If you have already filled in the same question in the basic questionnaire for mapping S-L experiences, please use the same words (copy & paste).

If you have already filled in the same question in the basic questionnaire for mapping S-L experiences, please use the same words (copy & paste).

Please, list the grades and degrees of the participating students.

Antecedents. The context in which the S-L arose. Has it been done previously? Does it come up from a project that already existed or from the previous experience of some of those involved?

Indicators: - The service component meets a real civic need. - It explores issues that are vital to a social, civic, cultural, economic and political society. - The social need was identified through reliable strategy. - S-L experiences are appropriate to participants’ academic course. - S-L addresses issues that are personally relevant and meaningful to the participants (community partners and students). - S-L leads to attainable and visible outcomes that are valued by those being served.

Please, list the goals and its targets. (See: http://sdg.humanrights.dk/en/goals-and-targets ).

Please, list the service objectives. Indicators: - Service objectives are linked to curriculum. - Defined service objectives are reachable and measurable, for the specific S-L project. - Academic theory is viewed in a real-world context.

Please, list the learning objectives. Indicators: - Contents, specific and transversal competences are defined. - Defined learning objectives are reachable and measurable, for the specific S-L project. - Civic learning relied to personal and social competencies, is an important category of students learning objectives (beside academic learning objectives).

Indicators: - S-L is explicitly integrated in the syllabus/study program. - S-L has credit recognition. - S-L that takes place in higher education institutions is formally recognized in the board policies and student records. - Academic theory is viewed in a real-world context. - S-L helps participants learn how to transfer knowledge and skills from one setting to another. - The S-L activity is transdisciplinar. - Teachers/academic staff are actively involved.

Please, describe the activities that are carried out for achieving the service objective. Activities of preparation, organization, implementation and project closure. Are these done inside and outside the classroom? Indicator: - S-L leads to attainable and visible outcomes that are valued by those being served.

Indicators: - S-L reflection includes verbal, written, artistic, and/or nonverbal activities to demonstrate understanding and changes in participants’ (students, faculty, and community partners) knowledge, skills, and/or attitudes. - S-L student reflection occurs actively and regularly: before, during, and after the service experience. - Reflection is guided by teaching personnel and/or community partner/s. - S-L reflection prompts participants to think deeply about complex community problems and alternative solutions. - S-L reflection encourages participants to examine their preconceptions and assumptions/stereotypes in order to explore and understand their roles and responsibilities as citizens. - S-L reflection encourages participants to examine a variety of social and civic issues related to their S-L experience so that participants understand connections to public policy and civic life. - S-L helps participants identify and analyse different points of view to gain understanding of multiple perspectives. - S-L helps participants actively seek to understand and value the diverse backgrounds and perspectives of those offering and receiving service. - Reflection encourages students to reflect upon the effects of the service. - Participants are encouraged to reflect on how academic theory applies to real world problems as well as the learning that come from the real situation, community, and social needs. - Participants are encouraged to analyse conflicts that arise during the S-L project and make group decisions. - Participants identify and analyse gender issues related to the S-L experience.

Indicators: - S-L involves a variety of partners, including youth, educators, families, community members, community-based organizations, public administrations, and/or businesses. - S-L partnerships are characterized by frequent and regular communication to keep all partners well-informed about activities and progress. - S-L partners discussed and collaborate to establish a shared vision and set common objectives to address community needs. - Social entities are aware of the learning objectives. - S-L partners collaboratively develop and implement action plans to meet specified objectives. - S-L partners share knowledge and understanding of higher education institution and community assets and needs, and view each other as valued resources.

Indicators: - S-L engages students in generating ideas during the planning, implementation, and evaluation processes. - S-L involves students in the decision-making process throughout the S-L experiences. - S-L involves students in creating an environment that supports trust and open expression of ideas. - S-L promotes acquisition of knowledge and skills to enhance students’ leadership. - S-L involves students in evaluating the quality and effectiveness of the S-L experience.

Indicators: - Evaluation is conducted at the different stages of the project. - Evaluation is conducted through different techniques. - Evaluation is conducted by students/academic staff/community partners/final beneficiaries. - S-L participants collect evidence of progress toward meeting specific service objectives and learning outcomes from multiple sources throughout the S-L experience. - S-L participants collect evidence of the quality of S-L implementation from multiple sources throughout the S-L experience. - S-L participants use evidence to improve S-L experiences. - S-L participants communicate evidence of progress toward objectives and outcomes with the broader community making an opportunity for the community to enter into a public dialogue, to deepen S-L understanding and ensure that high quality practices are sustained. - The participants evaluate the need/s to sustain the project. - Support and coaching for students is ensured from academic staff. - Support and coaching for students is ensured from community partners.

Indicator: - S-L is celebrated with community partners and/or final beneficiaries (Diploma awards, parties, gatherings, etc.)

Indicators: - The S-L project is presented to the public as an opportunity for the community to go into the public dialogue (Social media profile, website, YouTube, journal articles, speeches, conference presentations, scientific dissemination, networking, etc.) - Dissemination activities are carried out by the different stakeholders.

Indicators: - S-L provides adequate time frames: to address identified community needs, learning in community settings/with community partners and achieve learning outcomes. - S-L experiences include the processes of investigating community needs, preparing for service, action, reflection, demonstration of learning and impacts, and celebration. - S-L is conducted during concentrated blocks of time across a period of several weeks or months. - It is expected that the activity will have an impact in the community after its closing. - The project has the resources to continue running in the future. - The community is engaged in sustaining the program for the long-term.

(Teaching and research staff, administrative and services staff, students, etc. Didactic resources, equipment, etc.)

Income and co-financing | Expenses