Abstract
Britt’s (2012) service-learning framework situates community engaged learning activities in three broad categories: the practice of doing, which emphasizes skill building in relation to real-world problems; the practice of becoming, which sensitizes students to a broader range of social and civic responsibilities; and the practice of engaging in social change, which translates skill development and awareness into concrete action. This essay describes a successful service learning project focusing on opioid addiction in a mid-Atlantic city that combines all three. After describing the project’s background and implementation, it suggests practices and lessons that could inform similar efforts.
Recommended Citation
Maier, C. T. (2018). Appreciative inquiry in an urban context: Service learning amidst the opioid crisis. Journal of the Association for Communication Administration, 37(1), 21-23.
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