ABSTRACT
There are many different forms of experiential education which give students opportunities to learn by doing and to reflect on their service experiences. Internships allow students to integrate course concepts to practical experience and develop professional skills. In service learning, however, reflection is an integral part of learning. Students collaborate with community members to identify and solve a community problem. Throughout, reflection on the service activity encourages practical application of theoretical concepts, fosters development of cognitive skills and intercultural competence, and enhances greater civic awareness and responsibility. The chapter concludes that service learning, although regarded as a “best practice for education”, lacks a broad base of empirical knowledge regarding its “effectiveness and impact on communities”. A useful strategy to overcome that need is by institutionalizing service learning in higher education in order to achieve sustainable partnerships between universities/colleges and community members.
