The Center for Medical Humanities & Ethics

CSL Mini Grants - Issues to Consider


When considering whether your program fits the criteria for the subgrant, please consider these important issues:

  • The project must align with one of the three "MSM Model" focus areas
  • Project must expand the number of ��higher education students engaged in SL
  • Projects must be community-driven

 PROPOSAL MUST INCLUDE SERVICE-LEARNING OBJECTIVES

 

INTEGRATED LEARNING

  • The service-learning component of the course is directly linked to the academic goals of the course; each informs and transforms the other.
  • Goals of the service-learning component are clearly articulated in terms of the broader course goals.

QUALITY SERVICE

  • The service component responds to the needs of the community as defined by the community.
  • Goals are developed in the context of community needs, but with a focus on the assets / capacities of all partners (students, community partners, faculty members, etc.).
  • Students are prepared for entrance into the community through an introduction to the agency / issue and appropriate training.

COLLABORATION

  • Partners in the process develop a shared vision and joint strategies.
  • Partners learn from and teach each other on an on-going basis.

CIVIC RESPONSIBILITY

  • Students develop an ethic of care and a sense of efficacy.
  • Life skills learned outside the classroom are integrated back into classroom learning.
  • Students are challenged to pay deliberate attention to cultural differences and commonalties; issues of power, privilege, prejudice and /or oppression are considered.

REFLECTION

  • Formal and informal reflection is conducted before, during and after the service.
  • Social, psychological, political and ethical considerations are made while reflecting on the service experience.

EVALUATION

  • All partners are involved in evaluating the process.
  • Evaluation seeks to measure the progress towards and outcomes of both the learning and service goals of the course.