- University Life
Academic credit is given for the completion of required academic assignments, not for service alone.
CBL student volunteers to teach citizenship lessons at CARECEN.
As with any other course assignment, it is important to set standards for assessing community-based learning work.
Follow the arrow to view a sample grading rubric for evaluating student journal entries.
Research indicates that students of community-based learning demonstrate higher grades in comprehension and critical analysis of course concepts. This make sense as students are regularly reflecting upon the connections between their classroom education and service.
Follow the arrow for a sample community-based learning paper or final exam prompt based in Blooms Taxonomy.
According to Jeffrey Howard (1993), this is the first principle of good practice for service-learning pedagogy.
Howard states: "In traditional courses, academic credit and grades are assigned based on students' demonstration of academic learning as measured by the instructor. It is no different in service-learning courses. While in traditional courses we assess students' learning from traditional course resources, e.g., textbooks, class discussions, library research, etc., in service learning courses we evaluate students' learning from traditional resources, from the community service, and from the blending of the two.
So, academic credit is not awarded for doing service or for the quality of the service, but rather for the student's demonstration of academic and civic learning."
Review Howard's other Principles of Good Practice.
When the entire class is involved in the community-based learning experience it offers many opportunities for assessment.
Follow the link below for sample learning objectives.
Interested in Community-Based Learning? Follow the link below for information on AU's Annual Community-Based Learning events.
Return to the CB Course Designation homepage to review other CB criteria.