UC Service Learning, Yearbook 2020

Academic Vice-rectory Teacher Development Center

Service Learning Projects in 2020 5 Page 34

1 Prologue Page 6

Year 2020 in Numbers 3 Page 14

in 2020 4 Page 18

Challenges 6 Page 116

Team 2 Page 10

Learning and

The SL

Main Milestones

Content

Index of

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Before starting... In the First Yearbook of Service Learning Experiences (SL) of Pontificia Universidad Católica de Chile (UC), 2020, the commitment, participation and critical spirit of students, community partners and Teaching Staffs was reflected. They responsibly developed services applying disciplinary and social learning processes in a collaborative way in order to build a better country, in a highly complex world context. We specifically thank theTeachingStaffs and thosewhohavemadepossible thepreparation of this document that demonstrates progress in strengthening the community called UC Service Learning.

Thank you all.

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Prologue

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“True, a worldwide tragedy like the Covid-19 pandemic momentarily revived the sense that we are a global community, all in the same boat, where one person’s problems are the problems of all. Once more we realized that no one is saved alone; we can only be saved together.” (Fratelli Tutti 32).

We have lived in a year that we never imagined; we remained indoors, we learned in front of a screen, we got sick, we were vulnerable, we did not have control of everything, technology was not enough to prevent deaths, poverty entered homes, we felt loneliness and we missed hugs, friendships, and family celebrations. However, we can rise from crises with new strengths, seek new routes and learning. In our university, a great challenge was to continue courses using Service Learning methodology in a remote format in the pandemic, because the needs of our communities continued and even increased and because, as Pope Francis told us during his visit to Pontificia Universidad Católica de Chile, “It is urgent to teach to think what one feels anddoes; to feel what one thinks anddoes; todowhat one thinks and feels. A dynamism of capabilities at the service of the person and society ”. Therefore, we are becoming more flexible and have created remote SL teachingmanuals, wehave looked for newways of working with the community and ways to advise our teaching staffs.

In the following pages, you will find real stories of learning where teaching staffs, assistants, students and community partners learned from the experience of other people. You will find stories that allow us to know the importance of having a teaching staff connected to the current challenges and in which students from the curriculum understand that, with the practice of their disciplines, they contribute to people dignity and search for justice, common good and social peace. We hope that the stories will move you to act from their different outlooks and invite teaching staffs to develop new courses where students will learn with their classmates, in contact with other people and communities, and reflect on ethical considerations and usefulness of the curricular content for society. We hope that these storieswillmove students to reflect on the impact of their professional training for a better country and make clear to the community that this university wishes to invite them to participate in the integral formation of the students.

Prologue UC Service Learning Yearbook 2020

Prologue UC Service Learning Yearbook 2020

Chantal Jouannet Valderrama Director of Center of Faculty Development (CDDoc)

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2 The SL team

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The SL team UC Service Learning Yearbook 2020

The SL team UC Service Learning Yearbook 2020 12

We are an interdisciplinary team made up of professionals and students, who work advising teaching staffs from all UC Academic Units to implement the Service Learning methodology in their courses. Along with this, we generate links with community partners to establish, by mutual agreement, projects that have a positive impact on the communities and on the training of students.

Manuel Caire Espinoza Chief Service Learning

Alin Burgos Olivero Advisory Coordinator SL

Miguel Adasme Cáceres Professional SL

Rocío Fontana Venegas Professional SL

José Sepúlveda Maulén Professional SL

Natalia Pérez-Luco Alarcón SL Assistant

Tamara Blumenfeld Palacios SL Assistant

Sofia Silva Díaz Student in Practice SL

Paulina Carrillo Oyarzún SL Assistant

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3 Year 2020 in Numbers

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Year 2020 in Numbers UC Service Learning Yearbook 2020

96%

During 2020, 146 section-courses were developed with SL, representing 87% of courses compared to the previous year: a very high number, considering the adverse context with regard to remote teaching. Of the total courses, 4,930 students participated along with 178 teachers from 31 UC careers. Regarding the final assessment carried out by students and community partners during 2020, the data indicates a high valuation of SL experiences in remote format. The students’ perception of learning was 96% of agreement, the highest figure in the program history.

93%

Year 2020 in Numbers UC Service Learning Yearbook 2020

74,9%

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Main milestones

of SL

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Diagnostic process with communities U.V. 20 and 17.

At the end of 2019, together with the Unidad de Vinculación y Desarrollo Comunitario (Unit for Community Linking and Development), we decided to go out and talk with the neighbors of Macul, in an effort to understand what their dreams and desires were and build together collaborative proposals in order make progress as a community. In January, after several contextual complications, we were able to finalize the diagnosis process so as to incorporate various initiatives of the UC, including SL courses.

Main milestones of SL UC Service Learning Yearbook 2020

Marzo

Pandemic. On-site classes are suspended throughout Chile: On March 3rd , the first infected person in Chile was reported, leading to the start of online classes at all university campuses on March 14th . What will happen to the SL course students that can no longer attend classes on site?

