In:Community Service-Learning for Spanish Heritage Learners: Making connections and building identities
Kelly Lowther Pereira
[Issues in Hispanic and Lusophone Linguistics 18] 2018
► pp. 139–192
Chapter 7Community service-learning course design
Published online: 6 December 2018
https://doi.org/10.1075/ihll.18.c7
https://doi.org/10.1075/ihll.18.c7
Abstract
This chapter provides essential information and guidance for community service-learning course development, with special attention paid to heritage learners. It provides essential guidelines for the development of community service-learning courses, from the initial stages of preparing course syllabi to developing lasting community partnerships. The chapter emphasizes the importance of fully integrating community service-learning into course content and adopting a critical pedagogical approach, providing sample activity and project ideas as well as guidance for critical reflection. The chapter concludes with a discussion of some of the risks and challenges in implementing community service-learning and offers suggestions on how departments and programs can create a culture of service in support of community engagement initiatives.
Article outline
- Fundamentals of community service-learning design
- Theoretical models of learning that inform community service-learning design
- “Best practices” for effective community service-learning
- Principle 1: Academic credit is for learning, not for service
- Principle 2: Do not compromise academic rigor
- Principle 3: Establish learning objectives
- Principle 4: Establish criteria for the selection of service placements
- Principle 5: Provide educationally-sound learning strategies to harvest community learning and realize course learning objective.
- Principle 6: Prepare students for learning from the community
- Principle 7: Minimize the distinction between the students’ community learning role and classroom learning role
- Principle 8: Rethink the faculty instructional role
- Principle 9: Be prepared for variation in, and some loss of control with, student learning outcomes
- Principle 10: Maximize the community responsibility orientation of the course
- Reflection
- Facilitating critical reflection for community service-learning
- Connecting community service-learning to classroom language learning
- Developing lasting community partnerships
- Tip 1. Identify course objectives for learning and service and community needs to find a good match
- Tip 2. Make the most of resources and opportunities provided by the community service-learning or community engagement office at your institution
- Tip 3. Consider the type of commitment you are willing to make and make placements meaningful
- Tip 4. Communication is key
- Tip 5. Strive for compatibility and relevant, meaningful placements
- Tip 6. Determine how you will evaluate the success of your partnership
- Designing the syllabus
- Assessment of community service-learning: Tying community service-learning to learning objectives
- Selection of graded assignments
- Potential pitfalls and challenges
- Creating a culture of service
- Recognition of students’ commitment to community service-learning
- Creating opportunities for leadership
- Post-graduation service
Notes Sources of additional information
References (11)
Community service-learning
Cress, C. M., Collier, P. J., Reitenauer, V. L., & Associates. (2005). Learning through serving: A student guidebook for service-learning across the disciplines. Sterling, VA: Stylus Publishing.
Eyler, J., & Giles, D. E., Jr. (1999). Whereʹs the learning in service-learning? San Francisco, CA: Jossey-Bass.
Community partnerships
Reflection
Eyler, J., Giles, D. E., & Schmiede, A. (1996). A practitionerʹs guide to reflection in service-learning: Student voices and reflections. Nashville, TN: Vanderbilt University.
Critical service-learning and social justice
Assessment
Association of American Colleges and Universities. (2017, March). VALUE: Valid Assessment of Learning in Undergraduate Education. <[URL]> (For Value Rubrics, including the rubrics for civic engagement and critical thinking)