elearning by doing: a geographic approach to service learning and building community

In this paper I describe the experiences of incorporating community service-based learning (CSBL) with an upper-division urban geography course taught at California State University, Stanislaus. Integrating a service-learning component into an existing course or creating a new course with CSBL activities and projects, one that reaches beyond the traditional classroom environment, offers a practical example of how participatory fieldwork can be applied in an urban setting. Service-learning enjoys the added benefit of engaging students from a variety of backgrounds, many of whom possess an array of skills and learning styles. Furthermore, students gain valuable experience in dealing with real-world problems in a local setting, and CSBL provides the ideal platform for applying geographic skills and knowledge to reach that goal. As educators we are increasingly asked to improve the quality of education, with fewer resources to support our creative endeavors. One possible solution is to explore the benefits of linking service-learning with geographical inquiry. This paper provides an overview of the logistics and pedagogy involved in creating CSBL field projects and activities for an upper-division urban geography course. It also highlights the project results and benefits to the community, student reflections on urban-CSBL projects, and ongoing work linked to this initial effort.