OSL Faculty Guide 2011.pdf

7/30/2019 OSL Faculty Guide 2011.pdf

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F a c u l t y G u i d e t o

Service-Learning


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| a c u L t y g u i d e t o S e r v i c e L e a r n i n g |

w

Srv-rnng s hng mh z dqsn unvrs hp r sns brngssrm hr mmn pr wh s srnghnng h unvrss rnshp whh mmn. dqsns srv-rnng rs r rvn b h vs n prs nrmb r nsn mssn n hrsm r nrs, h cngrgn h H Spr:

cbrn: W n ornn wh w n with hm.

Rnshps: W srv vp ssnb rnshps n mmns; w n rpn r n-sh xprns.

Rspnsb n: B wrkng wh mmn prnrs w gn r rs wh hmmns gn n vsn rhr hn nsr r wn.

Ssm hng: W r rss h r ss mmn hngs. in hsnsns whr r srv s prv, w rsvs n r sns b hssm sss h r n r r srv.

G n hs ws, mr hn 50 srv-rnng sss r r h r. ann, 2,000sns prp n srv-rnng.

Ts g s mprn nrmn r wh r hng srv-rnng sss rwh r nrs n zng srv-rnng n hr hng. i ws mp n smmr 2011b mmbrs h Srv-lrnng avsr cmm, s h o Srv-lrnng, n hrgh nrbns mr hn 20 wh hv gh srv-rnngsss dqsn.

W nrg sk sssn wh r srv-rnng. T unvrs sbsh n o Srv-lrnng n 2005 sss wh mn s srv-rnng nng rssgn, mmn prnrshp n, pbn shrshp r srv-rnng ns mh mr.

o SL

412.396.5893

srvrnng@q.

www.q./srv-rnng

Mrph Bng, 20 chhm Sqr
mailto:[email protected]://www.duq.edu/service-learninghttp://www.duq.edu/service-learningmailto:[email protected]


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tbl cs

SL ds us

o unrsnng Srv-lrnng ...................4

o ucSl dnn ...............................................5

o ucSl Prps Sbmssn Gn .......5

o ucSl crs crr .....................................6

o ucSl Sbs exmprs ...............................10

o cnng ucSl crs ............................??

a S & esbls Psps

o tps Srv ...................................................28

o Fnng cmmn Prnr .......................29

o Sgs cmmnn ...............................33

o tps r cmmnng wh rPrnr ev ..............................................33

o Mmrnm unrsnng ..................34

o cmmn Prnr assssmn ...................36

o cn Rsn Wrksh .....................37

o

Ws Tnk r Prnrs ..........................37

cs ds

o esbshng crs objvs& lrnr oms ........................................38

o Sbs tmp ...............................................41

o Rn .............................................................44

Pp Ss

o cmm cmmnrn Sn Prprn .....................................???

o Sn G Srv-lrnng ..............51

o BkBr Ss .................................................53

o W cr ..........................................................53

S Lss

o Rsk Mngmn G .................................54

o trnsprn .....................................................56

o

Bs G .............................................................58o S isss ..........................................................64

aPPendiX a: Spp rss

o o Srv-lrnng ...............................65

o Srvs r F ............................................65

o Rmmn Wbss ..................................66

o cmmn enggmn Shrs ...............66

aPPendiX B: .a.Q.

o cmmn F cnrns ...........................68

o Srv-lrnng Rbks .........................69

o Srv-lrnng s n inr thng exn ..........................................???

o F Prs ....................................................72


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Service-Learning at duqueSne univerSity

SL s i t exll crng srv-rnng mpnn nvvs hgh n nnsv wrk. Hwvr, h prsss wrhwh bs srv-rnng w n n bn r sns, b w s bn r wnprssn vpmn. Srv-rnng s n h rr mp rmn xn hngpr p.27 h unvrs F Hnbk (rv 6-11-10). y r nrg n r srv-rnngwrk n r hng ssr.

Ts sn ns srv-rnng, ss h rqrmns n s h sps n ucSl rssgnn r srv-rnng. Fr r nvnn, hr r rng sggsns n hrgh hg sppmn r nrsnng srv-rnng.

**Ss r:Bn, d. W. (2007). Fsng r m: Srnghnng mmmn mmnnggmn. Change, Noember/December2007. 34-37.

us SLdqsn unvrs ns srv-rnng s mhg h mbns m nsrn, mnngsrv, n r rv hnkng prm sn rnng n v rspnsb. i s nk hrps srv sh s vnrsm, nrnshps, n nsng wrk.

