The process for integrating service-learning (S-L) into your course should involve understanding the important elements of S-L and how each will be reflected in the course. You should also examine which model of S-L you will work from as you develop a "clear sense of how to structure the service component and why this service activity is being utilized in this course" (Heffernan, iii-iv).
Best Practices Series (for faculty of all levels)
We have developed a series of Best Practice documents for S-L faculty of all levels of experience. Drawing upon nationally recognized theory and research, as well as the accumulated wisdom of our Northeastern S-L faculty and program staff, these documents address the use of S-L in your courses at NU from a practical, application-based perspective.
- Service-Learning Best Practices Series (compiled document)
- Integrating Service-Learning into the Course Syllabus
- Reflection as an Academic Practice
- Integrating Service-Learning into Course Assignments
- Creating a Service-Learning Grading Rubric
- Addressing Challenges in Student Evaluation and Accountability
- Introducing and Preparing Students for Service-Learning
- Community Partnerships
- Using Assessment Tools to Improve Service-Learning in Your Course
- Taking Your Course to the Next Level: Questions for Planning
- Using the Service-Learning Program as a Resource
Please contact us with any feedback or questions regarding the Best Practice Series.
10 Principles of Good Practice (for faculty of all levels)
Jeffrey Howard's extremely useful list of guiding principles is available here.
The S-L program staff can point you to a wide variety of other S-L resources, some of which are listed here.