To qualify as a service-learning project, it must challenge students to apply their academic knowledge and skills to meet community needs and to reflect upon and integrate their community experience with their academic preparation. The service activity must be conducted in and meet the needs of the community. It also must be integrated into and enhance the academic curriculum of the student. The service activity includes structured time for the students to reflect on their experiences. The three then jointly develop the project while ensuring the project will be a beneficial experience for the student and the community organization.
Students commonly prepare a journal and reflection paper, followed by a discussion with the mentor.
The most significant learning often occurs during the reflection phase. Students are encouraged to think about the significance of the learning project, the life-long impact of the service and the insights gained that might help in selecting a career. When choosing a service-learning project, students may choose to complete an activity related to their major field of study, but it is not necessary. Service-learning projects include tutoring young people, working in domestic violence or homeless shelters and teaching or coaching recreational activities. Students also may choose to do more in-depth projects such as developing a promotional campaign for a community agency or organizing a voter registration campaign.