Community Partner and Partnership Dimension

Element # 24

Service partners or locations are appropriate, given focus of course, level of students, focus of societal issue

Is there evidence that the community partners or sites are appropriately chosen for this course?


  • Element is absent based on existing evidence.

  • Community partners or service sites may be minimally indicated; while some community partners or site(s) could be APPROPRIATE for this course, the rationale for partner or site choices is not clear or made explicit.

  • Community partners or service sites may be minimally indicated; while some community partners or site(s) could be APPROPRIATE for this course, the rationale for partner or site choices is not clear or made explicit.

  • All community partners or site(s) for service activities are identified and appear APPROPRIATE and relevant to the focus of the course and objectives.

  • All community partners or site(s) are clearly identified and APPROPRIATE and relevant, with explicit reference to at least two of the following: focus of the course (e.g., placement gives students insight into the course themes), level or preparation of students (e.g., students will be able to carry out appropriate activities for their level), and societal issue (e.g., students will learn about the societal issue at the site).

  • All community partners or site(s) are clearly identified and APPROPRIATE and relevant, with explicit reference to at least two of the following: focus of the course (e.g., placement gives students insight into the course themes), level or preparation of students (e.g., students will be able to carry out appropriate activities for their level), and societal issue (e.g., students will learn about the societal issue at the site).
Evidence



Element # 25

The community partner provides supervision, training, direction, and/or guidance to support students' experience

Is there evidence of the community partner providing guidance to or supervision of students?


  • Element is absent based on existing evidence.

  • The community partner plays a minor role in the supervision, training, direction, or GUIDANCE of students' experience.

  • The community partner plays a minor role in the supervision, training, direction, or GUIDANCE of students' experience.

  • The community partner is involved in GUIDANCE of students' experience (e.g., supervision, training, or direction of students).

  • The community partner plays a major role in GUIDANCE or supervision throughout the students' experience (e.g., on-site supervision, training, and/or direction).

  • The community partner plays a major role in GUIDANCE or supervision throughout the students' experience (e.g., on-site supervision, training, and/or direction).
Evidence



Element # 26

Community partners have a co-educator role and provide input in shaping the service-learning experience

Is there evidence of the community partner(s) serving in the co-educator role or having voice in shaping the service-learning experience for students?


  • Element is absent based on existing evidence.

  • Community partner(s) are implicitly involved in shaping the service-learning experience, but details on how they PARTICIPATE as a co-educator are unclear.

  • Community partner(s) are implicitly involved in shaping the service-learning experience, but details on how they PARTICIPATE as a co-educator are unclear.

  • Community partner(s) PARTICIPATE in some way as a co-educator (e.g., designing the service-learning experience, presenting to the class, providing readings, delivering lessons to students, and/or providing feedback on student work).

  • Community partner(s) PARTICIPATE in more than one meaningful way as a co-educator throughout the course (e.g., designing the service-learning experience, presenting to the class, providing readings, delivering lessons to students, and/or providing feedback on student work).

  • Community partner(s) PARTICIPATE in more than one meaningful way as a co-educator throughout the course (e.g., designing the service-learning experience, presenting to the class, providing readings, delivering lessons to students, and/or providing feedback on student work).
Evidence



Element # 27

Community partners have the capacity to support and participate fully in the service-learning experience

Is there evidence of the community partner(s) having capacity to support and fully participate in the service-learning experience?


  • Element is absent based on existing evidence.

  • Community partner(s) may have minimal or unclear CAPACITY to fully support, participate in, or fulfill the agreed-upon service activities.

  • Community partner(s) may have minimal or unclear CAPACITY to fully support, participate in, or fulfill the agreed-upon service activities.

  • The identified community partner(s) have acceptable CAPACITY to allow students to carry out the required service activities, in terms of staffing, knowledge, and availability.

  • Community partner(s) have clearly demonstrated CAPACITY to fully support the required student service activities, in terms of staffing, knowledge, availability, and experience.

  • Community partner(s) have clearly demonstrated CAPACITY to fully support the required student service activities, in terms of staffing, knowledge, availability, and experience.
Evidence



Element # 28

A partnership or relationship exists between the instructor and the community or community partner(s) for service-learning

Is there evidence of a connection between the instructor and the community partner(s)?


  • Element is absent based on existing evidence.

  • The instructor and community partner(s) have agreed to collaborate, but their CONNECTION is superficial or transactional.

  • The instructor and community partners) have agreed to collaborate, but their CONNECTION is superficial or transactional.

  • The instructor and the community partner(s) have established a CONNECTION including communication and/or meetings in advance of the course; key understandings of how they collaborate have been addressed.

  • The instructor and all community partner(s) have a strong, ongoing CONNECTION and partner relationship based on previous collaboration, mutual trust, and/or extensive communication/meetings.

  • The instructor and all community partner(s) have a strong, ongoing CONNECTION and partner relationship based on previous collaboration, mutual trust, and/or extensive communication/meetings.
Evidence