common faculty concern is preserving academic integrity while incorporating
Service Learning into the curriculum. One way to ensure this is to
have a clear and rigorous assessment procedure for evaluating student
learning. The consensus in the field is that credit should be given
for the student’s mastery of course content and not for the service
they perform. Marie Troppe offers the following criteria for effective
evaluation of Service Learning projects. An assignment or activity,
such as a journal, is needed to provide evidence of how the student
connects the service to the course content.
helping students to distinguish between description and analysis,
between emotional reactions and cognitive observations, faculty help
them to transform service experiences into learning experiences. Evaluation
of service learning occasionally makes use of subjective evaluation
in the same way that traditional courses sometimes make use of subjective
is not a one-to-one correspondence between hours served and knowledge
gained or credit earned. Nevertheless,
a certain minimum of service hours may be needed to provide an experience
of significant depth.
for credit option programs require a component that explicitly links
the service to the course, for example, a learning contract and
/ or a journal assignment.
preserve the academic integrity of service learning, credit is not
awarded for hours of service but rather for demonstrated learning
based on service.
hours of service should not necessarily yield extra credit.
early and regular extended feedback on students' journal entries
is a critical part of teaching students how to develop their reflection
Marie. (1995). Common Cases: Philosophy of Evaluation in Service-Learning
Courses, Connecting Cognition and Action: Evaluation of Student Performance
in Service-Learning Courses, Campus Compact's Project on Integrating
Service With Academic Study.