ABSTRACT Background To prepare students to become productive 21st century citizens, universities have to be more engaged with society. Shifting towards community service learning (CSL) enables students to participate in, and reflect on, services that both benefit the public and also contribute to their own learning. There has been considerable research conducted on the improved student competencies, both academic and personal, resulting from CSL. There is, however, no consensus on how to integrate CSL into courses successfully, owing to the diverse contextual factors that influence implementation. Purpose By means of conducting a review, this study aimed to establish general design principles to help guide course coordinators in implementing CSL in their academic courses. Design and methods A systematic review was conducted of articles describing the implementation of CSL in academic courses within various disciplines. Implementation elements and principles were extracted from the articles and inductively grouped together, thereby identifying various design principles. Findings Our analysis of the literature highlighted three steps that, according to the literature, are important in the implementation of CSL: (1) aligning course objectives and format; (2) establishing a relationship with the community partner; and (3) defining a reflection and evaluation strategy. We found that the nature of the design principles and specific approaches underlying these implementation steps should depend on the students’ capabilities, which include their pre-CSL experiences. Conclusion The implementation steps and underlying design principles uncovered by this review may help guide and support course coordinators in their efforts to integrate CSL in their academic courses. The diverse range of design principles makes it possible to acknowledge students’ pre-CSL experiences and, thus, construct appropriate scaffolding, which is necessary for students to attain the improved academic and personal competencies envisaged through CSL, and ultimately to become productive 21st century citizens.

中文翻译：

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成为富有成效的 21 世纪公民：揭示将社区服务学习融入高等教育课程的设计原则的系统回顾

摘要 背景 为了让学生成为有生产力的 21 世纪公民，大学必须更多地参与社会。转向社区服务学习 (CSL) 使学生能够参与和反思既有益于公众又有助于他们自己的学习的服务。已经对 CSL 提高学生的学术和个人能力进行了大量研究。然而，由于影响实施的各种背景因素，关于如何将 CSL 成功整合到课程中并没有达成共识。目的通过回顾，本研究旨在建立一般设计原则，以帮助指导课程协调员在其学术课程中实施 CSL。设计和方法 对描述在不同学科的学术课程中实施 CSL 的文章进行了系统审查。从文章中提取实施元素和原则并归纳归类在一起，从而确定各种设计原则。结果 我们对文献的分析强调了三个步骤，根据文献，这些步骤对于实施 CSL 很重要：（1）调整课程目标和形式；(2) 与社区伙伴建立关系；(3) 定义反思和评估策略。我们发现这些实施步骤背后的设计原则和具体方法的性质应该取决于学生的能力，包括他们在 CSL 之前的经验。结论 本次审查揭示的实施步骤和基本设计原则可能有助于指导和支持课程协调员将 CSL 整合到他们的学术课程中。多样化的设计原则使得承认学生在 CSL 之前的经历成为可能，从而构建适当的脚手架，这是学生通过 CSL 获得更高的学术和个人能力所必需的，并最终成为富有成效的 21 世纪公民.