Online Capacity Building Course

SERVICE LEARNING IN HIGHER EDUCATION

Directed to

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. 

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.

Expressions of interest can be sent until January 31st, 2017

APPLICATION FORM: CLICK HERE
For fees, payment information or more specific requests please contact [email protected] or go to www.clayss.org.ar

Online Capacity Building Course

DEVELOPMENT OF SERVICE-LEARNING PROJECTS

Directed to
Teachers, authorities and workers of elementary, primary and high school educational levels.
Community representatives and members of civil society organizations.

A four-month course: 1 semester: March–June / 2° semester: August-November.

Objectives

• Promote the design, implementation and institutionalization of educational projects based on the service-learning pedagogy in schools and civil society organizations.
• Recognize the characteristics of a service-learning project and its differences with other solidarity practices.
• Learn and apply different strategies and tools for the diagnosis, design, implementation and evaluation of service-learning projects.
• Reflect on the role of educators (teachers, youth leaders and non-formal education spaces) as service-learning project coordinators, and the impact of community-based educational practices on children, adolescents, youth and their communities.                                                       

Contents

• Solidarity educational experiences within educational systems and civil society organizations.
• Unsystematic solidarity initiatives, institutional volunteer programs and service-learning projects.
• Service-learning as a pedagogical proposal.
• Institutional transitions towards service learning.
• Planning and development of service-learning projects.
• Strategies and tools to develop at each stage of the project.
• Evaluation of service-learning projects.
• Service-learning and educational quality.
• Work with the community and networking.

Tutoring

• 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.

Evaluation:

• Development of unit assignments.
• Participation in the forums.
• Presentation of a written individual final service-learning project.

Accreditation
Certificate of Approval issued by CLAYSS Latin American Center for Solidarity Service Learning.
Expressions of interest can be sent until January 31st, 2017