ABSTRACT
Although service-learning has earned national attention in the past two decades, its roots are often traced to John Dewey, who advocated the link between academic learning and community (Giles and Eyler 1994; Kunin 1997). Indeed that link remains at the heart of the service-learning movement today Defining service-learning is no simple task, considering the number of practitioners engaging in the process in diverse contexts. While there have been over 100 recorded definitions of service-learning (Olney and Grande 1995; Jacoby 1996), service-learning commonly involves two concepts that distinguish it from student volunteering or community service: "(1) students engage in active reflection on their community experience, and (2) community learning is linked to academic learning" (Olney and Grande 1995: 43).
