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

CHAPTER I

CHAPTER II CHAPTER III CHAPTER IV CHAPTER V

These quadrants help to differentiate the academic activities, complementary to each other, but each fulfilling its own objective.

Characteristics of UC SL

Based on the characteristics of each quadrant, in which quadrant could you place the course itself? How to move through these quadrants to reach the Service Learning quadrant? Below we present a diagram that allows us to think about how to move between the quadrants .

1) An SL project must respond to a genuine community need , which implies that the teaching team or the students must carry out a review of this need with the community or organization they are working with. This involves an approach to the community, recognizing a challenge and the resources they have to carry out the SL project.

In the service project, we encourage the students to be protagonists, since they assume responsibilities and commitments with the community partner, with their peers and with the teaching team, for the execution of the project. Therefore, they are the protagonists of their own learning and of the service that will be generated with the community.

Service

Another characteristic is the integration of curricular and service objectives. A service project must be related to at least one learning objective of the subject for the application of the SL methodology.

SOLIDARITY ASYSTEMATIC INITIATIVES

VOLUNTEERING

CHAPTER I: KEY CONCEPTS

CHAPTER I: KEY CONCEPTS

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