Main milestones of SL UC Service Learning Yearbook 2020

Enero

Panel of “Teaching committed with Chile” in the V Seminar on Teaching Innovation organized by CDDoc: Four teachers who implement SL participated in this panel in a dialogue regarding how to promote teaching committed with the country challenges and needs .

Tami’s arrival!

Tamara Blumenfeld joined the team, who had already carried out an information survey on strengthening the relationship with community partners, based on a research work in an engineering course.

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Talks beyond SL:

Abril

As a way to keep in touch with the communities, the cycle of webinars called “Beyond SL” was started. In this instance, 8 teachers from different careers participated, who addressed contingent topics such as “Myths and truths of COVID-19” (Carolina Serrano of Biological Sciences), “Childhood and education at home” (Marcela Suárez of Pre-School Education), “ Safe remote working” (Begoña Juliá, from the School of Design), “Food security in pandemic ”(José Moya and María José Rojas from the Nutrition career), “Physical health in older adults” (Soledad Vargas from Sports UC), “Sustainability in quarantine ”(Bruna Garretón from the Institute for Sustainable Development UC) and “Use of medicines at home” (Rosemarie Mellado from the Chemistry and Pharmacy career). This cycle was broadcasted on YouTube, Instagram, and Facebook, reaching more than 5,000 reproductions. The cycle may be seen clicking the following link.

Main milestones of SL UC Service Learning Yearbook 2020

Teaching staffs and Canvas are reinforced for classes online: In mid-March and in April, the SL team actively participated as a reinforcement of the Canvas team.

Main milestones of SL UC Service Learning Yearbook 2020

SL 2020-2023 Development Plan:

In spite of the sanitary conditions that we were experiencing, as a team we resumed the idea of reformulating SL in accordance with conversations held in 2019, after the social outbreak.

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Mayo

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Julio

Junio

Miguel’s arrival!:

Main milestones of SL UC Service Learning Yearbook 2020

The SL team has grown! Along with this, support for different SL courses for the second semester was reinforced.

Seminar Entrelazados:

The first seminar held with and for community partners took place. This experience was developed together with Hogar de Cristo, that we shared with María Nieves Tapia, from Latin American Centre for Solidarity Service-learning (CLAYSS) and Rafael Mendía, from the Spanish Service Learning Network. The seminar was attended by people from Chile, Argentina, Spain, Mexico, and Peru.

Main milestones of SL UC Service Learning Yearbook 2020

Arrival of Pauli!:

Guidelines for a remote SL:

Paulina Carrillo, former UC Senior Counsellor, joined the team. Since her arrival, student leadership and interdiscipline have been strengthened in SL.

This document was produced to provide inputs to teaching staffs that have joined the challenge of implementing SL in this context of a pandemic, sharing some guidelines to protect people, take care of ourselves and at the same time adopt academic decisions that contribute to student learning. Click here to review the document.

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Ethical SL protocol:

Every SL project requires contact with a community or organization, probably foreign to our reality. What responsibilities, safeguards and considerations should be taken in these experiences? Check here some guidelines developed in this document prepared by the SL team.

Main milestones of SL UC Service Learning Yearbook 2020

Arrival of Sofi!

Main milestones of SL UC Service Learning Yearbook 2020

The team keeps growing! Sofía Silva, who joined us, is a student in practice of the career of Social Work and had supported us in other previous experiences such as the diagnosis with communities surrounding Campus San Joaquín strengthening the interdisciplinary approach and communications of the team.

23° Seminario internacional de Aprendizaje Servicio Solidario - CLAYSS: The arrival of the worldwide pandemic did not prevent the contact of the different promoters of SL methodology, including at the international level. In the following page, you will find all about the 23rd Conference of the Latin American Centre for Solidarity Service-learning (CLAYSS) where the SL team attended the talks and workshops held.

Horizons for a quality SL:

Due to the progressive increase in courses that implement the methodology, this document was developed that aims to be a support and guide for all the teaching staffs that apply this methodology in their courses. Check here the document to find the tools that support each of the SL implementation milestones.

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Agosto

Septiembre

UniServitate Project:

Main milestones of SL UC Service Learning Yearbook 2020

The UC is made official as the head of the HUB of Latin America and the Caribbean, leading the institutionalization of the methodology in Catholic universities in the continent, as part of the international project Uniservitate. Check the news here.

Main milestones of SL UC Service Learning Yearbook 2020

2nd SL UC Conference, together with the School of Nursing: This instancesought togenerate reflection for actionaround interdisciplinary cooperation promoting community care and well-being. This conference was organized by the UC School of Nursing and the CDDoc Service Learning program, in collaboration with the Programa Puentes UC and the Unidad de Vinculación y Desarrollo Comunitario de la UC (Community Liaison and Development Unit). In this version, more than 100 people participated in the activities on each of the 3 days. A great success! We share material from that Conference here.

