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

CHAPTER I CHAPTER II

CHAPTER III

CHAPTER IV CHAPTER V

the learning that the students should obtain, the needs of the community partners and the pedagogical projects of the teaching team. In short, it is important to develop a mutual understanding with regard to nature of the work and the responsibilities of each participant, as this will allow the stipulation of commitments, ethical safeguards, time of dedication, spaces and resources to be used, preventing any kind of inconvenience during the process. In this way it is possible to safeguard the quality of the service and the students' learning, while promoting a satisfactory experience for whoever is involved in this partnership or project. -

Once the design, planning and search for community partner(s) is completed, project implementation begins.

expectations are adjusted, visit agreements are made, and roles within the project are established. Remember that the feasibility of working together with the community partner will depend on whether the needs of the community are related to the contents or tools that are expected to be developed in the course.

Once the community partner has been characterized, you can think about organizations you have worked with before, consult with other teaching teams of the academic unit or even of the university, or conduct an open call. You can also review some of the community partners you have worked with previously at UC SL. See civil society community partners here . Or, you can contact community based organizations, for example, the Puentes UC program. After finding a potential community partner, the teaching team has a meeting with the partner, where the objective of the SL project is explained,

CONSTITUTION OF A SL PARTNERSHIP

A first element to start the SL project execution is the incorporation of the SL partnership. This may be done before or at the beginning of the semester. The SL partnership is the relationship established between the teaching team and the community partner, who structure and commit themselves to a service project in a bidirectional way. Conducting a SL partnership implies an involvement of the community partner with the SL project, since commitments and agreements are established to be carried out during the semester. This relationship allows the project to be carried out jointly and horizontally, preventing assistentialism and promoting mutual learning. In this way, this alliance will allow for a synergy among the service experience,

*It is important to ensure that the products of the work respond to the real needs of the community partner; that are at the level of the expected competencies of students and that may be performed during the course period.

Puentes UC is a program of the UC Policy Center, which allows UC students to develop projects that contribute in a concrete and useful way to the solution of real public problems. It has agreements with municipalities that require the contribution of students. This is why Puentes UC projects are developed as part of the students' academic training, to challenge them developing proposals and implementing interventions for the benefit of various public organizations, using tools and skills acquired during their professional training

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* Although the means of connection with the community partner is the person who represents it, it may not always be possible to work directly with this person, but rather with different members of the organization. This is

why it is very important to recognize and be clear about who you will be working with and what their needs are before starting the service activity, in order to avoid possible confusions when carrying out the work in the field.

CHAPTER III: DURING THE COURSE DEVELOPMENT

CAP Í TULO I I : PR IOR THE IMPLEMENTATI ON IN A COURSE

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