Learning Dimension

Element # 11

The service-learning experience's relationship to the academic content of the course is explicit, transparent, and rigorous

Is there evidence that the service-learning experience supports the course's academic content?


  • Element is absent based on existing evidence.

  • The relationship between the service-learning experience and the ACADEMIC CONTENT of the course is implied, but it is not clear whether participating will significantly advance students' academic content learning.

  • The relationship between the service-learning experience and the ACADEMIC CONTENT of the course is implied, but it is not clear whether participating will significantly advance students' academic content learning.

  • There is a clear relationship between the service-learning experience and the course's ACADEMIC CONTENT, making apparent how participating supports or enhances academic content learning.

  • The course's ACADEMIC CONTENT and the service-learning experience are closely and intentionally linked, such that students are likely to learn the academic content more deeply or rigorously than if they did not participate.

  • The course's ACADEMIC CONTENT and the service-learning experience are closely and intentionally linked, such that students are likely to learn the academic content more deeply or rigorously than if they did not participate.
Evidence



Element # 12

The service-learning experience engages students in learning about societal issues in explicit, transparent, and relevant ways

Is there evidence that the service-learning experience supports students' learning about a relevant societal issue?


  • Element is absent based on existing evidence.

  • The relationship between the service-learning experience and a SOCIETAL ISSUE is implied, but it is not clear whether participating will significantly advance students' understanding of the issue.

  • The relationship between the service-learning experience and a SOCIETAL ISSUE is implied, but it is not clear whether participating will significantly advance students' understanding of the issue.

  • There is a clear relationship between the service-learning experience and students' learning about a relevant SOCIETAL ISSUE, making apparent how participating can support or enhance students' understanding of the issue.

  • The service-learning experience as well as other course activities are tightly and intentionally linked with an important SOCIETAL ISSUE (e.g., course has an explicit social justice perspective), such that students are likely to learn about the issue in depth and/or from multiple perspectives.

  • The service-learning experience as well as other course activities are tightly and intentionally linked with an important SOCIETAL ISSUE (e.g., course has an explicit social justice perspective), such that students are likely to learn about the issue in depth and/or from multiple perspectives.
Evidence



Element # 13

The service-learning engages students in developing personal learning and/or professional skills

Is there evidence that the service-learning experience supports students in learning about themselves or developing professional skills?


  • Element is absent based on existing evidence.

  • Students seem likely to develop at least some PERSONAL LEARNING or PROFESSIONAL SKILLS in the course or service-learning experience, but this is not explicit or is not clearly related to the service-learning experience per se.

  • Students seem likely to develop at least some PERSONAL LEARNING or PROFESSIONAL SKILLS in the course or service-learning experience, but this is not explicit or is not clearly related to the service-learning experience per se.

  • There is clear evidence of how the service-learning experience can support students in developing deeper PERSONAL LEARNING outcomes (e.g., moral reasoning, stereotype reduction, developing new interests, becoming more aware of personal strengths, etc.); or in developing PROFESSIONAL SKILLS (e.g., teamwork, communication, time management, project development, etc.).

  • There is clear evidence of how the service-learning experience and related course content supports students in developing both deeper PERSONAL LEARNING outcomes (e.g., moral reasoning, stereotype reduction, developing new interests, becoming more aware of personal strengths, etc.), and in developing PROFESSIONAL SKILLS (e.g., teamwork, communication, time management, project development, etc.).

  • There is clear evidence of how the service-learning experience and related course content supports students in developing both deeper PERSONAL LEARNING outcomes (e.g., moral reasoning, stereotype reduction, developing new interests, becoming more aware of personal strengths, etc.), and in developing PROFESSIONAL SKILLS (e.g., teamwork, communication, time management, project development, etc.).
Evidence



Element # 14

The service activities are contextually appropriate for students' level of skill/knowledge/experience

Is there evidence that the service activity is appropriate for the course and students?


  • Element is absent based on existing evidence.

  • The overall service activity seems somewhat APPROPRIATE for the course or student level, but this is not specified or clear; or, the service activities include components that appear too simple or too challenging for students.

  • The overall service activity seems somewhat APPROPRIATE for the course and student level, but this is not specified or clear; or, the service activities include components that appear too simple or too challenging for students.

  • Service activities seem APPROPRIATE for the course level (e.g., a first-year course vs. a graduate course) or the student level (e.g., novice experience vs. prior knowledge and expertise required).

  • All service activities are clearly and explicitly APPROPRIATE to both the course level and the student level, and these activities are neither too challenging nor too simple.

  • All service activities are clearly and explicitly APPROPRIATE to both the course level and the student level, and these activities are neither too challenging nor too simple.
Evidence



Element # 15

The service activities and learning goals/objectives are linked

Is there evidence of how the service activities and the learning goals relate to each other?


  • Element is absent based on existing evidence.

  • The service activities seem likely to RELATE to some of the course's learning goals/objectives, but this relationship may be superficial, implicit, or unclear.

  • The service activities seem likely to RELATE to some of the course's learning goals/objectives, but this relationship may be superficial, implicit, or unclear.

  • There is clear evidence of how at least some part of the service activities RELATES to the course's learning goal(s)/objective(s).

  • Most or all service activities are clearly and explicitly RELATED to the course objectives and learning goals.

  • Most or all service activities are clearly and explicitly RELATED to the course objectives and learning goals.
Evidence



Element # 16

The service activities are based on a clear, meaningful community-identified issue/need

Is there evidence that the service activities respond to a community-identified need?


  • Element is absent based on existing evidence.

  • The service activities seem likely to relate to a community NEED, but it is not clear whether the community or partner has identified this issue as a priority.

  • The service activities seem likely to relate to a community NEED, but it is not clear whether the community or partner has identified this issue as a priority.

  • The service activities clearly relate to some NEED or issue identified in consultation with the community or partner.

  • The service activities are directly responsive to a clear and substantive NEED or issue that the community or partner has identified and that contributes to the public good.

  • The service activities are directly responsive to a clear and substantive NEED or issue that the community or partner has identified and that contributes to the public good.
Evidence



Element # 17

The service activity's duration or intensity seems appropriate for community needs and course learning goals.

Is there evidence of appropriate duration, scope, or intensity of the service activity?


  • Element is absent based on existing evidence.

  • The level of DURATION OR INTENSITY of service activities seems inadequate given the community needs and/or course learning goals.

  • The level of DURATION OR INTENSITY of service activities seems inadequate given the community needs and/or course learning goals.

  • The level of DURATION OR INTENSITY of service activities seems appropriate for the community needs or course learning goals.

  • The level of DURATION OR INTENSITY of service activities is based explicitly on community needs and course learning goals.

  • The level of DURATION OR INTENSITY of service activities is based explicitly on community needs and course learning goals.
Evidence