Higher education's concern for volunteerism and community service may be traced to the middle of the 19th century. The national organization Campus Contact, which ties institutions of higher education to a clear-cut service mission, had 305 member institutions in 1992. A survey of Campus Contact members, to which 112 members responded, established that 67% of its members offer courses linking service with the curriculum and 52% award academic credit for course-related service. The emerging trend toward increasing integration of service with academics will likely increase dramatically in 1994 when the Community Service Provision of the Higher Education Act Amendments of 1992 begin. There are a number of reasons why forestry programs should engage in service learning. According to the respondents to the Campus Contact study, service-learning improves students' communication and problem-solving skills, boosts students' research skills, enhances self-esteem and leadership development, and increases personal and social responsibility. The six most frequently reported types of service-learning programs involve tutoring, mentoring, working with homelessness/housing, dealing with elderly persons, improving literacy, and improving the environment. Ideas for potential service learning activities may be obtained from teachers, club or group leaders, students, and community groups/members. (MN)