Written By
Dr. Ashley Brandon
Assistant Director for the Canyon Center for Character Education,
College of Education
Service learning combines classroom instruction with community service. Students apply academic skills to practical projects, building leadership, problem-solving and civic responsibility while making a positive impact in their communities.
Speak with a University Counselor today.
Approved and verified accurate by the Dean of the College of Education on July 7, 2025.
The views and opinions expressed in this article are those of the author’s and do not necessarily reflect the official policy or position of Grand Canyon University. Any sources cited were accurate as of the publish date.
Service-learning is an educational opportunity for students to engage in moral development, social interaction, citizenship, teamwork, research, reflection and critical thinking. Service-learning differs from community service in that it integrates curriculum, research and reflection. Community service is often centered around drives and donations, whereas service-learning is geared toward addressing and potentially solving a community problem with planned service in pursuit of the common good, followed by reflection.
This pedagogical strategy not only works to address community needs but also fosters holistic human development. Students involved in service-learning can build critical thinking, empathy, prosocial skills, humility and so much more. Students engage in action, solve practical problems, develop their character and enhance their academic knowledge.
“Service-learning can be a transformational educational practice that not only serves the community and solves practical problems but can also be a multifaceted benefit to students.”
— Ashley Brandon, College of Education
Through opportunities for moral development, students can address needs based on their interests while gaining cognitive growth through connections to curriculum. With quality reflection, students can consider the lasting impact they make and strengthen their commitment to being a positive citizen in their community. Through service-learning projects, students can become thoughtful, critical thinkers that are compassionate and collaborative citizens who may one day advocate for others.
At Grand Canyon University, our students are encouraged to live their lives in service of God and others. We provide opportunities for students to get involved in their local community and make a lasting difference in the lives of those around them. Our education degrees promote servant-leadership and teach you to lead by example, helping the next generation to make a difference.
Discover Education Programs That Make a Difference
Prepare to lead and serve through Grand Canyon University’s programs designed to empower impactful teachers.
Service-learning can take place at all grade levels. The academic alignment can be structured to various cognitive abilities and the projects can adapt to the needs and interests of all students and communities.
Here are some helpful service-learning examples:
“Through this experiential experience, students use their academic interests and passions to address community needs, gaining civic responsibility, internal motivation and humanistic qualities that will enable them to live in a world worth living in.”
— Ashley Brandon, Assistant Director, Canyon Center for Character Education, College of Education
Service-learning is a multifaceted educational practice that yields a multitude of positive effects. Students involved in service-learning have elevated cognitive, social and emotional development. Instilling holistic human development through collaborative service-learning projects can leave a lasting impact on students. Growing trends in education emphasize the need for civic education.1,2
According to the National Center for Education Statistics on Service-Learning, the most cited reasons for schools choosing to integrate service-learning were the relationships students built among peers, with the school and within the community; 53% said they encouraged involvement in service-learning to help students become active members of the community.3
Service-learning differs from volunteering and community service in that it actively engages students in the learning process and research to think critically about a real-world problem related to curriculum concepts and ways to solve the problem for the greater good. Students actively work to serve others and find a solution to a problem, then reflect on the experience or analysis of the project. Each step of the way they are developing their civic, moral and intellectual character, social skills and academic capacities.
Implementing service-learning does not have to take the same format in each school community or grade level. Some educators may be considering a framework or process.
As a general approach, one may consider:
