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id="toc-In_Native_American_communities" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#In_Native_American_communities"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.1</span> <span>In Native American communities</span> </div> </a> <ul id="toc-In_Native_American_communities-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Religious_aspects" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Religious_aspects"> <div class="vector-toc-text"> <span class="vector-toc-numb">4.2</span> <span>Religious aspects</span> </div> </a> <ul id="toc-Religious_aspects-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Uses_in_academic_fields" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Uses_in_academic_fields"> <div class="vector-toc-text"> <span class="vector-toc-numb">5</span> <span>Uses in academic fields</span> </div> </a> <button 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href="#Diversity_awareness"> <div class="vector-toc-text"> <span class="vector-toc-numb">6.3</span> <span>Diversity awareness</span> </div> </a> <ul id="toc-Diversity_awareness-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Serving_communities" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Serving_communities"> <div class="vector-toc-text"> <span class="vector-toc-numb">6.4</span> <span>Serving communities</span> </div> </a> <ul id="toc-Serving_communities-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Critiques" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Critiques"> <div class="vector-toc-text"> <span class="vector-toc-numb">7</span> <span>Critiques</span> </div> </a> <ul id="toc-Critiques-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Variations_of_service-learning" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Variations_of_service-learning"> <div class="vector-toc-text"> <span class="vector-toc-numb">8</span> <span>Variations of service-learning</span> </div> </a> <button aria-controls="toc-Variations_of_service-learning-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Variations of service-learning subsection</span> </button> <ul id="toc-Variations_of_service-learning-sublist" class="vector-toc-list"> <li id="toc-eService-Learning" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#eService-Learning"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.1</span> <span>eService-Learning</span> </div> </a> <ul id="toc-eService-Learning-sublist" class="vector-toc-list"> <li id="toc-Reflection_2" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Reflection_2"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.1.1</span> <span>Reflection</span> </div> </a> <ul id="toc-Reflection_2-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Advantages" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Advantages"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.1.2</span> <span>Advantages</span> </div> </a> <ul id="toc-Advantages-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Comprehensive_Action_Plan_for_Service_Learning_(CAPSL)" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Comprehensive_Action_Plan_for_Service_Learning_(CAPSL)"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.2</span> <span>Comprehensive Action Plan for Service Learning (CAPSL)</span> </div> </a> <ul id="toc-Comprehensive_Action_Plan_for_Service_Learning_(CAPSL)-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Critical_service_learning" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Critical_service_learning"> <div class="vector-toc-text"> <span class="vector-toc-numb">8.3</span> <span>Critical service learning</span> </div> </a> <ul id="toc-Critical_service_learning-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Notable_people" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Notable_people"> <div class="vector-toc-text"> <span class="vector-toc-numb">9</span> <span>Notable people</span> </div> </a> <ul id="toc-Notable_people-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-See_also" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#See_also"> <div class="vector-toc-text"> <span class="vector-toc-numb">10</span> <span>See also</span> </div> </a> <ul id="toc-See_also-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-References" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#References"> <div class="vector-toc-text"> <span class="vector-toc-numb">11</span> <span>References</span> </div> </a> <ul id="toc-References-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Further_reading" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Further_reading"> <div class="vector-toc-text"> <span class="vector-toc-numb">12</span> <span>Further reading</span> </div> </a> <ul id="toc-Further_reading-sublist" class="vector-toc-list"> </ul> </li> </ul> </div> </div> </nav> </div> </div> <div class="mw-content-container"> <main id="content" class="mw-body"> <header class="mw-body-header vector-page-titlebar"> <nav aria-label="Contents" class="vector-toc-landmark"> <div id="vector-page-titlebar-toc" class="vector-dropdown vector-page-titlebar-toc vector-button-flush-left" > <input type="checkbox" id="vector-page-titlebar-toc-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-vector-page-titlebar-toc" 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href="https://ca.wikipedia.org/wiki/Aprenentatge_servei" title="Aprenentatge servei – Catalan" lang="ca" hreflang="ca" data-title="Aprenentatge servei" data-language-autonym="Català" data-language-local-name="Catalan" class="interlanguage-link-target"><span>Català</span></a></li><li class="interlanguage-link interwiki-de mw-list-item"><a href="https://de.wikipedia.org/wiki/Service_Learning" title="Service Learning – German" lang="de" hreflang="de" data-title="Service Learning" data-language-autonym="Deutsch" data-language-local-name="German" class="interlanguage-link-target"><span>Deutsch</span></a></li><li class="interlanguage-link interwiki-es mw-list-item"><a href="https://es.wikipedia.org/wiki/Aprendizaje-servicio" title="Aprendizaje-servicio – Spanish" lang="es" hreflang="es" data-title="Aprendizaje-servicio" data-language-autonym="Español" data-language-local-name="Spanish" class="interlanguage-link-target"><span>Español</span></a></li><li class="interlanguage-link interwiki-eu mw-list-item"><a href="https://eu.wikipedia.org/wiki/Zerbitzu-ikaskuntza" title="Zerbitzu-ikaskuntza – Basque" lang="eu" hreflang="eu" data-title="Zerbitzu-ikaskuntza" data-language-autonym="Euskara" data-language-local-name="Basque" class="interlanguage-link-target"><span>Euskara</span></a></li><li class="interlanguage-link interwiki-fa mw-list-item"><a href="https://fa.wikipedia.org/wiki/%DB%8C%D8%A7%D8%AF%DA%AF%DB%8C%D8%B1%DB%8C_%D8%AE%D8%AF%D9%85%D8%AA%E2%80%8C%D9%85%D8%AD%D9%88%D8%B1" title="یادگیری خدمت‌محور – Persian" lang="fa" hreflang="fa" data-title="یادگیری خدمت‌محور" data-language-autonym="فارسی" data-language-local-name="Persian" class="interlanguage-link-target"><span>فارسی</span></a></li><li class="interlanguage-link interwiki-ja mw-list-item"><a href="https://ja.wikipedia.org/wiki/%E3%82%B5%E3%83%BC%E3%83%93%E3%82%B9%E3%83%A9%E3%83%BC%E3%83%8B%E3%83%B3%E3%82%B0" title="サービスラーニング – Japanese" lang="ja" hreflang="ja" data-title="サービスラーニング" data-language-autonym="日本語" data-language-local-name="Japanese" class="interlanguage-link-target"><span>日本語</span></a></li><li class="interlanguage-link interwiki-pl mw-list-item"><a href="https://pl.wikipedia.org/wiki/Uczenie_si%C4%99_poprzez_zaanga%C5%BCowanie" title="Uczenie się poprzez zaangażowanie – Polish" lang="pl" hreflang="pl" data-title="Uczenie się poprzez zaangażowanie" data-language-autonym="Polski" data-language-local-name="Polish" class="interlanguage-link-target"><span>Polski</span></a></li><li class="interlanguage-link interwiki-ru mw-list-item"><a href="https://ru.wikipedia.org/wiki/%D0%9E%D0%B1%D1%83%D1%87%D0%B5%D0%BD%D0%B8%D0%B5_%D1%81%D0%BB%D1%83%D0%B6%D0%B5%D0%BD%D0%B8%D1%8E" title="Обучение служению – Russian" lang="ru" hreflang="ru" data-title="Обучение