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

INTRODUCTION

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Closing of the service project

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CHAPTER I: KEY CONCEPTS Service Learning at the UC

Final SL assessment survey for student

Final assessment survey for community partners

How to know if my course qualifies as SL?

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Final assessment of the process

Characteristics of UC SL

CHAPTER V: ACTIVITIES FOR THE INCORPORATION OF SL IN A COURSE

Model for UC SL incorporation

Participants of a SL project

Activity: Feasibility assessment

Activity: Set learning objectives to be addressed with SL

CHAPTER II: PRIOR TO A COURSE’S IMPLEMENTATION

Activity: Defining the service objective

Feasibility assessment

Activity: Characterization of the community partner and a course

Defining service Service objective ÍNDEX

Initial professor planning

Activity: Establishing an agreement between the parties

Identifying learning objectives

Activity: Designing the reflection strategy Activity: Defining the assessment strategy

Finding a community partner

TOOLS FOR FIELD WORK

INSTRUMENTS FOR SL DIAGNOSTIC

CHAPTER III: DURING THE COURSE DEVELOPMENT

Participative diagnostic Participants Observation

Constitution of SL Partnership

Elements to maintain the relationship with the community partner during

Interview

the working period

Structured Interview

Reasons for taking the SL partnership beyond the current course

Non-structured interview

Initial presentation of SL in the course Presentation of the methodology Presentation of the community partner

Free Listing

Classification of cards or Card sorting

Trajectory map (user journey)

Implementation of the service project

Logical Framework Approach or Methodology

SL Diagnostic

Identification Problem tree

Possible unforeseen events during the project’s implementation

Implementing a reflection strategy

Objective tree (means and goals)

Defining the skill/competency to be developed through the reflection activity

Analysis of alternatives

Designing the reflection strategy

Logical Framework Matrix Informed consent document

Assessing reflective strategies implemented in the course

Implementing a SL project assessment strategy

Assessment instruments for transversal skills

Who does the assessment?

Social commitment

What is assessed in a Service-Learning course? Assessment instruments for transversal skills

Critical Thinking

Problem resolution

EARLY COURSE ASSESSMENT

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Verbal communication skills in Spanish

Teamwork

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CHAPTER IV: CLOSING PROCESS OF THE COURSE

REFERENCES

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