Abstract
Despite evidence that service-learning projects can have positive effects on students' learning and civic engagement, such projects are not yet widely utilized in political science. This seems to be driven, in part, by the concern that service-learning projects may politicize students. In my Urban Politics and Policy class, I implemented a service-learning project that sought to avoid the problem of politicization. This project focused on developing a sustainable master plan in a local community. While the experience had some limitations, assessment data demonstrate a positive impact on my students' understanding of the material covered in class and their civic engagement. Service-learning projects focused on master planning can be of use in many general political science classes.