An effective and sustained program:
- Engages people
in responsible and challenging actions for the common good.
- Provides structured
opportunities for people to reflect critically on their service experience.
- Articulates
clear service and learning goals for everyone involved.
- Allows for those
with needs to define those needs.
- Clarifies the
responsibilities of each person and organization involved.
- Matches service
providers and service needs through a process that recognizes changing
circumstances.
- Expects genuine,
active, and sustained organizational commitment.
- Includes training,
supervision, monitoring, support, recognition, and evaluation to meet
service and learning goals.
- Insures that
the time commitment for service and learning is flexible, appropriate,
and in the best interest of all involved.
- Is committed
to program participation by and with diverse populations.
Honnet, E. P., & Poulson, S. J. (1989). Principles of good
practice for combining service and learning. (Wingsread Special
Report). Racine, WI: The Johnson Foundation.
Principles of
Good Practice in Community Service-Learning Pedagogy
- Academic credit
is for learning, not for service.
- Do not compromise
academic rigor.
- Set learning
goals for students.
- Establish criteria
for the selection of community service placements.
- Provide educationally
sound mechanisms to harvest the community learning.
- Minimize the
distinction between the student's community learning role and the
classroom learning role.
- Re-think the
faculty instructional role.
- Be prepared
for uncertainty and variation in student learning outcomes.
- Maximize the
community responsibility orientation of the course.
Howard, J. (Ed.). (1993).
Praxis I: A faculty casebook on community service learning. Ann
Arbor, MI: Office of Community Service Learning Press, University of Michigan.
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