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Remote Service-Learning

The Center for Community Engagement and Service Learning (CCESL) believes that if well developed, thoughtfully planned, and intentionally designed, e-service-learning can be a valuable experience for all involved. The key words here are intentional design, both in context of the community partnership(s) and the course structure (e.g., outcomes, assignments, communications, and reflection).

The most pertinent advice for determining how best to pivot, curricularly, is to include potential community partners from the outset of course design or re-design. The magic of service-learning has always been in the mutually beneficial process of reciprocal goal development between partners and instructors, and that is truer now than ever before.

To access additional resources for designing or redesigning courses, log into Canvas and under the space that states: “Courses where you are: Student” you will see a course entitled, “FACULTY RESOURCE HUB,” and in that course you will see a section entitled, “Remote Experiential and Active Learning.” In this section you will find resources for Remote Service Learning, Internships, Remote Common Intellectual Experiences, etc.

  • Do the nature and context of my higher-order learning outcomes require a service-learning project?
    • If so, we can find a way to operationalize them in practice and in partnership; therefore, let the journey begin.

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      If not, then consider alternative methods (e.g., case studies, simulations, role plays, etc.) that might help you achieve your higher-order learning outcomes.

  • What are the higher-order learning outcomes that will be brought to life by engaging your students with real-world projects and partners?
  • What is/are the primary issue(s) that your course content and outcomes align with?
  • What assignments exist or could exist that would push students to achieve and exemplify the higher-order learning outcomes and at the same time meet a need, challenge, or opportunity of your course's partner(s)?
    • Think about what your students can do, create, or implement.
      Examples
  • How do you know that your learners are getting it-- learning? In what ways will you evaluate, assess, or determine their learning?
    • Capitalize on course assignments and higher-order learning outcomes that build upon each other to formulate a continuity of learning and that can be documented in both formative and summative ways.
      More information
  • To access full resources in Canvas for designing or redesigning courses, email Dr. Lane Perry at laneperry@wcu.edu.
  • You will then be added to the Remote Active & Experiential Learning course in Canvas where additional resources are found.
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