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There is growing concern that college students lack resilience and a sense of control over their lives, which was exacerbated by the pandemic. Service-learning (S-L) provides an opportunity for less hierarchical classroom cultures that hold potential for building resilience through solvable challenges and leadership roles that are inherent for students in these courses. Our presentation will use faculty focus group and student data to examine how faculty may use the opportunities of their often less-hierarchical S-L classrooms to best design their classrooms to maximize the ways in which students can collaboratively learn from these challenges and build greater resilience.
