences, but as faculty develop these courses, they must be aware of the need for departmental support.
Recommended Citation
Snyder-Duch, J. (2018). Supporting social change: Administration of service-learning in communication departments. Journal of the Association for Communication Administration, 37(1), 18-20.
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