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One of the best methods for determining whether service-learning will work for you is to view syllabi from courses within your discipline. This page provides links to the Campus Compact Syllabi Project and to model programs at other universities.
Campus Compact Syllabi Project provides over 200 service-learning syllabi across a variety of disciplines.
8. Include a description of the reflective process.
(Excerpted from Heffernan, Kerrissa. Fundamentals of Service-Learning Course Construction. RI: Campus Compact, 2001, pp. 2-7, 9.)
“Broad” (Students work on many different types of projects.); OR
“Narrow” (All students work on the same or related projects at a single agency.)
“Partial” (Students participate in one or two short but potentially intensive service projects. Students use service experience to explore one or two terms in a course.); OR
“Full” (Semester-long projects that require students to meet regularly with community partner. Students use service experience to explore major terms, key theories, hallmark writings, etc.)
Adapted from, Service as Text: Making the Metaphor Meaningful Lori Varlotta, University of Wisconsin-Whitewater in Michigan Journal of Community Service-Learning, Fall 2000, pp 76-84.
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