Service LearningHow did one departmental faculty generate 12,000 hours of student community service in one semester? The following is a qualitative analysis of conversations with faculty in a department that recently instituted a service-learning requirement for all majoring students. The campus is a large, global urban university with a multi-ethnic student body. For this study, approximately fifteen teachers were interviewed. Although the majority of respondents included service learning components in their courses, interviews were also conducted with faculty members who opposed or refused to incorporate service learning in order to understand faculty's varying attitudes toward service learning. learning. BACKGROUND After participating in an Engaged Department Institute sponsored by Campus Compact, a service-learning requirement was established for all majors in the department studied beginning in fall 2002. All faculty were encouraged to incorporate service-learning into their their courses. A training session on service-learning was the centerpiece of a departmental retreat in January 2002. To develop closer relationships with community agencies, the department hosted a faculty partnership luncheon the following fall semester. Potential community partners were invited to meet with faculty in an effort to forge new relationships with the University. In order to institutionalize service learning, all recruiting announcements specifically mention service learning, and all new hires are expected to include service learning components in their coursework. As a result of these efforts, this department went from teaching only a few courses with service-learning components to offering twenty-five different classes (thirteen courses) by fall 2002. A number of facilitators have helped this department achieve these results. Mini-grants available on campus funded the faculty partnership lunch. Additionally, four faculty members received mini-grants to develop service-learning components in their courses. Departmental leadership has been a strong supporter of service-learning. Recognition from the discipline improved this department's image on campus when the discipline's newsletter highlighted progress in service learning in the department. The Office of Community Service Learning has been helpful in training and assisting faculty interested in developing service learning components in their courses. The campus generally recognizes service learning and provides rewards for those involved in service learning. Two of these undergraduate awards were given to members of the department studied. Challenges were encountered when implementing this requirement. For example, many teachers 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.