While shown to be an effective teaching strategy, service-learning is not appropriate for all courses. Goals of the service-learning component are clearly articulated in terms of the broader course goals. The service component responds to the needs of the community as defined by the community. Collaboration Partners in the process develop a shared vision and joint strategies.
Partners learn from and teach each other on an on-going basis.
Civic Responsibility Students develop an ethic of care and a sense of efficacy. Life skills learned outside the classroom are integrated back into classroom learning. Reflection Formal and informal reflection is conducted before, during and after the service. Social, psychological, political and ethical considerations are made while reflecting on the service experience. All partners are involved in evaluating the process.