Living With(in) The Future: Higher Education Trends and Implications for Service-Learning

Abstract

Throughout this book I have argued that service-learning, rather than transforming higher education, will be transformed by it. I have argued that higher education operates by specific disciplinary rules with highly particularistic academic norms and barriers; and for service-learning to survive and flourish would require a rethinking of how we thought about and enacted community-based models of teaching, learning, and research. This “disciplining” of service-learning, I have argued, should be both structural within academic programs and cultural about the nature of scholarship.