A guide for Service Learning Institutionalization of a career

A GUIDE FOR SERVICE LEARNING INSTITUTIONALIZATION OF A CAREER

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A GUIDE FOR SERVICE LEARNING INSTITUTIONALIZATION OF A CAREER

Derechos reservados Pontificia Universidad Católica de Chile

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ÍNDI CE

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INTRODUCTION PROLOGUE What is the UC SL (A+S UC) Institutionalization Model?

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STAGE I: BEGINNING OF INSTITUTIONALIZATION

Step 1: Conformation of the SL committee Step 2: Applying the Self-Assessment Rubric STAGE II: DIAGNOSTIC Step 1: Coherence between UC official documents and SL Step 2: Compilation of information on related SL careers at the national and international level Step 3: Compilation of information pertaining to the career Step 4: Conducting a SWOT Analysis

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STAGE III: DESIGN AND IMPLEMENTATION PROPOSAL Step 1: Definition of transversal skills Step 2: Identification of pilot courses Step 3: Definition of community partner profile Step 4: Internal management of a career Step 5: Teaching staff training STAGE IV: IMPLEMENTATION AND ASSESSMENT Step 1: Implementation of pilot courses Step 2: Process assessment Step 3: Final decisions for continuity

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PRACTICAL TOOLS FOR SL INSTITUTIONALIZATION OF A CAREER

STAGE I Step 1 activity: Conforming the SL committee Step 2 activity: Applying the Self-Assessment Rubric for SL’s sustainability

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Analysis and conclusion regarding results of the SL Self-Assessment Rubric.

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STAGE II

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Step 1 activity: Consistency between formal documents and SL Step 2 activity: SL experiences worldwide and in other universities, related to the career Step 3 activity: Collection of information about the career and curricular program Step 4 activity: SWOT analysis of SL incorporation

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STAGE III

Step 1 and 2 activity: Definition of pilot courses and transversal skills

- Definition of transversal skills - Definition of pilot courses and transversal skills - Definition of possible requirements and community partners Step 3 activity: Identification of organizations or communities with whom you have

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already worked in the career Step 4 activity: Management

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STAGE IV

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Step 1 activity: Pilot implementation

REFERENCES SITES OF INTEREST

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PROLOGUE

knowledge that will contribute to the solution of Chile’s social problems. Thecoordinationand promotion of this methodology depends on the Centro deDesarrolloDocenteUC (CDDoc), an entity that trains and advises professors fromdifferent academic units so that they can apply this form of teaching, a Center that we warmly congratulate for the excellent work performed with this timely and useful Guide. As a balance of what has been achieved so far, this initiative has been implemented since 2005 inmore than a hundred undergraduate courses, whichhas allowed about 40 thousand students to develop service projects related to the curricular objectives of each course, under the guidance of their professors. Furthermore, during these years, 1,100 courses have been carried out with SL (trainings, workshops, product design, diagnostics and health/ educational interventions, among others), andmore than 300 community partners have been involved. The general objective of SL is developing a methodology that, through the active commitment of students to the process, improves educational results and solves problems of the social environment, through a process that has a pedagogical and solidarity component at the same time. Furthermore, the idea is to develop dynamics of community participation with professors, educators and young people with the support of institutions and social actors that allow for community involvement. In thisway, the academic learning may be connected to real problems that are close to the daily lives of young people, involving them in active and social projects that improve their educational performance and their connection with the community.

I am very pleased to present this Guide for the institutionalization of Service Learning in a career, which complements the text Service Learning, 10 years at UC, made available to the community on a digital platform in 2014, on the occasion of the 10th anniversary of the SL program at our University. In fact, this initiative created in 2004, seeks to contribute to the development of an educational system that generates meaningful learning based on the relationshipwith society, and to contribute to the development of communities through the projects developed by the students. It is worth reminding that the Program was created in response to the UC’s desire to provide the country with an academic activity that will train integral, enterprising and jointly involved professionals, and that will generate

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Through SL, students improve their performance in knowledge, skills, pabilities, abilities, attitudes and values, while acting as citizens committed to theenvironment inwhich they interact. This methodology conciliates in common objectives the learning approach of the formal education sector with the social action approach of the informal sector. And in SL practices, educational institutions actively collaborate with organizations of the social milieu. In short, Service Learning is an original combination of two elements: experience based learning and community service. The novelty lies in the interweaving of these two elements, not in the mere presence of each of them, which are widely known in formal and informal education. Regarding the structure and content of this Guide, it is doubly divided into 4 stages: Stage I: beginning of institutionalization; Stage ii: diagnostic; stage iii: design and implementation proposal, and Stage iv: implementation and assessment. Andwe say doubly since the index of contents shows these Stages twice: the first of them provides the theoretical bases and contents that will allow us to adequately address the second part of the text: Practical tools for SL institutionalization in a career. Without being experts on the subject, we believe that this sequence guarantees a sustained and efficient progress, whichwill allow thosewhomake use of this Guide to fulfill the objectives it pursues. On the other hand, it is important tomention some relevant points to consider in order to better contextualize this Guide. Perhaps the most important is that it, insomeway, responds to thePope’s call tous as aUniversidadCatólica to dialogue with the communities, to learn from them, and to strive for quality teaching at the service of solving the problems of the country. Furthermore, incorporating SL into a course and curricular program guarantees that, in addition to students developing a public/social commitment, they have a quality, challenging,