Arrival of Rocío + José!:

They joined the team to reinforce the UniServitate project and the implementation of SL model in the UC. With their arrival, the SL UC team was further strengthened.

First Meeting of the SL Student Council:

Toolkit for your SL courses:

It was held in two days attended by representatives from different UC careers to build altogether the foundations of this new student group. To see a synthesis of the first meeting, enter here.

This kit was created to support students in the development of their Service Learning projects. In 2020 it received more than 30,000 visits! Check the Kit here.

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Octubre

Noviembre

8th National Network of Service Learning Conference, REASE: Once again we participated in the Conference organized by REASE, this time in a remote format and in this opportunity, our assistants showed off! Tamara introduced the presentation “Service Learning in remote mode. Strengths and weaknesses according to the perception of UC students”. You can see the presentation here. Inaddition, Paulina led theworkshop “Technologies for Remote Service Learning”. You can see the workshop here. The SL professional team actively participated in the implementation of this activity. In addition, SL teaching staffs of the UC, also showed off! María Fernanda Calvo introduced the presentation “Experience of an introductory course to the kinesiology career in the context of the covid-19 pandemic” and Ignacio Oliva and Macarena Jiménez introduced the presentation: Is it important to implement the SL methodology in the context of a pandemic?. Assessment of the experience of community partners of the SL SUS1000 course taught remotely. It is expected to review these presentations soon in the Minute Book of the VIII REASE Conference, 2020.

Main milestones of SL UC Service Learning Yearbook 2020

Launch of DAE Grant Fund:

The second version of the grant fund took place together with DAE. It seeks to enhance the Service Learning experience to make it more significant than a course.

Main milestones of SL UC Service Learning Yearbook 2020

UC Fund in the neighborhood:

this Grant Fund was created from the Unidad de Vinculación y Desarrollo Comunitario (Community Liaison and Development Unit), with the support of FEUC (UC Student Federation), Service Learning, Puentes UC and Pastoral UC, and aims to promote work with the communities in the neighborhood of Campus San Joaquín of the UC, from the different actors that make up our community (students, teachers, Units or Programs of the University).

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3rd symposium on Learning in the pedagogical service at the U. de Monterrey, Mexico: Natalia Pérez-Luco, SL assistant, led two activities: a discussion and a workshop, called Student Service Learning for students. We share the links of the Discussion and of the Workshop. In addition, Chantal Jouannet excelled in the panel entitled: “The Institutionalization: from projection to practice”.

97% positive assessment of the SL experience.

Main milestones of SL UC Service Learning Yearbook 2020

In the survey carried out at the end of each semester on the students implementing SL, it was evidenced that 97% of the students perceived that SL implementation was positive for their learning. This has been one of the highest valuations since the program started in 2004.

Main milestones of SL UC Service Learning Yearbook 2020

UC leads the Latin American and Caribbean Regional Node of the UniServitate Project: In this event participated the coordinating team of the Latin American Centre for Solidarity Service-learning (CLAYSS), as the project coordinating team, the SL team, UC, in charge of the Regional Node and the teams that will be in charge of the institutionalization of SL in: Universidad Católica de Argentina (UCA), Pontificia Universidad Católica del Ecuador (PUCE), Pontificia Universidad Javeriana de Bogotá (PUJ) and Universidad Católica de Pernambuco (UNICAP).

SL Fondedoc:

Teacher Marianne Daher completed the implementation of the project called: Service-Learning: gathering of practices associated with the link between students, community partners and teaching staffs and preparation of pedagogical material, an initiative that invites the SL teaching community to apply.

Participation in the 2nd International Service Learning Conference in Brazil: organizedbytheInstitutoSingularidades.ChantalJouannet and Manuel Caire, participated in the working group entitled: “Aprendizagem Solidária e Responsabilidade Social Universitária” You can see the presentation here.

Diciembre

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5 Service Learning 2020 Projects

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DAE - Sports Direction Aerobic Gymnastics -Step Course Level : Various levels, General Training Course

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff: -Teacher: Ana Soledad Vargas. -Assistant: Valeria Arias.

Office of Student Affair (DAE)

Community Partners: Italian parish. Project description: Older adults were accompanied during the pandemic period. The students managed to understand and empathize with the main complications of older adults during the pandemic by providing emotional support. Attended needs: The requirement was the support for older adults during the Covid-19 pandemic period.

Reflection strategy (s) used: The thermometer andSocial Prejudices. Assessment strategy (s) used: Case Study and Essay.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

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Image created by UC students and shared by the SL Teaching Staff

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Faculty of Agronomy and Forestry

Service Learning 2020 Projects UC Service Learning Yearbook 2020

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Image created by UC students and shared by the SL Teaching Staff

Faculty of Agronomy and Forestry Territorial Planning Course Level : Fourth year

Faculty of Agronomy and Forestry Landscape Management Course Level : Fourth year

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff:

Teaching Staff:

-Teachers: Alejandra Vargas. -Assistant: Gustavo Jara.

-Teachers: Sonia Reyes.

