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Student involvement in community service projects is viewed primarily as an extra-curricular activity on most college campuses (Kendall, 1990; Lieberman and Connolly, 1992). However, an increasing number of educators are calling for greater integration between service and study through courses which incorporate service-learning (Barber, 1989, 1991, 1992: Nathan and Keilsmeier, 1991; NeWlllan, 1992: Stanton, 1987, 1990; Wieckowski, 1992).

Politicians, practitioners, and philosophers offer many arguments to support the inclusion of service-learning in the formal curriculum (Bok, 1982, 1986; Boyer, 1981, 1987; Boyte, 1992; Bradfield and Hyers, 1992; Coles, 1988: Levine, 1989; Stanley, 1989, 1991; Stanton, 1987; Wagner, 1990). This chorus of support for service-learning is generally rooted in a commitment to volunteer ism and has three recurrent strains: service-learning contributes to the vitality of the college or university; service-learning promotes civic responsibility which strengthens the nation; and service-learning contributes to the solution cf problems in the wider society (Agria, 1990: Barber, 1992: Conrad and Hedin, 1987: Delve, Mintz and Stewart, 1990; Fitch, 1987).


Copyright 1994 by Christine Marie Hammond

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