Introduction: Why Is Service-Learning So Pervasive in Environmental Studies Programs? by Harold Ward.

PART ONE.

An Undergraduate Course as a Consulting Company by James F. Hornig;

The Challenges of Integrating Service-Learning in the Biology: Environmental Science Curriculum at Colby College by David H. Firmage and F. Russell Cole;

Evolution of the Consultant Model of Service-Learning, Bates College, Lewiston, Maine by Lois K. Ongley, Curtis Bohlen, and Alison S. Lathrop;

The Ethics of Community/Undergraduate Collaborative Research in Chemistry by Alanah Fitch, Aron Reppmann, and John Schmidt;

Evolving a Service-Learning Curriculum at Brown University: Or, What We Learned From Our Community Partners by Harold Ward;

A View From the Bottom of the Heap: A Junior Faculty Member Confronts the Risks of Service-Learning by Katrina Smith Korfmacher.

PART TWO.

Raising Fish and Tomatoes to Save the Rustbelt by Eric Pallant;

Fulfilling and Expanding the Mission of a Community College by Janice Alexander;

Connecting With Human and Natural Communities at Middlebury College by John Elder, Christopher McGrory Klyza, Jim Northup and Stephen Trombulak;

An Educational Strategy to Reduce Exposure of Urban Children to Environmental Lead: ENVS 404 at the University of Pennsylvania by Robert Giegengack, Walter Cressler, Peter Bloch, and Joanne Piesieski;

Connecting the Classroom and the Community: A Southern California Experience by Nan Jenks-Jay;

An Experiment in Environmental Service-Learning by Calvin F. Exoo;

Service-Learning in Environmental Studies at the University of Vermont through a Senior Capstone Course on Environmental Problem Solving and Consulting by Thomas R. Hudspeth;

Industrial Areas and Natural Areas: Service-Learning in Southeast Michigan by Orin G. Gelderloos;

ALLARM: A Case Study on the Power and the Challenge of Service in Undergraduate Science Education by Candie C. Wilderman;

Environmental Service and Learning at John Carroll University: Lessons From the Mather Project by Mark Diffenderfer.

AFTERWORD.

Peter Blaze Corcoran (North American Association for Environmental Education)