Trr, srv-rnng, s nrs b dqsn unvrs, s pgg h mbns h ssns

h n r rs wh h srv n r mmn prnrs hv hsn r r sns n hmmn. B ng sns n hgh rn, n hn npk h sns xprns whrng nks bwn h rs nps n h wrk h h sns hv n n h mmn.

Ts grm n hp br vsz hw srv-rnng s n h mn ps xprn n. i prvs vs rprsnn wh v srv-rnngmpshs: nvvng sns n rs-rvn srv, whh rsss h ns m rnng n h sn, s w s h mmn.

Srv-lrnng dqsn s b brng wh rgnzns hrgh hmmn n rr srv hs wh r nrsrvvng h prnps chS Tgh h dqsn ws n n. T o Srv-lrnng s hsprss b wrkng wh gns n nvs n mmns sss sss ng hq r rsns n skhrs whn h prr mmn.

Srv-lrnng s n js mr ng rs r r rqrmns. Ts xprnn psh r sns bm mr v n ngg zns n js hr mmn,b s, h wr. Rgrss h rsn r skng mpmn srv-rnng nr ssrm, r sns w n p wh br nrsnng rs nps, brr n rv hnkng sks, n xprn n v nggmn n mnng srv.

Student

Internship Volunteers

Service

Learning

FieldResearchClass Content Community

Falbo, M.C. & Santilli,N.R. (2002). Sering tolearn: A aculty guideto serice-learning.Granille, OH: OhioCampus Compact.


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us c SL (ucSL) ds:T ucSl sgnn ns h rs ms h unvrss cr crrm rr n w sns grn rqrmns. crss n v h rrm (100 hrgh 400/500) n rrh sgnn. T ucSl sgnn prsms h h rs zs mhg h mbnsm nsrn, mnng srv, n r rv hnkng prm sn rnng n vrspnsb.

T k rs ucSl rs r s ws:

Srv vs r r r rs nps. (s xmps n pgs 10-17) T srv prv b sns s b h mmn gn r rgnzn wh whh r

rs s prnrn b r r sns. Ts sn ks n nsrn h snsvb ns n h mmn ns.

T prnrshp wh h gn s rpr. y n r sns w rv rm h prnrshpwh p n s rnng xprn r hs nvv. (S xmps n pgs 24-36)

Sns w r n h xprn. G rn ssgnmns w hp sns npk hrxprn wh rnrng hw hr srv hs nrm hr knwg ss npswnghm grw s zns n prssns. Sns sh r br, rng, n fr hrxprn. (S xmps n pgs 17-23)

Sps ucSL cs ds

ucSL Ppsl Sbmss gin rr sbm prps r ucSl sgnn sh:

Gn h sppr r prmns hr n/r n.

Rvw h unvrs cr crr r Srv-lrnng csss n h Rbr s b h ucSlmm whn mkng sns b prpss.

i n m r ns whn prprng r prps, r n h drr Srv-lrnng, r h mmbrs h rvw mm rvw rf.

Whn r r sbm r prps, sh n p h rs sbs nn hr mnn h srbs h srv-rnng mpnn (.. Bkbr mns,n hns, wb pgs).

Whn r prps s mp, ps rwr h drr h unvrs cr crrm.Sh w hn rwr h mm r rvw.

t hv prps nsr r h sprng r smmr smss, ps sbm n r hn Spmb 15. thv prps nsr r h ll sms, ps sbm n r hn b 15. Ps sr hr hs s s h r h mm q m rvw n sss h prps prr smmr/ss pr-rgsrn .

**Please note that while these are the ocial due dates we encourage early submissions in order to allow time or anypotential changes that may need to occur.

Fr mr nrmn n mprn nks n sbmng ss r ucSl sgnn k hr.
http://www.duq.edu/core-curriculum/index.cfmhttp://www.duq.edu/service-learning/_pdf/Core_SL_Requirement.pdfhttp://www.duq.edu/service-learning/_pdf/CourseDesignationRubric.pdfhttp://www.duq.edu/service-learning/_pdf/CourseDesignationRubric.pdfmailto:servicelearning%40duq.edu?subject=mailto:servicelearning%40duq.edu?subject=http://www.duq.edu/service-learning/faculty/proposal-review/guidance.cfmhttp://www.duq.edu/service-learning/faculty/proposal-review/guidance.cfmmailto:servicelearning%40duq.edu?subject=mailto:servicelearning%40duq.edu?subject=http://www.duq.edu/service-learning/_pdf/CourseDesignationRubric.pdfhttp://www.duq.edu/service-learning/_pdf/CourseDesignationRubric.pdfhttp://www.duq.edu/service-learning/_pdf/Core_SL_Requirement.pdfhttp://www.duq.edu/core-curriculum/index.cfm


