The syllabus for your service-learning course provides a guide to what will be accomplished throughout the duration of your course. Giving students clear objectives and assignments is necessary to have a successful service-learning experience.
Examples of syllabi:
It is essential to establish an agreement between faculty, students, and community organizations involved with your service-learning course. By creating a memorandum of understanding, all parties are clear on their committments, responsibilities, and goals; you also create something to which you can refer back throughout the semester. Remember that MOU's represent the best of intentions and agreed-upon goals -- they should not be seen as legal contracts.
Examples of memorandums of understanding:
A project plan is used to provide key "touch points" throughout a project and to keep track of what has been done during your service-learning class; they also provide intentional plans for reflection about what has been accomplished at any given time. This allows the students to better manage their projects.
Examples of project planning and management forms:
A variety of handouts are available to give you and your students a better understanding of what service-learning is and what the components of it are.
Examples of handouts:
Service-learning assignments can be challenging to grade; the more specific you are about your expectations and criteria, the more clear your feedback can be. Grading rubrics provide a guide to evaluate assignments to give the best feedback possible to the student.
Examples of grading rubrics:
Reflection, throughout an experience, is one of the most important components of service-learning. Students are able to make connections between course content and their project, re-interpret experiences for new meaning, and actively process their learning.
Examples of reflection assignments:
Evaluation provides critical feedback on the your service-learning course. It gives students the opportunity to critique the course and community partner, along with sharing what they gained and what they believe should be improved upon. Evaluations also allows community partners to discuss their experience with the service-learning course and whether or not it was beneficial to them. Consider conducting an evaluation in your class to help improve your course or provide date for evaluation purposes. *Note that CUPS regularly administers anonymous surveys to students and partners in service-learning courses for overall feedback and impressions.
Examples of evaluations:
Last modified June 23 2009 11:45 AM
