| Although an increasingly common component of higher education courses, service learning is still considered by countless educators to be a radical pedagogy. For many, the failure to become involved is not due to a lack of interest or motivation, but rather to an incomplete understanding of what service learning is and entails. This article, therefore, seeks to define and describe service learning, review the pros and cons of engaging in service learning, and present a model of a basic service-learning project undertaken by a mainstream educator. |