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Abstract

Business faculty have often shied away from “service learning” activities, commenting on “what’s serving soup in a kitchen have to do with (fill in the blank course topic)?” The reaction is understandable: if faculty do not see the connection between activities students are asked to do and the course material then the students certainly won’t see it. Given the myriad of experiential educational options available to educators to enhance the classroom environment professors do not have to feel locked in to one pedagogical method or another. In the classes examined in this study, faculty and staff of a college in the Western states have chosen Community-Based Learning activities as a way to help students not only connect what they are learning in the textbook with “real life,” but also to allow them time to reflect on themes of justice, equity, and ethics. This study examines the effectiveness of the Community-Based Learning to provide greater understanding of how it is implemented at one

Volume

5

Issue

2

First Page

78

Last Page

85

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