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Introduction Julie Elkins Director of Academic Initiatives Campus Compact Learning through service is an opportunity to expand beyond the confines of a specific discipline and merge the cognitive with the heart. While this is true for all disciplines, there are some, such as social work and the performing arts, where the connection to others and the expression of learning is part of the very fabric of the field. In fact, the ability to connect, to feel, to empathize, and then to synthesize the interactions is at the core of these disciplines. What better way to learn these critical skills sets than to experience real life situations and provide service? At the heart lies the diversity of human realities, of the spirit, and the day-to-day challenges faced by individuals and communities in need. This collection of service-learning courses provides students and community’s opportunities to participate in the art of reciprocal learning and service. GrowingupinanIrish/Cherokeefamily,allofmylessonswerearticulatedthroughtheartofdoing,reflecting, honoring others’ stories and engaging with the community. This enculturation imprinted a specific way of interacting with the world based on these early experiences. This chapter brings together a collection of courses that provide opportunities for students to learn about the world through individual stories. The significant reciprocal nature of these service-learning projects provides community members an opportunity to tell their story and to honor the past through oral histories and photos. At the end of each experience both the student and community member leave with a gift to mark their journey. This style of service-learning is revealed through the Hands of time project by Barbara Rich University of Southern Maine, Housing and quality of life: Student interviews with farm worker families by Elizabeth Hartung of CSU Channel Islands, the Photovoice Project by Barbara Rich University of Southern Maine and the importance of competencies to alumni of the Sociology/Anthropology department by Laura Khoury and Helen Rosenberg at University of Wisconsin-Parkside. Oneofthecoretenetsofservice-learningistheopportunitytoleanoutsideofone’scomfortzoneandimprove individual cultural competency. It is difficult to simply read about poverty, oppression, or imagine an identity other than your own. It is significantly more challenging to embrace an opportunity to learn by putting down a book and opening up your heart and mind to real individuals that you can interact with. There are several examples of this type of service-learning in this chapter such as Integrating Service-Learning into a Social Work Cultural Diversity Course by Emma T. Lucas-Darby at Carlow University, and Ruthanne Hackman at the University of Pittsburgh and Reinventing the Settlement House: Using a Social Work program to provide campus-wide service-learning opportunities by Melody Aye Loya and Mo Cevas at West Texas A&M University, and Service-learning: a sociological experience by Janice G. Rienerth. The Study of History, the Social Sciences, and the Arts 5 Appalachian State University’s Increasing cultural competency through refugee focused service-learning projects:bringingtheworldhomebyCaileE.SpearandAileenHaleatBoiseStateUniversity,andConfronting poverty’s impact on the community by Judith I. Gray at Ball State University. While there is a great deal we can learn from our peers there is something exceptional about intergenerational opportunities for mutual learning and service that is quite unique. During my time at the University of Connecticut I provided leadership for the development of a new community-campus partnership (CCP) to address on-going issues regarding noise, irresponsible behavior under the influence, and other off-campus concerns of undergraduate students and full-time residents. An unexpected outcome of this partnership was the relationship I developed with the Mayor who had retired from the University years before as the Bursar. I remember attending her 65th birthday party. I met her grown children, whom she had raised as a single parent while putting herself through school, as well as a vast array of the Mayor’s political and personal friends. The Mayor’s insights and sharing of her experiences with me surpassed any classroom lessons on politics, parenthood, feminism, and leadership. There were several examples of service-learning projects working with intergenerational relationships include several of listening/story projects. In addition, UGIVE: An Intergenerational Service-Learning Program by Sharon M. Ballard and Angela Lamson at East Carolina University, The Profession of Social Work through Service-learning by Connie M. Fossen of Viterbo University, and The healing power of music by Cynthia Green Libby at Missouri State University. Oneofthechallengesinlifeisdecidingwhentochoosebetweentheheartandheadtobesttacklethesituation at hand. I would argue that it is not so binary. Some of my best learning has occurred when I was able to truly integrate the two...

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