A Guide for the design and implementation of a service-learning (SL)

CHAPTER I

CHAPTER II CGAPTER III CHAPTER IV CHAPTER V

Service Learning quadrants

need of a community (Furco & Billig, 2002), in that sense, it has a clear curricular intentionality.

There are hundreds of definitions of SL in the literature. Thus, the UC focuses on Andrew Furco's (1999) definition which states that SL is: The integration of community service activities in the academic curriculum, where students use academic content and tools to meet real community needs . From this definition, the UC understands that not all experiences may be considered as service learning. The key aspect is the balance between the expected learnings in the course and the service project oriented to a real

HOW TO KNOW IF MY COURSE QUALIFIES AS SL?

¿How to know if learning and service are balanced? Is it the same as volunteering? What kind of projects may be considered as SL initiatives? To answer to these concerns, a first very useful tool is the Service-Learning Quadrants, designed at Stanford University, which allows positioning the experience in one of the quadrants delimited by the "Integrated Learning" and "Service" axes. As shown in the illustration, the vertical axis represents the greater or lesser quality of the service offered to the community and the horizontal axis indicates the lesser or greater degree of integration of disciplinary learning in the experience.

SERVICE

SOLIDARITY ASYSTEMATIC INITIATIVES

CHAPTER I: KEY CONCEPTS

CHAPTER I: KEY CONCEPTS

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