служению" data-language-autonym="Русский" data-language-local-name="Russian" class="interlanguage-link-target"><span>Русский</span></a></li><li class="interlanguage-link interwiki-uk mw-list-item"><a href="https://uk.wikipedia.org/wiki/%D0%A1%D1%83%D1%81%D0%BF%D1%96%D0%BB%D1%8C%D0%BD%D0%BE_%D0%BE%D1%80%D1%96%D1%94%D0%BD%D1%82%D0%BE%D0%B2%D0%B0%D0%BD%D0%B5_%D0%BD%D0%B0%D0%B2%D1%87%D0%B0%D0%BD%D0%BD%D1%8F" title="Суспільно орієнтоване навчання – Ukrainian" lang="uk" hreflang="uk" data-title="Суспільно орієнтоване навчання" data-language-autonym="Українська" data-language-local-name="Ukrainian" class="interlanguage-link-target"><span>Українська</span></a></li><li class="interlanguage-link interwiki-zh mw-list-item"><a href="https://zh.wikipedia.org/wiki/%E6%9C%8D%E5%8B%99%E5%AD%B8%E7%BF%92" title="服務學習 – Chinese" lang="zh" hreflang="zh" data-title="服務學習" data-language-autonym="中文" data-language-local-name="Chinese" class="interlanguage-link-target"><span>中文</span></a></li> </ul> <div class="after-portlet after-portlet-lang"><span class="wb-langlinks-edit wb-langlinks-link"><a href="https://www.wikidata.org/wiki/Special:EntityPage/Q1597965#sitelinks-wikipedia" title="Edit interlanguage 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Please discuss this issue on the article's <a href="/wiki/Talk:Service-learning" title="Talk:Service-learning">talk page</a>.</span> <span class="date-container"><i>(<span class="date">August 2023</span>)</i></span></div></td></tr></tbody></table> </div> </div><span class="hide-when-compact"><i> (<small><a href="/wiki/Help:Maintenance_template_removal" title="Help:Maintenance template removal">Learn how and when to remove this message</a></small>)</i></span></div></td></tr></tbody></table> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Service_Learning_at_Batam.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/4/4e/Service_Learning_at_Batam.jpg/220px-Service_Learning_at_Batam.jpg" decoding="async" width="220" height="165" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/4/4e/Service_Learning_at_Batam.jpg/330px-Service_Learning_at_Batam.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/4/4e/Service_Learning_at_Batam.jpg/440px-Service_Learning_at_Batam.jpg 2x" data-file-width="2592" data-file-height="1944" /></a><figcaption>A Service Learning Project at Butam organized by MaxPac Travel for Catholic Junior College students. January 15, 2009. Tay Yong Seng.</figcaption></figure> <p><b>Service-learning</b> is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs. </p><p>Service-learning involves students (k–12, higher education) in service projects to apply classroom learning for local agencies that exist to effect positive change in the community.<sup id="cite_ref-1" class="reference"><a href="#cite_note-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> The <a href="/wiki/National_Youth_Leadership_Council" title="National Youth Leadership Council">National Youth Leadership Council</a> defines service learning as "a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards."<sup id="cite_ref-2" class="reference"><a href="#cite_note-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup> </p><p>Author Barbara Jacoby defines service-learning as "a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection designed to achieve desired learning outcomes."<sup id="cite_ref-3" class="reference"><a href="#cite_note-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> </p><p>Service learning combines both <a href="/wiki/Experiential_learning" title="Experiential learning">experiential learning</a> and <a href="/wiki/Community_service" title="Community service">community service</a>.<sup id="cite_ref-4" class="reference"><a href="#cite_note-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup> </p> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="Definition">Definition</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=1" title="Edit section: Definition"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p><b>Service-learning</b> "occurs when there is a balance between learning goals and service outcomes."<sup id="cite_ref-Furco_5-0" class="reference"><a href="#cite_note-Furco-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 72">: 72 </span></sup> </p><p>Robert Sigmon's Service and Learning Typology describes four varieties of service learning based on their aims, using changes in capitalization and hyphenation to indicate different emphases on service and learning: </p> <ul><li>Service-learning: "LEARNING goals primary; service outcomes secondary"</li> <li>SERVICE-Learning: "SERVICE outcomes primary; learning goals secondary"</li> <li>service learning: "service and learning goals completely separate"</li> <li>SERVICE-LEARNING: "SERVICE and LEARNING goals of equal weight and each enhances the other for all participants"<sup id="cite_ref-Sigmon_1997_6-0" class="reference"><a href="#cite_note-Sigmon_1997-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup></li></ul> <p>Service learning experiences are intended to benefit both the students and the community served. Service learning allows for publicly engaged scholarship (PES),<sup id="cite_ref-:1_7-0" class="reference"><a href="#cite_note-:1-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup> which allows students to collaborate with their local communities to promote peace and social betterment. The value of reciprocity between students and community is prioritized through relationships that are not hierarchical; they are collaborative.<sup id="cite_ref-8" class="reference"><a href="#cite_note-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="History">History</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=2" title="Edit section: History"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In <i>Building Partnerships for Service-Learning</i>, Barbara Jacoby writes that Service-learning "is based on the work of researchers and theorists on learning, including <a href="/wiki/John_Dewey" title="John Dewey">John Dewey</a>, <a href="/wiki/Jean_Piaget" title="Jean Piaget">Jean Piaget</a>, <a href="/wiki/Kurt_Lewin" title="Kurt Lewin">Kurt Lewin</a>, <a href="/wiki/Donald_Schon" class="mw-redirect" title="Donald Schon">Donald Schon</a>, and <a href="/wiki/David_Kolb" title="David Kolb">David Kolb</a>, who believe that we learn through combinations of action and reflection."<sup id="cite_ref-9" class="reference"><a href="#cite_note-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> </p><p>Service learning programs have developed rapidly within the last 30 years. From 1995 to 1997, 458 universities received grants from the Corporation for National Service's Learn and Serve Higher Education (LASHE). This facilitated development of 3,000 new service-learning courses that benefit an average of more than 60 students per course.<sup id="cite_ref-Eyler_1999_10-0" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> </p><p>In 1979, Robert Sigmon said the term, which was relatively new, was being used to describe a number of different volunteer actions and experiential education programs.<sup id="cite_ref-Sigmon1979_11-0" class="reference"><a href="#cite_note-Sigmon1979-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup> In the late 1960s, Sigmon wrote that the Southern Regional Education Board (SREB) popularized a service-learning internship model that defined service-learning as "the integration of the accomplishment of a public task with conscious educational growth."<sup id="cite_ref-Sigmon1979_11-1" class="reference"><a href="#cite_note-Sigmon1979-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 9">: 9 </span></sup> </p> <div class="mw-heading mw-heading3"><h3 id="In_American_education">In American education</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=3" title="Edit section: In American education"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In 1992 Maryland adopted statewide service-learning requirements for high school graduation.