Course Design Dimension

Element # 1

Service-learning is articulated and integrated in the course design and syllabus

Is there evidence in the syllabus of a service-learning experience within the course design and/or the course expectations?


  • Element is absent based on existing evidence.

  • While the SYLLABUS or ancillary document mention a service-learning experience, this is underdeveloped, unclear, not relevant, or not integrated into the rest of the course.

  • While the SYLLABUS or ancillary document mention a service-learning experience, this is underdeveloped, unclear, not relevant, or not integrated into the rest of the course.

  • The SYLLABUS articulates and describes a relevant service-learning experience as part of the course.

  • The SYLLABUS clearly explains the scope, relevance and purpose of the service-learning experience, and how it is integrated into the course, with appropriate details.

  • The SYLLABUS clearly explains the scope, relevance and purpose of the service-learning experience, and how it is integrated into the course, with appropriate details.
Evidence



Element # 2

The course includes relevant critical reflection activities intended to foster connections between course content and service activities

Is there evidence of activities that engage students in reflection on the service-learning experience?


  • Element is absent based on existing evidence.

  • While at least one REFLECTION activity is present, reflection is minimal, superficial, or does not connect the service activity with course content or learning goals/objective.

  • While at least one REFLECTION activity is present, reflection is minimal, superficial, or does not connect the service activity with course content or learning goals/objective.

  • The course provides at least one substantive REFLECTION activity (whether through writing, arts-based, electronic, oral, or other modalities) that links the service activity with at least one course goal/learning objective.

  • The course provides ongoing, challenging, critical REFLECTION activities throughout the course that foster connections between the service activity and one or more course learning goal/objective.

  • The course provides ongoing, challenging, critical REFLECTION activities throughout the course that foster connections between the service activity and one or more course learning goal/objective.
Evidence



Element # 3

The course provides opportunities to explore diverse perspectives on issues connected to goals/objectives and service activities

Is there evidence that the course incorporates learning about diverse perspectives on issues related to the service-learning experience?


  • Element is absent based on existing evidence.

  • While diverse PERSPECTIVES about the service-learning activity or community seem likely to emerge through course discussions, activities, or readings, this is not intentionally or explicitly designed into the course; or, elements addressing diversity may be superficial/insufficient for activity and context.

  • While diverse PERSPECTIVES about the service-learning activity or community seem likely to emerge through course discussions, activities, or readings, this is not intentionally or explicitly designed into the course; or, elements addressing diversity may be superficial/insufficient for activity and context.

  • At least one course design element (e.g., lecture, reading, discussion, or activity) intentionally engages students to explore diverse PERSPECTIVES on issues directly related to their service activity, community partner, or beliefs/opinions; the level of discussion regarding diversity is appropriate for the overall service-learning experience and context.

  • Multiple relevant and rigorous course elements (e.g., lectures, readings, discussions, or activities) intentionally challenge students and deepen PERSPECTIVES on issues directly related to their service-learning experience, community partner, and/or beliefs/opinions.

  • Multiple relevant and rigorous course elements (e.g., lectures, readings, discussions, or activities) intentionally challenge students and deepen PERSPECTIVES on issues directly related to their service-learning experience, community partner, and/or beliefs/opinions.
Evidence



Element # 4

The course incorporates assessment of students' performance related to the service-learning experience

Is there evidence that student performance related to the service-learning experience is assessed?


  • Element is absent based on existing evidence.

  • Student performance in the service-learning experience is ASSESSED, but in ways not related to student learning (e.g., general participation points for the service activity, or credit for hours of service).

  • Student performance in the service-learning experience is ASSESSED, but in ways not related to student learning (e.g., general participation points for the service activity, or credit for hours of service).

  • At least one dimension of student learning from the service-learning experience is adequately ASSESSED.

  • More than one dimension of student learning from the service-learning experience is ASSESSED and includes clear evaluative criteria (e.g., grading methods, demonstration of skills, reflection activities, rubrics).

  • More than one dimension of student learning from the service-learning experience is ASSESSED and includes clear evaluative criteria (e.g., grading methods, demonstration of skills, reflection activities, rubrics).
Evidence



Element # 5

The course shows flexibility to evolve and adapt to community and student circumstances

Is there evidence of flexibility in the course if circumstances require changes to the service-learning experience or course expectations?


  • Element is absent based on existing evidence.

  • The course provides minimal FLEXIBILITY in the structure of the service-learning experience (e.g., a general statement indicating that plans may change).

  • The course provides minimal FLEXIBILITY in the structure of the service-learning experience (e.g., a general statement indicating that plans may change).

  • The course shows evidence of FLEXIBILITY in one aspect of the service-learning experience (e.g., deadlines, placements, accommodations).

  • The course shows evidence of FLEXIBILITY in more than one aspect of the service-learning experience (e.g., deadlines, placements, accommodations).

