Key Components for Effective Service-Learning

Curricular Connection: connection of the service with the course material

Serving a genuine community need: a genuine need that can be addressed with course-based knowledge and skills.

Community Partnership: mutually beneficial, reciprocal partnerships formed between the campus and a community organization

Student Voice: students to have a say in planning the service projects that they are to complete and/or develop

Reflection: occurs before, during and after a service project is completed. Through reflection, students are able to glance back on the service they have completed and its connection to their course topics, thereby enhancing their education. Examples of reflection: papers, posters, and discussion sections.

Assessment: occurs after a service project is completed. Assessment allows for evaluation of a program, to relay input given about the success of a program from professors, students, community partners and recipients of service. Through this information, program organizers will know how to create a more effective program for the future.

Information taken from: Wisconsin Campus Compact . AmeriCorps VISTA Training In-service/Binder. 28-31 August 2005


The 4 P’s of Service-Learning

Please recognize that these forms are not clear cut dichotomies and service-learning can inhabit one and/or more forms at the same time!

Presentation Model: Students take what they are learning in the course and then present it to the community.

Project Model: Students learn by doing a project with or for an agency.

Product Model: Students take what they are learning in the course and create a product to give to the agency.

Placement Model: Students work with clients regularly, usually 2-3 hours a week for the duration of the semester.

Information taken from: Wisconsin Campus Compact . AmeriCorps VISTA Training In-service/Binder. 28-31 August 2005

• Course Development Worksheets (PDF)

Other Resources

• Service-Learning 101 Presentation (PDF)  – Intended for a variety of audiences. A basic educational tool for professors, students and community.

• Service-Learning Brochure (PDF)

• Service-Learning Course Development (PDF)

• Service-Learning Community Partner Information (PDF)

• Suggestions for revisions to syllabi (PDF)

• Service Timeline (PDF)  – A timeline for suggestions for implementing a service-learning course.

• Types of Reflection (PDF)

• Student Reflection Log (PDF)

• Student Service-Learning Placement Contract (PDF)

• Student Service-Learning Evaluation Form (PDF)

• Site Service-Learning Evaluation Form (PDF)

• Professor Service-Learning Evaluation Form (PDF)