One of the tensions between practitioners and researchers in service-learning is that they seem to ask different questions. As we immerse ourselves in the practice and the research literature, we are reminded of the task of digging a tunnel under a mountain with crews starting at each end and finally breaking through at what they hope will be the same point in the middle. In this chapter we try to link the practice and the research literature so that the questions of "why" and "how," which appear most frequently in the practice literature, can be linked with the "what" or the question of outcomes raised most often by researchers. Because there is no single literature on program characteristics that lead to quality experiences for students in service-learning, we review several related bodies of literature in this chapter. • the practice literature on principles of good practice in service-learning. The related experiential education literature that is derived from learning theory. • the related experiential education literature that is derived from learning theory. • the research literature on student growth and development outcomes.
Eyler, Janet and Giles, Dwight Jr., "The Importance of Program Quality in Service-Learning" (1997). Service Learning, General. 182.