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

CHAPTER I

CHAPTER II CHAPTER III CHAPTER IV CHAPTER V

Service Learning at the UC

This guide is a flexible model for the incorporation of Service Learning (SL) into the program of a course. Its objective is to guide the teaching team in the design of a course with the SL methodology , based on the experiences and knowledge that have been built at the Pontificia Universidad Católica de Chile for more than 15 years. This guide consists of guiding stages for the design of the course. Despite proposing a systematized process, it is not intended to be a rigid recipe book, but rather to highlight the relevant moments in the incorporation of SL in a course, which will allow for the methodology to be flexibly adapted to the characteristics of the teaching team and the course.

It into consideration that this guide was designed in digital format, in order to promote a fast and free navigation through the contents. At the same time, activities are offered in a practical work guide for the design of the course itself. For this reason, starting from the index and the indicated buttons, it will be possible to move throughout the guide. It is recommended to complete the working guide simultaneously with the reading of the document. * This guide was constructed using inclusive language, contributing to overcoming inequalities and the different forms of symbolic and material discrimination that affect both women and men. should be taken

What questions should this professor ask herself so that this kind of course transitions to service/learning? Which subject may be service learning? Check out the following video:

Before starting, the following case is proposed. Let's take the case of a professor who teaches a scientific course and whose course objectives include that her students should be able to know and identify the main functions and components of the human nervous system.

INTRODUCTIÓN

CHAPTER I:KEY CONCEPTS

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