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Researching a growing number of community colleges that use service-learning, Traver and Katz have determined that pedagogy can have a profound impact on communities and student learning. Their theoretical and empirical approaches to using service-learning at community colleges suggest that service-learning can have a profound impact on the students who experience it, and critical attention should be paid to its effects on community college students. These studies conducted at single and multiple institutions by service-learning practitioners, service-learning program administrators, and experts in service-learning research and evaluation, whether read individually or together, stand to benefit service-learning efforts across disciplines and institutional types.
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