Instructor Dimension

Element # 21

The instructor has knowledge about service-learning pedagogy and expertise in how to apply it

Is there evidence that the course instructor has knowledge and/or experience with service-learning pedagogy?


  • Element is absent based on existing evidence.

  • The instructor has minimal or basic knowledge and/or experience with service-learning PEDAGOGY (e.g., consulting with introductory resources about service-learning pedagogy and/or relying on the expertise of others).

  • The instructor has minimal or basic knowledge and/or experience with service-learning PEDAGOGY (e.g., consulting with introductory resources about service-learning pedagogy and/or relying on the expertise of others).

  • The instructor has moderate knowledge and/or experience with service-learning PEDAGOGY (e.g., engaging with books and materials, attending workshops and conferences, and/or participating in consultations).

  • The instructor has advanced knowledge of and experience with service-learning PEDAGOGY (e.g., longevity of practice, leadership roles in advancing service-learning on the campus, seeking out additional opportunities to deepen their practice, and/or producing service-learning scholarship).

  • The instructor has advanced knowledge of and experience with service-learning PEDAGOGY (e.g., longevity of practice, leadership roles in advancing service-learning on the campus, seeking out additional opportunities to deepen their practice, and/or producing service-learning scholarship).
Evidence



Element # 22

The instructor is knowledgeable about community partners, contexts, needs, and norms

Is there evidence that the course instructor is knowledgeable about the partner and/or community context, needs, and norms for the course service activities?


  • Element is absent based on existing evidence.

  • The instructor has minimal or basic knowledge about the COMMUNITY partner or context/norms/needs for course service activities (e.g., initial introduction to community, and relying on other instructors, community engagement professionals, or secondary materials for information about the community or partner, and assumptions of community needs).

  • The instructor has minimal or basic knowledge about the COMMUNITY partner or context/norms/needs for course service activities (e.g., initial introduction to community, and relying on other instructors, community engagement professionals, or secondary materials for information about the community or partner, and assumptions of community needs).

  • The instructor has sufficient knowledge of the COMMUNITY context appropriate for the course service activities (e.g., prior experience with the community or partner; awareness of community strengths and community-identified needs; personal participation in community work; knowledge from relevant sources such as readings or courses).

  • The instructor has advanced or deep knowledge about the COMMUNITY context and norms where service activities are taking place (e.g., ongoing experience with/in the community; deep knowledge from relevant sources; seeking leadership roles in the community; experience working alongside own students; deep understanding of historical context).

  • The instructor has advanced or deep knowledge about the COMMUNITY context and norms where service activities are taking place (e.g., ongoing experience with/in the community; deep knowledge from relevant sources; seeking leadership roles in the community; experience working alongside students; deep understanding of historical context).
Evidence



Element # 23

The instructor has understanding of the societal issue(s) that undergird the service-learning experience

Is there evidence that the instructor has understanding or knowledge of the societal issue(s) that the service-learning experience addresses?


  • Element is absent based on existing evidence.

  • The instructor has minimal or basic knowledge about the societal ISSUE(s) that the service-learning experience addresses (e.g., has little personal or professional experience on the topic; relies predominantly on a one-sided source of information about the issue, etc.).

  • The instructor has minimal or basic knowledge about the societal ISSUE(s) that the service-learning experience addresses (e.g., has little personal or professional experience on the topic; relies predominantly on a one-sided source of information about the issue, etc.).

  • The instructor has moderate understanding or knowledge of the societal ISSUE(s) that undergird the service-learning experience (e.g., has developed or can explain a holistic view of complex and diverse perspectives relating to the issue, from readings, courses, or engagement with the issue).

  • The instructor has advanced, holistic understanding or knowledge of the societal ISSUE(s) that undergird the service-learning experience (e.g., conducts research on the issue; is personally engaged deeply with organizations working on this issue; has substantive historical background knowledge or preparation in this issue area).

  • The instructor has advanced, holistic understanding or knowledge of the societal ISSUE(s) that undergird the service-learning experience (e.g., conducts research on the issue; is personally engaged deeply with organizations working on this issue; has substantive historical background knowledge or preparation in this issue area).
Evidence