Conventional civic engagement means those practices and actions we typically associate with being an engaged citizen: voting, volunteering, participating in political and civic organizations (e.g. neighborhood associations, student government). Children from families that hold political conversations at home are more likely to vote as adults. And high school students who join political groups are more likely to vote and volunteer later in life.

Service-learning is a learning experience during which students participate in organized service that not only addresses the needs of a community, but also promotes students’ civic responsibility. Service-learning is positively associated with cognitive development (e.g., improved critical thinking), academic outcomes (e.g., academic achievement and educational attainment), and thinking about a future career.

Unconventional civic engagement includes activities like protesting, boycotting, boycotting (buying products from companies whose values you support) and consumer activism. Students less inclined to volunteer for service projects and who complete mandatory service requirements during high school tend to have higher levels of unconventional civic engagement later in life.

Service encompasses both community service and volunteering. The National Service-learning Clearinghouse defines service as “volunteering for the sake of meeting the needs of others or the community.” And volunteering is any activity in which time is given freely to benefit another person, group, or organization. Both community service and volunteering increase self-awareness and self-esteem, increased access to social networks, and ongoing increase in civic commitment.