This critical content analysis of service-learning syllabi from four-year institutions that have received the Community Engagement Classification from the Carnegie Foundation examines how service-learning is operationalized in syllabi to explore how the pedagogy advances civic and democratic engagement among college students. Definitions, learning outcomes, readings, and assignments are considered to offer greater understanding of the common practices that reflect service-learning. This research also examines where service-learning experiences are taking place and who community partners are serving to better understand how campus-community partnerships are operationalized in syllabi. Participants will be asked to reflect on the research findings in relation to their own experiences and discuss recommendations for advancing service-learning to facilitate civic and democratic engagement among college students.

 

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