Institutional Support for Advancing Undergraduate Service-Learning

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Institutional Support for Advancing Undergraduate Service-Learning: A Case Example from a Large Public Research-Intensive University

Authors

Mary K. Rouse

Assistant Vice Chancellor Emerita and Founding Director, Morgridge Center for Public Service
University of Wisconsin-Madison

Virginia Sapiro (BIO)

Sophonisba P. Breckinridge Professor of Political Science and Women's Studies, Department of Political Science
Faculty Affiliate, WISCAPE
University of Wisconsin-Madison

Summary

Colleges and universities across the country are encouraging the integration of service-learning and community-based research into the curriculum, often by establishing centers to assist in that process. The goal of this paper is to outline a set of tasks for campus-wide institutional support of service-learning that are necessary and that can organize the development and evaluation of service-learning centers. We use the example of a large research-intensive public university to examine these tasks, how they can be adapted to the specifics of an institution, and how one service-learning center pursues them.

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