Community Partners: Municipality of Renca. Project description: The students produced videos, animations and infographics that explain various aspects of the Preliminary Draft of the Communal Regulatory Plan. These were distributed through the municipality’s channels and sent to community organizations. Attended needs: The Municipality of Renca is preparing a new Communal Regulatory Plan and needed materials for the diffusion of the Plan’s contents, in suitable formats for digital channels (website, Instagram, Twitter, Facebook).

Reflection strategy (s) used: Question and answer game. Assessment strategy (s) used: Oral Presentation and Rubrics.

Community Partners: Ecological neighborhood. Project description: Explanatory videos were made to train those who work in orchards or want to do so. The students managed to transmit technical knowledge with a simple and friendly language, sharing knowledge with those who want to learn about the environment. Attended needs: The requirement was based on training for the creation of community orchards.

Reflection strategy (s) used: Analysis of the key concepts to learn. Assessment strategy (s) used: Rubrics.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

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Faculty of Agronomy and Forestry Workshop 4 - Entrepreneurship and Social Innovation Course Level : Third year

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff:

-Teachers: Luis Mejías. -Assistant: Francisca Brown and Gerardo Palominos.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Community Partners: Entrepreneurs from Puente Alto and Macul. Project description: Each work team assumed a challenge together with the entrepreneurs, for which they developed a project or prototype of a solution to be implemented thereby. Attended needs: Challenges (problematics) were defined, according to each entrepreneurship. Also, the development of business ideas from entrepreneurs who have not yet developed their projects was supported.

Reflection strategy (s) used: Follow-up or coaching meetings with each team, at least every two weeks. Assessment strategy (s) used: Oral presentation, Audiovisual material (video) as a way to expound problems and ideas. Finally, a final prototype that depends on the proposed solution.

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Service Learning 2020 Projects UC Service Learning Yearbook 2020

Faculty of Architecture, Design and Urban Studies

Service Learning 2020 Projects UC Service Learning Yearbook 2020

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Image created by UC students and shared by the SL Teaching Staff

School of Architecture Habitability in Vulnerable Sectors Course Level : Fourth year

School of Design Workshop TIDE Quality I Course Level : Third year

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Section 1

Teaching Staff:

Teaching Staff: -Teachers: Elena Alfaro and Soledad Hoces de la Guardia. -Assistants: Josefa Olivares.

-Teachers: Rodrigo Tapia. -Assistants: Florencia Acevedo.

Community Partners: Municipality of El Bosque (Works Management, Urban Planning and Housing Office). Project description: The students designed a book with 12 stories about Perceptions of their Neighborhood, collected from interviews with neighbors of barrio Las Acacias, where family life is described indoors and outdoors. Attended needs: Hold regular meetings with neighbors and neighborhood leaders collecting information about their needs, strengths and ways of living (indoors and outdoors).

Reflection strategy (s) used: Conversations at the end of the session or the beginning of the next one about their expectations, the things that surprised them, the things they learned or the difficulties they had in the field work, project development or group work (as the case may be). Assessment strategy (s) used: Case study, Essay, Oral presentation, Rubrics and Observation record.

Community Partners: UC Handicraft Program and artisans: Juana Bayinka, Juan Betancourt, Magdalena Cabral, Lorenzo Cona, Rodrigo Lizama, Manuel Martínez, Jorge Monares, Jaime Muñoz, Juanita Muñoz, Filomena Vergara, Iris Villarroel and Widülafken Pottery Group. Project description: Digital pieces, a podcast and an audiovisual brief were developed for each participating artisan. The pieces were part of the diffusion of the Forty- Seventh UC Handicraft Exhibition. Attended needs: Digital visibility for artisans in the framework of the Forty-Seventh UC Handicraft Exhibition. Communication skills were developed both in the group of artisans and students and practice with virtual tools.

Reflection strategy (s) used: Individual text in which each student developed a critical reflection on the course bibliography and personal experience in relation to Heritage, Emotion and Design. Assessment strategy (s) used: Portfolio.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

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School of Design Workshop Quality I Course Level : Third year Teaching Staff: -Teachers: Andrés Villela and Samanta Zeppelin. -Assistants: Benjamín Jiménez.

School of Design Introduction to Service Design Course Level : OPR

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff: -Teachers: Bernardita Figueroa. -Assistants: Francisca Ibáñez .

Community Partners: Balloon Latam and Maule entrepreneur community. Project description: In this service, new opportunities were generated for the group of entrepreneurs in each area, in a COVID environment, through innovation strategies based on the detection of opportunities and strengths in each area; Tourism, Handicrafts and Gastronomy. Attended needs: The academic workshop project was integrated into the framework of the Explora Maule project, coordinated by Balloon Latam and the community of entrepreneurs from 3 different areas of the Maule Region: Tourism, Gastronomy and Handicrafts.

Reflection strategy (s) used: Internal conversation process of the workshop. Assessment strategy (s) used: Case study, Oral presentation, Role play, Concept map, Assessment scale, Observation record and Development of Social Innovation Projects.

