Community Standards For Service Learning

A guide for community- based organizations and institutions of higher education to build better service-learning relationships

  Recommendations from community organizations*

http://comm-org.wisc.edu/sl

For Web resources on service learning, an next to an item indicates that we have hyperlinked this section to other web-based resources that pertain to that particular area of service learning.

Contents

I. Communicate
II. Develop Positive Relationships
III. Provide a Service Learning Infrastructure
IV. Manage Service Learners
V. Promote Diversity

I. Communicate:

Faculty should…

1. provide a course syllabus and/or statement outlining expectations for the service learning experience.

2. invite organizations to make classroom presentations.

3. give advance notice when they would like to send service learners to an organization, especially if students desire more than 40 hours of experience.

Organizations should…

1. provide welcome packets & guidelines to students to clarify commitments.

2. Make class presentations when possible to tell students about their programs.

Organizations and faculty should…

1. familiarize students with the organization’s programs and mission.

2. agree on how to communicate--phone, email, or the preferred face-to-face meeting-- and how often.

3. sign a contract or memorandum of understanding with student. Include responsibilities, time commitment, time-line (including vacations), supervision, training (cultural competency, special skills etc.), evaluation and grading, and who will pay for background checks, etc.

II. Develop Positive Relationships

Faculty should…

1. make a multi-year commitment, and students should commit to at least a semester, preferably 12 months (project outcome of shorter commitments will have less depth).

2. clearly define for organization whether course requirement is for service learning, independent study, or “volunteer work”.

3. provide organizations with access to other university resources in exchange for their supervision of students (Recreational facilities and library privileges, etc.).

4. help agency staff mentor service learners.

1. respect the work of the agency:

• When possible, collaboratively develop projects.

• Provide for continuous open communication.

• “Globalize” opportunities: combine or piggy-back on existing meetings; do group tours for faculty at organization site; group orientations for students/faculty when feasible.

5. protect organizations from being excluded from future SL offers because they have turned down past offers.

6. encourage organizations to interview students for fit and to turn down unsuitable candidates.

III. Provide a Service Learning Infrastructure

Institutional service learning offices should...

1. help define “service learning”.

2. streamline the process of finding matches through either service-learning offices or departments.

3. work to create databases containing:

• List of professors who teach service learning classes or have community partnerships

• Opportunities posted by organizations that faculty and students can access

• A listing of organizations that accept service learners and a checklist for students.

4. keep in touch with community partners and do site visits or other face-to-face meetings if possible.

5. run orientations for service learners on office etiquette, professional behavior, and cultural competence.

6. run orientations for organizations on how to access campus resources.

IV. Manage Service Learners

Faculty and organization should…

1. determine the organization’s role in evaluation

2. evaluate midway and at end of the course; use the evaluations to improve course.

3. agree on the criteria and process that will be used to evaluate student.

4. limit paperwork: perhaps use a phone call interview or email response instead of forms

5. determine who grades or checks that hours and duties have been completed

Students should…

1. commit to organization’s cause.

2. be self-directed.

3. be responsible for their institutional requirements and deadlines.

4. adapt to organization’s scheduling and program framework.

5. keep line of communication open with faculty and organization throughout project to avoid potential problems.

Organizations should…

1. Complete evaluations as agreed upon.

2. Communicate challenges or problems with students to faculty in a timely fashion.

V. Promote Diversity

Faculty and organizations should…

1. work together to develop goals and process for the students’ cultural competency.

2. help students understand and reflect on their social position.

3. provide feedback on students' cultural competency, including students' reflection writing.

4. work together, with students, to handle cultural conflicts as they occur.

Institutions should…

1. actively recruit more diverse students to service learning.

2. provide comprehensive cultural competency training.

Students should...

1. understand their social status and identity before they enter their service site.

2. actively reflect on their experience and share those reflections with agency supervisors.

This information is based on research collected by a special University of Wisconsin seminar in spring of 2006, and the guidance of more than 30 Madison area community organizations. Composition and layout by Elizabeth Tryon, Community Partner Specialist, Human Issues Studies Program at Edgewood College, and Randy Stoecker, Associate Professor of Rural Sociology at University of Wisconsin – Madison. For details on the project, service-learning resources, and links to Madison service-learning offices, go to: http://comm.-org.wisc.edu/sl