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Service-learning courses provide students with practical opportunities to enhance their learning and development in the field, along with getting students engaged in different communities and settings. However, there are still many challenges to designing and offering effective service-learning courses, such as requiring all students to participate in the service-learning component and creating a larger workload for teachers. The purpose of this article is to provide a detailed description of a service-learning course in the sport-based youth development field that addresses these concerns. By partnering with a community-based organization, students enrolled in this service-learning course were able to participate in two ways: (1) serving as a student leader in the 10-week program or (2) serving as a formative evaluator by watching the videotaped sessions each week and providing constructive feedback to their peers. Through an independent study option, some students could also serve as summative evaluators of the program. This article describes the service-learning course and sport-based youth development program, with in-depth reflections from three graduate students detailing their experiences serving in different roles. The article also provides practical implications for teachers and practitioners, serving as one example of a successful service-learning course that maximizes student engagement, learning and development.

Declining enrollment in the physical sciences at university is causing concern among higher education institutions, governments and industry. In response, renewed attention is being paid to the tertiary science background of school teachers, given their key role in both preparing and enthusing students for tertiary science study. A recent study, "Who's Teaching Science?," has provided the first national picture of both the supply and tertiary qualifications of Australia's secondary school science teachers. While there is no shortage of teachers with strong grounding in the life sciences, schools are struggling to adequately staff senior science classes in Physics and Chemistry. This is a growing problem: large numbers of science teachers are set to retire, and many younger and early career teachers are expressing dissatisfaction with their careers. This paper highlights the findings most relevant for the university sector, and examines the policy implications, including those for the curriculum design of both science and teacher education programs. (Contains 4 tables and 3 figures.)