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* SERVICE-LEARNING: Service and learning goals are of equal weight and each enhances the other for all participants.
'''Service-learning''', as defined by Robert Sigmon, "occurs when there is a balance between learning goals and service outcomes."<ref name=Furco>{{cite journal|last1=Furco|first1=Andrew|title="Service-Learning": A Balanced Approach to Experiential Education|journal=The INTERNATIONAL JOURNAL for GLOBAL and DEVELOPMENT EDUCATION RESEARCH|date=October 2011|pages=71–76|url=http://educacio-cp89.webjoomla.es/wp-content/uploads/03-Furco-1-English.pdf|access-date=4 September 2014}}</ref>{{rp|72}} As follows, there are various methods of hands-on learning that fall into this category, these include:▼=== Examples ===
▲'''Service-learning''', as defined by Robert Sigmon, "occurs when there is a balance between learning goals and service outcomes."<ref name=Furco>{{cite journal|last1=Furco|first1=Andrew|title="Service-Learning": A Balanced Approach to Experiential Education|journal=The INTERNATIONAL JOURNAL for GLOBAL and DEVELOPMENT EDUCATION RESEARCH|date=October 2011|pages=71–76|url=http://educacio-cp89.webjoomla.es/wp-content/uploads/03-Furco-1-English.pdf|access-date=4 September 2014}}</ref>{{rp|72}} As follows, there are various methods of hands-on learning that fall into this category, these include:
* [[Volunteering|Volunteerism]]: Volunteerism is acts of service performed out of free will without expectation of recompense and is generally altruistic in nature; the main beneficiaries (at least in a visible sense) are generally those served by the student.
* [[Community service|Community Service]]: Community service is quite similar to volunteerism, the main difference being that it is said to "involve more structure and student commitment than do volunteer programs."<ref name=Furco/>{{rp|74}}
* [[Internship]]: Internships can provide students with experience in various fields of work; however, unlike volunteerism and community service, students gain a more measurable benefit from this aspect of service learning.
* Field Education: Field education, like internships, is generally more materially beneficial to the student. Field education involves programs that "provide students with co‐curricular service opportunities that are related, but not fully integrated, with their formal academic studies."<ref name=Furco/>{{rp|75}}
The primary objective of service learning is to confer mutual benefits upon both the provider and the recipient of the service, while simultaneously giving equal importance to the service rendered and the learning acquired. This educational approach embodies the core values of service learning through various forms, including volunteerism, community service, internships, and field education. Each of these experiences is designed to equally benefit the student and the community served, with the distinction between them lying primarily in the tangibility of the benefits realized. These methods also tend to focus on ensuring that the student not only serves but also learns something, whether it is interpersonal skills, work experience in their future field,<ref name=Furco/> or a change in how they view themselves and others.<ref name="Eyler 1999">{{cite book|last1=Eyler|first1=Janet|last2=Giles Jr.|first2=Dwight E.|title=Where's the Learning in Service-Learning|date=23 April 1999|publisher=Jossey-Bass|edition=1st|location=San Francisco, CA|isbn=978-0-470-90746-7|url=https://archive.org/details/whereslearningin00eyle|url-access=registration}}</ref>{{rp|25}} Service-learning also addresses the critique of higher education to function more as a gatekeeper and reifier of social stratifications rather than a knowledge-making enterprise that benefits society. Service-learning allows for publicly engaged scholarship (PES),<ref name=":1">{{Cite journal|last1=Eatman|first1=Timothy K.|last2=Ivory|first2=Gaelle|last3=Saltmarsh|first3=John|last4=Middleton|first4=Michael|last5=Wittman|first5=Amanda|last6=Dolgon|first6=Corey|date=April 2018|title=Co-Constructing Knowledge Spheres in the Academy: Developing Frameworks and Tools for Advancing Publicly Engaged Scholarship|url=http://journals.sagepub.com/doi/10.1177/0042085918762590|journal=Urban Education|language=en|volume=53|issue=4|pages=532–561|doi=10.1177/0042085918762590|s2cid=150220178 |issn=0042-0859}}</ref> which allows students to collaborate with their local communities to promote peace and social betterment. The value of reciprocity between students and community is prioritized through relationships that are not hierarchical; they are collaborative.<ref>{{Cite journal|last1=Powell|first1=Katrina|last2=Takayoshi|first2=Pamela|date=2003|title=Accepting the Roles Created for Us:The Ethics of Reciprocity|url=https://www.jstor.org/stable/pdf/3594171.pdf|journal= College Composition and Communication|volume=54|issue=3 |pages=394–422|doi=10.2307/3594171 |jstor=3594171 |via=JSTOR}}</ref>
==History==
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