摘要：‘Service-Learning’ integrates academic courses into the community so that students understand the relevance of their studies and become more engaged. This paper inquires whether the American system of Service-Learning is appropriate for use in a university in Taiwan, with its different cultural background. Students were assigned to work in small teams together with carers for disabled elderly people in an institution. Results showed their academic studies acquired more meaning and relevance when brought into context by practical work within the community. Service-Learning students break down isolation between the community and academics.
