Barbara Jacoby defines service-learning as "a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection and reciprocity are key concepts of service-learning."
In addition to this definition, we also recognize the National Society for Experiential Education's Eight Principles of Good Practice for Experiential Learning Activities:
2. Preparedness and Planning
5. Orientation and Training
6. Monitoring and Continuous Improvement
7. Assessment and Evaluation
Service-Learning is one program located in the office of Experiential Learning and Community Engagement (ELCE). The Office of Experiential Learning & Community Engagement supports programs that empower CSB/SJU students to integrate and apply knowledge and theory gained in the classroom setting to a hands on learning environment, such that a deeper understanding is gained and demonstrated through clear learning outcomes.
1. Students must complete a minimum of 20 hours of service throughout the semester
2. Partnerships between students and community must be mutually beneficial and contribute to the greater good of the community
The Service-Learning course strives to create intentional, mutually beneficial partnerships for students, faculty, and community partners. To do this, we partner organizations with specific courses which have designated learning outcomes that fit with the goals of the organization. To partner with a course, partners should submit a position description to the Service-Learning Coordinator.
Once a partnership is identified as being beneficial for all involved, the partner organization will be invited to the Service-Learning Fair. This fair occurs at CSB at the start of every semester and gives students the opportunity to connect with the partners with whom they have the opportunity to work. Partners should make every effort to have a representative available at this fair.
Students are notified the evening of the fair with which organization they are partnered. It is the student's responsibility to contact the partner at this point to begin the process of setting up an orientation and schedule.
1. We ask that partners make every effort to attend and participate in the service-learning fair at the start of each semester. Partners who are unable to do this should speak with the service-learning coordinator about other options.
2. Partner organizations must provide an orientation for all service-learning students. This orientation should include expectations of the organization, procedures for communication and scheduling and logistical information about the organization and its physical space.
3. Partners should assist students with necessary paperwork, application materials and background checks. All background checks and liability forms are the responsibility of the organizations.
4. Supervisors should provide regular feedback and mentoring to service-learning students throughout the experience. While students can work independently at times, a supervisors should be accessible if necessary.
5. Any concerns regarding student conduct or behavior should be shared with the Service-Learning program. While community partners are never obligated to work with a student, we ask that steps are taken to provide appropriate guidance and feedback when conflict occurs.
6. Partners should enact a system for tracking student volunteer hours. The Service-Learning program will contact partners once per month to conform student hours. Any discrepancies should be shared with the program.
7. At the end of the semester, partners will be sent an electronic evaluation for each service-learning student. This evaluation should be completed by the requested deadline.
Transportation is the greatest challenge and barrier faced by the Service-Learning Program. Currently, we have two options for transportation for students:
• The use of a personal vehicle or car pool with a friend or class mate
• The ELCE mini-bus
Students completing service-learning are legally considered mandated reporters. Students are required to report suspicion of neglect/abuse to site supervisor immediately.
Academic Coordinator-Student employees in the ELCE office who are assigned to oversee specific service-learning courses.
Community Partner-Organizations and programs that host service-learning students and serve as co-educators in the service-learning experience
EL-Experiential Learning. Service-Learning is one form of experiential learning. This is also a graduation requirement for CSB/SJU students which is met through a successful service-learning experience.
ELCE-Experiential Learning and Community Engagement. This is the office in which the service-learning program is housed.
Hyphen-The CSB/SJU Service-Learning program chooses to hyphenate the term "service-learning" to note the critical, symbiotic nature between service and learning.
IP-Initial Presentation. The in-class presentation given at the beginning of the semester introducing service-learning to students.
Partnership-The Service-Learning program uses this term to describe the relationship between the student and their site. We do not use the term "placement" as it does not indicate the active participation of the student in the process.
Reciprocal Partnership-The service-learning program strives to achieve partnership that are beneficial to the student and the community to ensure a mutually beneficial experience.