Abstract
Service-learning, as a pedagogical technique, presents unique learning opportunities for students, where they get to use their skills and knowledge from courses to help improve communities that have particular needs. Barry University has recently begun to expand it program across the school, reaching into disciplines that are not often associated with service-learning. Barry is also a school that presents itself as aware of inequality, with the goal of helping to diminish it. However, there is a clear lack of philosophical direction behind the application of service-learning. This research seeks to ascertain the extent to which community-based philosophy is being employed at Barry by interviewing faculty members and students, a total of twenty-five (25) participants, about their experiences with service-learning. The findings suggest that there are many problems with service-learning at this institution, leaving all parties involved wanting more from this practice. From the findings a series of policy implications are made in the hope of further strengthening service-learning at Barry, and making it a community-based endeavor.