From Jeffrey Howard, ed. Praxis I: A Faculty Casebook on Community Service Learning. Ann Arbor, MI: Office of Community Service Learning Press, University of Michigan. 1993.

• Academic credit is for learning, not for service.
• Do not compromise academic rigor.
• Set learning goals for students.
• Establish criteria for the selection of community service placements.
• Provide educationally sound mechanisms to harvest the community learning.
• Provide supports for students to learn how to harvest the community learning.
• Minimize the distinction between the student’s community learning role and the classroom learning role.
• Re-think the faculty instructional role.
• Be prepared for uncertainty and variation in student learning outcomes.
• Maximize the community-responsibility orientation of the course.