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Alliances and Networks: Collaborative work within the UC



Learning Service is just one of the initiatives within the University aimed at promoting social responsibility. UC Bridges, Rural Life Foundation, Bethlehem Calcutta UC and UC, are just some of the other initiatives with different emphasis "rowing in the same direction."
is clear to me that the work conjunction with these initiatives would substantially improve the performance of all. In our particular case, the emphasis on service learning is work with teachers, we are concerned about installing a form of teaching that consider community service as a valuable learning experience. That is why for us it is ideal to be other instances, specifically designed for that, which is dedicated to detecting community needs can be met from courses and manage the relationships between these and communities. For this to happen it is necessary to many coordination efforts, and coordination is a difficult task and a challenge for all who work on these issues. Each program generates their own objectives, a particular methodology, growth strategies, implementation and evaluation exercises. In addition, all working with limited resources it requires us to optimize our work and limit the possibilities of sharing with others.
However, if we all make small coordination efforts, we can position our issues more efficiently, and generate a real student movement, which encourages solidarity in the university community and social responsibility position as the hub of training. In my view these efforts assume that each program will clarify the bid that could make the rest of way to make commitments to order how we will relate.

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A new teacher quality


I realized that the teacher of A + S, can be a new teacher, a teacher who sees the learning from another perspective, that excites me, if a teacher dares to change and modify their teaching to do, can leave a big footprint.

"immediately warned that the new teacher had a different way of approaching things and treat themselves, more committed because they were given more responsibility, more trust in them. Was submitted to it a new way of things. " Description (Students in grades 4 through college to get to San Ignacio Alberto Hurtado as a teacher)

by Soledad Gonzales (advisor A + S)

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who and how?

We have decided that 2006 is the year of quality for the Service Learning program. And when we talk about quality we refer primarily to improve the services provided by the course and to improve student learning. Without giving much back we decided that it would we.
However ... there is more to this quality. Using an exhaustive search I found nothing to distinguish that describes areas of indicators that measure the quality that I think we can apply to our case (the distinctions are of an article focused on quality measurement health programs can be viewed by clicking here : There are distinguished at least:
Input indicators: determine if a program has the necessary resources.
Process indicators: assess how they conduct program activities.
Outcome indicators: measure the results at the program level.
Performance indicators: measure the program's impact in the short term and long-term impacts on the population in general.
I think when we say that we want this to be the year of the quality we are talking mainly of an improvement in performance indicators and results. That is considering that level of "achievement" a service learning course would be the learning of students and level of "results" for the purposes of the service they performed. I was interested in the distinction proposed in the aforementioned article and echoes me ... Our efforts must also be targeted and explicit way to meet indicators of inputs and processes. And now that I think we also have developed lines for that, because this year systematize management of the development area "process indicator"). On input indicators are not doing anything ... but geez ... that's three of four. At the end we are not doing so bad.

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what to do with poor service-learning course? We are back

put in UC by a team of professionals, promote the practice of service learning in different university courses. This implies a major effort to disseminate our work. The expectation is that, in future, A + S is a concept easily understood: a metaphor that people can associate with their courses.
However, this implies a risk: there may be teachers who think they are implementing A + S in their courses, for the simple fact of having some connection with excluded groups of society, not understanding that A + S is not just a metaphor but also a methodology that demands hard work and dedication. Without this, we may need courses that instead of building society, destroy frustrating expectations, delivering defective services or many other ways.
The issue is as follows: A + S UC courses they can encourage, but what about a bad year? What role should take the A + S UC to find such courses, which will not do a responsible job to ensure that their intervention is responsible? Can we remain comfortable with the fact that further developing their work? Sebastian Zulueta

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This blog gives for the year started.
With 30 New Courses.
The UC service-learning program has set itself the goal this year to work for it to be "the year of quality ".
While last year we did was create a strategy to implement service-learning, this year we hope to nuetsro efforts to provide higher quality experiences courses require. We are open to ideas to do so.
Suggestions?