Campus Compact » Program Models Faculty Service-Learning Course Development Grants

Center for Democracy & Humanity

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URL: http://democracy.mwcc.edu

The Center for Democracy and Humanity at Mount Wachusett Community College in North Central Massachusetts envisions a world where the values of democracy are embodied in the daily lives of individuals and communities.

In the fall of 2002, MWCC President Daniel M. Asquino announced the “Decade of Civic Engagement,” a college-wide effort to foster increased civic responsibility among its students, faculty, staff and greater community.

The Center for Democracy and Humanity was recently established to oversee the many programs and services offered by the college as part of the Decade of Civic Engagement. The Center coordinates programs and activities to ensure optimum efficiency and collaboration. In addition to the college’s many outreach programs, college faculty are committed to infusing service learning into their curricula and academic endeavors.

To promote civic engagement within the college and its broader community, the Center for Democracy and Humanity employs four strategies:

Student engagement
Resident engagement
Capacity building and
Systemic change.

In the Classroom

With civic engagement and service learning in the classroom, students gain practical experience that sets them apart in a competitive job market, communities benefit and classroom learning is reinforced. Students also become more knowledgeable, self-confident, active and engaged citizens with effective critical thinking skills. this effort is guided by a team of faculty advisors.

The Center’s Academic Programs

Citizenship Academy – The Citizenship Academy introduces high school students to higher education, civic engagement and community service. While earning college credit, students learn the basics of thinking and writing with clarity as well as how to become engaged in their communities. The academy offers Composition, Economics, Political Science and Sociology courses–all with a civic engagement/service learning component. The academy’s unique curriculum allows students to focus on issues pertinent to their lives and communities.

Service Learning – Service Learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility and commitment to the community. by developing reciprocal partnerships, the program strives to serve the community and enrich the students’ educational and civic engagement experiences. Over 1,200 MWCC students have participated in Service Learning experiences, performing more than 7,000 hours of service to the community. In the coming year, faculty mini-grants will be awarded for new and innovative integration of service learning within the curricula.

AmeriCorps Scholars – Through the AmeriCorps, a number of students are chosen each year for the Scholarships for Service program that engages students as part-time AmeriCorps members. The program is designed to both acknowledge and advance campus civic engagement efforts, placing students at the core. Students are required to complete 300 hours of service with a local non-profit organization during the school year as an intensive means of meeting critical needs in education, public safety, health and the environment.

In the Community

Center for Democracy and Humanity Community Development and Outreach Programs:

Community Builders and Project Volunteer – Community Builders is a partnership between the United Way of North Central Massachusetts and MWCC to educate, inform and inspire a greater community involvement through new and innovative strategies. Community Builders’ activities increase community action through volunteer promotion and recognition, and by providing tools, awareness and training to community organizations that depend on volunteers for their success.

Institute for Nonprofit Development – To build a more vibrant North Central Massachusetts, the Institute for Nonprofit Development supports organizations to strengthen their capacity to fulfill their missions and impact their communities. A membership-driven organization, the Institute provides training, technical assistance, resource libraries and coalition building services to nonprofits serving the region.

Molly Bish Institute for child Health and Safety – The mission of the Molly Bish Institute for Child Health and Safety is to ensure the health and safety of all children in the Commonwealth of Massachusetts. To meet this mission, the Institute provides hands-on, practical learning opportunities for parents, caregivers and children, and provides a clearinghouse of child health and safety information.

Twin Cities Latino Coalition – The Twin Cities Latino Coalition is a cross-sector collaborative effort involving local educational institutions, private business, public institutions and non-profits to achieve: increased Latino parental involvement, increased Latino K-16 student educational success and sustainable educatinoal systemic change through the implementation of a strategic plan. The Coalition actively works with Latino young people, parents and multicultural leaders to support parents and children’s independence, academic achievement and active civic engagement.

United Way Youth Venture – Youth Venture aims to change society’s views of youth by catalyzing a mass movement of young people who have the vision and drive to make a difference. Youth Venture emplowers young people ages 12-20 by providing them all the tools necessary to create “ventures” – civic-minded organizations, clubs or businesses to change schools and communities. Unique to North Central Massachusetts is Youth Venture’s partnership with ten schools, which work with educators, administrators and students to integrate Youth Venture into their curricula and achieve a graeter impact across the community.