Community Partners: Hospital de la Florida. Project description: The students generated a service and experience design and were able to apply the contents related to service design in relation to both the collaborator and the patient experience. Attended needs: Improve the collaborator experience in different areas.

Reflection strategy (s) used: No information available. Assessment strategy (s) used: Case study, Oral presentation, Rubrics and Observation record.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

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Institute of Urban Studies Advice on Residential Self-Management (IEU 2046) Course Level : Various levels

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff:

-Teachers: Javier Ruiz-Tagle. -Assistants: Sebastián Ahumada, Felipe Valenzuela and Freddy Yáñez.

Community Partners: Leaders of movements of settlers of Santiago and some movements in regions. Project description: The course was divided into 6 working groups to implement a web platform where various elements of cooperativism in connection with housing were presented: from theoretical-conceptual aspects to technical aspects (legal, social, economic, architectural, building, etc.). Attended needs: General training on cooperativism in housing and technical training to form and implement cooperatives in Chile.

Reflection strategy (s) used: Group reflection and proposals. Assessmentstrategy(s)used: Oral presentation, Concept map, Incremental creation of web platform contents.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

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Service Learning 2020 Projects UC Service Learning Yearbook 2020

Faculty of Art

Service Learning 2020 Projects UC Service Learning Yearbook 2020

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Image created by UC students and shared by the SL Teaching Staff

School of Art Watercolor Course Level : Various years

School of Theatre Theater Studies of Social Life Course Level : Fourth year

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff:

Teaching Staff:

-Teachers: Alejandra Bendel. -Assistants: Eliana Carreño, Anita Varas and Nicole Lagas.

-Teachers: Ana Sedano. -Assistants: Francisca Hono.

Community Partners: Mandela Foundation. Project description: Various paintings were developed focused on the requested thematic axes. These paintings had different perspectives and modes of execution depending on the activity to be carried out by the Foundation team. Attended needs: Elaboration of appealing pedagogical material in the watercolor technique so that monitors can use them during their activities with persons deprived of freedom.

Reflection strategy (s) used: Social Prejudice, Building a Tower and Building a Team. Assessment strategy (s) used: Delivery of watercolors corresponding to the activities.

Community Partners: CESFAM (Family Health Centers) Madre Teresa de Calcuta and World Vision Chile. Project description: CESFAM. A theatrical practice was developed, in on-site and remote format sessions for health personnel, focused on the recognition and resignification of emotions. The work was developed through dynamics of body work and breathing, both individual and group. World Vision: Audiovisual capsules were produced directed to the organization users, pre- adolescents, to promote self-care dynamics regarding the use of Social Networks. Attended needs: CESFAM, work was done on socioemotionalwellbeing,recognitionandresignification of emotions related to the pandemic. World Vision: work was done on self-care and social networks in preadolescents (10 to 13 years old)..

Reflection strategy (s) used: Problem tree and Criteria. Assessment strategy (s) used: Portfolio, Case study, Oral presentation, Rubrics and Observation record.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

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Service Learning 2020 Projects UC Service Learning Yearbook 2020

Faculty of Social Sciences

Service Learning 2020 Projects UC Service Learning Yearbook 2020

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Image created by UC students and shared by the SL Teaching Staff

School of Psychology Professional Initiation to Organizational Labor Psychology Course Level : Fourth year

School of Psychology Diagnosis of Resources and Needs in Communities/ Intervention Strategies in Communities Course Level : Fifth year

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff: -Teachers: Marianne Daher and Mariane Krause. -Assistants: Antonia Rosati and Maximiliano Garnham.

Teaching Staff: -Teachers: Agustín Molina and Sergio Valenzuela. -Assistants: Stefanía Padilla and Alejandra Vega.

Reflection strategy (s) used: Problem Tree, the main reflection strategy corresponds to an essay that is written at the beginning of the courses, considering the expectations that face them, and that is then revisitedand rewritten at the end of the course, taking into account the compliance or non-compliance of these expectations, as well as the practical activity and contents. Assessment strategy (s) used: Case study, Essay, Simulation, Oral presentation, Rubrics, Observation record. The assessments of both courses are: essay, reading record, tasks to be reviewed in the supervisions, reports, presentations, implementation workshop (application of participatory community techniques), self- and co-assessment.

Community Partners: Municipality of Maipú (mediated byPuentesUC), LaLeguaEmergenciaUrbanRegeneration Team (mediated by the Proyecto Colaborar), Educazul and Twister en Acción. Project description: The service developed consists of a community diagnosis through the gathering of resources and needs that are configured in a problem and solution model, as well as the design of an intervention using strategic planning and logical framework. Attended needs: Both courses correspond to professional training in community psychology and are linked, that is, the students form small groups that are linked with a community partner to perform a diagnosis and design of community social intervention.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Community Partners: Municipality of Providencia. Project description: The students provided 18 position profiles for various departments of the municipality, SECPLA, HR, among others. The students developed teamwork management skills, in addition, social and communication skills related to coordination with external partners and application of knowledge of organizational labor psychology were developed. Attended needs: The Municipality of Providencia requested the creation and / or revision of position profiles for various positions in the municipality.

