This collection of papers includes lessons learned from a 3-year collaboration among faculty who had pursued a scholarly inquiry of service-learning, integrated service-learning into their curricula, altered their teaching, forged partnerships with community based organizations, and developed measures and methodologies for assessing results. The project was designed to introduce faculty to service-learning pedagogy and help them implement service-learning instruction and integrate service learning into curricula. Chapter 1, "An Introduction to Service-Learning" (Nomsa E. Geleta and Juanita Gilliam), defines service-learning and its application in teacher education programs and as: a Maryland state initiative, an effective teaching strategy, a reform strategy, and a conduit for meeting educational standards. Chapter 2, "Curriculum Integration," presents descriptions of the courses that instructors taught and infused with service-learning. Chapter 3, "Teacher Education Service-Learning Assessment" (Douglas Ball), helps beginners develop a perspective on the complexity of service-learning, specifically for measuring the impact of service-learning projects conducted within teacher education courses. Chapter 4, "Learning in the Context of Service: Concluding Thoughts" (Edward Robeck, Barbara Laster, Joel T. Jenne, and Elizabeth H. Brooks), discusses varied approaches to service-learning, reaching through difference with a commitment to serve, and the structure of and benefits from service-learning. (Chapters contain references.) (SM)