Center for Teaching, Learning & Academic Support
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Designing a Service Learning Course

First-time development of a service learning course may be among the most challenging and, at the same time, rewarding of those ventures undertaken by an educator. Preparing for a service learning course involves every bit as much and, arguably, even more planning than is typically associated with course design and instructional preparation. With unmistakable clarity, state course goals and identify learning and service objectives so that all involved (e.g., students, community partners, colleagues on curriculum review committees) will understand what the course is designed to achieve. Carefully select and evaluate community partnerships. And, do not abandon academic rigor and demands of the academy. In evaluating course development proposals for a number of years, several questions are asked by outside reviewers. Answering these questions can assist faculty in the curriculum design process.

Are course goals and objectives realistic?

It is important that course goals and objectives are clearly stated, but that is not enough. They must also be realistic. Often, too much is promised and expected from students within the confines of a semester. In this context, consider very carefully what all of us know to be the two calendar system of teaching made up of (a) the university's "official" academic calendar, and (b) the students' personal calendar (e.g., part-time work, family responsibilities, homecoming) around which the faculty member plans the course. In service learning, these calendars are now joined by the added consideration of "real world" calendars of the community which will prove to be every bit as significant when engaging students in meaningful community-based learning. Aim high, but be realistic.

Has advance planning taken place with the community agency to effectively integrate service-based learning with course goals and objectives?

Depending upon circumstances peculiar to each course, it is important to plan well in advance of the term in which the course is offered. Including community representatives in the planning process proves to be critical in achieving course goals and objectives. Community representatives need to be given the opportunity to explain what they would like service learning students to accomplish. In planning, consider such issues as student transportation, agency supervision, monitoring, end-of-term celebration, evaluation, lines of communication, and issues of liability. Plan ahead, plan carefully, and be prepared to be flexible as you go.

What provisions have been made for evaluation and assessment?

Key in meeting the "Principles of Good Practice in Community Service Learning Pedagogy" (Howard, 1993) is educational assessment. Specific and identifiable steps should be taken to assure that testing/evaluation instruments have been designed and gauged to the service learning experiences. Testing/evaluation must meet the service and learning objectives. How can ongoing classroom assessment provide feedback to improve upon the service and learning experience? Will community partners be engaged in the assessment and evaluation processes, and, if so, in what ways will they be involved? Have steps been taken for the instructor to assess her/his progress in the course, and make necessary adjustments to improve upon the course design to better meet objectives?