In this article, we present a novel way to integrate psychological theories and research methods by engaging undergraduate psychology students in service-learning projects. Our goal for the course was to bring to life theories and research methods that students often regard as academic rather than practical. We describe the different projects conducted with several community partners over the course of seven years. Students reported high satisfaction with the course as compared to similar courses that do not have a service-learning component. Additionally, students performed better (as measured by final grades) in the course that had a service-learning component. We discuss why service-learning had an impact on students and the benefits it provides for both students and faculty.
Harnish, R., & Bridges, K. (2012). Promoting Student Engagement: Using Community Service-Learning Projects in Undergraduate Psychology. PRISM: A Journal of Regional Engagement, 1 (2). Retrieved from http://encompass.eku.edu/prism/vol1/iss2/1