<sup id="cite_ref-12" class="reference"><a href="#cite_note-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> In the same year, the District of Columbia also adopted such requirements.<sup id="cite_ref-13" class="reference"><a href="#cite_note-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup> </p><p>A number of other states have allowed credit toward graduation for service-learning/community service.<sup id="cite_ref-14" class="reference"><a href="#cite_note-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Impacts">Impacts</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=4" title="Edit section: Impacts"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ol><li><b>Personal Connections:</b> When a person is passionate about a certain topic or cause, they are likely to want to make a difference by trying to mend help in that area.<sup id="cite_ref-Eyler_1999_10-1" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 14–15">: 14–15 </span></sup> Lifelong learners develop from students who are personally connected with their passion.</li> <li><b>Usefulness of service-learning:</b> according to Eyler, can impact a student for the rest of their lives.<sup id="cite_ref-Eyler_1999_10-2" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 15–16">: 15–16 </span></sup></li> <li><b>The development of learning:</b> Much of the knowledge that students have is not self-consumed, but rather developed from training obtained from the classroom and from daily life. Any thought or active development attained during service is more liable to impact the student and the students' surroundings.<sup id="cite_ref-Eyler_1999_10-3" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 16–17">: 16–17 </span></sup></li> <li><b>Transformational aspect of service-learning:</b> Students who participate in service are likely to develop different ways of thinking and approaching life. It may be a service-learning course that impacts the students' frame of thinking, while transforming the community as well.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (March 2024)">citation needed</span></a></i>]</sup></li> <li><b>Finding citizenship in our communities:</b> While students are serving and impacting the community, they are very likely to find their role in society. Students can realize that they can make a difference, which can lead to citizenship and active involvement in their communities.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (March 2024)">citation needed</span></a></i>]</sup></li></ol> <div class="mw-heading mw-heading3"><h3 id="Factors">Factors</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=5" title="Edit section: Factors"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>According to Eyler and Giles Jr., who conducted nationwide studies on service-learning, factors that influence its impact on students include placement quality, duration, and reflection.<sup id="cite_ref-Eyler_1999_10-4" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 54–56">: 54–56 </span></sup><sup id="cite_ref-:0_15-0" class="reference"><a href="#cite_note-:0-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> A recent sample study assessed the benefits of service learning in undergraduate public health education course using the Civic Attitudes and Skills Questionnaire. Overall, students reported increases in their civic attitudes and skills. However, individuals reporting poor team dynamics consistently reported lower levels of improvement than those reporting great team dynamics.<sup id="cite_ref-16" class="reference"><a href="#cite_note-16"><span class="cite-bracket">[</span>16<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading4"><h4 id="Placement_quality">Placement quality</h4><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=6" title="Edit section: Placement quality"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>According to Eyler and Giles, "<i>Placement quality</i> refers to the extent that students in their community placements are challenged, are active rather than observers, do a variety of tasks, feel that they are making a positive contribution, have important levels of responsibility, and receive input and appreciation from supervisors in the field."<sup id="cite_ref-Eyler_1999_10-5" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 33">: 33 </span></sup> According to their research, placement quality has measurable effects on such things as "personal development outcomes," "increased leadership and communication skill," and connection to community, faculty, and other students.<sup id="cite_ref-Eyler_1999_10-6" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 54–56">: 54–56 </span></sup> </p> <div class="mw-heading mw-heading4"><h4 id="Duration">Duration</h4><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=7" title="Edit section: Duration"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In <i>The Importance of Program Quality in Service-Learning,</i> Eyler and Giles state: "a program or a sequence of experiences needs to be of a long enough duration to have a developmental impact."<sup id="cite_ref-:0_15-1" class="reference"><a href="#cite_note-:0-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> This view is expanded upon by Alexander W. Astin and Linda J. Sax. In their opinion, "the amount of time devoted to providing service carries additional benefits beyond those benefits associated with the type of service performed, especially in the areas of civic responsibility and life skill development."<sup id="cite_ref-17" class="reference"><a href="#cite_note-17"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></a></sup> </p><p>But how much time is enough? According to J. Beth Mabry, "students should spend at least fifteen to nineteen hours in their service activities to have adequate exposure to the people and issues their service addresses."<sup id="cite_ref-18" class="reference"><a href="#cite_note-18"><span class="cite-bracket">[</span>18<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading4"><h4 id="Reflection">Reflection</h4><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=8" title="Edit section: Reflection"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>An essential feature of <a href="/wiki/Service_learning_programs" title="Service learning programs">service-learning programs</a>, reflection is a period of critical thinking performed by the student. For many advocates of the pedagogy, reflection may symbolize the learning that occurs in the student. Janet Eyler and Dwight E. Giles provide an example of this opinion in their book, <i>Where's the Learning in Service-Learning?</i> when they state: "learning occurs through a cycle of action and reflection, not simply through being able to recount what has been learned through reading and lecture."<sup id="cite_ref-Eyler_1999_10-7" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> Also, the National Service Learning Clearinghouse considers reflection a "core component" of service-learning.<sup id="cite_ref-19" class="reference"><a href="#cite_note-19"><span class="cite-bracket">[</span>19<span class="cite-bracket">]</span></a></sup> </p><p>It is important to point out the importance of the role of reflection in service-learning. The hyphen in between the service and learning links to the key role of reflection or “learning” after the physical act of service has taken place.<sup id="cite_ref-Eyler_1999_10-8" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> </p><p>Some higher education programs require a reflection component in their service-learning classes. The University of Minnesota is one such institution that includes required reflection activities with its service learning classes.<sup id="cite_ref-:2_20-0" class="reference"><a href="#cite_note-:2-20"><span class="cite-bracket">[</span>20<span class="cite-bracket">]</span></a></sup> </p><p>Reflection may be done individually or as a group activity. Wartburg College in Indiana published a list of reflection activity suggestions on their website. These included various types of journaling, brainstorming as a group, using quotes, writing essays and papers, structured class discussions, and class presentations among other ideas.