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Abstract
This article describes strategies used to transform an international neuroscience initiative into an integrated service-learning component of a neural-related course. The structure of the project promoted reflective practices and experiential learning, which resulted in metacognitive development. Although the material reviewed is specific to the development of a neural-related project, it also addresses general service-learning issues that might be of interest to those from many different fields.
Introduction
Picture a small group of college students prepared to teach a class of elementary children concepts in neuroscience. Rather than ...