Abstract
This study aimed to investigate the relationship between students' participation in Service-learning programs and self-development course. By investigating students’ long-term participation in Service-learning, the researcher aimed to understand how students construct their self-identity, the way they take action after introspection, and how they cooperate with others. Under certain social and campus circumstances, it is expected that service-learning program would trigger a positive and personal developmental model in students, with plans of self-reflection, which may enhance self-development and strengthen interaction with others. The study was conducted through data collection and analysis of literature review and semi-structured depth interviews. The interview subjects were 12 junior and senior college students from National Tsing Hua University. The results of this study found the following: First, Service-learning was a continuous course of life. It has long-term effects for learners’ career plan. Second, Service-learning as a reflection of the learning experience can create the possibility of "from traditional learning to experiential learning." It can serve as an intermediary in the learning mode. Third, heterogeneous peers: Service-learning emphasizes the encountering and dialogue among all walks of lives. By directly or indirectly participating in the society, teachers, students, peers, and clients can develop multiple layers of interaction, both in the campus, out of the campus, or national and international. Fourth, the university and the environment provides the opportunity for the Students’ Service-learning and make the overall environment and campus atmosphere more conducive for mutual integration of individual experience and social context. The conclusions and suggestions of this study: one for the campus system and environment. For those who are willing to participate in Service-learning, it is considered what are the strengths, weakness, and things to be improved that the campus resources and the current situation may be provided. The other is when the Service-learning acts as a learning mechanism, which factors or conditions may trigger "learner-centered" self-development course.