A service-learning course at a midsized Midwestern research university was modified over a period of six years to integrate best-practice pedagogies that have been shown to increase civic engagement by students. Best-practice pedagogies included regular interaction with community partner(s), significant time spent on the service activity, and…

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science…