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Abstract
A natural fit in a Construction Management capstone course is the active pedagogical approach of service-learning; however, as a faculty member who is interested in issues related to diversity and cultural awareness, the combining of the two is often difficult. This article addresses three conceptualized interpretations of service-learning as a progressive pedagogy dealing with technical, cultural, and political implications. Experiences from five years of teaching a service-learning course and the continuous evolution of that course are discussed.
Service Learning Conceptualized
Multiple conceptualizations of service-learning, as a ...