The service-learning process consists of three major elements - preparation, action, and reflection.

Preparation consists of the learning activities that take place prior to the service itself. During this period, students learn what is expected of them as well as what they can expect from the service activity/project. Preparation activities typically include identifying and analyzing the problem to be addressed; selecting and planning the project; and training and orientation.

Action is the service itself. The service must be meaningful, have academic integrity, provide for student ownership, have adequate supervision, and be developmentally appropriate.

Service may be direct, indirect, or civic in nature.

• Direct Service refers to one’s personal involvement in the service activity, such as tutoring, tax preparation, mentoring or a neighborhood clean-up project.
• Indirect service involves directing resources to a problem, for example, a food drive or walk-a-thon.
• Civic service refers to efforts to promote change, such as lobbying, advocacy, or a letter writing campaign.

Reflection enables students to critically analyze and learn from their service experience. Ideally, reflection should take place before, during, and after the service. During post-service reflection, accomplishments can be documented and acknowledged.