Five Criteria for SL Courses

Five Criteria for Service-Learning Designation for Courses across the Disciplines:

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 issues 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 issues of the community as defined by the community.
• Goals are developed in the context of community issues, 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.