基於經驗學習是有利於現代社會工作教育的重要環節，也回應社區化取徑該是社會 工作實務力圖發展的路徑，我於2007-2016 的九學年間藉由做中學的服務學習教學策略， 安排303 位修習社會資源的運用課程，與540 位修習方案設計與評估課程，合計有843 位輔大社工學生，分別進入服務機構、社區據點與類睦鄰組織等42 個部門進行專業型 服務學習。本研究是以行動研究方法回觀這些年來的教學策略規劃與服務學習實踐脈絡， 探析我在社工教學的顯與微的變化、社區服務部門因著社工學生的參與有否受惠，以及 社工學生的個人成長與專業學習。總言之，因著服務學習在學院、社區與社工學生三者 間的動態交互作用，雖然三者都面臨夥伴關係的不同挑戰，皆可感應不同的專業累積在 其中。

With the background of working as a social work practitioner for years, I have internalized the value of learning by doing in the helping profession. Service-learning is one of the main strategies utilized in my social work teaching. And there were 843 social work students in Fu Jen University involved in service-learning at the time period of September 2007 to June 2016. Those students took one or two courses of “social resources utilization” and “program planning and evaluation”. They were assigned to grassroots neighborhoods, community caring settings for the elder, and some of the welfare service agencies in Taipei City, New Taipei City and Taoyuan City. Students spent their time in those communities and agencies to serve the old age people, children and others in the vulnerable families and do some other tasks helpful for those service sectors. Action research is the main methodology used to perceive and analyze my teaching strategic planning and implementation of service-learning. Based on the experiences I had at the past nine years in teaching and working with community sectors and with social work students, I present our professional growth in teaching, community services, and students’ learning here. Students, in their writings, showed their growth in autonomy, built up their ability to work with classmates, teaching assistants and community residents, and internalized their social work knowledge. Those community sectors could provide services with better quality, and I got my power in good teaching.