Experiences in teaching internship courses illustrate some of the advantages of teaching sociological practice through community service. For example, a course requirement to spend nine hours of each week of a semester in an advocacy group provides a richer variety of opportunities for students to learn about themselves, society, sociological theory, and research methodologies than is possible in conventional lecture-discussion classes. Furthermore, becoming participants in sociological interventions heightens students' awareness of related ethical concerns, as well as of the complexity of social problems, and of how to define viable individual and collective solutions.
Hall, C. Margaret
"Clinical Sociology in Service-Learning,"
Clinical Sociology Review: Vol. 14:
1, Article 12.
Available at: https://digitalcommons.wayne.edu/csr/vol14/iss1/12