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ucSL cs c[excerpted fom the University Core Curriculum Document]

rms SL s p c clm

SL rmT mssn dqsn unvrs s r srv hrs b prsns wh nsns snsv h ns s. as pr h unvrs cr crrm, vr sn w k mnmm n rs hns rqr srv-rnng mpnn. Man cg n h sh w prv sns whrss h nrpr srv. Ps n: Srv-lrnng rss n rs h unvrs cr

crrm rqrmns.

dspSrv-lrnng rss n k vr rms, b r sns mmn-bs pprhs hng n rnng b xpnng ssrm n hrgh xnsn n h mmn. B prvngsns wh n pprn rm hr rnng n r- sngs, srv-rnng s sns brn hr hrzns n hng hr prspvs n hr prpn s zns vrs mr.T Sl sgnn prsms h h rs zs mhg h mbns m nsrn,mnng srv, n r rv hnkng prm sn rnng n v rspnsb.

L omsupn mpn h Srv-lrnng rqrmn, sns r b

1. dmnsr mprhnsn spn-sp nn rm b hrxprns srvng n h mmn;2. Rgnz n r r n h nnns bwn hr n pr.

dm ucSL csst rv h Sl sgnn, rss, nng gr rqr nrnshps n n xprns,ms b pprv s mng h unvrss Srv-lrnng rr b h Srv-lrnng avsrcmms sbmm hrg wh vng rss prps r Sl sgnn.

cs ca. Prprn/crs dsgn:

1. cr nnns xs bwn srv vs n prps rnng bjvs.

2. T m rgr h rs s nhn, n wkn, hrgh s srv-rnng.3. Rn vs r wrn n h sbs, srr, n sh rgr hrgh h

rs.4. Rbrs r vng rn vs r prv n h sbs.5. Sns r rn h gn n whh h srv n h rs prj.

B. an/Srv Prrmn:

1. Srv vs r mnr.2. Sns prrm n-gng srv wh mnmm 10 hrs v srv vs (hwvr,

15 hrs r mr w w h sns vp mnng rnshps wh mmnrgnzn s n/r ns). Ts rmmnn s pprpr r rss mprs 3 rhrs.
http://www.duq.edu/core-curriculum/index.cfmhttp://www.duq.edu/core-curriculum/index.cfm


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c. Rn:

1. Sns ngg n r sgn rn vs h rss h srv, h spn, nhr wn xprns n ws h nrg rhr nrsnng h rs nn, brrpprn h spn, n n nhn sns v rspnsb.

2. T rn vs r rqr pr-srv, hrgh h srv, n ps-srv.3. Rn vs r s gr.

d. Rpr:

1. T srv prv b h sn s rmn b h mmbr n h mmn prnr.2. Bh h sn n mmn prnr bn rm h srv;3. T prv srv hps m h rgnzns vr g n s n hrm r ws h

sns r h rgnzns m.4. F, sns, n mmn mmbrs mpmn ssnb srv prnrshps n/r prjs.

exmps sh ssnb n, b r n m :o Srv-lrnng prnrshps h nn vr mn smsrs, wng nn

prvsn srv, b rs prpns hng h smsr.

o Prjs h n n vs (sh s grn wrng) h wmmn rgnzns nn rnnng s prjs.

o Pns mpmn nn srv hrgh grps hr hn h rrn Sl rs

prpns (sh s unvrs sn rgnzns).o T rn sr mns r hnbks h prv xpnns hw

mmn prnrs n nn mnsr prgrms r ssn prs sgnb sns n Sl rss.

e. evn/assssmn:1. F mmbrs ssss h sn rnng ms h srv xprn.2. am r s n ssgn h srv prrm.3. Sns rn r b spng nrs knwg m nn hrgh h rmwrk

srv n rn.

