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

CHAPTER I

CHAPTER II

CHAPTER III CHAPTER IV CHAPTER V

Before incorporating SL into the course, it is important to conduct an analysis of the feasibility of implementing this methodology in the course. Based on this analysis, it will be possible to begin redesigning the course, identifying learning objectives, defining the service, its objectives and the target audience, defining strategies for reflection and assessment, etc., all of this based on the expected learning, training in values and quality service. Choosing to incorporate SL is a decision that implies important changes in the way a course is taught. Therefore, before making the decision, it is essential that the teaching team makes a diagnostic that includes an analysis of the learning objectives and curricular content of the course, in order to relate them to the possible service to be performed, checking the coherence between both, as well as the workload for the students. This diagnostic will make it possible to better visualize the adjustments required by the course, the feasibility of dedicating class hours to the SL project, among other characteristics. FEASIBILITY ASSESSMENT

What this methodology has allowed me to do is... it's like my professional work merges with what I think is good, let's say, it's not that something has changed, but it has made it easier for me, it has made it more fluid because both things are integrated. It integrates what I am with what I do.

For example, if the "Fútbol más" foundation is one of the community partners to be worked with, the infant population that attends the foundation is the target population of the service. In the case of working at the organizational level, the direct beneficiary will be the foundation itself. Finally, the students will carry out the service project, committing themselves to go to the field and making diagnostics regarding the needs of the community. They also commit themselves to carry out the work in an integrated manner with the contents and tools of the course, submitting reports as assigned by the teaching team.

With this, it is expected that at the end of the project they will be able to understand the different elements and factors that are behind the needs of the community, in addition to understand the impact they can have as future professionals. The services offered by the students are generally related to gathering information, consulting, development of teaching materials, as well as diagnostics and feedback. It all depends on the characteristics of the course.

Professor who applies the SL methodology

From the course program, we will consider the learning objectives that could be answered from SL (cognitive, procedural, attitudinal and/or value-based), assessment strategies, context in which it is developed (level of studies of the students, demand, difficulty), etc. In other words, it is necessary to consider whether the contents taught in the course may be applied through a concrete service to the community, providing integrated learning, without exceeding the

CHAPTER I: KEY CONCEPTS

21 CHAPTER II:PRIOR THE IMPLEMENTATION IN A COURSE

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