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Service learning aims to promote academic learning and meet community needs. When students interview elderly residents in a nursing home about their experiences during World War II, they gain eyewitness historical information and provide company to persons who otherwise may have few visitors. Such situations are designed to be "win-win." Students who serve gain; those served gain. On the surface, this would seem to be a reciprocal relationship, each party meeting another's needs. But is it really? Are those who receive service the equals of those who serve, particularly in the eyes of those giving service? In this article, the authors describe a service learning project wherein they attempted to blur the lines between those serving and those being served, and between those teaching and those learning. The Learning With Adolescents, Learning From Adolescents project, which they began in the fall of 2000, is part of an adolescent development class in the teacher education program at Mills College and the "Introduction to Teaching and Learning" class at West Side High School's Teaching and Learning Academy. The project brought together graduate students seeking secondary school teaching credentials with 10th graders enrolled in a special program preparing young people for careers in education. The goals for teacher education students were to learn with adolescents about issues central to the profession of teaching, to question assumptions about adolescents, to perceive teaching and learning through the eyes of adolescents, and to view adolescents as sources of information for teachers. The goals for the high school students were parallel, with an emphasis on learning about teaching from teachers and challenging stereotypes about teachers. (Contains 2 notes.)

Purpose: In advanced urothelial cancer, treatment with dose-dense methotrexate, vinblastine, doxorubicin, and cisplatin (ddMVAC) results in a high response rate, less toxicity, and few dosing delays. We explored the efficacy and safety of neoadjuvant ddMVAC with pegfilgrastim support in muscle-invasive urothelial cancer (MIUC)., Patients and Methods: Patients with cT2-cT4, N0-1, M0 MIUC were enrolled. Four cycles of ddMVAC were administered, followed by radical cystectomy. The primary end point was pathologic response (PaR) defined by pathologic downstaging to ≤ pT1N0M0. The study used Simon's optimal two-stage design to evaluate null and alternative hypotheses of PaR rate of 35% versus 55%. Secondary end points included toxicity, disease-free survival (DFS), radiologic response (RaR), and biomarker correlates, including ERCC1., Results: Between December 2008 and April 2012, 39 patients (cT2N0, 33%; cT3N0, 18%; cT4N0, 3%; cT2-4N1, 43%; unspecified, 3%) were enrolled. Median follow-up was 2 years. Overall, 49% (80% CI, 38 to 61) achieved PaR of ≤ pT1N0M0, and we concluded this regimen was effective. High-grade (grade ≥ 3) toxicities were observed in 10% of patients, with no neutropenic fevers or treatment-related death. One-year DFS was 89% versus 67% for patients who achieved PaR compared with those who did not (hazard ratio [HR], 2.6; 95% CI, 0.8 to 8.1; P = .08) and 86% versus 62% for patients who achieved RaR compared with those who did not (HR, 4.1; 95% CI, 1.3 to 12.5; P = .009). We found no association between serum tumor markers or ERCC1 expression with response or survival., Conclusion: In patients with MIUC, neoadjuvant ddMVAC was well tolerated and resulted in significant pathologic and radiologic downstaging., (© 2014 by American Society of Clinical Oncology.)