A guide for Service Learning Institutionalization of a career

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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