Toward an Assessment-Based Approach to Service-Learning Course Design

Because service-learning can be difficult to implement because of its conceptual and logistical complexity, an assessment based approach to course design is indicated. This approach uses guidelines developed from successful outcomes of existing college level projects. Religious studies is appropriate for service-learning because it asks ontological questions about the identity and purpose of individuals and groups. Service-learning provides and experience of otherness which is an ontological challenge to students. Using interviews, empirical data was gathered from 10 service learning teachers at a college. Successful programs were predicated on these elements: conceptualization, operationalization, ongoing assessment, and the structure of the agency/organization relationship.