<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Forsyth, Ann</style></author><author><style face="normal" font="default" size="100%">Lu, Henry</style></author><author><style face="normal" font="default" size="100%">McGirr, Patricia</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Inside the Service Learning Studio in Urban Design</style></title><secondary-title><style face="normal" font="default" size="100%">Landscape Journal</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">1999</style></year><pub-dates><date><style  face="normal" font="default" size="100%">1999-09-21 01:00:00</style></date></pub-dates></dates><pages><style  face="normal" font="default" size="100%">166-178</style></pages><doi><style  face="normal" font="default" size="100%">10.3368/lj.18.2.166</style></doi><volume><style face="normal" font="default" size="100%">18</style></volume><issue><style face="normal" font="default" size="100%">2</style></issue><abstract><style  face="normal" font="default" size="100%">Traditionally landscape architecture education has used the design studio as the core of its curriculum in which students learn through the master-apprentice model. This paper discusses an alternative teaching model, community service learning, in which students learn from multiple sources while providing a service to disadvantaged communities. Based on the results of two undergraduate urban design studios that used the service learning model, a case study approach is used to evaluate the role of community service learning in low-income and ethnically-diverse neighborhoods. It argues that service learning studios can help landscape architecture students learn the skills necessary to work in an increasingly complex and multi-cultural context.</style></abstract></record></records></xml>