and in-context learning experience with a lot of learning at stake, in order to generate an authentic learning experience, immersed in a reality and seeking deep and lasting learning. An additional element to be mentioned is the value of institutionalization (model with stages and concrete actions to incorporate SL into the curriculum) offered by the Guide, as well as the possibility of adapting the model to the characteristics of the academic unit. In addition, institutionalization ensures that all graduates go through SL courses and develop other skills specific to the nature of each career. In this sense, it is expected that all UC students will have and approve at least 3 experiences of SL courses, given the value that SL has in the formationof theUCgraduate and its relationship with the distinctive mark and integral formation. In summary, SL is a great opportunity to demonstrate from the classroom the public commitment of students to experience real problems; and we have no doubt that this Guide for the institutionalization of Service Learning of a career will be a fundamental support for the achievement of the objective of this initiative, which is now in its 14th year of development and committed work.

Ignacio Sánchez D. RECTOR UC

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INTRODUCTION

The following guide is a flexible model for the institutionalization of Service Learning in the curriculum of a career at the P. Universidad Católica de Chile. It comprises stages and steps to follow, which can be adapted to the particular processes and culture of any higher education career. This model consists of a stage of diagnostic, design and implementation proposal, and the implementation and evaluation of pilot courses. These stages are accompanied by a set of practical tools that will guide the process as the various stages are addressed. Furthermore, the model has spaces for constant information systematization that will allow, in case of any contingency within

the career, to stop the process and resume it without any setbacks. The objective of this guide is to provide guidance to the teaching staff and/or management teamof a career in the design, implementation and evaluation of a process of SL institutionalization in the UC. This guide has been developed after a dialogic process of trial anderror; it considered the development of the methodology in the academic community, which implied a large community of committed and trained professors, more courses implementing the methodology and social organizations (community partners) willing to contribute to this formative process. In this sense, this guide gathers the experience accumulated

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recommended to review the practical work tools simultaneously with the reading of the guide. If you have any doubts or concerns about how to incorporate Service-Learning in a course, you can click here anddownload the Manual for the Design and Implementation of a Course with Service-Learning (UC SL). Our challenge is to enable the UC to become the first university in Latin America that explicitly intends to institutionalize the SL methodology throughout the university at the undergraduate curricular level (Jouannet, C. et. al., 2015). Given the dynamismof the careers, this is a long termtask, which implies dialogue, flexibility and passion for the transformations that we expect in Chilean education.

by the program from 2004 to date, adapting it to the institutional characteristics of the University. The process of institutionalizing a career proposed by the UC is in charge of a team that we have called the SL Committee, which will guide and facilitate a systematic work during the process. At any time it will be able to count on the support and advice of the Centro de Desarrollo Docente UC. To ensure the understanding of the institutionalization process and the use of the methodology, this guide was designed in electronic format, which allows a friendly, fast and clear navigation among the contents. This is why, starting from the index of contents and the indicated buttons, you can freely move through the manual, discovering the descriptions of the steps, examples and practical activities. If you still have any doubts or recommendations to improve this guide, you can write to us at aprendizajeservicio@ uc.cl . Before start ing this adventure, i t is

UC Service Learning Team

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WHAT IS THE UC SL (A+S UC) INSTITUTIONALIZA TION MODEL?

years later in the Orientation Guides for Teaching Staff , the first material in Chile dedicated to methodological support for the implementation of Service Learning. Many professors were trained and encouraged others to incorporate SL. The careers saw the value of this methodology, not only because of its service component, but also because the results obtained from the experience were consistent with the Educational Project, with the UC distinctive mark and the study plans themselves, which promote the development of transversal competencies such as critical thinking, problem solving or teamwork, among others. However, these guides were the first step.

