Butler University Service-learning (CL) course criteria
Service learning combines classroom work and
theory with relevant service
projects that involve an element of critical
The service learning operational team (SLOT) has decided upon
the following criteria for courses to be designated with the
service-learning (SL) rubric:
- Service learning courses combine classroom work and theory with
relevant service project(s) coupled with critical reflection,
- course work goals should be clearly
stated and realistic.
- relevant service project(s) with viable, respected community
partners must be outlined on the proposal form and for
- instructors should frequently illuminate the
connection between the classroom and the community, making
the service meaningful and
- critical reflection components must be woven
into the regular course work - a distinction that separates service
learning from basic volunteerism
- Service learning courses provide benefit to Butler students and
to the community, therefore
- students should be given the opportunity to be
leaders in their learning process and develop as engaged
- by contributing to the community as valued members, students
should have the opportunity to form lasting
partnerships with that community.
- community partners should be respected as
co-educators who make significant contributions to
the learning experience.
- community partners' needs should be equitably
matched with students' abilities.
- Evaluation standards are clearly stated, therefore
- ongoing assessment and feedback of both the
individual student(s) and the broader project should be provided by
all involved parties.
- students grades should be based on the
learning of course content and its
relationship to service.
- Service-learning is an ongoing process of development,
therefore service-learning professors will be offered opportunities
to attend periodic service-learning