Service-learning is entering a post-initiatory phase. At tertiary institutions of all types and sizes,
service-learning programs are common and service-learning requirements for graduation are
growing in popularity. Taken together -- alongside continued faculty interest in effective teaching
-- these factors have raised the visibility and popularity of service-learning. Now the greater need
in service-learning is not to prove the need for, or efficacy of, service-learning, but to turn the
focus squarely back on practice. Following established best practice is not enough; instructors
also need to reflect on how this fits within the specific context and application of each unique
course and service-learning partnership. While there are many excellent resources that detail best
practice and showcase exemplary service-learning courses, faculty reflection and course revision
often goes unmentioned. In response to the lack of attention on the role of reflection and course
revision, we convened groups of faculty from a variety of disciplines to reflect deeply on their courses, paying specific attention to
obstacles and challenges. These conversations were converted to articles for this edited collection, each chapter representing the
process of reflection and revision and serving as a guide to develop effective practice in varied curricular contexts.
This text contributes to the body of literature on service-learning in a unique and practical manner. Faculty teaching or interested in
teaching service-learning classes would benefit from this text as well as university administrators and community service directors
involved in service-learning at a programmatic and institutional level. This book should be marketed to faculty teaching disciplinary
service-learning classes and service-learning pedagogy classes and administrative offices involved in service-learning. This could be a
supplementary text for graduate-level pedagogy courses. Higher education institutional libraries would benefit from this text, as well as
the national and state campus compact offices.