What is Service-Learning

An educational approach that combines learning goals and objectives with community service in order to provide a pragmatic, progressive learning experience while meeting the needs of marginalized individuals or groups.

A method of incorporating community outreach into educational experiences. Through SL, students may gain further understanding of and experience in their fields of study while addressing needs identified in their communities and gaining greater awareness of social responsibility through the guided reflections of their experiences.

An approach that engages participants in community-based projects along with an emphasis on reflection with the hope of developing civic-minded individuals. Service-learning, unlike volunteerism, means that participants are actively engaged in both theory and practice, hopefully resulting in praxis.

Any carefully monitored service experience in which students have intentional learning goals and reflect actively on what they are learning.

An educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs.

An experiential approach to teaching and learning used in educational settings through which youth or adult learners engage in activities that address identified community needs.

An educational approach that combines course learning objectives with community service. Service-learning is connected to curriculum, based in mutual partnerships, and includes student reflections on learning goals.

Is a course-based, credit-bearing educational experience in which students participate in an organised service activity that meets identified community goals.

A teaching and learning method that involves community engagement.

A pedagogical approach that moves individuals beyond service for the purpose of doing good. Service-learning is part of the fabric of a learning experience where the learning of content is applied while addressing a defined community need alongside the community.

The reflective synthesis of dialectical relations between course objectives and community service.

Pedagogical approach used by faculty in linking theory learned from the class into practice within the community. It is credit bearing, linked to course goals, and requires faculty supervision and formal assessment.

A flexible pedagogy organized around learning goals that provides meaningful service activities that address real community needs.

An educational setting wherein students meet the need of a community partner while fulfilling a curricular requirement.

Methodology that combines the academic curriculum with community service to enrich the educational experience, train citizenship, encourage social and civic participation throughout life, and strengthen the common good of communities.

The ability for students to apply their classroom knowledge to the larger community through service. Both the students learn from the experience and the community benefits by having additional labor.

An experiential learning approach that balances student learning outcomes with service opportunities that aid the local or global community.

A strategy for teaching and learning that combines meaningful service to a community group or agency with content specific instructional strategies and reflection, to strengthen connections between content and application in real-world situations, and cultivate life-long civic engagement.

The process where students learn through providing a service in a community program or school and includes guided self-reflection.

A type of pedagogy that incorporates community service with instruction. This teaching approach fosters learning through critical reflection and meaningful engagement with communities.

A form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development.

A form of experiential learning where students engage in service addressing community-identified priorities in a manner that enables further understanding of course/disciplinary content.

Provides excellent conditions for this type of constructed knowledge to occur. When learners construct new knowledge most effectively when they are in the process of constructing something external which they can examine for themselves and discuss with others” ( Picard et al., 2004 , p. 262).

Meaningful community service with instruction and reflection to deepen the learning experience, promote civic responsibility, and strengthen communities.

An educational experience in which course content is coupled with community-based activities for the mutual benefit of students and the community.

A teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

Students work with community partners to give back to the local community as part of an academic course, with the community project tied to course content in a given discipline.

Incorporates both learning and service in mutually beneficial partnerships and is inclusive of meaningful reflection that integrates the service experiences with the course material.

A pedagogy that integrates academically relevant activities with service to the community; it rests on the principals of experiential learning and is motivated by the ideology of solidarity and mutual learning.

Knowledge acquired to the advantage of the community. It is a pedagogical proposal that is based on solidarity and active citizenship. It is a school model focused on the development of human and social formation. SL is an added value for society because it is a holistic, multifocal, dynamic educational proposal that combines learning with community service. It is an excellent exercise for citizenship, and an appropriate instrument for an autonomous, conscious, responsible and supportive way of life. It translates into passionate intelligence for life and social causes. Democracy works and active, responsible and collaborative participation. The SL presents, simultaneously, two objectives: the pedagogical one and the one of collaboration with the community. Therefore, it combines academic learning with community service and its main axes are: learning to know, learning to do, learning to live together and learning to be. SL is a pedagogical proposal based on solidarity and active citizenship. It is a school model focused on the development of human and social formation. It values solidarity, cooperation and altruism. Therefore, in applying the SL model, society would use socio-emotional education to improve self-knowledge and cooperation.