Service Learning - Faculty Resources
Are you considering integrating a Service Learning component into your course?
If so, the questions below are worth pondering. Please feel free to contact Karen Harding for assistance.
PLANNING A SERVICE LEARNING COMPONENT
Specifically, what might students receive from a Service Learning experience that they wouldn’t learn without a Service Learning (SL) experience? (This might include academic enhancement, community involvement , personal growth, etc.)
How might Service Learning help you achieve one or more of your course objectives?
- Which particular objectives do you have in mind?
- How are you currently approaching those objectives?
What types of activities would you like your students to participate in?
- Would you prefer to organize this activity?
- Or would you rather connect with a community partner already involved in this work?
Which community partners are you interested in working with?
- Why? How will the work of your students benefit them?
- Which contacts do you already have?
- Which ones will need to be made?
- How will the work of student volunteers benefit your community partner?
How will you help students see how course content relates to their SL experience?
- How does course work help set the stage for SL experience?
- How does SL experience reinforce course content?
How does SL bring new insights/ideas into course content?
- How much time will students devote to this SL experience?
(This might include in-class time, out-of-class time, volunteer hours, group activities, etc. )
How might you help students get the most out of this experience?
- What questions might you ask students to prepare them to learn as much as possible from this experience?
(i.e. Writing followed by class discussion, background research, ideas about the client/community needs being addressed)
- What questions might you ask them in the midst of this experience? (i.e. Journal prompts? Class discussions?)
- What follow-up/reflection questions would you like students to respond to prior to, during, and after their service experience?
- About course content
- About their community?
- About their relationship to their community?
- About themselves?
- What, if anything, might you need to add to (or remove from) course content in order to make SL experience useful? Feasible? Fit within the time available?
What barriers do you face?
- What actions might help you overcome these barriers? (Please consider connecting with Karen Harding for help with these issues.)
How might you assess the student’s work/experience/learning?
- Will this assessment be a factor is assigning course grades?
How will you assess the success and relevance of this SL component in your course?
- For student learning?
- For students as individuals?
- For yourself as an instructor?
- For yourself as a person?
What records would you like to keep about this experience?
- A) student volunteer hours
- B) student responses/reflections
- C) personal journal/log of experience
- D) personal insights
- E) information about community partners
WASHINGTON CAMPUS COMPACT
NATIONAL LEARN AND SERVE