摘要：Career training and education for active citizenship involving students in service to the greater community need not be viewed as distinct and juxtaposed pedagogies. Through systematic curriculum development, that includes groupwork fundamentals, experiential-learning activities, and service-learning experiences, these two educational approaches can be quite complementary and provide students with a deeper understanding of practice-based knowledge, as well as skills and knowledge to effectively respond to broader based contextual factors. Recreation therapy students at the University of Southern Maine, with background in these knowledge areas, were not only able to become effective practitioners but also obtained a broader worldview, and increased their willingness to actively engage with their professional organization and the clientele served, thus impacting both the profession and their communities.
