Course Design Dimension
Community Partner and Partnership Dimension
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?
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?
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?
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?
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?
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?
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?