2.1. Quality standards indicators of service-learning


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1. Meet Actual Real Needs: Service-Learning (S-L henceforth) meets both real world challenges of the community, is meaningful and relevant to community partners and students. Issues vital to social, civic, cultural, economic and political society are explored

2. Partnership:  Community organisations are valued as partners.

3. Reciprocity:  There is a flow of knowledge, information and benefits in both directions between the University and its community partners in activities.

4. Defined goals: Reachable and measureable, for the specific S-L project. Goals and values are discussed with the community partner.

5. Link to Curriculum: S-L is linked to the curriculum/study program of students. This requires active involvement of teachers/academic staff, systematic integration in study programs and the option to be recognized. Credit recognition is present.

6. Civic learning: Relied to personal and social competencies, as an important category of students learning goals (beside academic learning goals).

7. Learning in Real World Settings: Academic theory is viewed in a real world context. The main learning setting in S-L is located outside the classroom in real world settings of community partners. It offers opportunities to learn and deepen understanding for all participants (students, faculty and community partners)

8. Students´active participation: Students actively collaborate with community partners in the design and planning of the project.

9. Facilitate systematic Student Reflection: S-L facilitates active, regular and ongoing student reflection guided by teaching personnel and/or community partners. Reflection should lead to understand diverse perspectives of challenges. For students it is important to link their experiences to the theoretical and methodological background of the subject

10. Ensure support and coaching for students: Both from academic staff and from community partners.

11. Offer adequate time frames: In order to make experiences and learn in community settings/with community partners effective and sustainable)

12. Include evaluation and documentation: As integral parts of S-L activities, in order to prepare a final presentation of the results evaluated by community partners. Transparent evaluation.

13. Values transdisciplinarity: The service-learning activity is transdisciplinar

14. Sustainability: Impact of the activity in the community after the closing of the Project.