Msm implm

Man cg n h dqsn shs h hv br prgrms r rspnsb r vpngSrv-lrnng rss. T o Srv-lrnng (oSl) prvs sppr hng ucSlrss hrgh rs sgn nsn n mmn prnrshp n. oSl rns Srv-lrnng nvs n mps n s vs b h Srv-lrnng avsr cmm, whh s mprs rprsnvs rm h cg n dqsn shs n rm h mmn. a sbmm hs avsr cmm sssss rs sb n ssgns h Sl rs sgnn h rss h m hsp rr. (Sl prpss wh mpnng sb r b sbm h drr h unvrscr crrm.)

cmm rb Sllbs cT wng hr s h avsr cmms rbr r vng ucSl Sb. i rsss sbsmpnns nng rs sgn, srv mpnn nsrn, rn sgn, rpr vs, nvn ps. Bs n h sssn hs rhr, h mm hn ps r sggss rvsns r ucSl prps.


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classX

tobe

onsidered

cmmns

Prprn/crs dsgn y, N, ?

1. cr nnns xs bwn srv vs n prps rnngbjvs

2. T m rgr h rs s nhn, n wkn, hrgh s srv-rnng

3. Rn vs r wrn n h sbs, srr, n shrgr hrgh h rs

4. Rbrs r vng rn vs r prv n h sbs

5. Sns r rn h gn n whh h srv n h rsprj

an/Srv Prrmn

1. Srv vs r mnr

2. Sns prrm n-gng wh mnmm 10 hrs v srvvs (hwvr, 15 hrs r mr w w h sns vpmnng rnshps wh mmn rgnzn s n/r ns).Ts rmmnn s pprpr r rss mprs 3 r hrs

Rn

1. Sns ngg n r sgn rn vs h rss

h srv, h spn, n hr wn xprns n ws h nrgrhr nrsnng h rs nn, brr pprn hspn, n n nhn sns v rspnsb

2. T rn vs r rqr pr-srv, hrgh h srv, nps-srv

3. Rn vs r s gr

Rpr y, N, ?

1. T srv prv b h sn s rmn b h mmbrn h mmn prnr

2. Bh h sn n mmn prnr bn rm h srv

3. T prv srv hps m h rgnzns vr g n s nhrm r ws h sns r h rgnzns m

4. F, sns, n mmn mmbrs mpmn ssnb srvprnrshps n/r prjs*

evn/assssmn

1. F mmbrs ssss h sn rnng ms h srvxprn

2. am r s n ssgn h srv prrm

3. Sns rn r b spng nrs knwg m nnhrgh h rmwrk srv n rn

Sl dsgnn awr? ys/N/Mr nrmn n (!)

**exmps sh ssnb n, b r n m :

Srv-rnng prnrshps h nn vr mn smsrs, wng nn prvsn srv, b rs prpns hng hsmsr.

Prjs h n p-bng vs (sh s grn wrng) h w mmn rgnzns nn rnnng s prjs. Pns mpmn nn srv hrgh grps hr hn h rrn srv-rnng rs prpns (sh s hr sn

rgnzns). T rn sr mns r hnbks h prv xpnns hw mmn prnrs n nn mnsr prgrms r

ssn prs sgn b srv-rnng sns.


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ucSL Sllbs exmplsTr r mr hn 50 sss dqsn h rr h ucSl dsgnn. Hr r sm xmps rmhs sss h sr h ws h r h mpnns srv-rnng. Ts xmps r hpr wh r rng prpss r h ucSl sgnn. Ts xmprs r kn r rm sb dqsn. unq r srng rs r n n h rgh-hn s h pg.

crr r h unvrs cr Srv-lrnng (ucSl) dsgnn:

Prprn/crs dsgn

an/Srv Prrmn

Rn

Rpr

evn/assssmn

Pp/cs ds (p. 12 ucore dm)1. cr nnns xs bwn srv vs n prps rnng bjvs;2. T m rgr h rs s nhn, n wkn, hrgh s srv-rnng;3. Rn vs r wrn n h sbs, srr, n sh rgr hrgh h

rs;4. Rbrs r vng rn vs r prv n h sbs;5. Sns r rn h gn n whh h srv n h rs prj.

T xmps h w sr hw xsng ucSl rss prpr sns r srv-rnng. Prprngsns ns wrng rs mns n sh w h h sns r nr h nmhns srv-rnng n hw w b s sppr rs rnng bjvs, rngs hn nrm sns nrsnng srv-rnng, n hw srv-rnng n sppr spnrmpns r snrs.

