ABSTRACT
The literature about service-learning abounds with definitions of that term but considers Robert Sigmon's typology of service-learning as seminal because it examines the relationship between the service and the learning in a straightforward manner. Boyte called for “repairing the breach” between campus and community, recasting service as “public work” with an emphasis on “the capacities, talents and energies in all involved in addressing public challenges”. This is meant to address the “two classes” implicit in service—those who give and those who receive— at least in theory. A SERVICE-LEARNING course is an opportunity for students to cross pedagogical and epistemological borders by actively learning and teaching in the classroom and in the community, with the potential that their engagement produces new knowledge. Kuh identified both capstones and SERVICE-LEARNING as “high-impact practices” and recommended undergraduates experience at least one per academic year.
