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 email@example.com if you need more information or would like assistance with developing your service-learning class.
Resources for Course Design
- Reciprocity with community partners is essential to service-learning courses. We compiled a short list of tips for creating strong community partnerships to help you.
- Research on service-learning demonstrates including central elements is best practice. We provided an overview of best practice principles to guide you.
- Periodic evaluation is excellent for service-learning faculty, partners, and students. We organized information on evaluation strategies that may be useful.