Curricular Considerations

  • 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