Student Dimension

Element # 18

Students are prepared for the service-learning experience

Is there evidence that students are intentionally prepared for the service-learning experience?


  • Element is absent based on existing evidence.

  • Course opportunities for student PREPARATION are generic, minimal, or not focused on the specific needs of the service-learning experience.

  • Course opportunities for student PREPARATION are generic, minimal, or not focused on the specific needs of the service-learning experience.

  • The course incorporates at least one intentional and customized opportunity that ensures students have adequate PREPARATION for their service-learning experience.

  • The course incorporates multiple or comprehensive intentional and customized opportunities that ensure students have adequate PREPARATION for their service-learning experience.

  • The course incorporates multiple or comprehensive intentional and customized opportunities that ensure students have adequate PREPARATION for their service-learning experience.
Evidence



Element # 19

The course helps clarify the service-learning experience's relevance to students' interests, lives, etc.

Is there evidence of course activities that attempt to connect the service-learning experience to students' interests, prior or future experiences, or prior or future coursework?


  • Element is absent based on existing evidence.

  • There is some evidence of an activity (e.g., reflection, discussion, or assignment) that appears related to helping students FIND RELEVANCE in the service-learning experience, but it is not fully developed or specified.

  • There is some evidence of an activity (e.g., reflection, discussion, or assignment) that appears related to helping students FIND RELEVANCE in the service-learning experience, but it is not fully developed or specified.

  • At least one well-developed activity (e.g., reflection, discussion, or assignment) appears related to helping students FIND RELEVANCE in the service-learning experience (e.g., to their interests, their prior or future experiences, or other coursework).

  • More than one well-developed activity (e.g., reflection, discussion, or assignment) is clearly related to helping students FIND RELEVANCE in the service-learning experience (e.g., to their interests, their prior or future experiences, or other coursework).

  • More than one well-developed activity (e.g., reflection, discussion, or assignment) is clearly related to helping students FIND RELEVANCE in the service-learning experience (e.g., to their interests, their prior or future experiences, or other coursework).
Evidence



Element # 20

The course incorporates opportunities/activities for student voice (e.g., autonomy, choice, creativity, leadership, influence) in the service-learning experience

Is there evidence of opportunities for students to exercise choice, autonomy, creativity, or leadership in the selection, planning, or delivery of the service-learning experience?


  • Element is absent based on existing evidence.

  • Students have opportunities to INFLUENCE the service-learning experience in terms of selection or logistics, but these choices may be trivial, unclear, or underspecified.

  • Students have opportunities to INFLUENCE the service-learning experience in terms of selection or logistics, but these choices may be trivial, unclear, or underspecified.

  • Clear opportunities are present for students to INFLUENCE, select, or give leadership to at least some substantive elements of the selection, planning, or delivery of the service-learning experience.

  • Clear and reasoned opportunities are present in several aspects of the course for students to INFLUENCE, select, or give leadership to many key elements of the selection, planning, or delivery of the service-learning experience.

  • Clear and reasoned opportunities are present in several aspects of the course for students to INFLUENCE, select, or give leadership to many key elements of the selection, planning, or delivery of the service-learning experience.
Evidence