Fr xmps n rn n prnrshps, s h Rn sn n Rpr sns, rspv.
http://www.duq.edu/core-curriculum/_pdf/core-curriculum-08-09.pdfhttp://www.duq.edu/core-curriculum/_pdf/core-curriculum-08-09.pdf


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HIST 396

Public History

Excerpt rom 2010syllabus

Service-learning Objectives

In this course, students will identiy and comprehend the salientconcepts o public history in order to prepare or urther studies and/or entry-level positions in the eld. The course is based on readingsthat students complete in advance o class in order to be prepared orinormed discussion and research conducted to support the communitypartner project. Public history, by its very nature, is a community-basedendeavor, much like service-learning. By expanding the classroom

into the community, students shall apply concepts to real lie settingsand learn to recognize and support societys undamental need ormemory. By exploring public history through service-learning, studentsstep beyond volunteering into participatory experience and refection.Perorming the role o historian is o itsel an act o civic responsibilityand engagement that leads to signicant awareness. Thereore, thelearning objectives must be clearly stated. They are:

To identiy and comprehend the intellectual, ethical, andproessional issues that public historians conront.

To understand the dynamic o heritage or, stated dierently,how public historians shape perceptions o the past and howpublic perceptions o the past shape the eld o public history.

Develop critical thinking skills to negotiate the numerousways that history is put to use by community stakeholders.

To refect on how dierent points o view and stakeholderscrat historical arguments and narratives.

To refect on how bias emphasizes, or even privileges, certainhistorical interpretations over other possible interpretations.

As a service-learning course, students are expected to show masteryo course content and transer that content into useable material orthe community partner. Becoming conversant with the key conceptsthat challenge public historians is enhanced by experiencing thedemands o the job rst hand with the community partner. Spendingtime outside o class in a public history venue and refecting on that

experience is integral to the development o the student.

Strong Rationale

Provides clearrationale or whyservice-learning isappropriate or thclass and how itacilitates studentlearning anddevelopment.

MLSP 203

Costa Rica:People &Perspectives,

Excerpt rom 2011Syllabus

At Duquesne University, service-learning is embedded in existingcourses through our degree programs and is seen as a valuablelearning activity, bringing to lie the tradition o Catholic social thoughtand Spiritan charism. Service-Learning combines academic instruction,meaningul service, and critical refective thinking to enhancestudent learning and social responsibility. It diers rom volunteerism,community service, internship, and eld education through its use ostructured, critical inquiry and the importance placed on reciprocalpartnership between this class and its community partners.

Describes uniquecharacter oservice-learning aDuquesne


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PHIL 216W

Social Justice


This course uses service-learning, a teaching method in whichstudents engage in service to the community, and aords studentsthe opportunity to work with a number o preselected communityagencies whose work relates to justice issues studied in the course.Through service-learning, students will gain rsthand experience othe issues, services and legislative advocacy o community agenciesto complement their study o social justice. These service-learningpartnerships will oer students community-based approaches toteaching and learning by expanding classroom education throughextension into the community

The students will choose amongst the ve established community-based partnerships listed below, each o which has a ocus on racial

justice, educational justice, economic justice, and/or universal healthcare (as an instance o economic justice and distributive justice). Thestudents will meet the needs o the community partners by completingthe tasks or project that have been previously established and comportwith the community partners mission statement.

The students can expect to spend at 12 hours in their agency settingover the course o the semester. This will average about 1.5 hours perweek rom January 18 March 30.

Describescommunitycomponent

PSYC 480

Psychologyand SocialEngagement


Service-learning

The core questions that guide our service-learning project are as ollows:

What does it mean to be a participant in a community? How may youbring psychology to bear on your everyday in the local human communityand the encompassing natural community, thereby ostering the mutualwell-being o these interrelated communities?

Psychology -- particularly via a human science approach (as in ourdepartment) -- sees psychological lie as woven into culture, community,

and humankinds relationship with the natural world. Given theimportance o these issues or our majors (both as psychology studentsand participants in society), our service-learning projects will ocus on theinterace between the local community and its encompassing bioregion orecoregion.

Our service-learning projects will take place in cooperation with theMount Washington Community Development Corporation (MWCDC),particularly with the communitys Parks Director Dr. Ilyssa Manspeizer.Dr. Manspeizer is a cultural and ecological anthropologist who is chargedwith developing the new Grand View Scenic Byways Park. This green-space surrounds Mount Washington and has recently been designated as aPennsylvania State Scenic Byway and a City o Pittsburgh park. A specialadvantage o collaborating with this particular community group is its

close proximity to Duquesne University.

Describesdisciplinaryrelevance


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SOC 214

Helping Process


A service-learning component is required or this course.

