Duration
150h Internship
Number of credits
| Master in architecture, professional focus in architecture and urban planning | 5 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The main objective of the Service Learning learning unit is to involve the student in a concrete field experience, in the service of a specific and contextualised social need expressed by a public or private (usually non-profit) organisation, or by an organisation operating in the social economy sector. This organisation develops projects grounded in democratic and humanist principles.
This immersion is accompanied by an institutional support scheme for individual and collective reflexivity, integrating aspects related to citizenship, and aiming at a better understanding of societal issues as well as a better understanding of oneself. The field experience is thus one way, among others, of strengthening the fit between the knowledge taught in class and the multiple realities of the field.
Learning outcomes of the learning unit
Upon completion of the learning unit, you will be able to:
- Increase your sensitivity to social and/or professional environments and contexts that may be unfamiliar to you;
- Master the societal issues underlying the professions you are considering;
- Develop a perspective according to which science and knowledge are at the service of society;
- Foster a deeper understanding of yourself;
- Stimulate and enrich your reflective outlook on your own values, while strengthening your ability to question them;
- Encourage the emergence of critical, even divergent, thinking;
- Reflect on your current and future engagement in society.
Prerequisite knowledge and skills
Planned learning activities and teaching methods
The learning unit comprises a field activity with a partner organisation, together with a support scheme for individual and collective reflexivity.
- The field activity puts you at the service of a social need expressed by a partner organisation (public or non-profit private body, association, social economy operator, etc.). It may take various forms depending on the discipline: drafting materials, developing a tool or application, supporting a target audience, educational follow-up, etc.
- The reflective support scheme takes the form of individual and/or collective sessions, to help you frame and structure your reflection on the experience lived.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Face-to-face course: field activity with the partner organisation and reflective support sessions.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
The Service Learning criteria-based assessment grid (competences specific to Service Learning), as well as course notes and materials, are available on eCampus.
Exam(s) in session
Any session
- In-person
oral exam
Written work / report
Further information:
Exam(s) in session
Any session
- In-person
oral exam
Written work / report
Further information:
Exam(s) in session
Any session
- In-person
oral exam
Written work / report
Further information:
Purpose of the assessment
Service Learning is above all an experience of civic and identity construction. The assessment therefore aims to verify not only the student's genuine involvement in the tasks entrusted by the partner organisation, but above all their ability to observe, analyse and question what they have experienced: the environments and societal issues encountered, their own personal development, and their civic engagement.
It is this reflexivity, rather than the technical quality of the output alone, that lies at the heart of the assessment!
Assessed components
1.Personal output - Reflective work [60 %]
The student produces a personal reflective piece of work, written or oral (report, structured portfolio, logbook, presentation, annotated concept map, video capsule...), structured as follows:
- A contextualised introduction: description of the activities carried out under the Service Learning scheme and of the host structure.
- Headings allowing the intended learning outcomes to be assessed (see headings A, B, C below).
- A general conclusion summarising the 3 key ideas retained from the Service Learning activity.
1.1 Openness to societal contexts, environments and issues
- How would you describe the environments, social contexts and target audiences encountered during this Service Learning activity?
- Has this activity changed your understanding of your future profession or shed light on the training you are following?
- To what extent can the learning achieved be put at the service of an engaged, supportive society?
- What are the main things you learned about yourself during this Service Learning activity?
- Has Service Learning reshaped your value system, even partially? How and why?
- Has this activity raised the need for new skills to exercise your future profession?
Has this Service Learning activity made you want to become more involved in tasks useful to society or to citizenship? Why?
REFLECTIVE WORK - to be submitted on eCampus.
2. Final interview [40 %]
Whatever form the reflective work takes, it is defended at an individual final interview. Questions cover headings A, B and C and are asked unexpectedly, in order to verify the consistency between the work submitted and the field experience actually lived.
Assessment criteria
The same criteria apply to the whole piece of work and to the final interview:
- Authenticity of the experience and genuine involvement in the tasks described
- Quality of the reflective analysis: distance, nuance, ability to question one's initial assumptions
- Understanding of the societal issues and environments encountered during the field activity
- Depth of personal development and reflection on one's civic engagement
- Ability to defend and further develop, orally, the work submitted during the final interview
Work placement(s)
Service Learning takes the form of a single 17-working-day immersion within the partner organisation. This immersion is governed by a placement agreement, a job description, and a behavioural assessment completed by the workplace supervisor.
?? Service Learning follows a single-session rule. The immersion cannot be carried out between the first and second examination sessions between M1 and M2, except for Erasmus students.
?? Any immersion beginning before the original documents have been submitted has no legal standing and will therefore neither be taken into account nor validated within the learning unit.
Organisational remarks and main changes to the course
You are required to submit and/or upload to eCampus all documents and annexes within the set deadlines.
Administrative file - Service Learning immersion
- ANNEXE_01_CONVENTION_SERVICE_LEARNING - 3 signed originals submitted during office hours, no later than one week before the start of the immersion, together with the corresponding job description
- ANNEXE_02_FICHE_POSTE_TRAVAIL_SL - 1 signed original submitted during office hours, no later than one week before the start of the immersion, together with the 3 corresponding agreements
- ANNEXE_03_ATTESTATION_COMPORTEMENT_SL - submitted on FileMaker by the workplace supervisor, no later than the last Friday of January at 6 p.m.
Contacts
Patricia Gardier, Professor
Nathalie Delmelle, Administration