Nowadays, the training of professionals requires a preparation that not only concentrates on the teaching of theoretical and practical contents, but is capable of delivering a contextualized content. In this direction, the Pontificia Universidad Católica deChile - UC fromnowon -makes the decision of committing to the methodology. Service Learning (SL) is the integration of community service activities in the academic curriculum, where studentsuseboth theacademic content and tools in service to the real needs of the community (Furco, 1999). Consistent with its institutional mission, UC began to incorporate the methodology into its curriculum in 2004, developing a rigorous training model for the practice of SL, which materialized two

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The increas ing number of courses implementing SL implied the challenge of establishing support beyond the isolated course. It was then necessary to think of a model with stages and concrete actions that would systematically and operationally incorporate the SL methodology into the curriculum. Thus, theUC SL Institutionalization Model was born, which corresponds to a sustainable way in time of incorporating it into the curriculum of a career and coherent with the achievement of the graduate profile of the UC and the development of

its distinctive mark. This, in accordance with Furco’s. (2008) proposals, implies converting the SL methodology into a daily practice, widely spread, supported and institutionally legitimized This model was built from a long practical-reflective process within the UC, which allowed identifying one by one the characteristics that it should have to be used by any career of the university, considering the heterogeneity of internal processes within each career. Thus, today the challenge is to institutionalize it throughout the university.

SL previous experiences

SL Institutionalization

Academics Units

Sustained incorporation

ENSURING THIS EXPERIENCE FOR EVERYONE

To make this incorporation long-term, the model must have a flexible and resilient structure to deal with unforeseen events and processes specific to the context. This is why the model has a structure of basic stages, which allow it to adapt to changes, such as curricular renewal, academic internal rotation and/or accreditation processes, or specifically to the organizational culture itself. Themodel aims to meet three conditions (Curry, 1992), which are: Institutional structural, cultural

and procedural integration of the SL methodology at the career level (Jouannet, Montalva, Ponce, & Von Borries, 2015). The structural condition refers to the concrete support for innovation and the coupling with other pre-existing organizational structures. The procedural condition refers to standardized and validated operating procedures. And finally, the cultural condition refers to the norms and values that must be accepted by themembers of the organization.

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The following diagram presents the SL Institutionalization process, showing its four stages and their respective steps. There is no established time frame for

developing each stage. It is suggested that a period of 2 years should be considered for the entire proposal.

B E G I N N I N G O F i ns t i t U T I ONA L I Z A T I ON

Conforming the SL commette

STAGE I

Appplying the Self-Assessment Rubric for SL´s

sustainability

D I A GNO S T I C

Coherence between UC official documents and SL Compilation of international SL information Compilation of own information SWOT Analysis

STAGE II

D E S I G N AN D I MP L EME N TA T I ON P R O P O S A L

Definition of transversal skills Identification of pilot courses Definition of community Partner profile Internal management of a career Teaching staff training

STAGE III

I MP L EME N TAT I O N AN D A S S E S SME N T

Implementation of pilot courses

STAGE IV

Process assessment

Final decisions for continuity

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STAGE I BEGINNING OF INSTITUTIONALIZATION

The purpose of this stage is to form a SL promoting team within the career that will allow the gathering of information in order to evaluate the feasibility of institutionalizing the methodology.

STEP 1: CONFORMATION OF THE SL COMMITTEE

The process of SL institutionalization in a UC career begins with the constitution of a committee responsible for the process. For this first step to be generated, it is necessary, on the one hand, that there are key individuals within the career or institution who are committed to the incorporation of SL, and on the other hand, that there is some institutional support for this space to be built.

It is desirable that this committee be formed by: - At least one director of the career. - At least one student (who has participated in some SL experience or who is a student representative of the career. E.g. academic advisor). - Professors with at least half working day. - At least one representativeof the community partners (e.g. Professional of Puentes UC ). - A professional fromtheCentrodeDesarrollo Docente

Director

Student

Professional from CDDoc

Community Partner

Professor

The invitation is to conform a diverse committee that ensures a teamwork with multiple approaches. A person in charge of

this team should lead the process, in such a way as to gather this diversity and be able to bring them together.

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At Design UC, in March 2018, it began the institutionalization process. The committee is made up by the school director, deputy academic director, deputy director of transfer and development, three professors who impart SL courses, two representatives of students, a Professional of Puentes UC and a person in charge of coordinating the CDDoc process.

I n Fonoaud i o l og y UC , t he institutionalization process began inmid-2015. The committee ismade up by the academic deputy director of the career, the coordinator of the adult area, the coordinator of the voice area, a professor of the audiology area, and two students (2nd and 3rd year) and a person in charge of the CDDoc.

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This committee objective is to lead the process and work throughout it, reflecting on the best way to incorporate the methodology in a sustainable manner over time within the career. For this purpose, they will participate in meetings and workshops that will guide the work to be done, considering from the beginning the pre-existing critical mass and the experience so far with the methodology. It is recommended that these meetings take place every three weeks on average, but

they will be subject to the availability of the committee and the times of each career. Some products that should emerge from this committee, which will be deepened in the following stages are: analysis of previous results in SL, identification, implementation and assessment of pilot courses; definition of transversal skills to be developed in each course; identification of long-term management measures, among others.

