A guide for Service Learning Institutionalization of a career

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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