What’s Next Speaker Series – Born out of a plan to bring several notable experts in the field of social change under a single theme, hundreds of residents have attended the What’s Next Speaker Series – public forums that introduce students, residents, community leaders and decision-makers in North Central Massachusetts to innovative thinkers and doers from around the country and world. The goal of the series is to show change is possible, spark creative problem-solving and inspire action.

Contact

Lea Ann Erickson
Assistant Vice President of Public Affairs
(978) 630-9322
l_erickson {at} mwcc.mass(.)edu

Amy Casavina Hall
Director of Civic Engagement and Outreach
(978) 630-9201
a_casavina {at} mwcc.mass(.)edu

Fagan Forhan
Coordinator, Center for Democracy and Humanity
(978) 630-9595
f_forhan {at} mwcc.mass(.)edu

Joanne Foster
Coordinator, Institute for Nonprofit Development
(978) 840-3221 x200
j_foster {at} mwcc.mass(.)edu

Andrea Hart
Program Assistant
978) 840-3221 x197
ahart {at} mwcc.mass(.)edu

Karin Olivera
Coordinator, Community Builders and Project Volunteer
(978) 840-3221 x201
k_olivera {at} mwcc.mass(.)edu

Sayra Pinto
Executive Director, Twin Cities Latino Coalition
(978) 840-3221
spinto {at} mwcc.mass(.)edu

Rebecca Cyganiewicz
United Way Youth Venture AmeriCorps*VISTA
(978) 840-3221 x203
youthventure {at} mwcc.mass(.)edu

The Center for Democracy and Humanity’s offices are located at

110 Erdman Way
Leominster, MA 01453
Tel. (978) 840-3221 x197
Fax (978) 840-4398

Liberal Learning in Action

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The purpose of this program is to support development of experiential, community-based initiatives in courses that allow students to apply liberal learning to improving the quality of life in the local community or state of Indiana. Small grants are awarded to faculty through a competitive process for course-based projects that provide students with the opportunity to work directly with a community organization or engage in other activities that contribute to the quality of life in the community. The project is funded through a gift from the Lilly Endowment

Website: www.indstate.edu/focind/mini_grants/mini_grants.htm

Contact:
Nancy Brattain Rogers
Center for Public Service and Community Engagement
Indiana State University
Terre Haute, IN 47809
812-237-2334
nancyrogers {at} indstate(.)edu

Developing faculty interest: presenting the idea in a workshop

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For faculty who have an initial interest in community engagement, the most important thing a campus can do is provide the information they need to act on that interest. Pima County Community College in Arizona has found that they are most successful at developing faculty interest when they offer optional workshops accompanied by a small stipend for faculty who attend. At the workshops, faculty hear from their peers about strategies for integrating service-learning into classes and for revamping course syllabi to incorporate work with the community. Participants are then able to use their stipend to assist them in developing a service-learning course.

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

Establishing an Office of Community Services Programs (CSP): developing community service-learning on campus

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We decided that the approach had to be systematic. First, a number of community service programs were consolidated into a single office. As a result, Cooperative Education, Human Corps, and internships were merged into the Office of Community Services Programs (CSP). Second, a new director was recruited to manage the CSP Office and charged to proceed with all deliberate speed. Third, to support her efforts, the University and the CSUB Foundation funded three half-time positions for the office.

The new director has lived up to our expectations. Almost immediately after her appointment she applied for and received a Campus Compact grant, and an outside grant that will provide a strong support base for the CSP activities over 5 years.

During the past year and a half, the CSP Director has put on three workshops that have trained thirty faculty on how to integrate community service learning into their classes. For the first workshop, Campus Compact monies allowed us to bring in an expert to the campus to advise the faculty on the myriad of possibilities in community service-learning. Since the first workshop, CSUB has relied on its own faculty to facilitate the workshops. Campus Compact and outside grant money also provided small internal grants to assist faculty in revising their courses. The CSP Office has provided the oversight and coordination for each of the faculty involved. This effort has significantly expanded our community service capabilities. Twenty courses have already been revised to include a community service learning option. Another 10-15 will soon follow. Participating faculty have come from many disciplines, including Psychology and Sociology, disciplines that one would expect to be interested, but also from Chemistry, Art, and Mathematics. We expect to bring 10 to 15 faculty into this process each year.