CONFORM THE COMMITTEE HERE

STEP 2: APPLYING THE SELF-ASSESSMENT RUBRIC

The Sel f -Assessment Rubr ic for the Institutionalization levels of the SL Program (González, Caire and Jouannet, 2018), is designed so that an Academic Unit in the UC, monitors the process of incorporating the SLmethodology in its career, either at the beginning or during the institutionalization process. This tool will allow them to detect aspects that require greater management or support for the advancement of SL, either in the mid or long term. I) Incorporation of SL from a curricular approach; II) SL teaching staff; III) Work with community partners; IV) Student leadership and; V) Support and management of SL implementation in the Academic Unit. The Rubric is made up of five dimensions:

It was constructed based on the contributions of the Sel f-Evaluat ion Rubric of the Institutionalization of Learning-Serving in Higher Education (Furco, 2008) andconsidering the practical application of the SLModel in the UC (Jouannet, Salas, Contreras, 2013). Each of the five dimensions contains sub-dimensions that characterize the UC SL Model, where the approach is curricular, thought from the perspective of its protagonists (teaching staff, community partners and students), where it is necessary that there is an administrative or management support installed in the Academic Unit for its implementation in the short and long term. Each sub-dimension has 3 levels of development, establishing at the highest level, the description of an Academic Unit with a consolidated institutionalization of SL.

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Furco, A. (2008). Self-assessment rubric for service learning institutionalization in higher education (2003 revision). Brown University, Campus Compact Project. Jouannet, C., Salas, M. H., & Contreras, M. A. (2013). Service Learning (SL) implementation model at UC: An experience that positively impacts comprehensive professional training. Calidad en la Educación(39), 197-212. Recovered from: scielo.conicyt.cl/scielo.php?script=sci_ arttext&pid=S0718-45652013000200007 This Rubric can be used in at least two moments within the UC SL Institutionalization Model . In stage I, after forming the committee, in order to self-assess the state of the art of a career in terms of SL development. It provides guidance on the route to follow for an adequate incorporation of SL in the career. The secondmoment is stage IV, when the last decisions are made to finish the process. We suggest applying the rubric again, for continuity of SL in the career. It allows identifying those aspects that should continue

improving in the mid and long term. Finally, the rubric is a tool that is inserted in the UC SL Institutionalization Model , therefore it responds to the same spirit of being a tool to guide the teaching staff and/ or management teams of a career, flexible and adaptable to the diverse characteristics of the Academic Units. It is hoped that as a result of the application of this tool, it can be enriched with new observations that will make it possible to strengthen this instrument in the future.

DOWNLOAD THE RUBRIC AND FILL IT OUT

AQUÍ

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STAGE I I DIAGNOSTIC

In this stage, the objective of the committee is to collect and analyze institutional documents related to the characteristics of themethodology, such as information on the national and international experiences.

STEP 1: COHERENCE BETWEEN UC OFFICIAL DOCU MENTS AND SL

In this step, it is necessary to review the formal documents of the university, along with the curriculum and the graduate profile of the career,

And to find the coherence that these have with Service Learning.

Educational Project

SL Evaluation

Strategic

Plan

List of trained

teaching staff

Curricular

Program

Graduate profile of a career

UC distintive mark

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These documents will then make it possible to highlight the central elements of the university and the career that are related to SL and, therefore, to confirm the need for its institutionalization. For example, it is very important to clearly state the correlation between SL and the definition of the graduate profile, because if

thegraduateprofilementions the formationof students committed to their country and to the common welfare, it is necessary to question whether these skills and competencies are being developed and evaluated in any way during the course of their studies andwhether SL could respond to this.

Carry out an activity that allows you to identify in an explicit and organized way the elements that are directly related to SL

HERE

STEP 2: COMPILATION OF INFORMATION ON RELATED SL CAREERS AT THE NATIONAL AND INTERNATIO NAL LEVEL

In this step, the committee task is to gather information on SL experiences in the world and inother universities in the country, related to its discipline. This will make it possible to compare the state of the art of the career in SL with other careers that have already had experiences and will be a contribution for the career itself. In order to find information on the Service Learning methodology, experiences in the world and in other universities, or general

bibliography oriented to this methodology, we recommend to review the following bibliography suggested for this manual, as well as the articles and other sites of interest on the UC Service Learning website. For UC careers it is possible to count on the library of the Centro de Desarrollo Docente UC (CDDoc) which has a vast bibliography of international experiences in different academic disciplines.

