Abstract
The concept of and approach to service-learning across higher education has changed dramatically over the last two and a half decades. Historically, one of the primary goals of service-learning was to prepare undergraduate students to become engaged citizens and to introduce them to the challenges experienced by individuals from marginalized or disenfranchised communities ("Dunlap, 1998"; "Shadduck-Hernandez, 2005"). Now, 25 years after the implementation of the National and Community Service Act of 1990, many universities are shifting this focus to include meeting community needs, accomplishing graduate and undergraduate student learning outcomes, and establishing reciprocity of respect.