This article examines the design and delivery of two sample courses that integrated the pedagogical approaches of traditional classroom learning, distance learning, and service learning. It examines the perspectives of students, the client organization, and the instructor and addresses potential pitfalls, lessons learned, and recommendations for success. The author presents an analysis of the quality of student learning and outcomes of this multi-faceted educational environment as compared to past student performance and the products produced using traditional teaching methods. Finally, the author draws conclusions and offers recommendations for future research.
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