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Bringing Service and Learning Together (PDF file, click here to download Adobe® Acrobat Reader)
The
Semester Before - Try It. You'll Like and Your Students Will Too.
1. Insert an experimental, optional Service-Learning component
into an existing class as a substitute for one assignment. For example, replace a paper based on theoretics with a
research paper based on a Service-Learning experience.
2. Have your students do a one-time presentation or project with
a K-12 class on their favorite topic from the course.
So You Decide to Take the Plunge. What Now?
3. Don’t reinvent the wheel.
Go online and search for syllabi and related teaching aids for similar
courses in your discipline.
4. Work with the Service-Learning office (Mimi Nakano, Room
LA-221, 455-0341) to locate sites, and screen and train community partners.
5. Place students at limited sites rather than giving them the
opportunity or obligation to find their own placements.
6. Integrate Service-Learning into your class in phases.
Start by offering optional Service-Learning assignments and reflective
exercises to replace regular assignments, and then move on to replacing exams
with journals and final reports. Let
the Service-Learning component grow as you and your students get more
comfortable with it.
7. Follow the Course Implementation Timeline on pg. 23.
·
3 weeks orientation and introduction, including an introduction to service
·
9 weeks in the field with e-mail or in-person reports
·
2 weeks summary reflection and debriefing
8. Do not be afraid to call for help. Seek help from more experienced faculty on your campus, in your system or on the list-serve. Everyone needs a support group.
Let the Students Get Used to the Water, Too.
9. Ease the students into the experience with a visit to your
class by participating community partners.
Follow that with an observation, followed by an opportunity for students
to tell you their impressions. Some
additional training might be needed to ease fears and give insights into the
special population group they will work with.
Have the first on-site experience be an ice-breaker, rather than a work
session, if necessary.
10. Use chatrooms for reflective activities at the actual class meeting time and allow e-mail at all other times. Require check-in once every two weeks unless there’s been an e-mail about progress/problems.
Make It Easy on Yourself - A BONUS TIP
11. Standardize as much as possible. Evaluation forms from students and community partners can be created with space for additional comments. This will help you spot areas for improvement next semester.
Source:
Rubin Maureen, Dr. and Dr. Stella Theodoulou, Center for Community-Service
Learning,