Most researchers and practitioners take service-learning to be curriculum-based. Some scholars, however, argue for a more broad definition of service-learning, which encompasses structured non-curriculum-based community service activities. Adopting the broad definition, this paper presents the service-learning practice in a residential college setting and illustrates that service-learning can be a very effective instrument for residential colleges to promote students’ personal growth. The study is based on two service-learning projects initiated by a residential college in the University of Macau, whose recently implementation of full residential college systems provides a good platform for servicelearning
projects to prosper.