Questions to Consider When Designing an ASL Course

Course Structure

How will this service-learning course fit into your research and scholarship objectives?
How much experience do you have with service-learning and community partnerships? Do I need help getting started?
What types of experiences are the best fit for my type of class? What types of organizations might benefit from a partnership with my course?
What kinds of preparation will my students need in order to participate in the service-learning course; how will I participate in that facilitation?

What are the learning objectives for this course?
How do the outcomes from the service learning experience relate to the course objectives?
What types of activities will connect the service learning experience to the course content?
How will the service experience be documented and assessed?

Do you need assistance in the identification of community partners?
What role will the community partner play in the development and implementation of the course?
How will you engage the community partner in evaluating the student and the course?
How will the community partner benefit from the service learning project?
What community need is being addressed, and who is identified it as a priority?
What will be the relationship between community partners, the university, the department, faculty, and students once the course has been completed? Do options for ongoing collaborations exist?

What will be the specific role of the student?
How will the service-learning experience make the course more valuable and meaning to the student?
How will the service-learning experience affect students’ future civic engagement and professional goals?

Adapted from the Purdue University Service-Learning Faculty Course Design Handbook