Guided by teachers and community leaders, young people address real community needs by planning and executing service projects that are carefully tied to curricula. This hands-on learning enhances comprehension, academic achievement, citizenship, and character development, often reaching students who haven't responded to traditional educational models.

Service-learning is education in action: developing critical-thinking and problem solving skills; taking on real issues such as hunger, homelessness, and diversity; and valuing people of all ages as citizens with talents to offer.

Below are some definitions used by organizations that encompass service-learning in both school-based and community based settings:

Service-learning is a method by which young people learn and develop through active participation in thoughtfully organized experiences that….

• Meet actual community needs
• Coordinate in collaboration with the schools and community
• Support the learning objectives of the organization
• Provide structured time for a young person to think, talk, and write about what he/she did and saw during the actual service activity
• Provide young people with opportunities to use newly acquired academic skills and knowledge and real life situations in their own communities
• Expand the young person's learning environment to include broader community
• Help foster the development of a sense of caring for others (ASLER)

Service-learning is an activity in which youth through service meet both a real community need and learn at the same time. That means organizations must define learning objectives and engage in reflection. Schools and community-based organizations can both implement service-learning projects or programs. (Points of Light Foundation)

According to the National and Community Service Trust Act of 1993, service-learning:

• Is a method whereby students learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of communities;
• Is coordinated with an elementary school, secondary school, institution of higher education, or community service program and the community;
• Helps foster civic responsibility;
• Is integrated into and enhances the academic curriculum of the students, or the education components of the community service program in which the participants are enrolled;
• And provides structured time for students or participants to reflect on the service experience. (Corporation for National Service)

Service-learning is a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities.
(The National Commission on Service-Learning)

Service-learning is an approach or methodology that connects meaningful community service with intentional learning. Community service experiences that employ a service-learning methodology, engage young people in challenging tasks that meet genuine needs while learning and applying knowledge and skills. The young people also engage in a process of systematic reflection throughout the experience to further enhance learning and personal development. (Service-Learning Northwest)

What does Service-Learning look like?
Service-Learning is more than just volunteering. If young people collect trash from a local river, they are providing a service to the community as volunteers. If young people collect trash from a local river, then analyze what they found so they can share the results with residents of the community along with suggestions for reducing pollution, they are engaging in service-learning.

Through service-learning youth are providing an important service to the community AND, learning about water quality and laboratory analysis, developing an understanding of pollution issues, learning to interpret science issues to the public, and practicing communications skills by presenting their results to the community. They may also reflect on their personal and career interests in science, the environment, public policy or other related areas. Thus, service-learning combines SERVICE with LEARNING in intentional ways as described in all the definitions provided of service-learning.

What does Service-Learning do?
A growing body of research recognizes service-learning as an effective strategy to:

• Improve Academic Achievement - When explicitly tied to academic standards and learning objectives, service-learning positively impacts student outcomes on measures of academic achievement, including standardized test scores.
• Increase Student Engagement in school - Service-learning engages youth by helping them make critical connections between classroom lessons and real-world applications.
• Improve Social Behavior - Service-learning participants are less likely to engage in risky behavior, and more likely to build social skills like communication, teamwork, and problem solving.
• Build Civic Skills - By giving youth the responsibility to identify and meet pressing needs, service-learning builds civic skills and commitment that last a lifetime.
• Strengthen Community Partnerships - Service-learning brings youth into the community, and the community into lives of youth. In this way, youth develop a sense of belonging and responsibility, and communities view youth as valuable assets.

What are the elements of an effective Service-Learning project or program?
The Points of Light Foundation & Volunteer Center National Network has identified eight critical elements of effective service-learning projects and programs. These elements include:

1. Community Need/Voice - if we are to solve problems in communities and provide authentic learning opportunities for young people we must make sure we are actively engaging the community in identifying their needs.
2. Learning Objectives - essential to service-learning is understanding what young people are expected to learn through their service. Developing learning objectives provides an opportunity to identify what young people will learn on a personal, social and intellectual level.
3. Youth Voice & Planning - listening to and engaging young people in the planning process provides more ownership and learning opportunities for young people.
4. Orientation and Training - young people must understand the organization, issues and skills required to provide effective service and to maximize learning.
5. Action - the actual service experience itself requires much planning and thinking. There are many logistics that are important to ensuring a meaningful experience, including age appropriateness, transportation, supervision and risk management.
6. Reflection - is a process where young people use critical thinking skills in order to learn from their service experience. These processes help young people grow on a personal, social and intellectual level.
7. Evaluation - provides an opportunity to assess process (what did we do well, what could we have done better) and impact (how have young people and the community changed).
8. Celebration & Recognition - when young people provide valuable service to the community their efforts need to recognized and celebrated. This reinforces the value and their connection to what they accomplished.

What are some additional resources that can help me develop and implement a Service-Learning project or program?
There are a number of online resources that can assist you in developing and implement a service-learning project or program. Below are just a few:

Students in Service to America Guidebook and Website
www.studentsinservicetoamerica.org

National Service-Learning Clearinghouse – Getting Started Links
www.servicelearning.org

National Youth Leadership Council Toolboxes: Getting Started
www.nylc.org

The Six-Step Model: Service-Learning Planning Tool
www.esd112.org