�Service combined with learning, adds value to each and transforms both.�
-Honnet and Poulsen,1998,p.1
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In our journey through life, our self-concept is deeply rooted in social relationships. Consequently, the experiences we have exert vast influences on
our self-perceptions and future decisions. With each new step, the self is not lost,
but is incorporated into a newer and different understanding (Rhoads, 1996, p24).
Because the most powerful learning takes place within �complex contexts� and real world
situations, involvement in service activities and constructively reflecting about those
experiences, creates an environment for positive personal and societal change (Eyler and
Giles, 1999, p 96). An excellent example in academia that utilizes this opportunity for growth is the concept of service-learning, which extends the learning
experience beyond the walls of the university classroom into the community. The
overarching focus of many service-learning projects is to empower students with the
ability to �successfully confront the issues and become expert citizens through increasing
values, knowledge, skills, efficacy, and commitment� (Eyler and Giles, 1999, p 163).
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Though there is no one definition, A service-learning program traditionally will
provide educational experiences:
Under which students learn and develop through active participation in thoughtfully
organized service experiences that meet actual community needs and that are coordinated in collaboration with school and community;
That are integrated into the students' academic curriculum or provides structured time for
student to think, talk, and write about what the student did and saw during the actual
service activity;
That provides a student with opportunities to use newly-acquired skills and knowledge in
real-life situations in their own communities;
That enhances what is taught by extending student learning beyond the classroom and
into the community and helps to foster the development of a sense of caring for others
[and citizenship].
(Kraft and Krug,1994)
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Overall, service-learning can be viewed as �a form of experiential education in which
students engage in activities that address human and community needs together with
structured opportunities, intentionally designed to promote student learning and
development. Reflection and reciprocity are key concepts of service-learning� (Jacoby,
1996, p5). Effective reflection is essential to facilitating a true
comprehension of the learning experience and includes material directly and indirectly
related to the course and experience. Reflection also includes the opportunity for the
students to receive community feedback from the persons being served (Jacoby, 1996,
p7). With reciprocity as another core focus, every individual and organization engaging in
service-learning should be both �a teacher and a learner� (Jacoby, 1996, p37). Because
citizenship is an important purpose of education and service-learning and citizenship are
closely related to the issue of social problem solving, a service-learning curriculum ensures
that students are better able to utilize their critical thinking abilities to effectively deal with
real world issues (Eyler and Giles, 1999, p12).
