Editing Service-learning (section)

===Students' development===

Students have reported developing personal leadership skills,<ref name="UCLA - Service-Learning">{{cite web |author1=Alexander W. Astin |author2=Lori J. Vogelgesang |author3=Elaine K. Ikeda |author4=Jennifer A. Yee |title=How Service Learning Affects Students |url=http://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1145&context=slcehighered |access-date=15 June 2016 |website=Digital Commons}}</ref> skills in working with others, including greater interaction with faculty,<ref name="Eyler 1999" />{{rp|45–52}} and the development of more meaning and purpose in study.<ref name="Eyler 1999" /> Academically, there is evidence of improved understanding of classroom studies, the application of theory, critical thinking and analysis.<ref name=":3" /> Other personal growth outcomes may include self-knowledge, spiritual growth, the reward of helping others, career benefits including careers in service, and changes in personal efficacy<ref name="Eyler 1999" />{{rp|35–39}}

Experience in communities may result in experience of different cultures. In one survey of service-learning students, "57 percent reported that they had frequent chances to work with people from ethnic groups other than their own."<ref name="Eyler 2007">{{Cite book |last1=Eyler |first1=Janet |title=Where's the Learning in Service-Learning? |last2=Giles |first2=Dwight E. |publisher=Jossey-Bass |year=2007 |location=San Francisco |name-list-style=amp}}</ref>{{rp|26}} Advocates of service-learning argue that this can help students learn to appreciate their shared humanity<ref name="Eyler 2007" />{{rp|31}} and more effectively serve a broader array of people.<ref name="Eyler 2007" />{{rp|177–178}}