Reflection strategy (s) used: Criteria. Assessment strategy (s) used: Oral presentation, Rubrics, reflection and advancement Journal .

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School of Psychology Burnout and Care in Social Intervention Course Level : Fifth year

School of Psychology Professional Initiation to Community Psychology Course Level : Fourth year

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff:

Teaching Staff:

-Teachers: Marianne Daher. -Assistants: Antonia Rosati.

-Teachers: Marianne Daher. -Assistants: Clara Solimano, Manuela Sierpe and Pablo González.

Community Partners: Proyecto Colaborar and Millennium Institute for Research on Depression and Personality (MIDAP). Project description: Infographics were developed to avoid burnout and promote care in the context of online teaching, remote working and virtual meetings. Attended needs: Offer recommendations to take care of mental health due to burnout situations caused by the Covid-19 pandemic in the context of online teaching, remote working and virtual meetings.

Reflection strategy (s) used: Essays. Assessment strategy (s) used: PPortfolio, Essay, Simulation, Oral presentation, Rubrics. The course assessments were: essays, infographics, portfolio, self- and co-assessment.

Community Partners: Proyecto Colaborar. Project description: The students formed small groups, assigning each one a type of social organization (municipal, sports, artistic / cultural, religious, media, common pots), having to contact and interview representatives of two organizations. Attended needs: The requirement of the Proyecto Colaborar was to perform a registry of the social organizations in SanJoaquínCommuneand, particularly, of the territory of La Legua.

Reflection strategy (s) used: Field notebook.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Assessment strategy (s) used: Essay, Simulation, Oral presentation, Assessment scale. The course assessments were: report and presentation of the meeting with the graduate, report and presentation of the practical work (registry), field notebook, reading cards, self- and co- assessment. In addition, the course provided spaces for supervision and application of community techniques.

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School of Psychology Workshop Integration II Course Level : Second year

School of Psychology Workshop Integration II Course Level : Second year

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff:

Teaching Staff: -Teachers: Paris Gamonal Corbalán. -Assistants: Patricia Barroilhet and Alicia Candia.

-Teachers: Marianne Daher. -Assistants: Antonia Rosati and Alejandro Del Río.

Community Partners: Corporación de Desarrollo Integral de la Familia de San Joaquín (CODEINFA) (Family Integral Development Corporation, San Joaquín), Cristo Especial, Escuela Juan XXIII, Espacio Amigable CESFAM and La Caleta (La Legua organizations mediated by Proyecto Colaborar). Projectdescription: Thebackgroundchecking resulted in three products, a report, a presentation with the Community Partners, and a short infographic or video. The specific contents were: Conceptual review on crisis, Experience of the participants in the face of the crisis, Experience of work teams and internal work in the face of the crisis, Considerations to resume activities, Innovation in on-site and remote work.

Attended needs: The requirement of the Community Partners was to carry out a review of relevant empirical theoretical background regarding psychosocial problems that addressed intrafamily violence, disability, migration, health and childhood, offering up-to-date and pertinent information to the social health crisis product of the Covid-19 pandemic. Reflection strategy (s) used: Essay-type reflections. Assessment strategy (s) used: Case study, Essay, Simulation, Concept map, Assessment scale. The course assessments were: reflections, progress and final presentation, final report, practical experiential activity, video or infographic.

CommunityPartners: Jardín Areli-Corporación La Caleta, Fundación Cristo Especial, Escuela Su Santidad Juan XXIII, Escuela Laura Vicuña and Programa Espacio Amigable (CESFAM Arturo Baeza Goñi). Project description: The students carried out a systematization (Report and infographics) of updated theoretical and empirical background regarding specific changes and challenges posed by the current socio-health crisis in the work of the Community Partners. Attended needs: Information request regarding the changes and challenges posed by the current socio- sanitary crisis to the work carried out by community partners in población La Legua population, San Joaquín commune.

Reflection strategy (s) used: There are several strategies for reflection. Among them, is noteworthy the design and implementation of practical experiential activities by the students to share with their classmates and with the teaching staff their experiences, concerns and reflections regarding the community partner, the territory in which they work, the population they work with, the problems they address, the possibilities and obstacles of work in the psychosocial field in general and for psychologists in particular, and the service they are developing. Assessment strategy (s) used: Oral presentation, final written report.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

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School of Psychology Developmental Psychology I Course Level : Second year

School of Psychology Adult Learning and Education Course Level : Fifth year (and first year of Master degree)

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff: -Teachers: Valeska Grau, Ana María Espinoza, María Rosa Lissi, Christian Sebastián and Gonzalo Gallardo. -Assistants: Constanza Abarca, Ignacio Araya, Magdalena Fuenzalida, Katherine González, Antonia Astorquiza - Gonzalo Carrasco, Agustín Izquierdo, Rodrigo Ramos, Felipe Goycolea, Magdalena Montes, Nicolás Ramos and Catalina Tapia.