<sup id="cite_ref-21" class="reference"><a href="#cite_note-21"><span class="cite-bracket">[</span>21<span class="cite-bracket">]</span></a></sup> </p><p>Effective service-learning programs also include required written reflection. Not only does writing permanently record a student's service-learning experience, but it also provides a helpful tool for continued reflection long after the program has been completed. Written reflection assignments also require students to stop, think, and articulate their learning. This evaluation is of incredible value to students.<sup id="cite_ref-Eyler_2007_22-0" class="reference"><a href="#cite_note-Eyler_2007-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 171–177">: 171–177 </span></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Cultural_applications">Cultural applications</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=9" title="Edit section: Cultural applications"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="In_Native_American_communities">In Native American communities</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=10" title="Edit section: In Native American communities"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Service-learning has been applied across a host of cultural settings, including numerous Native American communities. Guffey (1997) notes credible service learning begins with tribal ways of knowing and value systems, which is to say that outsiders should not impose service learning projects.<sup id="cite_ref-23" class="reference"><a href="#cite_note-23"><span class="cite-bracket">[</span>23<span class="cite-bracket">]</span></a></sup> Rather, tribal communities should devise projects that reflect needs unique to the community being served. This parallels Matthew Fletcher's (2010) assertion that tribes, and other historically marginalized communities, should unique develop educational programs, as opposed to merely adopting Westernized forms of education.<sup id="cite_ref-24" class="reference"><a href="#cite_note-24"><span class="cite-bracket">[</span>24<span class="cite-bracket">]</span></a></sup> </p><p>According to this view, service learning provides a pedagogical framework for tribes to address community needs. One such example is provided by Sykes, Pendley, and Deacon (2017) who provide a qualitative case study of a tribally-initiated service learning project embedded within a partnership at a research university.<sup id="cite_ref-25" class="reference"><a href="#cite_note-25"><span class="cite-bracket">[</span>25<span class="cite-bracket">]</span></a></sup> This case is unique in that it recounts how service learning students (who were also tribal members) came to collectively understand their responsibilities of citizenship through service. Moreover, tribal elders came to appreciate the importance of young citizens in maintaining and growing tribal culture. Thus, service learning can also be a means to explore cultural identity. </p> <div class="mw-heading mw-heading3"><h3 id="Religious_aspects">Religious aspects</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=11" title="Edit section: Religious aspects"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In <i>Where's the Learning in Service-Learning?</i>, Janet Eyler and Dwight E. Giles Jr. wrote, "Although fewer students chose spiritual growth as an important outcome of service-learning—20 percent selecting it as among the most important things they learned and 46 percent selecting it as very or most important—it was important to many students...Some saw service as a definite opportunity to fulfill their religious commitment."<sup id="cite_ref-Eyler_1999_10-9" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 36, 37">: 36, 37 </span></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Uses_in_academic_fields">Uses in academic fields</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=12" title="Edit section: Uses in academic fields"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="Engineering_education">Engineering education</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=13" title="Edit section: Engineering education"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1236090951">.mw-parser-output .hatnote{font-style:italic}.mw-parser-output div.hatnote{padding-left:1.6em;margin-bottom:0.5em}.mw-parser-output .hatnote i{font-style:normal}.mw-parser-output .hatnote+link+.hatnote{margin-top:-0.5em}@media print{body.ns-0 .mw-parser-output .hatnote{display:none!important}}</style><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Service-learning_in_engineering_education" title="Service-learning in engineering education">Service-learning in engineering education</a></div> <p>Many engineering faculty members believe the educational solution lies in taking a more constructivist approach, where students construct knowledge and connections between nodes of knowledge as opposed to passively absorbing knowledge. Educators see service learning as a way to both implement a <a href="/wiki/Constructivism_(learning_theory)" class="mw-redirect" title="Constructivism (learning theory)">constructivism</a> in <a href="/wiki/Engineers_Without_Borders" title="Engineers Without Borders">engineering education</a> as well as match the teaching styles to the learning styles of typical engineering students. As a result, many engineering schools have begun to integrate service learning into their curricula and there is now a journal dedicated to service learning in engineering.<sup id="cite_ref-IJSLE_26-0" class="reference"><a href="#cite_note-IJSLE-26"><span class="cite-bracket">[</span>26<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Benefits">Benefits</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=14" title="Edit section: Benefits"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="Self-improvement">Self-improvement</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=15" title="Edit section: Self-improvement"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Students have reported developing personal leadership skills from their participation in service-learning.<sup id="cite_ref-UCLA_-_Service-Learning_27-0" class="reference"><a href="#cite_note-UCLA_-_Service-Learning-27"><span class="cite-bracket">[</span>27<span class="cite-bracket">]</span></a></sup> Service-learning has also been shown to create a sense of meaning and purpose in their academics.<sup id="cite_ref-Eyler_1999_10-10" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> </p><p>Janet Eyler and Dwight E. Giles Jr. identify five key personal growth outcomes of service-learning: self-knowledge, spiritual growth, the reward of helping others, career benefits and careers in service, and changes in personal efficacy.<sup id="cite_ref-Eyler_1999_10-11" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 35–39">: 35–39 </span></sup> As one goes out into the community with the intent of reaching out to those within it, this broader social context causes one to see himself more clearly.<sup id="cite_ref-Eyler_1999_10-12" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 35">: 35 </span></sup> </p><p>Service-learning may motivate individuals to become better citizens of their communities, as it has "cultivated civic and social responsibility as part of education for citizenship."<sup id="cite_ref-Eyler_1999_10-13" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 12">: 12 </span></sup> As individuals acquire knowledge about serving those around them, they can apply that knowledge to community problems. </p><p>Those serving may encounter certain social problems for the first time, thus transforming their view on the world. Beyond that, students may be transformed in the way of developing better problem-solving skills to address those problems about which they now know. A service-learning experience may be the catalyst in the life of a student to dive into the complexities of the social issues they have encountered and to seek to develop innovative solutions.