"In service-learning, students participate in an organized service project that relates to the course content. The service project benefits the community organization as students gain valuable skills. Instructors who include service-learning need to collaborate with the community partners to identify projects that are mutually beneficial to all parties involved, with stated desired outcomes for the community organization and the students. Students write and discuss critical reflections of their experiences to document their learning, a critical aspect of service-learning (Eyler, 2009). The assessment process involves input from the staff at the community organization and the instructors; it considers whether the service outcomes have been met, as well as the student learning. Service-learning promotes deep learning and personal growth in undergraduate students (Kuh, 2008)."

Source: Assessing and Improving your Teaching: Strategies and Rubrics for Faculty Growth and Student Learning, Blumberg, P, 2014