Teaching Staff: -Teachers: Christian Sebastián and Iván Grudechut. -Assistants: Alfonsina Acevedo, Gabriel Sánchez and Cristián Saavedra.

Community Partners: Ong ICCA did an online Diploma in Rural Extension for professionals working in rural peasant economy. Project description: The students carried out an analytical observation consultation of the recorded sessions of the diploma course to verify the complexity of adult education as a real practice. Seeing it in practice, how it happens, allows the students to analyze that it is very difficult. People become aware that consulting must be delicate, careful to analyze the role of the educator. Attended needs: A work was conducted on reflective views concerning educational practices in adults.

Reflection strategy (s) used: Two reflective workshop sessions to design the service. Assessment strategy (s) used: Rubrics.

Community Partners: Dirección Provincial de Educación de San Felipe (DIPROV). Project description: Divided into groups, the students made video capsules with activities to be carried out at home, and eventually in classrooms, which were compiled into a platform to share with the San Felipe educational establishments. Attended needs: From the course, a questionnaire was sent to Diprov, and various issues were detected concerning quarantine and work with schools, socio- emotional development, support for the development of autonomy in the context of being at home, some support for learning literacy and mathematics.

Reflection strategy (s) used: Discussions in classes, with a special workshop session regarding the progress of the service. Assessment strategy (s) used: Rubrics.

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Institute of Sociology Qualitative Assessment of Social Programs Course Level : Fifth year

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff:

-Teachers: Marianne Daher. -Assistants: Consuelo Rivas and Juan Concha.

Community Partners: Solidarity and Social Investment Fund FOSIS, Ministry of Social Development and Family. Project description: This course has been implemented since 2016 and, in this version, due to the difficulties of doing field work, we performed a cross-sectional analysis of all the assessments previously carried out by the course, in order to detect recurrence in the effects, facilitators, impediments and recommendations for improvement of social programs: Families Program, I Entrepreneurship in Community Program, More Capable Women Entrepreneur Program, I Work Youth Program, Support Program for your Work Plan. Attended needs: We work specifically with the Department of Studies, Assessment and Knowledge Management, supporting the assessment of government social programs.

Reflection strategy (s) used: Essay on ethics, rigor and subjectivity in assessment. Assessment strategy (s) used: Rating scale. The course assessments are: reading cards, weekly tasks to be reviewed in the supervision, reports, presentations, self- and co-assessment.

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Service Learning 2020 Projects UC Service Learning Yearbook 2020

Faculty of Communications

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Image created by UC students and shared by the SL Teaching Staff

Faculty of Communications Introduction to Advertising Course Level : Various levels

Faculty of Communications Communication Challenges Course Level : First year Teaching Staff: -Teachers: Cristián Aldunate, Ignacio del Fierro and Fernando Acuña. -Assistants: Nicolás Couto, Francisca Lizana, Pablo Verdaguer and Catalina del Valle.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff: -Teachers: Gregorio Fernández. -Assistants: Javier Marchant and Catalina Martínez.

Community Partners: Neighbors of villa Campus San Joaquín and Municipality of Macul. Project description: ElThe students developed logos, slogans, social media posts and types of advertising. In this way, the students were able to apply what was seen in classes with real cases of communication needs. Everything learned is applied in the real world. Attended needs: Neighbors, who due to the pandemic reinvented themselves and made their own ventures, worked collaboratively to improve communication and image of their brand.

Reflection strategy (s) used: Essays of being. Assessment strategy (s) used: Oral presentation.

Community Partners: Rural Health Work and Office of Sustainability UC. Project description: The students created: Manuals for the use of social networks, designed flyers and made a presentation video of the organization. Attended needs: Improve the communications of organizations by segmenting messages according to the target audience. Support them in the creation of manuals for the use of social networks.

Reflection strategy (s) used: Social Prejudices, Criteria and Inequality. Assessment strategy (s) used: Oral Presentation and Rubrics.

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Faculty of law Institutions of the Chilean State of Law Course Level : Second year

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff:

-Teachers: Alejandra Ovalle. -Assistants: Javier Vera, Ariel Urzúa, Danay Vargas and Eugenia Ugarte.

Community Partners: Campamento Santa Teresa de TECHO-Chile, Liceo Politécnico Sara Blinder Dargolitz, via Biblioteca Escolar Futuro (Future School Library) and Macul Neighborhood Councils, via Puentes UC. Project description: Each group produced an audiovisual capsule and complementary material on a constitutional debate of interest to the citizens. In the appeals, the different positions regarding the constitutional problem were presented in a balanced way. Some of the issues addressed were the principle of subsidiarity, democracy, special quorum laws, the Constitutional Court and states of exception. Attended needs: The constituent process has generated an urgent need to access training in constitutional matters, essential for an informed participation of citizens in the different instances of the process.

