（一）認識服務學習理念、實施與相關議題。
（二）從服務學習中認識如何與弱勢群體成員互動，建立同理心。
（三）建立關懷整體社會、協助弱勢的行為態度與行動。
（四）培養規畫服務學習方案之能力，學習相關課輔活動規劃與實施能力。(I) Understand the concepts, implementation and related issues in service learning.
(II) Understand how to interact with weak group members and build empathy from service learning.
(III) Establish behavioral attitudes and actions that concern the overall society and assist weak people.
(4) Cultivate the ability to learn the planning and implementation of related course activities.
本課程為共同選修課，不屬於通識課程。
東海大學1955年創校時便是一所深具理想性的基督教大學，前勞作教育指導長亨德教授便認為，一所大學必須深切反思其社會責任，而不能只是一所象牙塔，這一直是本校所秉持的創校精神，從未改變，這也是台灣高等教育極為難得可貴的教育經驗與傳統。本校早已是實踐服務學習教育的大學，這套制度已經在本校傳承了五十多年了；透過零學分的正式課程勞作教育協助學生培養日常生活的自律精神，並透過工作營的活動讓學生藉由到農村進行社區服務，透過勞動體驗進而探索自我與認識自我，實踐無私的奉獻精神，以期整合自我與社會──小我與大我的同一，實踐公共性，這就是本校服務學習教育精神所在。
This course is a joint selection course and does not belong to a general course.
When Donghai University was founded in 1955, it was an ideal Christian university. Professor Hend, the former head of education, believed that a university must reflect deeply on its social responsibility, not just an ivory tower. It is the school's creative spirit upheld by our school and has never changed. This is also the extremely rare educational experience and tradition of Taiwan's higher education. Our school has been a university that has practical service education, and this system has been passed down in this school for more than 50 years; through formal courses with zero points, education helps students cultivate the self-discipline of daily life, and allows students to learn through work activities From going to the rural village to provide community services, explore and recognize oneself through physical experience, and realize a selfless spirit of dedication, in order to integrate oneself with society - the sameness between the ego and the big self, and to realize publicity. This is the spirit of education in our school's service learning .
黃玉等(2008)。從服務中學習—跨領域 服務學習理論與實務。台北：洪葉文化。
徐明等著（2008）。從服務中學習。台北：洪葉文化。
張瓊允（2005）。在另一個世界撿到自己。台北：商周出版。
Steve McCurley & Rich Lynch著, 李淑均譯（2001）。志工實務手冊。台北：張老師文化。
Robert Coles（宇沙，葉棻譯）（1997）。服務的呼喚。台北：遠流。
Caritas Singapore Community Council（2009）. Salt & Pepper. Singapore: Catholic Social Teachings.
Huang Yu et al. (2008). Learn from services—cross-domain service learning theory and practice. Taipei: Hongye Culture.
Xu Ming et al. (2008). Learn from services. Taipei: Hongye Culture.
Zhang Yanyun (2005). Reach yourself in another world. Taipei: Published by Shang and Zhou dynasties.
By Steve McCurley & Rich Lynch, translated by Lee Sook-jun (2001). Volunteer practice manual. Taipei: Teacher Zhang culture.
Robert Coles (Yusha, Ye Fen Translation) (1997). Call for service. Taipei: Far.
Caritas Singapore Community Council (2009). Salt & Pepper. Singapore: Catholic Social Teachings.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 教育服務學習時數教育服務學習時數 Educational service learning time |
40 | 課程要求修課學生於修課完畢前，應至需求服務學習活動之單位，實際參與服務學習至少18小時。 |
| 期中報告期中報告 Midterm Report |
20 | 學期中繳交影片或照片以以及服務學習之反思心得與檢討報告1份。（每份各1000字）。 |
| 期末報告期末報告 Final report |
30 | 學期末前二週，小組發表教育服務學習歷程檔案及整理分享。( 每組20~30分鐘 )) |
| 督導評分督導評分 Supervisor ratings |
10 |
