Service-Learning

Curriculum guideline

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Course
DACS 2440
Discontinued
No
Course code
DACS 2440
Descriptive
Service-Learning
Department
Disability & Community Studies
Faculty
Applied Community Studies
Credits
3.00
Start date
End term
Not Specified
PLAR
Yes
Semester length
4 to 15 weeks
Max class size
15
Contact hours
120 Hours Off Campus: Service-Learning or perceptorship practicum - 100 hours Face-to-face: Seminar 20 hours
Method(s) of instruction
Seminar
Practicum
Learning activities

 

  • Seminar
  • Individual Meetings
  • Guided Practice
  • Group Reflection
Course description
This applied course uses a service-learning model as a means for students to define practice skills and make direct contributions to the community. Students have the option of completing a service-learning practicum in typical practice settings or completing a unique service-learning project that would benefit others and provide opportunities for individualized out-of-the-ordinary learning.
Course content

The following global ideas guide the design and delivery of this course:

  1. Service-learning is a method in which students learn and develop through active participation in a thoughtfully organized service experience that meets actual community needs.
  2. Mentoring by experienced practitioner preceptors prepares students for their transition from student to practitioner.
  3. Developing networks with community living and school-based services enhances future work opportunities and college and community relations.
  4. Learning from experience is a characteristic of exemplary practitioners.  Practice settings create opportunities for students to refine their skills of reflection and adaptation in response to their practice experience.
  5. Experience in the practice settings allows learners to demonstrate and enhance their abilities to problem solve, communicate, be flexible, think creatively and take responsibility for their actions.
  6. Developing and completing an individualized project for others enhances valued skills, such as goal setting, research, time management, marketing, consultation, presentation, evaluation, etc.
  7. Reflecting on and evaluating service-learning experiences with peers and mentors maximizes learning.
  8. Reciprocity and contribution are highly valued in the field of community living.  Students purposefully find someone who will benefit from their work.
Learning outcomes

Upon successful completion of this course, the student will be able to:

Practice at Competency Level 4, i.e. integrate; internalize (transfer and translate, analyze and synthesize, imagine, develop, manage, design); synthesize reflections; take initiative in most areas; offer new possibilities; practice independently; use guidance for enrichment only, in the following domains:

  1. Personal Accountability
    • Practice ethically and accurately, assessing the quality of own performance
    • Accurately evaluate own practice
    • Pursue a professional development plan
    • Apply personal and professional values to ethical practice
  2. Interpersonal Effectiveness and Leadership
    • Communicate in a caring, respectful and clear manner
    • Effectively communicate for various purposes and audiences
    • Facilitate caring and respectful interpersonal relationships
    • Demonstrate individual leadership as a team member
  3. Theoretical Reasoning
    • Think critically to construct plausible explanations for individual, family and community experiences
    • Apply elements of critical thinking when problem solving
    • Use theory to explain behaviour and guide actions
    • Think creatively in response to individual needs
  4. Technical Competence
    • Use a variety of strategies to contribute to self-reliance, interdependence and quality of life
    • Promote wellness of self, others and community
    • Build community presence, participation and contribution
    • Strategically facilitate learning
    • Advocate for individual rights and self determination
    • Promote safety of self and others.
Means of assessment

This course uses the mastery grading system and will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:

  • Self-Assessment
  • Preceptor/Mentor Assessment
  • Formal Presentation to Peers and Instructor
  • Project Products

 

Textbook materials

T.B.A.

Prerequisites

DACS 2340 or CCSD 2340

Corequisites

None

Equivalencies

CCSD 2440

 

Which prerequisite

None