According to Seifer and Connors (2007), “service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities” (p. 5). Service-learning activities promote learning via active participation in real-life experiences that enhance students’ knowledge, skills, and attitudes. Reflection, a key component of service learning, provides students the continuous opportunity to critically analyze and learn from the experience.

Aligned course design means that your learning goals, objectives, assessment tools, and teaching strategies all tie together to support student learning. Aligned course design begins with identifying overarching learning goals, developing measurable learning objectives, and then designing assessment tools to evaluate how well learners have met these objectives. Generally, this process of beginning with your desired results is referred to as Backward Design. Aligned course design supports student learning through transparency with expectations and clarity in the organization of information.

El aprendizaje basado en casos ABC (CBL, por sus siglas en inglés) es una estrategia de enseñanza centrada en quien aprende en la que se analizan problemas auténticos, reales o ficticios, para abordar situaciones, resolver preguntas y/o identificar soluciones. Trabajando en grupo o de manera individual, cada estudiante examina los casos mediante una indagación guiada, aplicando conocimientos y habilidades de pensamiento crítico, y conectando la teoría con la práctica para desarrollar competencias relevantes (Thistlethwaite et al., 2012). Durante el ABC, el profesorado prepara los casos, guía las discusiones y proporciona retroalimentación, mientras que sus estudiantes se preparan previamente, participan en el análisis y formulan preguntas.