Online Capacity Building Course
SERVICE LEARNING IN HIGHER EDUCATION
Authorities, faculty and students from higher education institutions.
Members of social organizations who work alongside higher education institutions.
A four-month course: 1° semester: March–June / 2° semester: August-November.
Central and Eastern Europe Scholarships: Expressions of interest can be sent until 5th September
Promote the development of a high quality service-learning pedagogical proposal in Higher Education institutions.
1. Introduce basic concepts and Service-Learning theoretical background, as well as international examples of service-learning projects.
2. Review and reformulate socially engaged educational practices developed in higher education institutions.
3. Identify and apply the tools needed for the design, development and evaluation of service-learning projects.
4. Incorporate service-learning practices to higher education lectures, courses, seminars.
5. Incorporate and utilize service-learning high quality standards to university institutional projects.
1. Service-learning as a concept and its pedagogical foundations. Definitions. Theoretical background. Socially engaged education initiatives in Higher Education.
2. Service and learning quadrants: non-systematic initiatives, volunteer institutional programs and service-learning. Service-learning characteristics: youth leadership, socially engaged service, curricular articulation between the pedagogical purpose and the service goals.
3. Transitions towards service-learning: solidary service-learning, from assistentialism to social promotion, from a service activity to an educational project. Case study.
4. Development of service-learning projects in Higher Education: characteristics and objectives. Service-learning in the curricula and in professional practices. Disciplinary content networks and service-learning projects. Case study.
5. Planning, development and evaluation of service-learning projects: a possible itinerary. Motivation, diagnosis, design, execution and evaluation of a project. Administrative and institutional issues connected to project development. The role of the authorities, faculty and students. Articulation with social organizations and governmental agents to implement projects.
6. Quality criterion in service-learning projects and service-learning impact indicators in educational quality. Models to measure impact and research status on service-learning. Service-learning and academic excellence: international indicators.
- Online participants will have virtual follow-up tutoring sessions with a CLAYSS tutor. Online tutors will answer all queries regarding conceptual contents and assignments presented throughout the program units and will provide guidance to produce the Final Project, which participants should hand in at the end of the course.
- On average, students are expected to spend 3-4 hours a week reading and completing the assignments proposed by the Course.
Certificate of Approval issued by CLAYSS Latin American Center for Solidarity Service Learning.
- Costs: If you live in Central and Eastern Europe you can apply to obtain a scholaship. If you go through the selection process and you receive one you do not have to pay anything. CLAYSS is offering scholarships and as a counterpart we request a detailed report about the educational situation in your country.
- Examination: The course is in English because in that way we can get to more people, but all participants, even the tutors are not english speakers. Having said that, we do not expect english experts, but we need that participants can understand, read and be able to write in english.
- Course structure: The course takes place in an online platform and the tasks have to do with reading written material, watching videos, completing assignments and commenting on forums. The final examination is the production of a written final project.
- Dedication: 2 to 3 hours a week.