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What is Service-Learning?
Service-learning enhances classroom learning for students by
adding an experiential component to academic coursework that
extends learning beyond the classroom and into the
community. When used successfully, service-learning gives
students the opportunity to apply concepts they are learning
in the classroom to real-life situations.
Service-Learning courses have 3 essential components:
1.
Students address a real community need
through their service work.
2. The service work is integrated into and enhances the
academic curriculum.
3. The
courses include structured time for students to reflect
on the service experience.
Roles and
Responsibilities
Faculty will:
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Set learning objectives for the service
experience that relate to course objectives.
-
Identify community issues or service that
relates to the class.
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Contact agencies to clarify course goals
and service expectations.
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Adapt syllabus, class assignments,
lecture examples and class discussion to include links
between course theory and service experience.
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Structure and schedule reflection
assignments or activities.
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Discuss service-learning expectations and
requirements, agency orientation dates, deadlines for
starting service and evaluation guidelines with
service-learners.
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Use written agreements, time logs and
evaluation instruments recommended by the LCSC
service-learning program.
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Maintain regular contact with agency
partners (recommended: beginning, middle and end
of semester).
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Evaluate student service-learner's
experience (service-learning staff can help).
Students
will:
- Attend
agency orientation at scheduled time.
- Sign
agreement with agency partner.
- Track
hours using hour log sheet, or another
method specified in the course syllabus.
-
Maintain regular communication with
agency partner regarding service hours
and activities (recommended beginning,
middle and end of semester AT THE
MINIMUM).
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Respect rules, regulations, and
confidentiality standards of the agency.
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Participate in reflection activities and
assignments.
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Complete required amount of service
hours and/or service project.
-
Evaluate SL experience and the agency
partner.
The Agency Partner will:
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Designate a SL
supervisor to serve as
the liaison with the
service-learning office,
the faculty, and
service-learning
students.
-
Follow the recommended
agency checklist,
including:
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Provide SL project
descriptions to the
service-learning
staff.
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Schedule orientation
dates and times to
service-learning
office.
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Orient students to
the agency partner’s
rules, policies,
procedures, methods
and operations,
community issue, and
population served.
-
Sign student
agreements and log
sheets, which
include opportunity
for to evaluate the
students.
Students will supply
these forms.
-
Check-in formally
with the students at
regular intervals
(recommended:
beginning, middle
and end of semester
AT THE MINIMUM).
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Notify the faculty
partner immediately,
preferably by phone,
on any cause of
dissatisfaction or
of misconduct on the
part of the student.
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Maintain good
communication with
students,
service-learning
staff and faculty.
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Offer suggestions
and ideas for
improvement in our
procedures and
opportunities.
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LCSC Service-Learning Staff will:
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Recruit, support and facilitate faculty,
students and agency service-learning
partnerships.
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Find, screen and orient agencies whose
needs match class learning objectives.
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Provide orientations, trainings and
roundtable discussions about service-learning.
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Facilitate student placement through
classroom visits and agency referral lists, upon
request.
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Provide contracts and forms that clarify
responsibilities and increase accountability.
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Support and troubleshoot with
students, agencies and faculty.
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Evaluate the service-learning experience
for students, agencies and faculty.
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Maintain regular contact with agency
partners, faculty and service-learners (at beginning,
middle and end of semester).
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E-mail upcoming opportunities and
information.
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Seek and respond to feedback from agency
partners, students and faculty.
Funding for this Web site provided by:
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