Questions to Consider When Designing Engaged Learning
- How will this service-learning course fit into my research and scholarship objectives?
- How much experience do I have with service-learning and community partnerships? Do I need help getting started?
- What types of experiences are the best fit for my type of class? What types of organizations might benefit from a partnership with my course?
- What kinds of preparation will my students need in order to participate in the service-learning course? How will I participate in that facilitation?
- What are the learning objectives for this course?
- How do the outcomes from the service-learning experience relate to the course objectives?
- What types of activities will connect the service-learning experience to the course content?
- How will the service experience be documented and assessed?
- Do I need assistance in the identification of community partners?
- What role will the community partner play in the development and implementation of the course?
- How will I engage the community partner in evaluating the student and the course?
- How will the community partner benefit from the service-learning project?
- What community need is being addressed, and who has identified it as a priority?
- What will be the relationship between community partners, the university, the department, faculty and students once the course has been completed? Do options for ongoing collaborations exist?
- What will be the specific role of the student?
- How will the service-learning experience make the course more valuable and meaningful to the student?
- How will the service-learning experience affect students’ future civic engagement
and professional goals?
Adapted from the Purdue University Service-Learning Faculty Course Design Handbook