What to consider for ethcial CSL?

• Consider consequences for all actors involved

  It is essential to weigh the potential benefits and possible harm of any Community Service Learning (CSL) activity on every person involved; from students and lecturers to societal actors, especially those with known or suspected vulnerabilities (e.g. children, minority groups, people with a lower socioeconomic status, etc.).

  Take measures to minimise the risk of physical or mental harm to all participants, protect their privacy, rights and welfare, minimise intrusiveness, and prevent coercion and deceit. It is the responsibility of the lecturer to protect this integrity.

• Request ethical approval

  Request ethical approval of VU Amsterdam. VU Amsterdam endorses the Netherlands Code of Conduct for Academic Practice and the Advisory Memorandum on Scientific Integrity of the Royal Netherlands Academy for Arts and Sciences (KNAW). All VU faculties subscribe to these guidelines. In addition, some faculties have specific criteria:

  • Faculty of Science: Beta Ethical Review Committee (BETHCIE)
  • Faculty of Social Sciences: Research Ethics Review FSS
  • Faculty of Behavioural and Movement Sciences: Standing Committee on Science and Ethics (VCWE)
  • Faculty of Law: Ethics Committee for Legal and Criminological Research (CERCO)
  • School of Business and Economics: SBE Ethics Review
  • Faculty of Medicine; Dentistry (ACTA): Medical Ethics Review Committee (METc)

• Educate students on ethical conduct

  Assess your students’ knowledge on ethics. What do they know about ethical conduct and academic integrity? Make sure they are informed of the guidelines provided above, in the 'ethical approval' tab.

  Before the actual interaction with societal actors, organise an in-class preparation session in which students reflect on ethical conduct.

• Handle data with care

  Agree with the societal partner on how to handle sensitive research data and outcomes. How could this benefit or harm them? Open, honest discussions and negotiations about what to share, how to share it, desired outcomes and possible negative impacts, should be an ongoing part of the process.

• Choose an output format that benefits all

  Discuss clearly with the societal partner what kind of output serves them, and align this with your course objectives.

  A comprehensive report might not be the most accessible format, and perhaps does not reach your target group. However, an executive summary, preferably with tangible recommendations, can be very useful. You can also think of visual materials (videos, flyers, infographics, art, web-based materials) or events, such as workshops.

• Reflect and evaluate

  Reflection is a key component of the learning process of CSL. Therefore, we advise to reflect and evaluate before, during and after the CSL activities, together with students and the societal actors involved. This way, you ensure that feedback from all perspectives is included. 

  Reflection at all stages of the collaboration stimulates students' engagement and development, manages the expectations of the societal partner, and ensures high-quality output. Reflecting early in the process ensures that suggested improvements can be immediately implemented, leading to better outcomes.

  Take a look at our tools for interdisciplinary teamwork and for frame reflection to learn more.