Bringing Reciprocity to Service-Learning Research and Practice

In this practitioner's perspective on service-learning research the author calls for a more empirically-based approach to practice and a more practical approach to research. A more empirically-based approach to practice can enable practitioners to strengthen their programs and influence the direction of research. A practice-oriented approach to research can enable researchers to identify and document service-learning's outcomes as well as methods for achieving those outcomes, which will strengthen practitioner's capacity to develop and implement exemplary programs and courses. Recommendations are made to bring practitioners and researchers together to strengthen future directions for service-learning research. This article was published in the Michigan Journal of Community Service Learning, Special Issue Fall 2000, pages 119-123.