The author presents keys to designing a class that successfully melds service learning
and student leadership development. These prescriptions are based on the lessons
learned over 8 years of teaching a class titled “Community Leadership.” This class
emphasizes experiential learning and revolves around service learning projects. The
article begins by describing the theoretical foundations that informed the decision
making during the ongoing development of this class. Next, the planning process
that occurred prior to the initial offering of the course is discussed. Feedback from
researching other leadership programs, conversations with local community leaders
at the outset, and feedback elicited from project liaisons and student participants in
subsequent years highlighted the biggest challenges associated with facilitating student
leadership development in a service learning context, informed ongoing course
adjustments, and shaped the evolution of the class. The connections between the
multi-source feedback, class refinements, and suggested keys to success are reviewed.