<sup id="cite_ref-:2_20-1" class="reference"><a href="#cite_note-:2-20"><span class="cite-bracket">[</span>20<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Community_interaction">Community interaction</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=16" title="Edit section: Community interaction"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>According to <i>Where's the Learning in Service-Learning?</i>, among the students in their survey, "40 percent reported that learning to work with others was among the most important things they learned from service-learning, and 81 percent indicated that it was the most or very important." Service-learning also encourages connection within the community. As stated in <i>Where's the Learning in Service-Learning?</i>, "Service participants in their assessment of Learn and Serve America were more likely than their peers to spend at least an hour a week interacting with a faculty member." Service-learning has a tremendous impact on students and how they learn, but also how they interact with others.<sup id="cite_ref-Eyler_1999_10-14" class="reference"><a href="#cite_note-Eyler_1999-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 45–52">: 45–52 </span></sup> </p><p>High quality placements are a key to the success of a service-learning program. This requires the service learning establishment to have a broad network of connections within the community. Students must have a positive connection with the establishment they serve, to maximize their learning.<sup id="cite_ref-Eyler_2007_22-1" class="reference"><a href="#cite_note-Eyler_2007-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 167–170">: 167–170 </span></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Diversity_awareness">Diversity awareness</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=17" title="Edit section: Diversity awareness"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Service-learning offers an opportunity for students to experience and learn about many different cultures. The appreciation of different cultures in service-learning may happen because of the interaction that often occurs while completing a service. A survey on students who participated in service-learning found that, "57 percent reported that they had frequent chances to work with people from ethnic groups other than their own."<sup id="cite_ref-Eyler_2007_22-2" class="reference"><a href="#cite_note-Eyler_2007-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 26">: 26 </span></sup> </p><p>By working with people of different ethnicities, lifestyles, and socioeconomic statuses, a student's learning and tolerance increases.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (March 2024)">citation needed</span></a></i>]</sup> By serving in a diverse <a href="/wiki/Learning_environment" title="Learning environment">learning environment</a>, students are more likely to reduce stereotypes and increase their cultural appreciation. This can help a student learn how to more effectively serve a broader array of people.<sup id="cite_ref-Eyler_2007_22-3" class="reference"><a href="#cite_note-Eyler_2007-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 177–178">: 177–178 </span></sup> </p><p>One of the goals of service-learning is positive interactions<sup id="cite_ref-Eyler_2007_22-4" class="reference"><a href="#cite_note-Eyler_2007-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 26">: 26 </span></sup> and service-learning provides the opportunity for students to not only appreciate other cultures, but to appreciate their shared humanity.<sup id="cite_ref-Eyler_2007_22-5" class="reference"><a href="#cite_note-Eyler_2007-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 31">: 31 </span></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Serving_communities">Serving communities</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=18" title="Edit section: Serving communities"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Service-learning contributes to the presence of more volunteers, which enables the organizations to accomplish more<sup id="cite_ref-Sandy_2006_28-0" class="reference"><a href="#cite_note-Sandy_2006-28"><span class="cite-bracket">[</span>28<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 35–36">: 35–36 </span></sup> and to serve more clients.<sup id="cite_ref-Perla_29-0" class="reference"><a href="#cite_note-Perla-29"><span class="cite-bracket">[</span>29<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 5">: 5 </span></sup> Students can use specific skills they possess to benefit the organization,<sup id="cite_ref-Tryon_30-0" class="reference"><a href="#cite_note-Tryon-30"><span class="cite-bracket">[</span>30<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 49">: 49 </span></sup> and can be a source of new ideas, energy, and enthusiasm.<sup id="cite_ref-Vernon_2014_31-0" class="reference"><a href="#cite_note-Vernon_2014-31"><span class="cite-bracket">[</span>31<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 33">: 33 </span></sup> Through partnering with a college or university, the organization can gain access to new knowledge and opportunities to connect with other organizations that have partnered with the same school.<sup id="cite_ref-Sandy_2006_28-1" class="reference"><a href="#cite_note-Sandy_2006-28"><span class="cite-bracket">[</span>28<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 36">: 36 </span></sup> </p><p>Service brings community together as a whole, towards a common goal or purpose. The action of service in and among the community, provides challenges to socio-cultural norms and prejudices.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (March 2024)">citation needed</span></a></i>]</sup> </p><p>Eyler and Giles Jr. have found that service-learning students, upon reflecting on their experience, find reward in helping others<sup id="cite_ref-Eyler_2007_22-6" class="reference"><a href="#cite_note-Eyler_2007-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 55">: 55 </span></sup> and in developing close personal relationships.<sup id="cite_ref-Eyler_2007_22-7" class="reference"><a href="#cite_note-Eyler_2007-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 56">: 56 </span></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Critiques">Critiques</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=19" title="Edit section: Critiques"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In 1979, Robert Sigmon acknowledged criticisms that called service-learning, "a utopian vision" and "too demanding and impractical."<sup id="cite_ref-Sigmon1979_11-2" class="reference"><a href="#cite_note-Sigmon1979-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 11">: 11 </span></sup> Towson University Professor John Egger, writing in the Spring 2008 issue of the journal <i>Academic Questions</i>, argued that service learning does not really teach useful skills or develop cultural knowledge. Instead, Egger maintained, service learning mainly involves the inculcation of communitarian political ideologies.<sup id="cite_ref-32" class="reference"><a href="#cite_note-32"><span class="cite-bracket">[</span>32<span class="cite-bracket">]</span></a></sup> Tulane Professor <a href="/wiki/Carl_L._Bankston" title="Carl L. Bankston">Carl L. Bankston</a> III has described his own university's policy of mandating service learning as the imposition of intellectual conformity by the university administration on both students and faculty. According to Bankston, by identifying specific types of civic engagement as worthy community service, the university was prescribing social and political perspectives. He argued that this was inconsistent with the idea that individuals in a pluralistic society should choose their own civic commitments and that it was contrary to the ideal of the university as a site for the pursuit of truth through the free exchange of ideas.