Project Design and Student Learning Goals:
Programs must have well-defined objectives, demonstrable and realistic outcomes and a thoughtfully planned timeline. Measurement of outcomes is highly encouraged and should include feedback from partnering organization. This may include qualitative—such as focus groups or interviews—or quantitative—such as written surveys—or a mixed methods approach.
Service-learning courses must have a positive impact on the community and target a specific unmet need defined in conjunction with community members. Research, instructional products and/or presentations and publications must be an innovative contribution to the academic discipline and/or the service-learning community. Where applicable, it is highly recommended to have an initial meeting between the community partners, faculty, students and any other stakeholders such as receivers-of-service to establish honorable relationships and to make sure project details are clearly outlined.
Integration of Best Practices:
The project must demonstrate how principles related to community-based research (e.g. involvement by community; end result of research has demonstrable benefit to identified community) and/or service-learning (e.g. reciprocal relationship building with community partner, opportunities for student reflection; incorporation of academic concepts into service experience) will be integrated.