Guidelines for the Service-Learning Project
- 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.
- Projects must be time-limited and focused on specific water quality outputs
- 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.
- 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.
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.
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.