Criteria

Criteria for service-learning designation for courses across the disciplines:

The course curriculum and pedagogical approach honor the following components:

Academic Connection:

 Service is related to curriculum and fully integrated into course goals, student learning outcomes. Participation is required.

• The service-learning component of the course is directly linked to the academic goals of the course; each informs and transforms the other.
• Goals of the service-learning component are clearly articulated in terms of the broader course goals.

Community Voice and Quality Service:

The service project/placement engages and fulfills community identified needs as well as meeting course objectives. This includes determining a timeframe, required skill-set for students, training requirements etc.

•  The service component responds to the needs of the community as defined by the community.
•  Goals are developed in the context of community needs, but with a focus on the assets/ capacities of all partners (students, community partners, faculty members, etc.).
•  Students are prepared for entrance into the community through an introduction to the   agency / issue and appropriate training.

Reciprocity/Collaboration:

Underlying understanding that every individual, organization, and entity involved in the service-learning functions as a both teacher and a learner.

• Partners in the process develop a shared vision and joint strategies.
• Partners learn from and teach each other on an on-going basis.

Reflection:

 A mechanism that encourages students to link their service experience to course content and to process their personal experience/perceptions.

• Formal and informal reflection is conducted before, during and after the service.
• Social, psychological, political and ethical considerations are made while reflecting on the service experience.

Assessment:

 A method/tool embedded in the course
for understanding effectiveness of service-learning for
all participants: faculty, students, and community partners.

• Evaluation seeks to measure the progress towards and outcomes of both the learning and service goals of the course.
• Assignment that demonstrates that student capacity to link academic knowledge to practice.

Last updated: Aug 22, 2006.