The CSP Office has also been busy developing potential placements in the area. The Director and the part-time staff have been at the center of this broad-based activity. The placements being secured fit into several categories. Some are paid cooperative education placements at nearby corporations; others are internships directly related to particular majors; finally there are placements that fall broadly under human service and community service-learning. While there is still much to be accomplished, the time is now in sight when enough placements will be available to support a university-wide requirement.

This two-year effort has heightened our community services capability across the institution and much progress has been made. However, much remains to be done. We are confident that community service-learning is here to stay at CSUB, thanks to the efforts of key faculty and staff who have pushed hard during the initial phase these past two years.

Website: http://www.csub.edu/CSP/

Faculty Development in Action – Community Service Learning

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This project included three components:

1. Community Service-Learning Faculty Development Grants – Community Service-Learning Development Grants were available to re-design and integration of service-learning pedagogy into existing courses. The Service-Learning/Experiential Education Advisory Committee established criteria and standards to review the applications and select the recipients for these faculty development awards. One hundred percent of the Community Service-Learning Faculty Development grants were awarded. Six faculty members received grants, impacting approximately eighty students who are participating in these service-learning courses.

2. Faculty Development Workshops and Training Support – Two Faculty Development Workshops were offered. One that helped support faculty members in understanding how to re-design and integration of service-learning pedagogy into existing courses. The second workshop focused on the development of community partnerships. Grant funds also supported faculty members in attending service-learning workshops, conferences, and institutes out of the area. Each faculty development workshop had an average attendance of 8-12 faculty members, staff and students from our campus. Funding support for attendance for service-learning conferences will be completely utilized at the end of the 1999-2000 academic year.

3. Specific Activities to Dissemination of Service-Learning Materials HSU faculty, staff and students participated in the following presentations at regional and national conferences during year 1999-2000:

The CSU Colloquium, Fall 1999.
The 27th Annual Association for Experiential Education International Conference, Fall 1999.
The Third Annual Consortiums of Service Conference, Spring 2000.

Website: http://www.humboldt.edu/~slee/

Instructional Minigrants

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Through the Service-Learning Center, the Office of Educational Development awards five Instructional Minigrants per semester of up to $1,000 each to support courses that incorporate service-learning. Our staff is available to assist faculty in developing proposals for minigrants and for referrals to other sources of relevant funding.

Website: http://gse.berkeley.edu/research/slc/

Service Learning – A New Initiative

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The University of San Francisco recently elevated its Service-Learning Task Force to a Service-Learning Committee. Much of the year involved the transition from a task force to a committee, developing new policies and procedures, etc. The SLC hoped to continue with Faculty Incentive Grants. The committee applied for funding and is waiting for a reply. The SLC also continued with faculty development workshops, sponsoring a teleconference and a panel discussion on Challenges in Developing Service-Learning Placements. USF is in the process of revising its General Education Curriculum. Representatives of the SLC are on the committee establishing procedures for proceeding with the revision and hope to incorporate a service-learning component in the revised GEC. USF continues to update and expand its Service-Learning website, as well as its community service database.

Website: http://www.usfca.edu/studentaffairs/10years/NoFrames/NF-CommunityService.html

Service-Learning Scholars Program, part of a Service Integration project

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The Service-Learning Scholars Program is an initiative of the Service Integration Project (SIP) aimed at linking the University s commitment to the undergraduate experience and community outreach. The program will provide opportunities and incentives for faculty to explore and implement service-learning into first-year seminar, capstone, or other courses. Service-learning as a vehicle for instruction encourages a greater understanding of complex community problems, enhanced general knowledge, increased interpersonal and leadership skills, greater commitment to promoting racial understanding, and an increased commitment to community.

For participation and commitment to exploring and integrating service-learning, departments of Service-Learning Scholars will receive $1,500 to adjust faculty member workload and/or compensate the faculty member for the additional effort (faculty do not ordinarily receive supplemental pay from grant funds though summer pay is allowable). Participating faculty will also receive access to SIP s mini-grant pool for additional resource development. The Scholars will commit to attending all training sessions, to becoming advocates for service-learning, and to integrating service-learning into at least one course within one year.