<sup id="cite_ref-33" class="reference"><a href="#cite_note-33"><span class="cite-bracket">[</span>33<span class="cite-bracket">]</span></a></sup> </p><p>Communication with faculty is often inconsistent, so organizations do not always understand their roles and the roles of the faculty in students' service projects.<sup id="cite_ref-Tryon_30-1" class="reference"><a href="#cite_note-Tryon-30"><span class="cite-bracket">[</span>30<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 55–56">: 55–56 </span></sup> Some organizations' representatives stated that faculty assigned students projects that were not allowed in their organization.<sup id="cite_ref-Sandy_2006_28-2" class="reference"><a href="#cite_note-Sandy_2006-28"><span class="cite-bracket">[</span>28<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 37">: 37 </span></sup>Also, the small number of hours students are required to spend volunteering can cause problems for organizations and their clients. Some organizations require more hours for volunteer training than students are required to volunteer,<sup id="cite_ref-Sandy_2006_28-3" class="reference"><a href="#cite_note-Sandy_2006-28"><span class="cite-bracket">[</span>28<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 39">: 39 </span></sup> and making a personal connection with clients only to break it off soon after can be more hurtful than helpful.<sup id="cite_ref-Tryon_30-2" class="reference"><a href="#cite_note-Tryon-30"><span class="cite-bracket">[</span>30<span class="cite-bracket">]</span></a></sup><sup class="reference nowrap"><span title="Page / location: 52">: 52 </span></sup> </p><p>Some scholars argue that service learning in itself only gives students satisfaction without little or no benefit to the communities.<sup id="cite_ref-:13_34-0" class="reference"><a href="#cite_note-:13-34"><span class="cite-bracket">[</span>34<span class="cite-bracket">]</span></a></sup> Eby makes the claim that traditional service learning has no real connection with communities and their problems.<sup id="cite_ref-Eby_35-0" class="reference"><a href="#cite_note-Eby-35"><span class="cite-bracket">[</span>35<span class="cite-bracket">]</span></a></sup> Without addressing the root of social issues, students gain no real understanding of the problems facing the communities in which they volunteer/serve.<sup id="cite_ref-:13_34-1" class="reference"><a href="#cite_note-:13-34"><span class="cite-bracket">[</span>34<span class="cite-bracket">]</span></a></sup> Instead, they will unknowingly be pawns in the systemic institutions and use their privileges to “preserve” these systems in place.<sup id="cite_ref-:13_34-2" class="reference"><a href="#cite_note-:13-34"><span class="cite-bracket">[</span>34<span class="cite-bracket">]</span></a></sup> Service-learning has become popularized but it has less focus on the people and more focus on the individual's “good deeds”.<sup id="cite_ref-Eby_35-1" class="reference"><a href="#cite_note-Eby-35"><span class="cite-bracket">[</span>35<span class="cite-bracket">]</span></a></sup> Another critique of service learning is that the research focus on this sector is mostly done by scholars, while community locals and organizations are left out from the discussion.<sup id="cite_ref-Eby_35-2" class="reference"><a href="#cite_note-Eby-35"><span class="cite-bracket">[</span>35<span class="cite-bracket">]</span></a></sup> These community organizations and partners are left without a voice and there is no connection between the academic learning and the service. The emergence of critical service learning as a new sector addresses some of these critiques of traditional service. </p> <div class="mw-heading mw-heading2"><h2 id="Variations_of_service-learning">Variations of service-learning</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=20" title="Edit section: Variations of service-learning"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="eService-Learning">eService-Learning</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=21" title="Edit section: eService-Learning"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>eService-Learning is either an online course that embeds service-learning into the curriculum or a traditional course where the service-learning action takes place online.<sup id="cite_ref-36" class="reference"><a href="#cite_note-36"><span class="cite-bracket">[</span>36<span class="cite-bracket">]</span></a></sup> </p><p>Due to the <a href="/wiki/COVID-19_pandemic" title="COVID-19 pandemic">COVID-19 pandemic</a> as well as the availability of online courses, service-learning has been increasingly integrated online.<sup class="noprint Inline-Template Template-Fact" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citation_needed" title="Wikipedia:Citation needed"><span title="This claim needs references to reliable sources. (March 2024)">citation needed</span></a></i>]</sup> There are four types based on Faulconer's research.<sup id="cite_ref-37" class="reference"><a href="#cite_note-37"><span class="cite-bracket">[</span>37<span class="cite-bracket">]</span></a></sup> Type I eService-Learning has online course curriculum that involves some type of onsite service. Type II eService-Learning is an onsite course with online service-learning. Type III eService-Learning is a hybrid (traditional and online format) mixed with online service. Type IV eService-Learning (extreme service learning) is fully online.<sup id="cite_ref-38" class="reference"><a href="#cite_note-38"><span class="cite-bracket">[</span>38<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading4"><h4 id="Reflection_2">Reflection</h4><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=22" title="Edit section: Reflection"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Online reflection assignments can be completed in multiple formats, including online discussion boards. This format allows students to participate in discussions with their peers regarding eService-Learning based on an instructor's prompted questions.<sup id="cite_ref-39" class="reference"><a href="#cite_note-39"><span class="cite-bracket">[</span>39<span class="cite-bracket">]</span></a></sup> Classes utilizing eService-Learning may also use <a href="/wiki/Social_networking_service" title="Social networking service">Social Networking Services</a> (SNS) as another form of online discussion. Examples of apps which have been used for this purpose include <a href="/wiki/WhatsApp" title="WhatsApp">WhatsApp</a>, <a href="/wiki/Slack_(software)" title="Slack (software)">Slack</a> and <a href="/wiki/Trello" title="Trello">Trello</a>. </p> <div class="mw-heading mw-heading4"><h4 id="Advantages">Advantages</h4><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=23" title="Edit section: Advantages"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Over time, educators have noticed the value of incorporating service-learning online.<sup id="cite_ref-40" class="reference"><a href="#cite_note-40"><span class="cite-bracket">[</span>40<span class="cite-bracket">]</span></a></sup> Students have the ability to meet with nonprofit organizations and other stakeholders through <a href="/wiki/Zoom_Video_Communications" title="Zoom Video Communications">Zoom</a> and/or <a href="/wiki/Google_Chat" title="Google Chat">Google Chat</a> to collaborate when it is inconvenient or impossible to do so in person. Service-learning can be applied to students who have difficulties being in the traditional classroom, such as disabled students and rural students.<sup id="cite_ref-41" class="reference"><a href="#cite_note-41"><span class="cite-bracket">[</span>41<span class="cite-bracket">]</span></a></sup> Students can complete service-learning projects in any location and can make a direct impact in their own communities. </p><p>Nielson (2016) argues that online service-learning (aka e-learning) helps students take responsibility for their own education.