"It is hard to overstate the importance of this book to the field. The research presented here should contribute significantly to those responsible for improving program effectiveness or advocating for this kind of pedagogy. The careful research and thoughtful commentary provide a wealth of insights about service-learning and how best to do it." --Michigan Journal of Community Service Learning

"By carefully deconstructing the concept of learning, Janet Eyler and Dwight Giles show us where, when, and how learning takes place in service-learning. A groundbreaking book that unearths what all service-learning researchers and practitioners need to know." --Andrew Furco, director, Service-Learning Research and Development Center, University of California at Berkeley

"Required reading for anyone responsible for service-learning programming. In identifying the extent of our current knowledge of service-learning's educational impact, Eyler and Giles have done the field an important service." --Edward Zlotkowski, senior associate, American Association for Higher Education, and founding director, Bentley Service-Learning Center

"For service-learning to expand and be sustained in institutions of higher education, faculty must demonstrate improved academic achievement. Eyler and Giles, once again, provide penetrating insights and valuable data on important issues that will support the service-learning field." --Marilyn W. Smith, Ph.D., director, Department of Service-Learning, Corporation for National Service

"Finally, one resource for faculty that provides the history and theoretical basis for service-learning, and presents best practices for teaching service-learning based upon extensive research." --Catherine W. Howard, Ph.D., director, Office of Community Programs, Virginia Commonwealth University