More on my possible topic for the course

1.
Service-learning is generally taken as a teaching method. But this method also determines a large part of instructional design that is needed for the method. I mean service learning comes with a lot of pre-determined design when it is considered for your teaching. Service-learning method itself is similar to an instructional design. If someone is asking, "What instructional design should I use for teaching (this and that)?" It would be OK to answer, "The design you should use is service-learning; it is a good design to increase motivation with the authentic activities via participating in the community."

2.
I think there is a degree of what connecting course learning goals and service-learning goals. In cases like EDCI 592, service-learning goals are not very salient. Service-learning is there as a component of the course; but it is mainly for giving students authentic activities. So, for example, if asked at the end of the semester, "How did this course help you develop or increase your sense of civic responsibility?" the stuents will have problems answering the question. On the other hand, for classes such as where 4th graders are vounteering to take care of sheltered animals, students will reflect a lot on their civic responsibilities that they learned from the experience. This degree would be parallel to what the table shows at p. 49 (Billig & Furco).

Shigetake