ABSTRACT
Service-learning influences personal and social development by helping young people become aware of and achieves a higher sense of responsibility and become more socially competent. Students reported that the community connection kept them in school and helped them to see the value of academic learning applied in community settings. Demonstrable changes occur as students take ownership of their learning. Service-learning has been defined in many ways, but in essence, good service-learning programs involve students doing meaningful service-usually a project they select based on real community needs-that is linked to academic and personal learning. Schools will become places of active learning, connected to people and programs in the community, inviting young people to become excited about the possibilities of helping others while helping themselves at the same time. The central organizing learning component in community-based service-learning is the task: How tasks are established, accomplished, and processed is important.
