Planning Service-Learning Abroad for Teacher Candidates: Teaching, Living, and Learning in Costa Rica

Literature Review: Building An Argument For Service-Learning

In broad terms, service learning has been commonly defined as community service that involves the integration of an academic course curriculum (Berger Kaye, 2010; Bringle & Hatcher, 1995; Chapin, 1998; Jacoby, 1996; Koliba, Campbell, & Shapiro, 2006). Although service-learning may share similarities with community service programs or volunteer work, service-learning is an experience designed to benefit both the volunteer who performs the service and the community that receives the service. What differentiates service-learning from other types of volunteer work or community service is the specifically planned integration of academic course curriculum. Skinner and Chapman (1999) make the distinction between general community service from community-based service learning stating “student community service is defined as community service activities that are non-curriculum-based and recognized by and/or arranged through the school; [whereas], service learning is a type of curriculum-based community service that integrates classroom instruction with community service activities” (pp. 3-4). Jacoby (1996) described the design of service learning as an experience that both connects academic curriculum with the participants’ community service experience and promotes the participants’ learning and development.