Abstract
This critical reflection explores the expectations which surround students engaged in institutionalized service-learning. While students are urged to make connections between personal experience, service-learning theory, and community work, their individual expression is limited by group identity formation. In the process of meeting learning goals, students should be given opportunities to express and celebrate the discontinuous nature of their service.
Recommended Citation
Schutter, Cory M.
(2018)
"Moving Beyond Great Expectations: Expressing Discontinuity in Institutionalized Service-Learning,"
VA Engage Journal: Vol. 6, Article 5.
Available at:
https://commons.lib.jmu.edu/vaej/vol6/iss1/5
COinS