Abstract

Universities have a long history of making significant contributions to their surrounding communities. As a result, service-learning has become a significant pedagogical method in higher education in the United States. Current research reveals that connecting the classroom to community through service-learning is an effective pedagogical strategy demonstrating improved academic knowledge, communication, critical thinking, and leadership skills. Data gathered via student self-assessment rubrics, pre- and post-experience surveys, and faculty observations indicate that by embedding service-learning in SUNY Buffalo State dance and design courses and establishing a collaboration between faculty, students, and community partners, students experience growth in their understanding of course content and develop higher order skills. Students reveal that they had greater confidence and ability to contribute to a course-driven project and were able to effectively collaborate because they had become more aware of the significance of each other’s art and how each augments the other. They showed advancement in intellectual and interpersonal skills as well as pride in their community. Faculty, in turn, affirmed their conviction that practical experiences enhance pedagogical practices.