Think outside the bookbag!

Explore the latest Duke service-learning courses on our website, or search ACES for service-learning courses today!

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Service-Learning Student Leadership Team

The Service-Learning Student Leadership Team serves as advocates for service-learning at Duke and consultants to the Service-Learning Program staff. With support, they lead initiatives that highlight and promote quality service-learning, deepen our understanding of the outcomes of service-learning, and contribute to the service and civic engagement communities on campus.

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LEAPS

LEAPS (Learning through Experience, Action, Partnership, and Service) is a student organization comprised of trained facilitators who work with faculty to design and facilitate reflection sessions for Duke service-learning courses.

Alden Award

The Betsy Alden Outstanding Service-Learning Awards recognize one graduating senior, one faculty member, and one community partner for their outstanding commitment to the ideals of service-learning.

Other Ways to Connect Civic Engagement with Undergraduate Studies at Duke


For general volunteer opportunities, visit the Duke Community Service Center or join one of the many student service organizations sponsored by the Duke Partnership for Service.

    • spring 2010 alden awards ceremony 1

Austin Mattox, Trinity '11

Before enrolling in Dr. Deborah Gold’s Death and Dying course, I separated community service and academic learning into two distinct categories… The service-learning approach of Dr. Gold’s course was an eye-opening experience that blended the intricacies of vibrant classroom debates with the excitement of engaging the local community.

I volunteered at Duke Children’s hospital as part of my service-learning in Dr. Gold’s class and have continued to do so over my time at Duke… I [also] facilitated student-led discussion sections for Dr. Gold’s courses as part of the Learning through Experience, Action, Partnership, and Service (LEAPS) program.

The idea of pushing students into situations beyond their comfort zones, beyond what they would normally see in a typical classroom setting, is incredibly important. These initially uncomfortable situations force students to examine personal beliefs, morals, and apply classroom information practically.

Simultaneously, students understand that community service is not about allotting a few hours a week as a “feel-good” exercise but is instead a way to explore and learn about the people and places where they live. This service-learning approach builds leaders with a strong moral compass that encourages them to become responsible citizens in their present and future communities.