Course Development and Implementation Timeline

Assuming that you will plan a Service-Learning course before it is offered, the following Course Development timeline can help you take the right steps prior to the start of the semester to ensure that the Service-Learning component , you are incorporating, runs smoothly.  Also, please keep in mind that this timeline is just a reference for your course development and is not considered a requirement.

Week 1

Week 2

  • Notify Becca Berkey, Coordinator of Experiential Education, that you will be teaching a Service-Learning course.

Week 3

  • Meet with Becca Berkey to further discuss your objectives and to consider which community partners might best fit your course needs.
  • Develop a preliminary course syllabus.

Week 4

  • Decide whether you will select the service-learning sites or let the students choose themselves and whether or not your SL component will be required or optional.

Week 5-8

  • Contact volunteer coordinators of the site(s) you wish to work with. Invite them to campus or visit them individually on-site. Share a draft of your syllabus with them, including your course objectives. Make sure your objectives match the activities provided by the site.

Week 9-10

  • Consider what types of reflection and evaluation you might use. Refer to the Using Reflection and Assessment section in the Faculty handbook for different examples.

Week 11-12

  • Select final sites or decide on criteria for student site selection.

Week 13-14

  • Develop a final draft of your Service-Learning course.  Refer to the forms section on this website for sample Service-Learning course syllabi.

 

Course Implementation Timeline

Below you will find a sample weekly task list for a Service-Learning course.

Week 1 & 2

  • Distribute policies and syllabi and any Service-Learning related readings.
  • Explain guided reflection and its role in this course.
  • Hand out information on community partners and possible service activities.
  • Invite community partners to give presentations and provide schedules.
  • Discuss steps for securing placements, including timetables and deadlines.
  • Begin reviewing with students, and have them read and sign all appropriate forms required for the College and the site they will be working with. Be sure to discuss the forms carefully so that students understand the meaning of the forms they are signing.

Week 3

  • If you provide students with a choice, they must choose their partnerships and set up a time to meet with their organization no later than next week.
  • Continue to review and have students read and discuss with them any necessary forms.

Week 4

  • Students begin Service-Learning experience with community partner.
  • Guided discussions and reflections about the community service begin and continue at regular intervals throughout the semester. See additional information on reflection activities in the Using Reflection section of the Faculty Handbook.

Week 5-10

  • Contact site supervisor for feedback on student performance and to check in for any questions or concerns. Also during this time, faculty can schedule a visit to the site for review of progress.
  • Ongoing reflection activities.

Week 11-14

  • Students should submit paper, project or presentation which summarizes and reflects on their service learning experience.
  • Complete evaluations of the student’s service-learning experience. Refer to the Assessment section in the Faculty Handbook for more information.

Post-Course Activities:

  • Send thank-you letters to the Community Partners with whom your students worked with
  • Consider what did and did not work will in relation to your SL course.
  • Provide evaluation feedback to Becca Berkey, Coordinator of Experiential Education.

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