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Carry out an activity that allows you to systematize this information

HERE

STEP 3: COMPILATION OF INFORMATION PERTAINING TO THE CAREER

During this step, a review should be made of information about the career at curricular level with SL, if any (number of courses taken in the career, trained professors, final SL surveys, graduate profile, among others). This review makes it possible to know the results of the courses that have already be

done, evaluation of the implementations, to know key actors, among others. For UC careers, it is possible to request all existing information from CDDoc. As an example, what was used in Villarrica Campus for its institutionalization process:

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EXAMPLE : REVI EWING SKI LLS / DISTINCTIVE MARK OF THE CAMPUS (VILLARRICA CAMPUS)

Process carried out for the definition of the courses in the career In the first meeting, the institutionalization committee was presented and then the following questions were proposed for reflection: What characteristics of General Basic Education Teacher and Pre-school Education of Villarrica may be found through SL? How are they addressed during the training? What other characteristics are we leaving out?

The Service Learning methodology would favor a series of attitudes, competencies and skills that strengthen excellence in the future working performance of our graduates.

Carry out an activity that allows you to systematize this information.

HERE

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CHARACTERISTICS

HOW ARE THEY ADDRESSED

GENERAL BASIC EDUCATION

Positive (value-based)

Courses

The discussion was centered on questioning the disciplinary focus of training and the absence of inclusion in the course objectives and the intentional development of transversal or generic skills.

Respectful of people and service oriented

Courses

Valuing differences

Courses and cocurricular CAVI, Pastoral, PAI, internships

Social responsibility

Critical thinking (reflective)

Courses

Promoting interdisciplinary work

Courses and internships

STEP 4: CONDUCTING A SWOT ANALYSIS

Before starting the SWOT analysis (analysis of Strengths, Opportunities, Weaknesses and Threats), it is important to identify which dimensions of the career will be assessed in it. For example: institutional support for SL institutionalization, state of the critical mass, number of courses or SL experience that have existed, number of courses in the curriculum program that could be SL, reception of SL by the teaching staff, etc. It is suggested to return to the self-assessment Rubric to focus on some dimension. After this, it will be necessary that the committee carries out an analysis that will allow identifying the strengths and weaknesses they have as career in terms of methodology

institutionalization. In this way, elements such as the presence or lack of incentives will be identified. - a greater number of assistants, access to student transportation, higher valuation of a SL course, etc. -the presence or absence of SL courses, the number of professors trained in themethodology, thedispositionof professors towards methodological innovation, the support or not of the management for SL institutionalization, among others. Thus, the SWOT analysis will make it possible to establish the limitations and advantages at the level of the career and its context, which could have a significant impact on the future incorporation of SL in the curriculum.

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EXAMPLE OF KINESIOLOGY

Internal Analysis

STRENGTHS

Flexibility: Young Career

WEAKNESSES

Institutional support for SL implementation.

Flexible, proactive, propositive, enthusiastic workig team.

Multiple tasks to be done by the people in the group. Limited time. Lack of experience in the subject by the teaching staff of kinesiology. Being a new career there are many things that have to be formed, it can be diluted given all that has to be done.

Practical courses in all areas.

Health career : Real linkage.

Requirement to achieve SL institutionalization.

Confidence.

Academic load.

Trained teaching staff.

Budget.

Resistance to change.

OPPORTUNITIES

The possibility of making a difference from the beginning (being a new career) compared to other kinesiology colleges.

THREATS

Existence of many kinesiology careers which causes a strong competition, wanting to give it a more competitive seal, “international scientific” v/s “national social” commitment. Weak commitment of the teaching staff with a methodology that involves more time and effort.

Establishing strong, long-lasting and mutually beneficial partnerships with partner entities in both clinical fields with intervention needs.

Faculty of Medicine

Toopennewclinical fields of development and research in kinesiology. Topromote through thismethodology the formation of values and transversal skills.

External analysis

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Perform the SWOT analysis HERE

After having reviewed the career profile, the educational project of the university, the strategic plan of the academic unit, etc., it is important to use the meeting space of the committee to carry out a review of the curriculum program and consider whether the incorporation of SL in a transversal way to the career is indeed feasible. This review of the curriculum’s course characteristics will then make possible the future SL institutionalization. Having already completed the stage of diagnostic, it is expected that

the committee will have in its hands at least three documents - systematization of internal and external SL experiences, systematization of elements of the career that are linked to SL, and the SWOT analysis. In this way, a framework is defined from which to begin designing the implementation proposal and also supports the importance of incorporating SL, so that the authorities and the career’s teaching staff community are aware of other experiences and research carried out in the area.

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STAGE I I I DESIGN AND IMPLEMENTATION PROPOSAL

This stage is carried out based on a curricular analysis of the career curriculum program, in which we review the contribution of the courses and the characteristics that make the implementation of SL feasible..

