For as long as I’ve been in school, some sixteen odd years, I have been taught the exact same way no matter the course. Whether it be a science class, or a history class I was taught in the same general format. Teacher teaches, student takes notes so student can get a passing grade on the upcoming exam, student takes exam; student forgets all of the content after the fact. Rinse, repeat. I disagree with this conventional method of teaching and feel as though it is outdated and should no longer be considered a method at all. In “Creating Grassroots Change through Service Learning” written by Barbara A. Carson, Carson introduces a different way of learning referred to as service learning. I wholeheartedly endorse the idea of what Carson calls service learning. According to Carson(2001), “Service learning is a form of experiential education in which students perform service within the community and then spend classroom time reflecting on and analyzing their experiences (pg. 193)”. Specifically in a Sociology course this would mean focusing on some social problem or concern and finding agencies or organizations that work toward the betterment or solution of those issues. I believe this to be a useful way of learning because in my experience in higher education I have participated in this type of classroom. For my Fieldwork class, the curriculum is set up representative of this service learning concept. I work in the field with an agency for ten hours a week on my own, outside of the classroom. We meet in a formal classroom setting weekly and class time is spent in a seminar format. My peers and I share our experiences in the field with each other as well as my practiced instructor. I find this set up is extremely successful not only in terms of functionality but the amount of discussion and classroom participation is way greater than in my other classes. I believe this is due to the fact that every student has their own un