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

CHAPTER I CHAPTER II CHAPTER III CHAPTER IV

CHAPTER V

4. What modifications of the course are required to incorporate the service?

6. Is it possible to incorporate opportunities to guide and provide feedback to the work of the students? How? How many opportunities?

Consider those elements that may be detrimental to the delivery of a service , so that they may be modified to contribute to the project. For example, think about carrying out the service during class hours, in case time is a weakening factor.

Estimate the relevance of incorporating possible internships or adjustments to the course schedule to generate spaces for conversation with students regarding the progress of their work and any concerns that may arise, in addition to the delivery of technical and practical tools to be inserted in the community. Likewise, it is necessary to estimate how these instances will be and when they may be carried out.

5. Is the academic load consistent with the service activity?

7. Will the intended product or service be useful to the target audience?

Take into consideration that the service activity does not generate an additional workload, established in the credits of the course , as this could be detrimental to the delivery of the service and the students' learning.

It is important to consider that the service is aimed to satisfy a real need of the community, therefore, there must be a control of the quality standards of the work, to ensure that the purpose of the project is a concrete contribution for the community partner.

CHAPTER V: ACT I V I T I ES FOR THE I NCORPORAT ION OF SL I N A COURSE

CHAPTER V: ACT I V I T I ES FOR THE I NCORPORAT ION OF SL I N A COURSE

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