  • The course shows evidence of FLEXIBILITY in more than one aspect of the service-learning experience (e.g., deadlines, placements, accommodations).
Evidence



Element # 6

The service-learning experience is designed to benefit all stakeholders involved

Is there evidence that the service-learning experience is designed to provide benefit to stakeholders?


  • Element is absent based on existing evidence.

  • Possible BENEFITS for students, partners, or other stakeholders of the service-learning experience may be inferred or understood, but are not explicit or articulated.

  • Possible BENEFITS for students, partners, or other stakeholders of the service-learning experience may be inferred or understood, but are not explicit or articulated.

  • Outcomes or BENEFITS for students and for at least one other stakeholder (e.g., community members, partner organization) anticipated from the service-learning experience are clearly evident in foundational or supplemental data about the course.

  • The intended BENEFITS for students, partners, and other stakeholders are clearly articulated and explained (e.g., evident in the course design), and are linked to course objective/goals and service-learning project expectations and deliverables.

  • The intended BENEFITS for students, partners, and other stakeholders are clearly articulated and explained (e.g., evident in the course design), and are linked to course objective/goals and service-learning project expectations and deliverables.
Evidence



Element # 7

Stakeholders are given opportunities to provide feedback on the strengths and weaknesses of service-learning activities, design, and practices

Is there evidence that feedback on the service-learning experience is sought or included in the course?


  • Element is absent based on existing evidence.

  • FEEDBACK about the service-learning experience by participating stakeholders is informal or implied.

  • FEEDBACK about the service-learning experience by participating stakeholders is informal or implied.

  • At least one formal opportunity or method for FEEDBACK by students, community partners, or beneficiaries directly related to the service-learning experience is evident in the course activities or materials.

  • More than one formal opportunity or method of FEEDBACK by multiple stakeholders is clearly apparent.

  • More than one formal opportunity or method of FEEDBACK by multiple stakeholders is clearly apparent.
Evidence



Element # 8

Consideration of risk management is relevant and appropriate for the course and service activities

Is there evidence that potential risks involved in the service-learning experience have been considered and addressed?


  • Element is absent based on existing evidence.

  • Some RISKS or risk management considerations related to the service-learning experience are mentioned, but not in adequate detail in relation to apparent level of risk.

  • Some RISKS or risk management considerations related to the service-learning experience are mentioned, but not in adequate detail in relation to apparent level of risk.

  • Information about relevant potential RISKS and/or relevant risk management guidelines is communicated to stakeholders in advance of the service-learning experience.

  • Any potential RISKS of the service-learning experience (to all appropriate stakeholders) have clearly been identified, and appropriate risk management requirements have been developed and are clearly documented and presented in the course materials (e.g., background checks, transportation considerations, or volunteer orientations).

  • Any potential RISKS of the service-learning experience (to all appropriate stakeholders) have clearly been identified, and appropriate risk management requirements have been developed and are clearly documented and presented in the course materials (e.g., background checks, transportation considerations, or volunteer orientations).
Evidence



Element # 9

The course makes use of available institutional or external supports for service-learning

Is there evidence that available institutional or external resources and supports have been applied?


  • Element is absent based on existing evidence.

  • The course materials, design, or components suggest that an institutional or external RESOURCE or support (e.g., professional development, consultation, funding, award, resource, or accommodation support) may have been applied to enhance or develop the service-learning experience, but this is not explicit or clear.

  • The course materials, design, or components suggest that an institutional or external RESOURCE or support (e.g., professional development, consultation, funding, award, resource, or accommodation support) may have been applied to enhance or develop the service-learning experience, but this is not explicit or clear.

  • At least one relevant institutional or external RESOURCE (e.g., professional development, consultation, funding, award, resource, or accommodation support) has clearly been applied to enhance the instructor's, community partners', and/or students' service-learning experience.

  • A variety of institutional or external RESOURCES (e.g., professional development, consultation, funding, award, resource, or accommodation support) has clearly been applied to enhance the service-learning experience.

  • A variety of institutional or external RESOURCES (e.g., professional development, consultation, funding, award, resource, or accommodation support) has clearly been applied to enhance the service-learning experience.
Evidence



Element # 10

Details and specific expectations for the service activities are planned and articulated

Is information provided to the students on what their course service activity entails?


  • Element is absent based on existing evidence.

  • Minimal PLANNING information (e.g., deadlines or hours required) related to the service activity is provided, or the information is loosely defined, and planning and details are not clearly articulated.

  • Minimal PLANNING information (e.g., deadlines or hours required) related to the service activity is provided, or the information is loosely defined, and planning and details are not clearly articulated.

  • Key PLANNING details are provided up front to students about the service activity, including partner(s), timing, and desired deliverables or activities.

  • Detailed PLANNING information is provided to students regarding most essential areas such as partner(s), timing, deliverables or activities, responsibilities, location, supervision, logistics, risk management, etc.

  • Detailed PLANNING information is provided to students regarding most essential areas such as partner(s), timing, deliverables or activities, responsibilities, location, supervision, logistics, risk management, etc.
Evidence