In service-learning/community-engaged (SLCE) courses, students learn theories in the classroom while simultaneously volunteering with an agency (usually a non-profit or community organization). Some courses visit community sites, local meetings, or host speakers who bring their lived experiences to the classroom. Student engage in critical reflection to connect their community experience to academic learning, which helps deepen their understanding of course content and encourages them to consider their own role in contributing to a better world.
Service-learning at Duke seeks to deepen critical consciousness about our local and global communities as students and faculty partner in service with them and listen to diverse perspectives.
Service-learning, as an emerging learning model, has a wide and growing scholarly literature as well as practice resources for designing and implementing a service-learning course. This guide is a jumping-off point for what the Duke Libraries provides to support research and pedagogy in service-learning.
The Duke Service-Learning program also has excellent resources for faculty seeking to explore service-learning, including an Academic Resources Guide featuring syllabus design tips, pedagogy in service-learning, readings for students, and best practices in assessment for the success of your course.
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The Libraries' provide access to scholarly literature exploring interdisciplinary service-learning pedagogy and practice. This includes: