Civics Name ____________________________

Mr. Pflueger

Service Learning Project

WHAT IS SERVICE LEARNING?

Service Learning combines service to the community with student learning in a way that improves both the
student and the community.

According to the National and Community Service Trust Act of 1993, Service Learning:
 Is a method whereby students learn and develop through active participation in thoughtfully organized
service that is conducted in and meets the needs of communities;
 Is coordinated with a school and the community;
 Helps foster civic responsibility;
 Is integrated into and enhances the academic and technical curriculum of the students;
 Provides structured time for students to reflect on the service experience.

The Service Learning Rubric, developed as the performance assessment tool, is based upon this definition. This
rubric should be used for students and teachers to design, implement and evaluate service learning projects.

LEVELS OF SERVICE

Direct Service: Students have face-to-face contact with the service recipients. For example: tutoring; serving
meals at a homeless shelter; working with the elderly in a nursing home, etc.

Indirect Service: Students perform a service without having face-to-face contact with the recipient. Usually
resources are channeled to help alleviate a problem. For example: food & clothing drives; walk-a-thons or
fundraisers; environmental projects, etc.

Advocacy: Students educate others about a particular issue with the goal being to eliminate the cause of a
particular problem. For example: writing letters to legislators or editors; preparing and displaying posters, plays,
or other educational materials for others, etc.

SCORING WITH THE RUBRIC

The rubric is divided into two parts. Part I assists with evaluating the quality of the project. Part I assists with
evaluating the quality of individual student participation.

Here is how you will be graded using the Service Learning Project Evaluation Rubric:

Individual service learning projects:

 Student will be graded using Parts I and II of the rubric.
 A total score will be compiled by adding Part I and Part II.
 Service Learning Project Evaluation Rubric
Adapted from rubric framework developed by Dr. Mary J. Seike, UNI
and the Ohio Department of Education, Family and Consumer Sciences Education

Student Name

Title of Project

Service Learning combines service to the community with student learning in a way that improves both the student and
the community. According to the National and Community Service Trust Act of 1993, Service Learning:
 Is a method whereby students learn and develop through active participation in thoughtfully organized service that
is conducted in and meets the needs of communities;
 Is coordinated with a school and the community;
 Helps foster civic responsibility;
 Is integrated into and enhances the academic and technical curriculum of the students;
 Provides structured time for students or participants to reflect on the service experience.

4 3 2 1
Strong Good Some Minimal Score
PART I Impact Impact Impact Impact
Determined by
Determined by
current research Community needs
past research
conducted or Determined by secondary to what
Meet actual discovered by
discovered by making a guess at teacher wants to
community student(s) with
student(s) with what community do OR considers
needs teacher
teacher needs may be only student(s)
assistance where
assistance where needs
appropriate
appropriate
Active, direct Community Community
Community
Coordinated in collaboration with members act as members are
members are
collaboration community by consultants in the coincidentally
informed of the
with community student(s) and project informed or not at
project directly
teacher development all knowledgeable
Facilitate change
Changes mainly Changes mainly
Improve quality or insight; Help Changes enhance
decorative, but decorative, of
of life for alleviate suffering; an already good
new and unique limited benefit, or
person(s) Solve a problem; community
benefits realized are not new and
served Meet a need or situation
in community unique
address an issue

Photographic
evidence
Photos Included --- --- ---
demonstrating
active citizenship

Score, Part I
 4 3 2 1
Strong Good Some Minimal
PART II Impact Impact Impact Impact
Score
Student thinks,
Student thinks, shares, and Student ran out of
shares, and produces Student reflects time for true
Facilitate active
produces individual OR orally but reflection; Just
student
reflective products group-generated produces no provided a
reflection
individually and as reflective reflective products summary of
group member products, but not events
both

Use new Student has direct Student less Skill and

Student has some
academic skill/ application of new involved than knowledge used
active application
knowledge in skill or knowledge other group mostly in the
of new skill or
real world (academic and members OR organization; No
knowledge
settings to technical) in Student provides active community
(academic and
extend beyond service to little service to service
technical)
the classroom community community experience

Reflections show Reflections

Reflections show
Help develop affective growth restricted to pros Reflections limited
generic growth
sense of caring regarding self in and cons of to self-centered
regarding the
for and about community and particular service pros and cons of
importance of
others the importance of project regarding the service project
service
service the community

Student involved
Student involved Student involved
in most (more Student does not
Student in all aspects of in some (less than
than 50%) of plan or make
ownership of project planning 50%) of project
project planning decisions about
project and decision planning and
and decision the project
making decision making
making

Score, Part II

Part I Score:
Part II Score:
Total Score:
Maximum of 32 Points Comments:
 Reflection component:
Did you:
 Give an explanation of your daily tasks?
 Who did you work with?—The members of the community or
organization
 What did you do?
 How did what you did affect the community around you?
 How did you better society?
 Did you enjoy the task? EXPLAIN why or why not
 Do you think you will do this activity again?
 Did you meet anyone interesting?
 Did you hear any stories on how the work that you are doing
impacts society?
 Did you hear any stories from people who have been with this
organization for a long time?
 What did you get out of this project?

Requirements:
 1 Page minimum
 Title Page Required (Not counted in page+ written)
 Works Cited Page if you used outside sources
 12 point font
 1 inch margins
 Double spaced
 Ariel or Calibri only
 CHECK LIST!
What do you need to get done?

o CAP project proposal—SIGNED by teacher AND parent

o Photographic evidence of completion of volunteer hours-

HARD COPY not electronic! AT LEAST 3 PICTURES
ARE NEEDED

o Six volunteer hours LOGGED

o Signature of a person of authority who oversaw the

volunteer—cannot be a parent

o Turning in BOTH rubrics

o 1+ Page reflection including citations if necessary-1 inch

margins, Arial or Calibri 12 point font. Double Spaced
 Log of Volunteer Hours
DATE LOCATION- START END TASK-brief SIGNATURE OF AUTHORITY
INCLUDE TIME TIME explanation of ACKNOWLEDING
ADDRESS what you did COMPLETION OF HOURS