Civic Engagement
Service-Learning
Course Criteria and Components
Service-learning courses at Towson University
should meet the following criteria:
I.
Meaningful Connection to Discipline
The service-learning experience is explicitly related to course
content and discipline. Students
are exposed to an array of diverse perspectives that exist
beyond the confines of the university. A service-learning course
should include a minimum of 15 hours of service to the community
partner (CP).
II.
Preparation
Faculty will prepare students for the
service-learning experience. This
preparation may include research on the mission of the
community partner and/or the population to be served.
Preparation will include a thorough explanation, also
included in the syllabus, of service-learning expectations and
requirements. In-class preparation will include discussion of
the value of the service-learning experience.
III.
Partnership and Reciprocity
The service project is mutually beneficial
to the University and community partner as it meets an existing
need for the CP and enhances student learning. The faculty
member and CP agree upon project details and timelines prior to
the start of the course. There should be a written agreement
between the university and CP with course and project specific
information, including project goals and any deliverables
expected of students. The faculty member and CP should be in
continuous contact throughout the semester to ensure that the
needs of both parties are being met.
IV.
Reflection
Meaningful and structured student
reflection occurs throughout the service-learning
experience. Through reflection students demonstrate an
understanding of the connection between course content and the
service-learning experience.
Reflections may include journaling, discussions,
presentations, periodic logs, and/or other forms as stipulated
by the faculty member.
V.
Assessment and Evaluation
Evaluation of the service project is included
in the project plan and is completed by the CP, faculty member
and students in order to determine the project’s effectiveness
in meeting stated goals. Community partners also assess student
performance based on measures agreed upon with the faculty
member. This assessment should be reflected in the grading
matrix. Some form of evaluation should occur halfway through the
project to allow time for improvements if necessary. Evaluations
should be reviewed to make future improvements in the
service-learning experience.
These criteria were approved by the
University's Service-Learning Subcommittee in
December, 2008 and updated in March 2009.
Components of a Service-Learning Course
All service-learning courses include preparation, participation
and reflection:
Preparation
Through preparation students learn what to expect when working
hands-on with a particular community partner. Students are given
clear expectations for project participation, research the
organization they will be working with and discuss the
connection between the course subject matter and the
service-learning project. Preparing students to work with
diverse populations is also critical.
Participation
During participation students are actually engaged in and
completing the service-learning project. The project is
something that benefits the community partner and enhances
student learning.
Reflection
Reflection provides students with the opportunity to think
and reflect on their service-learning experience and is a
critical component of an effective service-learning course.
Civic Engagement
Administration Building, Room 236
Phone: 410-704-2806
Fax: 410-704-3441
E-mail:
kfaris@towson.edu
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