This study examines the impact of service-learning on undergraduate students enrolled in Social Foundations of Education at a private liberal arts college in the mid-Atlantic region. Findings suggest that students developed a more meaningful understanding of course themes as a result of their community experiences particularly with regard to teacher roles, student diversity, and self-assessment. The implications of service-learning for the content and structure of the course are also discussed using Jeffrey Howard's (1998) framework for transitioning from a traditional to an academic service-learning course.

Bair, Sarah D. Academic Service-Learning in Teacher Education. Academic Exchange Quarterly Spring (2007): 77-81. Print.

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