Learning through Service: The Community Design Studio

In his book Scholarship Reconsidered, Ernest Boyer asks, "Is it possible to define the work of faculty in ways that reflect more realistically the full range of academic and civic mandates?" (Boyer 1990, 16). His answer is that the profes soriate should have four separate yet overlapping functions: the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching (Boyer 1990, 16). In addition to these functions, today's faculty are being asked to prepare stu dents to be real-world problem solvers (Ramaley 1997) and to play a more active role in nearby communities. To address these issues, a growing number of educators and administrators have used service learning as a means of