<sup id="cite_ref-42" class="reference"><a href="#cite_note-42"><span class="cite-bracket">[</span>42<span class="cite-bracket">]</span></a></sup> A study of 81 students in an online business class found "that hours completed exceeded those assigned, and students identified outcomes for themselves, their university, and nonprofit organizations where they served" (p. 80).<sup id="cite_ref-43" class="reference"><a href="#cite_note-43"><span class="cite-bracket">[</span>43<span class="cite-bracket">]</span></a></sup> Another study involving 35 students demonstrated that e-learning fosters the development of generic skills, including global citizenship, adaptability, and teamwork.<sup id="cite_ref-44" class="reference"><a href="#cite_note-44"><span class="cite-bracket">[</span>44<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Comprehensive_Action_Plan_for_Service_Learning_(CAPSL)"><span id="Comprehensive_Action_Plan_for_Service_Learning_.28CAPSL.29"></span>Comprehensive Action Plan for Service Learning (CAPSL)</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=24" title="Edit section: Comprehensive Action Plan for Service Learning (CAPSL)"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>CAPSL Identifies four constituencies on which a program for service learning must focus its principal activities: institution, faculty, students, and community. </p><p>CAPSL also identifies a sequence of activities (Planning, awareness, prototype, resources, expansion,; recognition, monitoring, evaluation, research, and institutionalization) to pursue for each of the four constituencies (institution, faculty, students, and community). </p><p>CAPSL provides a heuristic for guiding the development of a service learning program in higher education. It is general enough that the execution of each cell can be tailored to local conditions, however, it is not possible to detail how each step can be successfully accomplished to take the sequence of activities from the whole CAPSL model and apply it to any cell in the matrix.<sup id="cite_ref-45" class="reference"><a href="#cite_note-45"><span class="cite-bracket">[</span>45<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Critical_service_learning">Critical service learning</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=25" title="Edit section: Critical service learning"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Critical service learning allows students to take their learning discourses and use it to connect to their personal experiences for social development and the welfare of others<sup id="cite_ref-:22_46-0" class="reference"><a href="#cite_note-:22-46"><span class="cite-bracket">[</span>46<span class="cite-bracket">]</span></a></sup> “Critical service learning forces students to see themselves as “agents of social change” and use their experiences of service to address and respond to injustice in their communities”.<sup id="cite_ref-:13_34-3" class="reference"><a href="#cite_note-:13-34"><span class="cite-bracket">[</span>34<span class="cite-bracket">]</span></a></sup> This sector's main focus is to address political and social power relations and how it leads to the systemic inequalities that marginalized communities face. The goal is to connect students' services to their learning discourses. Critical service learning gives students the chance to ask themselves how their services create political and social change in these communities. </p><p>According to Mitchell, there are three different approaches required to achieve a critical learning service status. These are: redistributing power to marginalized groups of people; developing meaningful partnerships with community members/partners and those in the classroom; and, approaching service learning through the lens of making impactful social change.<sup id="cite_ref-:13_34-4" class="reference"><a href="#cite_note-:13-34"><span class="cite-bracket">[</span>34<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Notable_people">Notable people</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=26" title="Edit section: Notable people"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p><a href="/wiki/Alexander_Astin" title="Alexander Astin">Alexander Astin</a>, founding director of the Cooperative Institutional Research Program and the Higher Education Research Institute, formed a Theory of Involvement which explains how student involvement in co-curricular activities positively affects college outcomes.<sup id="cite_ref-47" class="reference"><a href="#cite_note-47"><span class="cite-bracket">[</span>47<span class="cite-bracket">]</span></a></sup> Through a 1998 study of college seniors, Astin demonstrated that service greatly improves critical thinking skills.<sup id="cite_ref-48" class="reference"><a href="#cite_note-48"><span class="cite-bracket">[</span>48<span class="cite-bracket">]</span></a></sup> </p><p><a href="/wiki/Nadinne_I._Cruz" title="Nadinne I. Cruz">Nadinne I. Cruz</a>: works as an independent consultant.<sup id="cite_ref-49" class="reference"><a href="#cite_note-49"><span class="cite-bracket">[</span>49<span class="cite-bracket">]</span></a></sup> She gained enthusiasm for the cause of service learning through her work in the Philippines.<sup id="cite_ref-50" class="reference"><a href="#cite_note-50"><span class="cite-bracket">[</span>50<span class="cite-bracket">]</span></a></sup> Now, she is an advocate of service learning who argues that only a small portion of skills needed to address life's problems can be learned through traditional academia. Other skills, such as courage, forgiveness, and stewarding the earth, must be learned elsewhere. Therefore, she recommends service learning and community engagement, which “offer learning with and from wise people, who teach by example.”<sup id="cite_ref-51" class="reference"><a href="#cite_note-51"><span class="cite-bracket">[</span>51<span class="cite-bracket">]</span></a></sup> </p><p><a href="/wiki/Andrew_Furco" title="Andrew Furco">Andrew Furco</a>: Associate Vice President for Public Engagement at the University of Minnesota and a professor.<sup id="cite_ref-52" class="reference"><a href="#cite_note-52"><span class="cite-bracket">[</span>52<span class="cite-bracket">]</span></a></sup> Furco has contributed a variety of literature to service learning, including two books: Service-Learning: The Essence of the Pedagogy and Service-Learning Through a Multidisciplinary Lens, which he co-authored with S. Billig.<sup id="cite_ref-53" class="reference"><a href="#cite_note-53"><span class="cite-bracket">[</span>53<span class="cite-bracket">]</span></a></sup> He gives five reasons engagement programs differ from engaged universities: “Engagement differs from outreach… is at the heart of the university’s identity… focuses on partnerships… is with, not to, for, or in communities… is about institutional transformation.”<sup id="cite_ref-54" class="reference"><a href="#cite_note-54"><span class="cite-bracket">[</span>54<span class="cite-bracket">]</span></a></sup> </p><p><a href="/wiki/James_Kielsmeier" title="James Kielsmeier">James Kielsmeier</a>: Founded the National Youth Leadership Council, a nonprofit that became the service-learning movement.<sup id="cite_ref-55" class="reference"><a href="#cite_note-55"><span class="cite-bracket">[</span>55<span class="cite-bracket">]</span></a></sup> Kielsmeier posits that service learning involves a change in how schools see young people: from “resource users, recipients, and victims” to “contributors, givers, and leaders.”