Service-learning as a unique approach to WIL and is growing in popularity in Australian and New Zealand universities both as a model for WIL and in its own right as a powerful way to engage students and the university with community needs and citizenship growth. Many universities use service-learning within a discipline context. A unique advantage is that unlike WIL, which is generally offered as a discipline-based senior experience, service-learning can be designed to enable students to step outside their discipline and experience the integration of work and study in the early years of their degree. Service-learning has a multitude of definitions. Many existing WIL definitions can be readily adapted to represent the features of service-learning with the proviso that service-learning is identified as being specifically enacted for community or not-for-profit benefit and that the student is engaged in serving while learning. The Furco (1996) model (Figure 3.1) demonstrates how service-learning bridges the gap between activities which can otherwise be single-purposed and describes a curriculum approach with the dual purposes of service and learning for reciprocal benefit for the service provider and recipient.