- Engagement: Does the service component meet a public good; has the community been consulted; have campus-community boundaries been negotiated?
- Partnerships: Are partnerships reciprocal; how can partners serve as co-educators on relevant community issues?
- Reflection: Is there a mechanism that encourages students to link their service experience to course content and to reflect upon the value and benefits of their engagement?
- Outcomes: Are course learning objectives linked to the service experience; do they include a specific area of knowledge or skill-set students should hone through their service, or a thematic or topical area students with which students should become familiar?
- Assessment: Is there a process for documenting educational assessment of both course and department goals in measurable terms of knowledge, skills, values, and attitudes?
Keys to Optimum Community Learning
- Clear understanding of community learning and its relation to course goals
- Communication and collaboration with community partners
- Orientation and best practices in risk management for students
- Processes for student reflection, dialogue, dissemination of learning