Goals of the Scholars Program:

Program Description:

Contact person: Victoria Keller , Director, SLVP,

Website: http://www.colostate.edu/Depts/SLVP/Sip1.htm

Offering incentives for incorporating service-learning

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Though funds are modest, Millikin offers incentive grants for incorporating service-learning into electives (it is required in a first year University Seminar and we have required Senior Capstones with “”community contribution”" components). We also have summer service learning fellowships, for both faculty and students, that are more community service–they don’t have to be tied to coursework, or developing a course.

Forming a Kansas Service-Learning Consortium

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

The Community Service Program (CSP) at Kansas State University is beginning a new Learn and Serve America: Higher Education grant through the Corporation for National Service. Learn and Serve America: Higher Education supports efforts to make service an integral component of the pedagogical approach to teaching and learning in the nations colleges and universities. The project at Kansas State University is a three-year award.

The Project Goal.: The project will form a Kansas Service-Learning Consortium to advance the field of service-learning in all higher education institutions in Kansas.

Opportunities for Participation in the Learn and Serve Project. Two project activities provide opportunities for Kansas higher education faculty to become involved in incorporating service-learning into academic and professional activities.

Service-Learning Minigrants. Minigrants are available to faculty to incorporate a service-learning component into an existing course. Preference will be given to faculty who attend professional development workshops. Mini-grants are available on a competitive basis.

Service-Learning Institute. A professional development institute will be held in the summer of 2001 at Kansas State University. This institute will provide faculty with tools and techniques for incorporating service-learning into teaching. Faculty applying for minigrants or course development grants are strongly encouraged to attend.

Kansas State University CSP Student Coordinators are available to help with the application process and facilitate any needs that may arise i.e. travel arrangements, purchasing, etc.

Multiple lessons from a single community problem: project around Lake Winnecook

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

In some cases, the multiple lessons that grow out of a single community problem can bring together various campus disciplines, service-learning projects, and community organizations. In Unity, Maine, a campus-wide partnership between Unity College and a neighborhood association was recently formed to address issues associated with the local lake. A grant from the National Science Foundation provided faculty members with release time while they developed related service-learning courses. The result was the development of fourteen different service-learning classes engaging in studies related to the water quality of Lake Winnecook. Classes conducted water testing, studied pollution, algae growth, and related policy issues, working with the neighborhood association to ensure the safety and quality of the lake and its habitat.

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

Website: http://www.unity.edu/ServiceLearning/default.htm

Resources for Faculty

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The Center for Community Service and Learning offers the following resources:

* Consultations with individual faculty, schools, and colleges
* Faculty development workshops
* Curriculum development grants
* Inventory of community-based organizations, and assistance in identifying community placements compatible with course learning objectives
* Workshops to prepare students for entering the community
* Materials on service-learning research
* Training for student facilitators
* Publications lending library
* Complimentary copies of the Michigan Journal of Community Service Learning * Searchable data-base for community-based research partners
* Pocket guide on community-based research
* Pocket guide on service-learning and independent study credit

Website: http://www.umich.edu/~mserve/

Service Learning Task Force

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The Service Learning Task Force at Alma College – comprised of nine full-time faculty, the director of the student volunteer program, the service-learning coordinator, one student, and one community member – was charged with infusing service-learning into undergraduate education at Alma. The task force sought to expand participation in service-learning on campus through a number of avenues, including faculty training, mini-grants for faculty to develop new service-learning courses, and events aimed at recognizing distinguished student service. One of the most successful avenues was an annual service theme around which colloquia were held and courses were designed. For instance, an environmental theme brought speakers onto campus and led to the creation of courses addressing environmental issues in five different disciplines.

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

Website: http://academics.alma.edu/servicelearning/index.php

On the Road From Service-Learning to the Engaged Campus

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

Over the years, a few faculty and specific programs at PCC have in one way or another connected their course study to the community. Three years ago, however, a grass-roots movement among faculty and staff organized the Service Learning Steering Committee in an attempt to promote the concepts of community-based education within PCC s three comprehensive campuses. With a few passionate faculty and staff members on each campus who believed in the positive impact that Service Learning could have on the lives of our students and the community, the Committee applied for, then received, a small grant that would pay for a faculty member to spend half of his teaching load to promote Service Learning on the three campuses, and to support faculty who wanted to implement a community-based perspective into their courses. This new half-time Coordinator was then able to offer workshops to faculty, locate funding for faculty development, and to spend time individually with faculty across the disciplines who were interested in having a Service Learning component in their courses. As the committee and the coordinator began this journey, we were quite fortunate to have the support of our president, Daniel Moriarty, who had agreed to join Campus Compact. The Compact, the Western Regional Consortium, and the Oregon chapter all provided much-needed support for a young program getting off the ground.

