COURSE DEVELOPMENT TIMELINE

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  1. Introduction

  2. What is Service-Learning

  3. Benefits of Service-Learning

  4. What Service-Learning is Not

  5. Principles of Service-Learning

  6. Bringing Service and Learning Together (PDF file, click here to download Adobe® Acrobat Reader)

  7. Courses with a Service-Learning Component

  8. Examples of Service-Learning Classes

  9. Getting Started: Designing the Curriculum

  10. Service-Learning Development Worksheet

  11. Course Development Timeline

  12. Course Implementation Timeline

  13. Using Reflection

  14. Types of Journals

  15. Liability Issues

  16. Expectations and Responsibilities in Service-Learning

  17. Common Faculty Questions

  18. Top Ten Ways to Do More Service-Learning with Less Work

  19. Resources

 
Assuming that you will plan a Service-Learning course before it is offered, the following timeline can help you take steps prior to the start of the semester to ensure that the Service-Learning component of the course runs smoothly.

Week 1:  
Define learning objectives for the course.

Week 2:  
Notify Mimi Nakano (455-0341 or e-mail mnakano@hawaii.edu) that you will be teaching a Service-Learning course.

Week 3:
Meet with Mimi Nakano or experienced Service-Learning faculty to explore how course objectives can be met through service.

 Week 4:
Meet with Mimi Nakano to discuss criteria for sites and to get help in identifying sites. Decide whether you will select the sites or let the students choose themselves.  (See Service-Learning Development Worksheet)

Week 5:
Decide if the Service-Learning component will be required or optional.  (See Service-Learning Development Worksheet)

Weeks 6-7:
Contact volunteer coordinators of site.  Invite them to campus or visit them individually on-site. Share a draft of your syllabus with them.  Learn about the activities students might engage in at their sites and share with them your course objectives.

Weeks 8-9:
Consider what types of reflection you might use. Decide if you want to use journal writing, other written reflection formats, in-class discussions, or other approaches.  Write guidelines explaining to students how to engage in these reflection activities. (See Service-Learning Development Worksheet)

Weeks 10-11:
Select final sites or decide on criteria for student site selection.

Weeks 12-13:
Write an explanation of the Service-Learning component for the syllabus. Explain the goals and expectations, how Service-Learning will affect how students are graded, and how Service-Learning enhances the learning of course content.  (See Service-Learning Development Worksheet)  

Need help, look at some sample Service-Learning course syllabi.

 

Adapted from From: Almonte Paul, Dorell, Haffalin et.al. Service Learning at Salt Lake Community College, A Faculty Handbook

 

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