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Service-learning can produce timely paradigmatic shifts in the psychology curriculum and in teaching practices. This innovative pedagogy enhances students’ academic learning, personal growth, civic development, and professional development. Service-learning pedagogy also has the potential of enhancing students’ understanding of, and commitment to, “glocal” (global-local) issues as expressed in the United Nations’ Sustainable Development Goals. Service-learning is defined and proffered to transform the undergraduate psychology curriculum by engaging the department faculty to align course outcomes and scaffold community-engaged activities from the introductory to capstone courses. This transformation is illustrated with a major contemporary challenge: climate change.
Ruiz et al. (Mon,) studied this question.