From a modest presence a few years ago, the Service Learning philosophy has spread throughout the three principle campuses: two years ago, just a few programs and faculty were practicing Service Learning, and as of this month, we have nearly 60 faculty members who are at some stage of planning and implementing these course changes. As our movement grows, thousands of PCC students will be out in the community helping out those in need while they reflect on the implications of their education and the significant role engaged citizens can play in their community.

Although many colleges and universities have their Service-Learning initiative housed in the student services environment, PCC has had great success with its faculty-led movement which is working in collaboration with staff from student services and we hope our good fortune will serve as a model for other colleges.

As our program grew, we realized that the repercussions of “”The Engaged Campus”" went beyond the community experiences that an increasing number of faculty members were offering our students. So, over the last few months, we began the process of institutionalizing the language of the engaged campus into the very core of our college. The first area we looked into was our Core Academic Outcomes those anticipated outcomes for all of our graduates and we sought to include community-based language that represented our intention of teaching students about community awareness, local issues and challenges, problem-solving and social change. Although the following is a draft, it represents the intent of one of our Core Outcomes and its Student Indicators:
“”Community and Environmental Responsibility: Graduates of Portland Community College will demonstrate an understanding of the natural and physical world and the effects of human activity globally and locally, applying scientific, social, economic, and political perspectives and theories.
Indicators: Students can demonstrate effective community interaction Assess own knowledge, participation, and skills in thinking about and acting on local issues Analyze community and global issues and develop strategies for informed response Evaluate personal and organizational characteristics, skills and strategies that facilitate the accomplishment of mutual goals Respond to community issues and contribute to the community.”"

The other arena where we ve had recent institutional success is our College Board Objectives, which were created by our governing Board of Directors to “”guide the College as it seeks to carry out its mission.”" The Board recently decided to revisit these goals, and although PCC has been an active community member, these goals did not reflect the civic responsibility that many faculty, administrators, and staff felt PCC needed to acknowledge: that as an educational institution, we had a responsibility to educate our students about the challenges our local communities faced and the strategies needed to solve them. The following PCC goal is a draft, and has not been formally accepted yet, but we feel quite confident that this or similar language will be adopted in the very near future: “”We will work to improve the human capital of our communities and to help reinvigorate our democracy by teaching our students the skills and values of civic engagement, democratic participation, and community problem-solving.”"

As PCC s Service-Learning program transforms into a larger institutional movement, we anticipate that the college itself will be transformed as we continue the ask the critical questions that will challenge our educational mission and allow us to be an even more dynamic, responsive, and caring force in the community.

Contact: ?
Betsy Warriner, Service-Learning Partnerships Coordinator, bwarrine {at} pcc(.)edu or
Kim Saliba, Service-Learning Faculty Coordinator, ksaliba {at} pcc(.)edu?
Service learning web site: http://spot.pcc.edu/slp/

“”Values, Ethics, and Social Action”": a minor program

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Allegheny College has launched a minor to engage students, faculty, and community partners in theoretical and practical inquiry about the nature of citizenship, service-learning, and democracy. This interdisciplinary academic program will allow students to understand social action and its ethics intellectually as well as practically. The minor with roots in the psychology, philosophy, and economics departments strengthens the curricular layer of Allegheny’s already deep commitment to the Crawford County community.

“”Values, Ethics, and Social Action”" (VESA) will make the primacy of education for citizenship more explicit for students, faculty, and community partners. With support from the Demmler Fellowship, which funds faculty initiatives in academic program enhancement, six VESA faculty engaged in course development. Rather than scattered, unconnected efforts in service-learning and social justice, VESA offers a coherent course of progressive study that connects the disciplines as it encourages students to explore citizenship and values. Students must complete six courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning component). Other courses explore issues of wealth, poverty, politics, ethics, community, behavior, environmental justice, moral theology, gender, and diversity. Students enrolled in the minor must complete experiential learning components to accompany classroom learning: a service-related internship and 84 hours of community service. Students will be placed in various agencies addressing issues of poverty, education, welfare, and teen pregnancy with at-risk children and youth, the elderly, and adults. The joint aspects of this theoretical and practical learning will attempt to move students from talking about justice to promoting it, from debating about good citizenship to living it, and from community service to social action.

