THE MAKING OF AN ACTIVIST-SCHOLAR, OR MY YEAR AS A CONGRESSIONAL FELLOW

by Kimala Price

Over the past two decades, educators have increasingly promoted service-learning education. Many colleges and universities have developed courses that link hands-on experience with learning. By requiring students to volunteer in community-based organizations, the hope is that students will develop into civic-minded, socially conscious, productive citizens (Bearner; Deans and Meyer-Goncalves; Hatcher; Jacoby et al.; Kraft and Swandener; McGoldrick). Service learning has been particularly salient for women's studies, which has supported bridging the artificial gap between theory and practice. Unfortunately, many service-learning programs are developed solely for undergraduate students. However, such programs should not be limited to undergraduates, as service-learning education can be a great learning tool for graduate and professional school students as well. With more women's studies departments creating graduate programs, they should consider developing service-learning programs for graduate students, or actively encourage graduate students to pursue opportunities that would allow them to put what they have learned into practice.