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Show page 8 , Fall 2006 Students and professors participate in a service-learning project. donated to a food pantry. Other students grew corn, pumpkins, squash and flowers. "It didn't feel like a class, it felt like something I would do all day. I loved learning about gardening. The amount of time spent outside of class was never a sacrifice," said Kopelev. Kopelev contrasted this course with other courses he has had. "The learning came intrinsically. I didn't feel pressured to learn things, but felt free. I was interested in learning. In other classes there is that obligation to do certain things, that dryness. It's not as personal or intimate." Students learn differently in courses that get them to apply concepts outside of the classroom. Professors have to teach differently, too. "A class is a single unit, so it can be controlled. In service-learning students can be doing different things, so I am overseeing multiple dimensions. It's impossible to control. To make it work I told the students that they have to take ownership on their projects," said Luke Garrott, assistant professor of political science. Garrott teaches a class on neighborhood democracy. His 15 students are divided into five teams. Some analyze community council meetings, some are organizing a community festival in the Rose Park area, others interview government leaders, and there is also a questionnaire for residents of Glendale and Rose Park. Sansone finds herself playing with the activities and styles she uses to find out what will work. "It takes a lot of thought to try and find the best way. I always change things as I wonder 'what could make things better?'" Service-learning classes often involve forming a part- nership with a community organization, such as a food pantry or community councils, so teachers do more than work with a syllabus and what texts they will use that semester. Students and teachers have to commit to projects and make them work. Shaver knows there are a lot of risks involved. "Partners facilitate their learning. If the partner works well, they will learn well. The partner takes a risk on the students not showing up and not doing the work," said Shaver. Shaver said it is important for everyone to communicate as they navigate this three-legged stool between students, teachers and partners. Shaver noted that sometimes business partners do not realize the students are being graded on their projects and treat them as regular volunteers. Martha Bradley, associate professor of architecture, teaches an introductory class where service-learning is a concurrent enrollment option. Bradley said typically 30 students out of 300 participate, and she usually tries to have 13 projects for them to select from. "I don't always have enough students for the projects," Bradley said. "This is where communication with business partners is important, so needs can be met, even when numbers are short." The modes of learning program is concurrent enrollment, so not everyone in a class is as motivated to participate, even though two credit hours are required for the major. Sansone said typically half of the class is enrolled, and that the students who have completed the requirements do not care as much. "The negative thing about modes of learning is that |