Service-learning is a method of experiential education which combines practical experience in the community with the academic theory of the classroom. JCCC's Service-Learning Program is characterized by academic integrity, meaningful service, reflection, diversity, and reciprocity. All participants have much to gain and much to give in this program. Students develop intellectual, personal, career, and civic skills and assume a more active role in their education. Instructors are often better able to reach and engage an increasingly diverse student population and reenergize their teaching. Colleges form closer ties to the community, thus enabling them to assess community needs and design responsive programs which enhance institutional effectiveness, quality, and accountability. Communities are able to expand public education efforts and to develop a pool of skilled, informed volunteers capable of addressing the problems of today and the future.

Since the program began in the fall of 1993, over 6,000 students have provided over 90,000 hours of service at over 100 community sites in the metropolitan Kansas City area. The positive response of students, instructors, and community members alike affirms the goals of the program and contributes to its long-term success. Student volunteers consistently report increased self-confidence, empowerment, achievement, and a greater understanding of diverse and often unfamiliar segments of the community, frequently expressed in the statement, "I CAN make a difference." Service-learning experiences contribute to students' total, balanced education and to their ability to become informed, lifelong participants in the community.

Academic Integrity. Service-learning activities and experiences must help students achieve course competencies. Activities should enhance or complement coursework by providing students with an opportunity to apply classroom theory to practical community experiences. Credit is given for academic product, not service hours.

Meaningful Service. Service tasks must be worthwhile and challenging in order to strengthen students' developing intellectual and community skills.

Reflection. Service-learning requires the intentional, systematic evaluation and discussion of community experiences within the context of the curriculum. It also encourages introspective examination of other aspects of the student's life.

Reciprocity. The service and learning must be beneficial to both student and the community. There must be balance and exchange between service provider and recipient.

Diversity. Service-learning recognizes the differences between students and utilizes the wide range of their abilities and interests. It stretches students to become acquainted with unfamiliar settings and populations in the community.

Development. Service-learning occurs in different stages, moving from serving to enabling to empowering, from observation to experience to leadership.

Responsibility. Students take a more active role in their educational development. They can also be expected to increase their understanding of communities and society, thereby facilitating social and civic commitment and community participation.