<sup id="cite_ref-56" class="reference"><a href="#cite_note-56"><span class="cite-bracket">[</span>56<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=27" title="Edit section: See also"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1239009302">.mw-parser-output .portalbox{padding:0;margin:0.5em 0;display:table;box-sizing:border-box;max-width:175px;list-style:none}.mw-parser-output .portalborder{border:1px solid var(--border-color-base,#a2a9b1);padding:0.1em;background:var(--background-color-neutral-subtle,#f8f9fa)}.mw-parser-output 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portal</a></span></li></ul> <style data-mw-deduplicate="TemplateStyles:r1184024115">.mw-parser-output .div-col{margin-top:0.3em;column-width:30em}.mw-parser-output .div-col-small{font-size:90%}.mw-parser-output .div-col-rules{column-rule:1px solid #aaa}.mw-parser-output .div-col dl,.mw-parser-output .div-col ol,.mw-parser-output .div-col ul{margin-top:0}.mw-parser-output .div-col li,.mw-parser-output .div-col dd{page-break-inside:avoid;break-inside:avoid-column}</style><div class="div-col" style="column-width: 30em;"> <ul><li><a href="/wiki/Asia-Pacific_Regional_Conference_on_Service-Learning" title="Asia-Pacific Regional Conference on Service-Learning">Asia-Pacific Regional Conference on Service-Learning</a></li> <li><a href="/wiki/Campus_Compact" title="Campus Compact">Campus Compact</a></li> <li><a href="/wiki/Constructivism_(learning_theory)" class="mw-redirect" title="Constructivism (learning theory)">Constructivism</a></li> <li><a href="/wiki/Cooperative_education" title="Cooperative education">Cooperative education</a></li> <li><a href="/wiki/Global_Leadership_Adventures" title="Global Leadership Adventures">Global Leadership Adventures</a></li> <li><a href="/wiki/International_Service_Learning" title="International Service Learning">International Service Learning</a></li> <li><a href="/wiki/Learn_and_Serve_America" title="Learn and Serve America">Learn and Serve America</a></li> <li><a href="/wiki/Lifeworks_International" class="mw-redirect" title="Lifeworks International">Lifeworks International</a></li> <li><a href="/wiki/National_service" title="National service">National service</a></li> <li><a href="/wiki/National_Service_Learning_Conference" title="National Service Learning Conference">National Service Learning Conference</a></li> <li><a href="/wiki/Out-of-school_learning" title="Out-of-school learning">Out-of-school learning</a></li> <li><a href="/wiki/Public_sphere_pedagogy" title="Public sphere pedagogy">Public sphere pedagogy</a></li> <li><a href="/wiki/Youth_Service_America" title="Youth Service America">Youth Service America</a></li></ul> </div> <div class="mw-heading mw-heading2"><h2 id="References">References</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=28" title="Edit section: References"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist reflist-columns references-column-width" style="column-width: 30em;"> <ol class="references"> <li id="cite_note-1"><span class="mw-cite-backlink"><b><a href="#cite_ref-1">^</a></b></span> <span class="reference-text"><style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite id="CITEREFKnappBradley_J._Fisher2010" class="citation journal cs1">Knapp, Timothy D.; Bradley J. 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Retrieved <span class="nowrap">18 July</span> 2018</span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=University+of+Minnesota&rft.atitle=Faculty+%26+Instructors&rft_id=http%3A%2F%2Fwww.cehd.umn.edu%2Folpd%2Fpeople%2Fafurco%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3AService-learning" class="Z3988"></span></span> </li> <li id="cite_note-53"><span class="mw-cite-backlink"><b><a href="#cite_ref-53">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://talloiresnetwork.tufts.edu/andrew-furco/">"Andrew Furco"</a>. <i>The Taillores Network</i><span class="reference-accessdate">. Retrieved <span class="nowrap">18 July</span> 2018</span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=The+Taillores+Network&rft.atitle=Andrew+Furco&rft_id=https%3A%2F%2Ftalloiresnetwork.tufts.edu%2Fandrew-furco%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3AService-learning" class="Z3988"></span></span> </li> <li id="cite_note-54"><span class="mw-cite-backlink"><b><a href="#cite_ref-54">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMaynard" class="citation web cs1">Maynard, Meleah. <a rel="nofollow" class="external text" href="https://umnalumni.org/UMAA-stories/Awesomely-Urban-Andrew-Furco">"Awesomely Urban: A Conversation with Andrew Furco"</a>. <i>University of Minnesota Alumni Association</i><span class="reference-accessdate">. Retrieved <span class="nowrap">18 July</span> 2018</span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=University+of+Minnesota+Alumni+Association&rft.atitle=Awesomely+Urban%3A+A+Conversation+with+Andrew+Furco&rft.aulast=Maynard&rft.aufirst=Meleah&rft_id=https%3A%2F%2Fumnalumni.org%2FUMAA-stories%2FAwesomely-Urban-Andrew-Furco&rfr_id=info%3Asid%2Fen.wikipedia.org%3AService-learning" class="Z3988"></span></span> </li> <li id="cite_note-55"><span class="mw-cite-backlink"><b><a href="#cite_ref-55">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://nylc.org/leadership-team/founder/">"Founder"</a>. <i>National Youth Leadership Council</i><span class="reference-accessdate">. Retrieved <span class="nowrap">18 July</span> 2018</span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=National+Youth+Leadership+Council&rft.atitle=Founder&rft_id=https%3A%2F%2Fnylc.org%2Fleadership-team%2Ffounder%2F&rfr_id=info%3Asid%2Fen.wikipedia.org%3AService-learning" class="Z3988"></span></span> </li> <li id="cite_note-56"><span class="mw-cite-backlink"><b><a href="#cite_ref-56">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.youtube.com/watch?v=M7AkyEuS6QU">"Service and schools -- partnership on purpose: Jim Kielsmeier at TEDxFargo"</a>. <i>YouTube</i>. 14 October 2013<span class="reference-accessdate">. Retrieved <span class="nowrap">18 July</span> 2018</span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=YouTube&rft.atitle=Service+and+schools+--+partnership+on+purpose%3A+Jim+Kielsmeier+at+TEDxFargo&rft.date=2013-10-14&rft_id=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DM7AkyEuS6QU&rfr_id=info%3Asid%2Fen.wikipedia.org%3AService-learning" class="Z3988"></span></span> </li> </ol></div> <div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Service-learning&action=edit&section=29" title="Edit section: Further reading"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a rel="nofollow" class="external text" href="https://www.scribd.com/doc/30853941/Pragmatism-and-Education">Pragmatism and Education</a></li> <li><a rel="nofollow" class="external text" href="http://quod.lib.umich.edu/cgi/t/text/pageviewer-idx?c=mjcsl;cc=mjcsl;rgn=full%20text;idno=3239521.0011.101;didno=3239521.0011.101;view=image;seq=00000001">Jane Addams and the Origins of Service-Learning Practice in the United States</a></li> <li><a rel="nofollow" class="external text" href="https://web.archive.org/web/20120213231714/http://www.albany.edu/~dkw42/s2_dewey_progr.html">John Dewey and Progressive Education</a></li></ul> <div class="navbox-styles"><style data-mw-deduplicate="TemplateStyles:r1129693374">.mw-parser-output .hlist dl,.mw-parser-output .hlist ol,.mw-parser-output .hlist ul{margin:0;padding:0}.mw-parser-output .hlist dd,.mw-parser-output .hlist dt,.mw-parser-output .hlist li{margin:0;display:inline}.mw-parser-output .hlist.inline,.mw-parser-output .hlist.inline dl,.mw-parser-output .hlist.inline ol,.mw-parser-output .hlist.inline ul,.mw-parser-output .hlist dl dl,.mw-parser-output .hlist dl ol,.mw-parser-output .hlist dl ul,.mw-parser-output .hlist ol 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title="Youth-led media">Youth-led media</a></li> <li><a href="/wiki/List_of_youth_organizations" title="List of youth organizations">Youth organizations</a></li> <li><a href="/wiki/Youth_participation" title="Youth participation">Youth participation</a></li> <li><a href="/wiki/Youth_philanthropy" title="Youth philanthropy">Youth philanthropy</a></li> <li><a href="/wiki/Youth_politics" title="Youth politics">Youth politics</a></li> <li><a href="/wiki/Youth_service" title="Youth service">Youth service</a></li> <li><a href="/wiki/Youth_suffrage" title="Youth suffrage">Youth suffrage</a></li> <li><a href="/wiki/Youth_vote_in_the_United_States" title="Youth vote in the United States">Youth vote</a></li> <li><a href="/wiki/Youth_work" title="Youth work">Youth work</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Barriers</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a 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