21世紀是志願服務的新世紀，社會的道德責任與公民意識提升之教育顯得相對重要。國內外大學皆開始重視學生的學習與服務，透過有計畫的安排社會服務活動與結構化的反思過程，完成被服務者的目標需求，並促進服務者的學習與發展。本文以作者參與之融合服務學習方案的「花東青少年藝術創作營」為例，首先，透過文獻作為設計藝術創作營的基底，探究服務學習的內涵，包含其意義及目的、特質及功能、模式與類型，並進一步探討服務學習課程發展的類型。接著，彙整營隊課程規劃的歷程發展，將理念、目標、主題於課程中實踐。營隊結束後，透過焦點團體座談針對課程發展與實踐，及課程教師教學和志工服務進行討論與反思，最後依據課程發展及反思提出結論與建議。

Since the 21st century is a century of the volunteer service, the education of ethical responsibility and civic awareness is getting more and more important. Colleges, whether domestic or foreign, now increasingly emphasize on students' learning and service. They meet the needs of those they serve, and promote the learning and evolution of those serve providers, through programmatic arrangements of social service activities and structurized introspection. In this article, we use the ”Taitung teen arts camp”, which was a service-learning integrating program that the author involved by herself, as an example. First, we designed the arts camp with a literature base and explored the meaning of service learning, including its definition, purpose, characteristics, functions, patterns and types. Then we further explored the types of service-learning course development. After that, we organized the process of camp program planning, practiced the philosophy, goals, and themes in the program. After the camp, we discussed and introspected about the course development and practice as well as the teaching and the volunteer service, in a focused group discussion. Finally, we made conclusions and recommendations according to the course development and retrospection.