Water Quality Improvement Through Community Campus Partnerships

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Guidelines

Guidelines for the Service-Learning Project

  1. Projects must meet a critical, community need related to water quality improvement. Priority is given to projects that directly impact the water quality in a high-priority watershed.
  2. Projects must be time-limited and focused on specific water quality outputs or outcomes.
  3. An overall evaluation of this project will be conducted and participation is mandatory. Applicants must explain how service-learning participants (i.e., students, faculty, and community partners) will be encouraged to complete the web-based surveys for this project.
  4. All projects must incorporate the four elements of the service-learning model:

    • Preparation. The competencies/goals to be achieved must be stated. The student has a valuable role in identifying community needs and planning/preparing for the project, which contributes to both learning and community service work. Proposals must identify the community/watershed need(s) to be addressed, how those needs were identified, and community partners that have been or will be recruited.
    • Experience. The service experience must involve the interaction between the student and a real life problem. The proposal should describe the service-learning project, its location and time frame, and assigned project responsibilities. In addition, an explanation on how the service-learning project fits with the course content and discipline knowledge must be included. Finally, describe the number of hours students will be required to work on the service-learning experience and how this contributes to the development of student citizenship and leadership.
    • Reflection. The student will analyze and draw lessons from his/her experience. The proposal should describe how students will reflect on their on their service-learning experience (e.g., journal assignments, presentations), how the reflection activities are related to the course, and how and when faculty will assess student reflections.
    • Assessment. The student will assess the results of the competencies/goals, which were stated during the preparation process. The proposal should describe how community partner will provide feedback on the service-learning experience and how faculty will assess student learning from the service-learning experience, including learning that has occured from their peers.
  5. A final report of activities is due no later than 30 days after the end of the semester. The reporting guidelines will be made available at the beginning of the semester of the project.