Service-learning was defined 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 (Bringle & Hatcher, 1995, p. 222).” It is commonly used 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.

The Ministry of Education in Taiwan 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 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 impacts on their cultural competence. 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. 

This paper was intended to document college students’ attitudes towards service learning, and the impacts of service learning in a longitudinal way. In 2014 participants included 127 sophomore students (two classes) taking a required course named “Planning Environments for Young Children and Service Learning” in the Department of Early Childhood Development and Education at Chaoyang University of Technology in Taiwan. Before and after 12-hours service learning at community preschools, students were given 25-items questionnaires regarding attitudes toward service learning on 5-point Likert scale. Results indicated that students overall had a positive view towards service learning before and after service learning at community preschools. Students’ pre-test attitudes were positively related to their attendance, final grades, and post-test. Students with better attitudes towards service learning had better class attendance, better final grades, and better post-tests. Results showed that after service learning, students had more positive views about community services, especially in sub-scales of self-concepts, interpersonal interactions, and diversity acceptance. Students had higher ratings of self-concepts, interpersonal interactions, and diversity acceptance after service learning at community preschools. Qualitative feedback indicated that service learning component of the class had positive impacts. Many students considered service learning activities were great and meaningful; they learned to combine theory and practices (Su, 2015). In 2015, 133 students participated in service learning classes and were surveyed. In addition, students attending classes in 2014 were posttested 1 year later to understand the longitudinal effects of service learning. 

There were three major research objectives in this study:

1. To describe attitudes towards service learning of college sophomore students participating in service learning in 2015.
2. To examine the differences of attitudes towards service learning of students in 2014 and 2015
3. To evaluate the impacts of service learning at community preschools, including concurrent effects and longitudinal effects

Theoretical framework assumes that service learning at community preschools has concurrent and longitudinal 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. Su, H.-C. (2015). The Impacts of Service Learning Experiences at Community Preschools on College Students in Taiwan. Poster presented at ECER, Budapest. 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.