Service-learning is a teaching and learning strategy through which young people learn and develop by active participation in thoughtfully organized projects that are conducted in and meet the needs of a community.  Service-learning combines service to the community with student learning in a way that impacts both the student and the community. As they participate in their community service projects, actively meeting the community needs, youth develop practical skills, self-esteem, and a sense of civic responsibility.  Service-learning values active learning that continues to ask young people:  What did you learn? What does it mean? What actions can you take with the knowledge you have gained?

Effective service-learning programs are as diverse as the communities they serve.  They may include cross-age tutoring, oral histories, projects with senior citizens, community garden projects, environmental restoration, and river monitoring.  Despite this diversity, effective, high-quality service-learning programs have these essential elements in common:

• Community Voice: Service projects have clearly articulated service goals that are based on a real need in the community, as identified by community members.
• Youth Leadership:  Service projects promote strong youth leadership in all aspects of a project/program with clearly articulated goals for youth learning as a vital part of success.
• Learning Objectives:  Service projects have clearly articulated learning goals for participants.
• Balance Environmental Inquiry: Students research and experience a variety of perspectives that convey the complex relationship between environmental issues and human behavior.
• Meaningful Action: Service-learning programs/projects address community needs in a way that sets real change in motion.
• Training: Professional development and training support the evolution of quality service-learning practice among staff, youth, and community members.
• Reflection: Structured reflection -- activities that allow youth participants to talk, write and problem-solve about their service experiences -- distinguishes service-learning from community service.  Reflection questions might focus on What happened?  So what?  Now what?
• Recognition and Celebration: Adequate opportunity to celebrate successes and to recognize and appreciate those who serve is a necessary part of a thoughtful project/program.
• Evaluation: Assessment practices that measure the effects of service-learning on youth, as well as the community, is an integral part of creating strong and sustainable projects/programs.

Additional information on service-learning is available at the National Service-Learning Clearinghouse at http://www.servicelearning.org.