Avoiding Trial and Error: Faculty Learning in Spanish Service-Learning Projects

In this article, a Spanish instructor at the University of North Carolina-Asheville, and an experiential learning practitioner who has been a Service-Learning pioneer and advocate for over three decades, team up to provide a critique, rooted in various theoretical definitions of "service-learning," of the design and implementation of the service component of two courses in which service-based experiential learning activities were required for all students. Conclusions include the need for stronger coordination among the community and workplace settings and the university, more attention to the teaching roles in the community settings, and early clarification of impact expectations for all the parties involved. [authors]