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During the week of the Psychology Partnerships Project at James Madison University (June 1999), the Service-Learning group adopted the following definition to guide its work over the following two years. The intention was to illuminate the pedagogical aspects of service-learning while distinguishing it from volunteer work. Specifically, service-learning is more than asking students to work in the community; rather, it is integrating course objectives with service-oriented work in the community. Definition: Service-learning is a "course-based, credit-bearing educational experience that allows students to (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility" (Bringle & Hatcher, 1995, p. 112). Bringle, R., & Hatcher, J. (1995). A service learning curriculum for faculty. Michigan Journal of Community Service Learning, 2, 112-122. As a form of experiential education, service-learning shares similarities with internships, field education, practica, and voluntary service. Furco (1996) places these forms of education on a continuum. At one end of the continuum are internships and practica, with their primary focus on the students' career development. At the other end are volunteer activities, in which the emphasis is on the civic involvement and the services provided to recipients. Furco locates service-learning in the middle of the continuum, and states that it is unique in its "intention to equally benefit the provider and the recipient of the service as well as to ensure equal focus on both the service being provided and the learning that is occurring" (1996, p. 5).  Diagram for Distinctions among Service Programs Furco, A. (1996). Service-learning: A balanced approach to experiential education. In Corporation for National Service (Ed.), Expanding Boundaries: Serving and Learning (pp. 2-6). Columbia, MD: Cooperative Education Association. Other Definitions Service-learning means a method under which students learn and develop through thoughtfully organized service that: is conducted in and meets the needs of a community and is coordinated with an institution of higher education and with the community; helps foster civic responsibility; is integrated into and enhances the academic curriculum of the students enrolled; and includes structured time for students to reflect on the service experience. American Association for Higher Education (AAHE): Series on Service-Learning in the Disciplines (adapted from the National and Community Service Trust Act of 1993). 
Service-learning is a teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility, and commitment to the community. Campus Compact National Center for Community Colleges
P-16 Service Learning The following definition is the working definition of service-learning adopted by the Illinois Task Force on Service-Learning. The Illinois Task Force on Service-Learning is an example of a state-wide coalition advocating for service-learning partnerships across academic settings (e.g., preschools, PK-12, community colleges, 4-year colleges and universities, and graduate schools). There are similar coalitions in other states. Working Definition of P-16+ Service-Learning P-16+ service-learning connects higher education and P-12 in joint efforts that blend academic learning and community service by actively engaging students to meet real community needs. Through serving and reflecting on their service, students develop civic responsibility, achieve learning goals, such as those in the Illinois Learning Standards, and develop real-world skills.Goals of P-16+ Service-Learning 1. To promote a seamless system of education by connecting students of all ages in service learning.2. To enrich the curriculum through active learning related to real-world skills. 3. To achieve learning goals, particularly the Illinois Learning Standards. 4. To promote civic engagement and citizenship.
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