STEP 1: DEFINITION OF TRANSVERSAL SKILLS

Considering the graduate profile of the university and career, it is important not only to focus on the approach to curricular learning objectives when understanding the SL methodology, but also to contemplate the development of transversal skills related to these profiles. Many times educational institutions focus on the mere approach of technical-theoretical contents, forgetting certain skills needed today to performa good job as professionals (Tuning Project, 2003).

Therefore, for the first step it is important to consider which transversal skills will be developed from the SL methodology for the compliance of the graduate profile of the career. Establishing the commitment to these skills development allows not only to better develop the learning objectives of the courses, but also to prepare the student for the challenges of the present working world, since they make it easier to develop fluently and with great commitment in it.

HERE Define the transversal skills

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Once the transversal skills that make sense with the career profile have been defined, there is the possibility of reviewing the skills that Service Learning UC has identified as the

most frequent in SL courses through various quantitative and qualitative studies over the years. These are:

Critical thinking

Team work

Problem resolution

Communicative skills

Social commitment

In a research conducted between the years 2013-2016 (Jouannet, 2017), 96.5%of students reported developing at least one SL skill. On average, students who attended SL courses

perceived that they developed, on average, 3.4 skills in the SL assessment item in which they select skills developed with themethodology.

7 9%

6 6%

6 0%

5 3%

5 2%

TEAM WORK

SOCIAL COMMITMENT

PROBLEM RESOLUTION

COMMUNICATIVE SKILLS

CRITICAL THINKING

Jouannet, C. (2017) Implementation of a Service Learning (SL) Program from the perspective of participating students: A case of study in a Chilean university.

The definition of these skills can be found in the resources and materials section of the Service Learning Program website as a reference or guidance for the implementation thereof.

See skills

HERE

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The objective of this step is to define which courses of the curriculum program will function as a pilot during the first year of implementation. Having identified the transversal skills in the previous step, it is proposed to carry out an activity in which the committee identifies which courses of the curriculum program could develop these skills throughout the career. For the selection of the courses, it is recommended to first analyze the courses that have already had good experiences

with the methodology or with activities with Puentes UC. It is suggested to choose at least three courses, and that these courses are located at different moments of the career and semesters. The courses will be chosen based on their feasibility in terms of the development of the established transversal skills and the possibility of meeting learning objectives through SL, but also in terms of the motivation of the teaching staff, specific needs of the career and the level of the courses.

Systemize the Service Learning pilot courses and their respective transversal skills to be developed.

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Elective in other discipline

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STEP 3: DEFINITION OF COMMUNITY PARTNERS PROFILE

Community partners are formal organizations, recognized for their leadership within a community and/or territory, with credibility and convening capacity. In SL, community partners have objectives that are oriented to work for the benefit of the poorest sectors of society andwith limited opportunities for their development. They may belong to any of the following sectors: Governmental, Municipal, NGOs, Foundations, Neighborhood Councils, private non-profit companies, among other entities with similar interests. In general, the

community partner is represented by a key person who acts as a course counterpart, will work with the service, and is the person who talks with the professor about the needs detected by the organization and who participates throughout the process. The first action in the process of selecting the community partner(s) is to check if the career has previous experience with civil society organizations, volunteer work, the public system, etc.

EXAMPLE OF THE COMMUNITY PARTNERS IN A CAREER

ORGANIZATION CHARACTERIZATION

DESCRIPTION OF THE WORK

NAME OF THE ORGANIZATION

YEAR GOOD MIDDLE BAD

(public/private, near/far, safe/unsafe sector, rural/ urban, etc.)

Workshops were held with deaf children attending the foundation. Research was conducted on the development of reading and writing skills of children attending preschool. They were invited to participate in a reading promotion fair.

Fundación Cuenta Cuentos

Public, far from the University, safe, urban

2001

Jardín Infantil Multicolores

Private, safe, close to the university, urban

2014

2016

Escuela El Vinilo

Public, far from university, unsafe, rural

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For this, it is suggested to describe the most relevant organizations you have worked with in your career

HERE

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As a second action, it is important to define the profile of the community partner(s) to work with SL, as this will help to direct their further search and make the process easier for the coordinator of SL in the career. Along

with identifying potential community partners, it is also important to check whether the characteristics of these partners complement the career profile characteristics and those of the other courses.

E XAMP L E : C O UR S E F UNDAME N TA L S O F ODON T O L O GY I I . T H I S WA S E L A - BO RA T E D BY T H E P R O F E S S O R S O F T H E C O UR S E .

