Resources for Course Design

CCELL Faculty Handbook

Sample Syllabi
Reflection Strategies
Evaluation Strategies

Principles of Best Practice

Tips for Establishing Strong Partnerships
 

 To qualify as a service-learning class, a course should include these components:

• addresses an identified community (campus, local, regional, global) need
• service-learning supports the attainment of one or more course objectives
• demonstrates a clear connection between the service activity and the course content
• involves reciprocity between course and community that has the potential to result in students' increased civic awareness and engagement
• involves structured student reflection on the service experience and its relation to course goals
• involves collaboration with an appropriate community partner

When designing a service-learning class, faculty should consider these questions:

• How will my community partner be involved in project planning, implementation, and evaluation?
• What kinds of reflection strategies will I use?
• How will I evaluate student learning?

If you are LSU faculty teaching a service-learning class, you must designate your class as service-learning through CCELL. Please contact us at ccell@lsu.edu if you need more information or would like assistance with developing your service-learning class.