Engagement in our community and significant reflection in the classroom helps students understand what it means to value citizenship in a democratic community. VESA enhances students abilities to think critically about social systems, with the community service component acting as a laboratory in which they are led to confront their assumptions and learn problem-solving skills in the context of socially meaningful work that addresses real community concerns. In a time of increasing social problems and scarce resources for social programs, students can supply much needed ideas, skills, and time to meet community challenges. Likewise, by working in partnership with local non-profit agencies, we can offer our students opportunities for learning about and contributing to our shared community in a way that is grounded in realism as well as academically rich. VESA demonstrates to our community that Allegheny’s commitment to the common good is linked in vital ways to our educational mission and that we are proud to engage in mutually beneficial partnerships with our neighbors.

Contact person: Elizabeth Weiss Ozorak, Associate Professor of Psychology and VESA Coordinator, eozorak {at} allegheny(.)edu
On the web: http://webpub.allegheny.edu/group/interdis/VESA.html

Clemson University Service Learning Collaborative

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

The goals of the service learning collaborative were to raise awareness of service learning on campus, provide training and technical assistance to interested faculty, and to act as a catalyst for obtaining funds to support service learning.

The collaborative developed a survey to determine the level of service learning awareness on campus and put together a brochure for faculty that answers the basic questions about service learning. Lunch time forums brought faculty together to talk about the technical aspects of service learning. The collaborative also disseminated grant money for faculty to develop service learning program.

Website: http://virtual.clemson.edu/groups/LEARNING/Index.htm

The Service-Learning Faculty Associates Program and Grant

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The Service-Learning Faculty Associates Program
The Service-Learning Faculty Associates program is a partnership between Academic Affairs and Student Affairs to more intentionally and thoughtfully integrate service-learning into the JMU learning environment. Academic Affairs and Student Affairs have developed the Faculty Associates program to train and support faculty in designing or modifying courses that integrate service-learning into the course learning outcomes.

Service-Learning Faculty Associates Grant
The University will offer five (one to each College of the University) service-learning faculty associates grants for the 2001 spring and fall semesters. Faculty participating in the program will receive the equivalent compensation for a three-credit course each semester. This compensation could be used for reassigned time, research, travel or teaching/research equipment or software at the determination of the faculty associate and his or her Department or School Head/Director and Dean.

During the spring 2001 semester, the five faculty associates will meet every two weeks with the Community Service-Learning Coordinator and Faculty Liaison to learn about the principles of service-learning and develop a course that integrates these principles into that course s learning outcomes. During the fall 2001 semester each faculty associate will teach his or her service learning course. They will also continue to meet with Community Service-Learning and other faculty associates to receive support and feedback on the implementation of the course.

Associates will be expected to:
Design a new course or modify an existing course to include a complete syllabus with a service-learning component.
Attend community service-learning sessions every two weeks with Community Service-Learning (CS-L) and other faculty associates during the spring 2001semester and every two weeks during the fall 2001 semester.
Participate in a community service project during the spring 2001 semester.
Teach the service-learning course during the 2001 fall semester and at least once a year thereafter.
Work with CS-L to coordinate placements, assessment, and structured reflection experiences.
Participate in the evaluation and assessment of the service-learning course.
Present your experience as an instructor of a service-learning course to your department/school and other faculty colleagues.
Serve as a mentor to other faculty interested in developing service-learning courses.
Ensure that an assessment plan, including collection of assessment information, is carried out.

Associates can expect from The Community Service-Learning Office:
Readings and resources to assist with the development of a service-learning course.
Organized service-learning sessions with faculty associates.
Assistance with the placement of students in community agencies, monitoring students in those agencies, structuring reflection monitoring students in those agencies, structuring reflection experiences as part of the class, and assessment and evaluation.
website: http://www.jmu.edu/csl/