Service-Learning Course Development Worksheet
(Adapted from Miami Dade College )
Goals of Service-Learning:
- Enhance Classroom Learning
- Meet Community Needs
- Foster Civic Responsibility/Civic Engagement
Critical Element:
Credit should be given for demonstrated learning, not simply for putting in hours. Learning can be assessed via a series of academic (reflection) assignments that help connect the service experience with your teaching/learning objectives.
Which course learning objectives are related to service?
What do you want your students to gain from the experience?
ACTION
What types of service activities would be appropriate for your learning objectives?
Describe the service activities through which students will learn and/or apply the course objectives, skills, and/or behaviors.
How many hours of service will they complete?
PREPARATION
How will you prepare your students for the service-learning project (pre-reflection)? Include examples of preparation assignments such as conducting research, interviewing, program selection, policy examination, and project selection and design.
REFLECTION
What on-going reflection techniques will you use to ensure student learning and successful service to the community? (See reflection sections that follow)
COURSE INTEGRATION
Will service-learning be required of all students, optional, extra credit, etc.?
What are your deadlines for confirming their placement, reflective assignments, turning in hours and satisfaction questionnaire?
ASSESSMENT
How will you evaluate/assess/grade the service-learning component? (class participation, grades for each reflection assignment, etc…)
PURPOSEFUL CIVIC LEARNING
How will you directly and intentionally prepare students for active civic participation in a diverse democratic society?
What reflection activities will you utilize that prepare students with knowledge, skills, values, and propensities for active involvement in their future communities? (E.g., helping students understand root causes of social problems, developing cross cultural communication skills, familiarizing students with different conceptualizations of citizenship, learning how citizen groups have effected change in their communities, understanding how individuals in a particular profession act in socially responsible ways, etc.)
RECOGNITION
How will you recognize your students?
CHECKLIST: Effective service-learning should include the six components listed below. Does your project include them all?
____Preparation (context, research, design)
____Action (service derived from preparation and design)
____Reflection (writing, discussing, evaluating)
____Demonstration (presenting, advocating, performing)
____Celebration/Recognition
____Reciprocity/Collaboration/Partnership
Other things to consider:
- Are your reflection assignments on-going?
- Did you help your students develop learning and service objectives?
- Are you helping students develop critical thinking skills?
- Are you helping prepare students to be more effective citizens in a democratic society?
- Is your service-learning assignment academically rigorous?
- Are students gaining an in-depth understanding of their community/the issue their service project addresses?