Abstract

The undergraduate educational landscape of the past decade reflects the growing recognition of service-learning as a methodology which bridges theoretical concepts with experiential learning through community service. Whereas extensive research articulates the beneficial results of the experience upon student development, limited data has been gathered regarding the impact of the service upon the organizations and communities receiving the service. Further, scholars indicate that service-learning programs typically focus on the local community, rarely engaging students in the global community. The author of this paper discusses how a service learning project in a leadership development course at a Canadian University contributes not only to the academic competency and social development of the students, but also engages the learning community in the economic and social sustainability of indigenous hill-tribe communities in the Philippines. The author discusses the need for community service within a global context, and proposes a service learning framework that facilitates the sustainability of communities or programs.