A guide for Service Learning Institutionalization of a career

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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