SPECIFIC SERVICES THAT THE STUDENTS OF THE COURSE MAY PERFORM

COMMUNITY PARTNER PROFILE

ORGANIZATIONS THAT COULD BENEFIT FROM THIS TYPE OF SERVICE

The students will carry out a diagnostic to elaborate an oral health educational session, they will go to the institution they are working in two occasions. Students will work in groups, being each group guided by a professor who will accompany them in the field work.

For almost any type of population, who have the need tohaveadiagnostic, for example, due to lack of resourcesor difficulties of transportation to the medical centers.

1.- Pre-school. - Lower Middle Level: infants from 2 to 2.11 years old. - Upper Intermediate Level from 3 to 3.11 years old. - Transition level: from 4 to 4.11 years old. 2.- Group of educators and assistants. 3.- Group of mothers. 4.- Group of older adults.

Once the potential community partners have been selected, it is advisable to generate the contact, so that it is possible to identify in advance whether the services planned are real needs of the community, or whether they need to be adapted. In addition to considering

other necessary elements such as human and material resources , timing of the SL activity, number of students involved, definition of each party’s commitments, among others. For this purpose, it is suggested to use the Agreement Document.

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If you want, you may review the list of some of the community partners with experience in SL that we have published on the Service Learning website, so that youmay orient yourself or choose to work with one of them.

To search for civilian community partners

to know about Puentes UC

HERE

HERE

It is important to keep in mind that a long termrelationshipwith a community partner is highly desirable, as it establishesmuchdeeper

links with the community, thus addressing multiple needs.

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STEP 4: INTERNAL MA NAGEMENT OF A CAREER

Its objective is tomake a first approach to the definition of the teaching staffmanagement, that is, to identify measures to facilitate the institutionalization sustainability, such as: extra hours, which means the incorporation of SL in the career, necessary resources to promote the participation of professors in congresses and seminars, the possible inclusion of assistants to the courses chosen as pilots, application protocol of the SL evaluation, among others. This work can be done as a team, the committee raises needs about the resources that will be needed for each course. This will be influenced by the level of the course in the curriculumprogram of the career, the number of students, the materials they will need, the distance from the place where the service project will be carried out, among others. This last decision is of utmost importance, since the inputs it provides to the career, will allow on the one hand, improving the SL courses in a participative and representative way, and on the other hand, broadening the research horizons around the methodology, which will benefit the career and its teaching staff. In the case of theUC careers, it is feasible to ask the CDDoc for the SL survey document, which can be adapted if necessary.

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Rector’sDecreeN°86/2017approvedmodifications to the Academic Regulations of the Faculty of Agronomy. Among them, SL courses were assigned a higher valuation than a traditional course (valuation 2 in case there is no instructor support and1.5 incase there is instructor support), equating them with workshop courses and/or courses involving in-field work.

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Each career has its own priorities and needs. For example, a career may identify the need of developing independence in its students and their consciousness towards the society in which they live, and therefore decide not

to allocate resources to transport students to the place of the community partner meeting, leaving them autonomously to reach these places.

E XAMP L E O F T H E MA I N MANAG EME N T ME AS U R E S I N T H E C AR E E R S O F C I V I L C ONS T RU C T I ON , NUR S I NG AND G E N E RA L BA S I C AND P R E - S CHO O L E DU C A T I ON AT T H E V I L L AR R I CA CAMP U S .

Main management measures:

Operating costs (transportation, fuel, supplies, others). Responsible with exclusive hours to SL. Recognition of time dedicated to SL teaching staff. Internal recognition of best experiences. Diffusion of the course’s closing activities. Support for attendance to national and international congresses. Long-term community partners.

CIVIL CONSTRUCTION CAREER

Main management measures:

Monitoring and evaluation model of transversal competencies. SLcoordinatingprofessorwith4protectedhours. Included in the development plan, as one of 3 methodologies to be promoted within the career.

NURSING CAREER

Main management measures:

Operating costs (transportation, supplies, others). Recognition of time dedicated to SL teaching staff. SL coordinating professor with 4 protected hours. Support for attendance to national and international congresses. Students are expected to incorporate the use of the

GENERAL BASIC AND PRE-SCHOOL EDUCATION, VILLARRICA CAMPUS

methodology as a competency. Long-term community partners.

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Oncetheseelementsaredefined, it isnecessary to schedule a meeting with the curriculum committee or relevant collegiate body, in charge of advising the career management, in order to present this proposal and they can confirm the Step to the stage for the implementation of Pilot course . That is, this proposal must be evaluated and validated by this entity in order to finish the process.

Define the internal management HERE

STEP 5: TEACHING STAFF TRAINING

Once the pilot courses, the transversal skills to be developed and the community partners have been defined, it is important to carry out a training for the teaching staff of the career.

It is recommended to make this workshop mandatory for the teaching staff teams of the SL pilot courses and also open to professors who wish to participate.

