III. Review of Related Literature History of Service-Learning The history and origins of the practice of service-learning in the United States are older than its name (Clearinghouse, Titlebaum, Daprano, Baer, ​​& Brahler, 2004). However, the term service-learning was first used in 1966 to describe a joint project between Tennessee college students and professors working on organizational development projects in the area (p. 4). Later, in 1967, Robert Sigmon and William Ramsey, while working at the Southern Regional Education Board, coined the term for the first time (Giles & Eyler, 1994; Sigmon, 1979; Stanton, Giles, & Cruz, 1999). Later, in the 1970s, Sigmon published his manifesto in Synergist entitled Service-Learning: Three Principles (1979), in which the author framed the foundations of service-learning as a pedagogical method. According to Sigmon, every service learning professional should adhere to the following three principles: 1) Those receiving service control the services provided. 2) Those who are served become more capable of serving and being served through their actions. 3) Those who serve are also learners and have significant control over what is expected to be learned (p. 10). The point at issue here is the conceptualization of service-learning as a dialectical process in which all participants evolve equally as active learners and agents of change. In recent decades, particularly in the 1980s, much of the debate about service-learning revolved around its definition (Crews, 2002). It appears that previous scholars have failed to establish a consensual agreement on what to call “service-learning” and what should be included (Plann, 2002). Although the broad scope of service-learning allows other programs to exist under the same description (Furco, 1996), that rubric also sometimes tolerates the emergence of “moniker” programs (Butin, 2010). Kendall's (1990) review of the service-learning literature illustrates the case mentioned above. The author provides 147 different definitions depending on whether service-learning is seen as an educational or philosophical method. While such conceptualizations will change to meet the goals and expectations of civic, social, educational, and governmental institutions ( Maurrasse, 2004 ; Shumer & Shumer, 2005 ), some of them have brought much-needed conceptual clarity to the field. For example, the National and Community Service Act of (1990) defined service-learning as: A method (A) whereby students or participants learn and develop through active participation in a well-organised service which (i ) is conducted and meets the needs of a community; (ii) is coordinated with an elementary school, secondary school, institution of higher education, or community service program,