Bringle and Hatcher (1995) defined service-learning as a “Credit-bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility (p. 222).” It is common to use service learning as a pedagogical strategy for promoting the development of civic-mindedness among university students; however, little is known about the benefits derived from specific types of service-learning experiences (Weiler et al., 2013). Celio, Durlak, and Dymnicki (2011) conducted a meta-analysis of 62 studies involving 11,837 students and found that compared to control groups, students participating in Service Learning programs demonstrated significant gains in five outcomes areas: attitudes toward self, attitudes toward school and learning, civic engagement, social skills, and academic performance.

In Taiwan, the Ministry of Education acknowledges the benefits of service learning, thus Youth Department Administration actively promotes the concept of learning through serving, similar to the concept of "learning by doing " (https://servicelearning.yda.gov.tw/index.php). Currently, most of the colleges and universities in Taiwan have established designated units to promote learning through serving, to plan the curriculum or combine existing curriculum with social service programs. Many articles regarding service learning have been published. For example, Cheng, Hsu, and Lo (2013) found that college students' experience of course-service learning (both course and community activity) had significantly positive on their cultural completence. Hsu (2013) found that service learning of college students major in early childhood education had positive impacts on children's reading habits in remote area in Taiwan. It is less clear about college students' attitudes toward service learning, and their feedbacks to course instructor and service learning programs. This study is intended to describe college students' attitudes towards service learning, to examine the impacts deriving from service learning at community preschools in central Taiwan within a structured, service-learning course, and to gain students' feedbacks to service learning programs and course instructor. The course with service learning component is "Planning Environments for Young Children and Service Learning” in the Department of Early Childhood Development and Education at Chaoyang University of Technology. It was a two-credits required course. Students were requested to have 12 hours of service learning at community preschools helping with preschool environments. 

There were three major objectives.

1. To describe college students’ attitudes towards service learning
2. To examine factors associated with attitudes towards service learning
3. To evaluate the impacts of service learning at community preschools 

Theoretical framework assumes that service learning at community preschools has positive effects on college students’ attitudes of service learning and their performance of the course.

Bringle, R. G., & Hatcher, J. A., (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service Learning, 2(1), 112-122. Celio, C. I., Durlak, J., & Dymnicki, A. (2011). A meta-analysis of the impact of service learning on students. Journal of Experimental Education, 34 (2), 164-181. Cheng, L.-L., Hsu, H.-F., & Lo, H.-H. (2013). The effects of students' experience of service learning on social ability and cultural competence. Journal of National Defense Management, 34(2), 63-76. Fertman, C. I., White, G. P., & White, L. J. (1996). Service Learning in the middle school: Building a culture of service. Columbus, Ohio: National Middle School Association. Hsu, P.-C. (2013). The influence of children's reading habits in remote area brought by service-learning curriculum implemented by the college students of department of early childhood education. Journal of Child Care, 10, 119-136. Weiler, L., Haddock, S., Zimmerman, T. S., Krafchick, J., Henry, K, & Rudisill, S. (2013). Benefits derived by college students from mentoring at-risk youth in a service-learning course. American Journal of Community Psychology, 52, 236-248.