Service learning in Colombian and US sociology departments: guidelines for curriculum planning

Abstract

Experiential service learning is widely used in a variety of disciplines but is especially appropriate for sociology because the field places emphasis on connections between theory and the real world. There is also a strong tendency in sociology departments to stress community service and social justice. This article explores guidelines for planning and implementation of service learning in the sociology curriculum. Using examples from Colombia and the United States, is demonstrated that the service learning component varies depending on the social and institutional context and that it can be carried out successfully in very different ways.