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This research aims to create a more equitable service-learning model that prioritizes community involvement alongside student learning.

A Team-Based Teaching Approach to Critical Service Learning

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This research aims to create a more equitable service-learning model that prioritizes community involvement alongside student learning.
Implemented a critical service-learning model in a sociology course co-led by a faculty member, a community leader, and a project manager.
Emphasized academic learning, relationship building, and community-focused work across the semester.
Analyzed the integration of community partners as co-designers and co-instructors.
Enhanced student learning experiences and social justice engagement observed.
Achieved tangible community outcomes through active collaboration.
Course organization and continuity identified as ongoing challenges.

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Randomized trial examines community engagement innovations in service learning, suggesting ethical frameworks enhance impact.

Schuman et al. (2026) studied this question.

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