Most neuroscience faculty share the common goal of maximizing student understanding of course material and increasing student excitement for the discipline. There is evidence that educational practices such as service learning, which is characterized by the fact that it both addresses a need in the community and meets key learning objectives in a course, can help accomplish these goals in an impactful way. This article describes the implementation of a service learning project at an assisted-living facility in an upper-level neuropsychology course. In addition, results of student self-evaluations indicate that students self-report higher understanding of course content and skills associated with working with people with disabilities. Lastly, a discussion of some benefits of implementation is provided along with advice to others wishing to implement a similar service learning project. This advice will help ensure a positive experience for students in the course as well as for residents at the assisted-living facility.
Keywords: age-related dementia; alzheimer’s disease; assisted-living; neuropsychology; service learning.