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In the case of being a UC career, you can request the support of Centro de Desarrollo Docente to carry out this training or to enroll in the SL workshop that takes place every year in January and July in an open way for UC teaching staff. In case of being a career that is external to the university, there is the possibility of training through the e-learning course “Tools for the design of a course with the Service Learning methodology, an opportunity for comprehensive training” . Information on both instances can be found on the center’s website..

HERE Visit the center’s website

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STAGE IV IMPLEMENTATION AND ASSESSMENT

Once the proposal has been designed and approved by the respective management or authorities, the implementation can safely take place.

Thefirst actionbeginswith the implementation of the courses defined as pilots in the previous stage. It is important to bear in mind that the teaching team must be trained in the methodology and with the adequate time for the correct design and planning of their course. For a better orientation regarding the incorporation of SL in a course, download the Manual for the Design and Implementation of a Course withServiceLearning (UCSL). In this process, the teaching team will be accompanied and advised by a CDDoc professional. STEP 1: IMPLEMENTATION OF PILOT COURSE

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STEP 2: PROCESS ASSESSMENT OF SL IMPLEMEN TATION IN THE SELECTED COURSES

The process assessment involves a moment of application of surveys for students and community partners, and a subsequent moment of reviewing the results of their evaluation. With this information in hand, the professors of the courses are called to a meeting to analyze the information on the SL implementation process, with the purpose of identifying projections and modifications for the next application. Based on this, ameeting is coordinated with the institutionalization committee and these data are presented in order to identify the performance of all pilot courses andmake the final decisions on the management of those

courses and their feasibility for continuing as SL. This will determine the need to redesign the courses, change the pilot courses for others and re-pilot, or close the process effectively. To assess the entire process, we recommend re-applying the self-assessment Rubric used at the beginning of this guide. This will allow us to identify the progress made since the institutionalization process began and its current status, and where future efforts should be directed.

Complete the rubric again

HERE

STEP 3: FINAL DECISIONS FOR CONTINUITY

Upon reviewing the evaluations of the pilot courses and considering the process carried out, we reflect on the continuation and

adjustments that may be necessary for each course that continues with SL. Depending on this, the institutionalization process will

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be finished. In this step, it is important to finish the proposal in relation to the teaching staff management and, based on the evidence and systematization of the results, to be able to establish which would be the key elements to be included in the proposal:

• Financing • Research

Once the entire process has been completed, it is recommended that the data from the implementation of SL in the career be systematized. This data will generate spaces for internal study and teaching staff research in Service Learning in the future.

• Teaching staff incentives • Visibility of SL in the career

To see a poster of how the INSTITUTIONALIZATION of SL could look like in a career click here.

HERE

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Practical tools for sl institutionalization or a career

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STAGE I

STEP 1 ACTIVITY: CONFORMATION OF THE SL COMMITTEE

Below are two boxes that will help to organize who participates in the committee as well as the role to be played during this process. It is necessary to have a person in charge of the process who will be able to coordinate and manage the development of the institutionalization Stages with the committee.

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S L C OMM I T T E E

SL COORDINATOR

E-MAIL

MAILING ADDRESS

POSITION

CONTACT PHONE NUMBER

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COMMITTEE MEMBER DATA

NAME

ROLE

E-MAIL / PHONE NUMBER

STEP 2 ACTIVITY: APPLYING THE SELF ASSESSMENT RUBRIC FOR SL SUSTAINABILITY

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INST I TUT IONAL IZAT ION LEVELS OF SERVICE LEARNING IN A

D I ME NS I oN S UBD I ME NS I oN

L e v e l s

Beginning (1)

The presence of SL in the career(s) responds to and is consistent with the institutional mission and the distinctive mark of the UC.

Incorporation of SL consistent with the institutional mission, distinctive mark and graduate profile. Definition of courses that will implement SL in the curricular program Incorporation of transversal skills related to the SL methodology in the courses that will implement the SL methodology.

Possible SL courses are identified in the curriculum program, which will be piloted in a following stage. The courses may have previous SL implementation experiences. The SL courses developed at the AU have addressed skills related to the methodology; however, not all of them have formalized this learning objective in the programs, nor have they identified or specified the level of achievement of the skill. The SL courses that have been developed in the unit are isolated experiences (1 or 2), but remain over time (more than two years). Or, there are several courses that have implemented the methodology, but their continuity is low (less than 2 years). Most of the courses present quality problems, so they should improve their implementation. It is considered as quality that at least the central elements of the methodology, service aligned to objectives, reflection and quality service are achieved.

INCORPORATION OF SL FROM A CURRICULAR APPROACH

Opportunity for students to learn with the SL model

Quality implementation of the core elements of the SL methodology in courses.

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