The course will primarily involve a supervised service-learning placement. The course may include other instructional methods, such as seminar and group meetings.
- Service Learning Placement
- Relevant service-learning information (through seminar mode of instruction)
- Service learning definitions and elements.
- Community-based research.
- How to locate and professionally contact an organization.
- Ethical and professional behaviour (e.g. confidentiality, punctuality, etc.).
- Types of agencies/organizations in psychology.
- Expectations of service component.
- Reflective writing for documenting student’s tasks, responsibilities, and learning experiences.
At the conclusion of the course the successful student will be able to:
- Acquire experience in working within organizations, and in groups, in a professional setting.
- Apply critical theory to practice in various fields of psychology.
- Engage in psychology-related work, research, or functions in the community.
- Create associations between service learning and academic learning.
- Describe the needs and operations of community organizations.
- Foster relationships with community partners, and establish professional networking contacts in the psychology field.
- Demonstrate effective accountability, and professional behaviour, dress, and communication in a work setting.
- Demonstrate an increased understanding of the real-world context of psychological principles.
- Create and refine oral, written, and interpersonal communication skills.
- Gain experience in self-evaluation through writing and professional feedback.
The course evaluation will be in accordance with Douglas College and Psychology Department policies. Evaluations will be based on the course objectives. The specific evaluation criteria will be provided by the instructor at the beginning of the semester.
An example of a possible evaluation scheme would be:
Service-learning field experience 70%
This may include projects at placement site, creation of document(s), skills demonstrations, professional behaviour, oral presentations, or group projects.
Critical Reflection 30%
Textbook(s) such as the following, the list to be updated periodically:
- Cress, C.M., Collier, P.J., & Reitenaue, V.L. (2005). Learning through serving: A student guidebook for service-learning across the disciplines. Sterling, VA: Stylus Publishing.
Admission to the Bachelor of Arts in Applied Psychology Program or the Bachelor of Arts in Applied Psychology Honours Program