COURSE IMPLEMENTATION 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

• Resources on Campus

• LCC Courses with Optional Service-Learning Components

• Community Agencies

• General Online Resources for Service-Learning

• College Web Pages Related to Service-Learning

Week 1:

• Introduce syllabus, explain course objectives, explain what Service-Learning is and how it enhances the course, set service learning expectations, and talk about possible agency partners and projects.

• Announce due dates for journals, in-class reflection activities, papers, presentations, and evaluations.

• Faculty gives Student Service-Learning Handbook (forms included) to students.

Week 2:
Students select service sites and turns in forms to faculty member. 

Forms include:

1.      Service-Learning Student Application

2.      Service-Learning Agreement

3.      Risk, Release, and Waiver Form

Week 3:
Students begin service activities.  Remind students should complete the Activity and Time Log in order to track the activities and the number of hours served at their placement sites.  Let students know if you require students to turn in their time logs.

Weeks 4-9:

• Collect journals, time logs (if applicable), and/or other class assignments.

• Monitor students’ service experiences.

• Guide students in reflection.

Weeks 5-10:
Return journals or other assignments to students with feedback.

Week 13:
Instruct students regarding how to wrap up their service projects.  This includes helping students to reach closure with agency staff and clients.  Collect Students’ Evaluations of their Service-Learning Process.

Weeks 15 and beyond:

• Redesign service component with student and community input.

• Solicit student feedback on the community agencies where they served and the kinds of activities in which they engaged.

• Examine student course evaluations to determine the success of the service experience and how it impacted student learning.

• As needed, make changes for subsequent semesters.

 

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

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