This review highlights challenges in service-learning models for community partnerships, suggesting improvements for effective reflection.
Over the last several years, service-learning has become a burgeoning area in technical and professional communication studies. In addition to offering pedagogical strategies and theoretical approaches, the scholarship in this area to date points to several concerns for the continuing growth of high-quality service-learning in our field: 1) building reciprocal, sustained community partnerships, 2) developing robust approaches to reflection, and 3) assessing how well models of service-learning achieve their objectives.
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J. Blake Scott (2025) studied this question.