Service-Learning Development Worksheet

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What are some of your reasons for wanting to incorporate Service-Learning into your teaching? Determine which of your reasons and most and least important to you.

What will your students know?

Skills Objectives: What will your students be able to do?

Attitudes and Values:

What changes would you like to see occur in your students by incorporating Service-Learning instructional activities?

What specific learning outcome(s) do you want Service-Learning to fulfill?

To what extent are the objectives of Service-Learning compatible with the needs and values of students in your course? How are they incompatible?

How will students be grouped in your Service-Learning plan (e.g., individually, pairs, small groups, a combination)?

What knowledge, skills, and interests should students possess to be able to benefit from Service-Learning? Are there types of students for whom you would not recommend participation in Service-Learning?

What will be considered “service” in the context of this course?

__ Direct: Providing service directly to individuals at the agency site or in the community. Examples include tutoring children, holding a party for residents of a nursing home, conducting health screenings in a homeless shelter, and serving meals in a soup kitchen.

__ Non-direct: Serving at an agency doing behind-the-scenes assistance, not directly with individuals the agency serves. Examples include making gifts on-site for patients at Children’s Hospital, sorting food at a food distribution center, painting the exterior of a homeless shelter, and helping with a major mailing at a non-profit organization.

__ Indirect: Serving on a behalf of an issue, population, or community of concern, but removed from the actual site. Examples include fundraising and researching or writing position papers for an advocacy organization

What assignments will be required before credit can be awarded? What types of reflection will you use? (Journal, research paper, oral presentation, essays, etc.)
See “Using Reflection” on page 23 for more information.

How will the Service-Learning component of your course be evaluated? What criteria will be used for awarding credit?

__ Demonstration of Skill __ Assessment of Product(s)

__ Assessment of Written Work __ Personal Interview

__ Normal Course Assessment __ Oral Presentation

__ Agency Supervisor Evaluation __ Service-Learning Plan/Contract

__ Observation of Student in Simulation __ Other - _________________________

__________________________________

Other details...

Will service be mandatory?

How many hours of service will be required?

Will students be restricted to specific non-profit agencies or fields of interests? If so, specify.

How will you address/access/incorporate Service-Learning experiences students have to benefit those who are not participating in Service-Learning activities?

How will you assist students to make the connections between their service experiences and the course contents?

Adapted from the Faculty Handbook for Service Learning, University of Maryland, 1999 and the Service Learning Development Form, Florida International University, The Volunteer Action Center.

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