Course Design and Tools

To qualify as a service-learning class, a course should include these components:

  • addresses an identified community (campus, local, regional, global) need
  • service-learning supports the attainment of one or more course objectives
  • demonstrates a clear connection between the service activity and the course content
  • involves reciprocity between course and community that has the potential to result in students' increased civic awareness and engagement
  • involves structured student reflection on the service experience and its relation to course goals
  • involves collaboration with an appropriate community partner

When designing a service-learning class, faculty should consider these questions:

  • How will my community partner be involved in project planning, implementation and evaluation?
  • What kinds of reflection strategies will I use?
  • How will I evaluate student learning?

If you are LSU faculty teaching a service-learning class, you must designate your class as service-learning through CCELL. Please contact us at if you need more information or would like assistance with developing your service-learning class. 

Resources for Course Design