The university traditionally has had three roles: a) student instruction, b) pure
research, and c) community service. While these roles have become disconnected in the
contemporary university, they have remained integrated in Historically Black Colleges
and Universities (HBCUs). Due to budgetary constraints and constituent expectations,
HBCU faculty and students have pursued these roles simultaneously. In recent years, the
concept of “service learning” has been used by HBCUs to further integrate traditional
university roles. Service learning involves student performance of course competencies in
a community setting. This pedagogical approach has been beneficial for HBCUs because a) student projects aid the community, b) data from student projects may form the basis
for faculty research, and c) service learning has shown promise as an effective form of
instruction for non-traditional students who are a large contingent of HBCU students.
This paper describes how service learning has been used at one HBCU—Harris-Stowe
State University—to assume the roles of a university as it transitions from being a college
to a university.