Reflection strategy (s) used: No information available. Assessment strategy (s) used: Essay, Blog and Co- assessment.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Faculty of Law

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Campus Villarrica Rural Practice SL Course Level : Fourth year Teaching Staff: -Teachers: Laura Luna and Urbano Salazar. -Assistants: Alfonso Marín.

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Faculty of Education

Community Partners: Rural Schools. Project description: The students assigned to each school developed a project to overcome the prioritized barrier (in the socio-emotional or pedagogical sphere) for its execution by the educational center. They also designed pedagogical resources associated with the implementation of the project. Attended needs: Need to overcome some barriers to learning and student participation during remote education in times of pandemic. The barriers were raised in each average case through the application of a diagnosis that included interviews with Teachers, relatives and boys and girls, being worked with the school.

Reflection strategy (s) used: Blog. Assessment strategy (s) used: Oral exposure, Diagnosis; Project and Blog.

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Image created by UC students and shared by the SL Teaching Staff

Campus Villarrica

Faculty of Education

Literature in Childhood Course Level : First year

Scientific Thinking of the Child and its Didactics Course Level : Second year

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff: -Teachers: María de la Luz Marqués. -Assistants: Ana Galaz.

Teaching Staff: -Teachers: María Luisa Orellana. -Assistants: Paula Buccioni, Alejandra Inzunza and Tamara Coronado.

Attended needs: Encourage reading among the beneficiaries of the service. Project description: Audiovisual capsules were made that address the reading mediation of texts from poetic folklore, narrative and theater. The students were able to transfer reading mediation strategies to practice that allowed them to become aware of the importance of their role to reduce the gaps created by the lack of access to literature. Community Partners: Schools and nursery schools in the Villarrica area.

Reflection strategy (s) used: Forums. Assessment strategy (s) used: Assessment scale and Rubrics.

Attended needs: Promote the assessment and understanding of scientific thinking skills in boys and girls in their early ages. Provide tools for its integration, based on a context diagnosis. Project description: First phase: exchange of experiences and knowledge with Teachers teams from preschool education establishments (8 groups of students with 8 pedagogical teams) to know their approach and needs related to the subject. In a second phase: Design, presentation and delivery of a didactic unit built on the basis of the information gathered in the first phase. Community Partners: Fundación Integra (Dirección Región Metropolitana).

Reflection strategy (s) used: Building a tower, building a team. Assessment strategy (s) used: Oral presentation, Rubrics and Didactic unit.

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Faculty of Education

Faculty of Education

Literature in childhood Course Level : First year

Practical Workshop for Minors: Game and Didactic Resources; Interculturality; Infant Expression Course Level : Fourth year

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Teaching Staff:

-Teachers: Maili Ow. -Assistants: Javiera Rojas, Ethel Martínez, Catalina González and Octavia Olmos.

Teaching Staff: -Teachers: Tatiana Gurovich, Verónica Lizana and Marcela Suárez. -Assistants: Carolina Águila, Karime Jadue and Sigal Szewkis.

Attended needs: Promote learning experiences in remote format the first semester and the second semester. The challenge was that students could implement different materials in the courtyard to generate different spaces for interaction. Projectdescription: Thestudentsdesignedpedagogical material and learning experiences to promote reading, both for educators and families, as well as digital material such as videos, readings aloud for boys and girls from 0 to 5 years old. Community Partners: Jardín Infantil Raíz de Sueños, in Bajos de Mena (Puente Alto).

Reflection strategy (s) used: An initial meeting with the community partner is key after presenting the project. This previous space helps to adapt the SL work that we are imagining. At the end, they write a personal self- assessment of their work performance. Assessment strategy (s) used: Oral presentation, written self-assessment (it is the argumentative essay).

Service Learning 2020 Projects UC Service Learning Yearbook 2020

Community Partners: Colegio Nuestra Señora del Camino, Colegio San Leonardo, Jardín Infantil Tierra de Niños, Escuela de Lenguaje Mi pequeño Mozart, Colegio Altair, Jardín Infantil UC- Campus Oriente, Colegio Monte de Asís, Jardín Infantil Las Almendritas del Salvador, Colegio Padre José Kentenich, Sala Cuna and Jardín Infantil - Casa Central UC, Escuela de Lenguaje Mi pequeño Mozart, Colegio Providencia, Jardín Infantil and Sala Cuna UC - San Joaquín. Project description: The students designed strategies and accompanying materials for the families to promote learning in relation to play, creativity and education in children. They also conducted remote training for educational teams on pedagogy in times of emergency.

Attended needs: The greatest need presented by the educational centers was related to the understanding of adapting a pedagogy in emergency contexts, either in terms of the emotional accompaniment of children and their families, or in the design of pedagogical proposals in remote contexts. Reflection strategy (s) used: Social Prejudices, Reflection Circles and Narratives. Assessment strategy (s) used: Assessment scale, rubrics and narratives.

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