University of San Agustin

COLLEGE OF EDUCATION
Center of Development in Teacher Education Program
PAASCU/FAAP Accredited (Level III)
First PAASCU Accredited College in Western Visayas
Iloilo City, Philippines
Tel. no. (63­33) 337­4842 loc. 243
E­mail address: coe@usa.edu.ph

PROFESSIONAL EDUCATION COURSES
Bachelor of Elementary Education
Bachelor of Secondary Education

Community Immersion 1, 2, 3
ED 154, 155, 156

Community-School Partnerships:
Community Immersion and Service Learning

The EDUCARE Experience

Community/School Partnerships is one performance measure for students enrolled in University of San
Agustin – College of Education Special Topic Courses, which include:
 Community Immersion 1 (ED 154)
 Community Immersion 2 (ED 155)
 Community Immersion 3 (ED 156)

What is Community Immersion?

Community Immersion is a form of Service Learning that combines service to the community with
student learning in a way that improves both the student and the community under the Special Topic
Courses of the Revised Policies and Standards for Undergraduate Teacher Education Curriculum (CMO
30, series of 2004) and Domain 6 – Community Linkages of the National Competency-Based Teacher
Standard (NCBTS).

According to CMO 30, series of 2004 Special Topic Courses are courses that provide opportunities to pre-
service teachers explore special topics and issues related to their field of study on a range of topics
chosen by the teacher education institution based on perceived needs and expertise of the faculty
members.

In the University of San Agustin-College of Education, Special Topics-Community Immersion courses is

an educational process whereby students learn and develop through active participation in thoughtfully
organized service that is conducted in and meets the needs of an adopted community. Specifically, it
aims:

 To support faculty, students, and community partners involved in community immersion and
service-learning courses, in order to foster a passion for learning, civic responsibility and a
commitment to making a difference in the world.
  To deepen our understanding of the outcomes of community immersion, in order to foster the
intellectual, ethical, and civic development of future Augustinian educators, identify effective
teaching practices, and have a meaningful impact in our community.

 To manifest and apply core Augustinian values of Caritas, Unitas and Veritas through civic
commitment in communities beyond academic walls, in order to strengthen the engagement of
the university in real-world issues.

Scoring with the Rubric

The Community Immersion and Service Learning Rubric is a performance assessment tool based
upon the course’ definition and objectives. This rubric should be used for students and teachers to design,
implement and evaluate community immersion and service learning projects.

The rubric is divided into two parts. Part I assists with evaluating the Quality of the Project. Part II
assists with evaluating the Quality of Individual Student Participation.

Here are recommended ways to use the Service Learning Rubric for Project Evaluation:

To use rubric with group service learning projects:

 Evaluate the group project using Part I.
 Transfer the score from Part I to each group member’s evaluation form. (The score will be the
same for all group members.)
 Evaluate each individual student using Part II.
 Compile a total score by adding Part I and Part II.
 University of San Agustin
COLLEGE OF EDUCATION
Center of Development in Teacher Education Program
PAASCU/FAAP Accredited (Level III)
First PAASCU Accredited College in Western Visayas
Iloilo City, Philippines
Tel. no. (63­33) 337­4842 loc. 243
E­mail address: coe@usa.edu.ph

Community-School Partnerships:
Community Immersion and Service Learning

The EDUCARE Experience

Rubric for Project Evaluation

Title of Project

Student Leader
Group Members

4 3 2 1
PART I: Strong Good Some Minimal Impact
QUALITY OF THE Impact Impact Impact
PROJECT
Score
Meet actual Determined by current Determined by past Determined by making a Community needs
community needs research conducted or research discovered by guess at what secondary to what
discovered by student(s) student(s) with teacher community needs may teacher wants to do OR
with teacher assistance assistance where be considers only student(s)
where appropriate appropriate needs

Coordinated in Active, direct
collaboration with collaboration with
community community by student(s)
and teacher
Incorporated with the Community Immersion
Teacher Education and Service learning as
curriculum content instructional strategy
with content and service
components integrated
Improve quality of life Facilitate change or
for person(s) served insight; Help alleviate
suffering; Solve a
problem; Meet a need or
Address an issue
Community members act Community members Community members
as consultants in the are informed of the are coincidentally
project development project directly informed or not at all
knowledgeable
Community Immersion Community Immersion Community Immersion
and Service learning as and Service learning part and Service learning
a teaching technique of curriculum but supplemental to
with content and service connections not clearly curriculum, in essence
components concurrent defined, with emphasis just a service project or
on service good deed
Changes enhance an Changes mainly Changes mainly
already good community decorative, but new and decorative, of limited
situation unique benefits realized benefit, or are not new
in community and unique

Score, Part I
 4 3
PART II: Strong
QUALITY OF Impact
INDIVIDUAL
STUDENT
PARTICIPATION
Facilitates active Student thinks, shares,
student reflection and produces reflective
products individually and
as group member
Uses new academic Student has direct
skill/ knowledge in application of new skill or
real world settings to knowledge (academic
extend beyond the and technical) in service
classroom to community
Helps develop sense Reflections show
of caring for and affective growth
about others regarding self in
community and the
importance of service
Student ownership of Student involved in all
project aspects of project
planning and decision
making
Manifests core Student works with
Augustinian Values of Community Immersion
Caritas, Unitas and and Service-learning
Veritas project with all
Augustinian values
integrated and
manifested
Comments:
Good
Impact
Student thinks, shares,
and produces individual
OR group-generated
reflective products, but
not both
Student has some active
application of new skill or
knowledge (academic
and technical)
Reflections show generic
growth regarding the
importance of service
Student involved in most
(more than 50%) of
project planning and
decision making
Student works with
Community Immersion
and Service-learning
project with some
Augustinian values
integrated and
manifested
2 1
Some
Impact
Student reflects orally
but produces no
reflective products
Student less involved
than other group
members OR Student
provides little service to
community
Reflections restricted to
pros and cons of
particular service project
regarding the community
Student involved in some
(less than 50%) of
project planning and
decision making
Student works with
Community Immersion
and Service-learning
project with some
Augustinian values
integrated and
manifested but
connections not clearly
defined and emphasized
Part I Score:
Part II Score:
Total Score:
Minimal Impact
Score
Student ran out of time
for true reflection; Just
provided a summary of
events
Skill and knowledge
used mostly in the
organization; No active
community service
experience
Reflections limited to
self-centered pros and
cons of the service
project
Student does not plan or
make decisions about
the project
Student works with
Community Immersion
and Service-learning
project in principle just a
service project for the
sake to pass the course
Score, Part II