A Team-Based Teaching Approach to Critical Service Learning

Traditional service-learning models often prioritize student learning over community impact, relegating community partners to secondary roles as educators and reinforcing power imbalances between universities and local organizations. This article presents a critical service-learning model designed to address these limitations through two key innovations: (1) fully embedding a community partner as a co-designer and co-instructor and (2) integrating professional project management to provide structured support during and beyond the semester. We examine the implementation of this model in a sociology course co-led by a faculty member, a community leader, and a staff member with project management expertise. The course equally emphasized academic learning, relationship building, and community-based work, balancing student outcomes with the community partner’s vision. Findings suggest enhanced student learning, deeper social justice engagement, and tangible community outcomes, although course organization and continuity remained challenges. Nevertheless, this model offers a more ethical, reciprocal, and impactful framework for community-engaged learning.