Service Coordinator Guide to Service-Learning Courses - FAQ's about service-learning students
- What is expected of Service Coordinators?
- What do I do if...?
- Fall service-learning timeline
- Dr. Robin Crews, Director of Service-Learning, ext. 2112, rcrews@loyola.edu
- Megan Linz Dickinson, Assistant Director of Service-Learning, ext. 2092, mlinz@loyola.edu
A form of experiential education in which students engage in meaningful activities that address community-identified needs together with the structured opportunities intentionally designed to promote learning and development. Critical reflection/analysis and reciprocity are fundamental to service-learning.
1. Decide if they want to do the service-learning option (if it’s optional).
2. Decide which placement fits best with their interests and schedule.
3. Contact the service coordinator or student program assistant, if there is one for the site they choose.
4. Arrange transportation.
5. Visit the site and have agency member sign service-learning contract (if required).
6. Begin & continue service.
7. Participate in on-going reflection through the course.
Megan will have visited most of their courses to explain the different options and vehicle instructions generally. They will have been given the following documents: Most of these documents are also available at the service-learning website. Not always. For some courses it is listed in the course catalog, but for others, they will find out when they come to class on the first day.
Sometimes. Service-learning may be mandatory “homework” for the course, or students may choose between service-learning and another option (such as a research, project or other experiential track).
Faculty members spend a lot of time deciding what kinds of experiences they think will enhance students’ understanding of their course material. Then the faculty members engage in conversation with the agencies to learn about the ways in which our students can be of service to them. It is a deliberate choice and a reciprocal relationship developed over time.
In their classes, service-learning students should be doing ongoing reflection/critical thinking about the service as it relates to the content of the course. You can also invite them to any reflections or other programs that you organize. However, please note that they are usually not required to attend these types of activities as part of their courses.
This varies by professor and course. The Office of Service-Learning recommends that faculty require 20 hrs. per semester and most classes require this. However some courses require fewer hours (between 10 and 18). The placements are chosen based on the number of hours required, so this shouldn’t be a problem. If a semester-long commitment is a requirement for your site, Megan will let students know in her placement descriptions and you should remind them of this when they contact you.
Essentially, your role is to place service-learning students with the appropriate community partners just as you would a volunteer. This includes helping them find a good day and time for service, making transportation arrangements, providing information about orientation and other preparation, etc.
Be prompt in your communication; these students are under deadlines. They must start their service by the fourth week of classes at the latest and they usually have to get a contract signed before then. If orientations start late or you miss their call and get back to them late, they may not be able to get their hours in on time. Be accountable. Please make sure you provide accurate office hours and are accessible in the Center during those times. Keep track of s-l students. Ask all potential volunteers “Are you doing this for a service-learning course? Which one?” Keep this information in your records because you will be asked for this information in your semester updates. Be sensitive and explicit in your descriptions and instructions. Some service-learning students may be nervous about the idea of volunteering and overwhelmed in ways that some of your other volunteers may not be. There may be first-year students who find themselves in service-learning classes venturing into the city before they’ve even learned the campus. There may be others whose schedules are very busy. The clearer you are in explaining what students can expect and what is expected of them, the better the experience will be for everyone.
Signing contracts (in most cases). Service-learning students must get contracts signed by their supervisors at the agency. In a rare case, a service coordinator will do this, but you will be notified if this applies to you. Keeping track of students’ hours. If a service-learning student asks you to do this or seems to assume it’s your job, tell the student to check with her/his professor. Most service-learning students are supposed to keep track of their own hours with a log sheet. No matter what, it’s not your responsibility. Placing students after the semester deadlines have passed. (see What do I do if...? questions) Refer them to Megan. Students must meet their own deadlines and you are not responsible for finding sites late in the semester. Megan needs to let the professors know when this happens.
For instance, if you’ve been in contact with a service-learning student and you realize that due to scheduling conflicts it’s just not going to work out, you can encourage the student to contact the service coordinator for one of the other placement options for the course. Megan will have provided you the list of partners for each course at the start of each semester.
Let Megan know. It’s important for Loyola to maintain our good relationships with our community partners. Our office and the professors need to address any problems that may arise so we can be certain we are meeting the needs of the community in a consistent and reliable way.
Please tell Megan or Robin immediately about any challenges you are facing (e.g. service-learning students are calling you in your room instead of the office, a student is troubled by an event at the site, a service-learning student is repeatedly not showing up, etc.). They will let faculty members know about any concerns.
[This is an example of a timeline that would be shared with service-learning students]
) - Service-learning process (logistics, placement options, etc.) explained by professor or service-learning staff.
- Begin to think about which service-learning placement will best fit with your schedule, coursework, activities, etc. (remember that this is a commitment for the entire semester).
- If you need to use Loyola vehicles, follow Vehicle Instructions (available at www.loyola.edu/service_learning) and start the process immediately.
- Make a final decision about your service-learning placement.
- Contact the appropriate Service Coordinator or staff person at the placement (see “Tips” below).
- Continue communication with Service Coordinator/community partner staff.
- Arrange for visit to agency OR begin your service.
- Complete the service-learning contract if required (must be signed by community agency supervisor); be aware of contract due date assigned by your professor and plan ahead!
- YOU MUST BEGIN SERVICE
TIPS:
* When contacting the Service Coordinator, send an email and mention that you are a service-learning student from __________ (name of course) with __________ (name of professor) and that you’re interested in doing your service at ___________ (name of agency). Also, it is helpful to list the days/times you are available in this initial email – the more info you give the Service Coordinator, the more quickly you will get set up! * Communicate with your professor. If you have questions/problems, let your professor know what’s going on before it’s too late!
And most importantly…ACT QUICKLY!! This whole process takes time, so avoid a late start by making a decision and starting the process as soon as possible.
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