Service LearningHow did a professor in one department generate 12,000 hours of student community service in one semester? The following is a qualitative analysis of conversations with faculty members in a department that recently instituted a service-learning requirement for all honors students. The campus is a large comprehensive urban university with a multi-ethnic student body. Around fifteen teachers were interviewed for this study. Although most interviewees included elements of service-learning in their courses, interviews with faculty members who resisted or refused to integrate service-learning were also conducted in order to understand the different attitudes of professors toward service-learning. BACKGROUND Following their participation in an engaged departmental institute sponsored by Campus Compact, a service-learning requirement was instituted for all majors in the department studied beginning in fall 2002. All faculty were encouraged to integrate the service learning in their courses. A training session on service-learning was the centerpiece of a departmental retreat in January 2002. To develop closer relationships with community organizations, the department hosted a faculty partnership luncheon in the semester next fall. Potential community partners were invited to meet with faculty in an effort to forge new relationships with the University. To institutionalize service-learning, all recruitment announcements specifically mention service-learning and all new hires must include service-learning components in their courses. Through these efforts, this department went from teaching only a few courses with service-learning components to offering twenty-five different classes (thirteen courses) in the fall of 2002. A number of facilitators have helped this department achieve these achievements. Mini-grants available on campus funded the Faculty Partnership Luncheon. Additionally, four faculty members received mini-grants to develop service-learning components in their courses. Department leaders are strong advocates of service-learning. Recognition of the discipline improved the image of this department on campus when the discipline newsletter highlighted the progress of service learning in the department. The Office of Community Service Learning has been helpful in training and assisting faculty interested in developing service-learning elements in their courses. The campus generally recognizes service-learning and gives awards to those involved in service-learning. Two of these campus awards were given to members of the department studied. Challenges were encountered in implementing this requirement. For example, many faculty members do not live in the area and have no knowledge of the local community and its resources and therefore have had difficulty developing community partnerships..