Two goals o service-learning are:

(1) to integrate community-based work with course-basedcontent, and

(2) to recognize and refect critically on the intersection oclassroom learning and engagement in the community. Forthis course, the theory and practical instruction on helpingin the classroom will be integrated with your work in settingswhere various orms o helping are desired.

Clearly states thegoals o includingservice-learning inthe class design.

Orbis LearningCommunity,McAnultyCollege

Excerpt rom

2009 LearningCommunity Plan

The OrbisLearning Community which combines Sociology,History and Rhetoric courses ocuses on Human Rights and GlobalUnderstanding. We wish to integrate learning across the disciplinesby asking our students to perceive how cultural identities are shapedand expressed in dierent ways. All Orbiscourses require that studentsdevelop eective strategies or recognizing (and ormulating their

thoughts about) cultural issues and how such issues are portrayed indierent texts, media, and disciplines. Orbisalso seeks to connect theclassroom with larger communities through service. Through service-learning, we ask that students become more aware o and interact withdiverse cultures, try to learn rom those who are dierent, and refectupon this knowledge in written work. Specically, service-learning inOrbisenables students to connect with their responsibility as memberso the global community. Orbishopes that participating in service-learning will enable our students to see the otherness o dierentcultures as well as the common ground dierent cultures share.

The primary goal o service-learning within Orbisis to encouragestudents to apply what they are learning (about history, sociology,and rhetoric) to concrete human interactions. By asking students to

consider other cultures rom the perspectives o actual individualsand actual cultural interactions (as opposed to stereotypes andunsupported assumptions), we hope to teach them that the key toglobal understanding requires a combination o perspectives and aperpetually inquisitive and open mind. For example, we hope thatOrbiss shared theme o Human Rights is enhanced by our studentscomprehension that global understanding begins with individualrelationships as well as the ability to see and negotiate the similaritiesand dierences among ourselves and cultural others. Ultimately,we see Orbisstudents service-learning experiences as reachingbeyond their rst semester at Duquesne and aecting the way that theyapproach relationships and learning throughout their lives.

Interdisciplinaryexample odescribing linkbetween service-learning andlearning goals.


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CLDR 405W

Leadership andSocial Change


Readings:

Cress, Collier, and Reitenauer, Learning Through Serving: A StudentGuidebook or Service-Learning Across the Disciplines(StylusPublishing, 2005)

Roberts, K. G. (2008). Service, Ethnography, and the Leap o Faith:A Spiritan Catholic Perspective on Service-learning. CatholicEducation: A Journal o Inquiry and Practice, 12 (1). 96-116.

Bennis & Thomas, Leading or a Lietime(Harvard Business Press,2007)

Komives & Wagner, Leadership or a Better World: Understanding theSocial Change Model o Leadership Development(Jossey-Bass,2009)

Incorporatesreadings that urthorient students toservice-learning

SLP 360

ProessionalCommunicationSkills &Behaviors inSpeech LanguagePathology


ASHA Standards that apply to this course

III.G. Contemporary proessional issues

1. Current proessional clinical standards, accreditation requirements,ASHA practice policies and Guidelines

IV.G. Interaction and personal qualities

1. Communicate eectively, recognizing the needs, values,preerred mode o communication, and cultural/linguisticbackground o the client/patient, amily, caregivers, andrelevant others

2. Collaborate with other proessionals in case management3. Provide counseling regarding communication and swallowing

disorders to clients/patients, amily, caregivers, and relevant

others4. Adhere to the ASHA Code o Ethics and behave proessionally.

Describes thedisciplinary

standards orcompetencies methrough service-learning

a/S Pm (p. 12 ucore dm)

1. Srv vs r mnr;2. Sns prrm n-gng srv wh mnmm 10 hrs v srv vs (hwvr,

15 hrs r mr w w h sns vp mnng rnshps wh mmnrgnzn s n/r ns). Ts rmmnn s pprpr r rss mprs 3 rhrs.

T xmps h w sr hw xsng ucSl rss srb h srv vs h w b xp sns n h m mmmn nvv n h srv.

Fr xmps n srbng prnrs n h prnrshp, s sn n Rpr.


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OCCT 511

ClinicalReasoning I &Fieldwork

Excerpt rom2007 Syllabus

Examples of service-learning projects

Service-learning projects that have been created by occupationaltherapy students in cooperation with community agencies includeprograms ocused on wellness, community-re-entry, youth leadership,avocational activities, lie skills and job readiness, job support, jobretention and proessional development.

Overview of Service-learning Project

Students will work on service-learning projects in groups o two orthree. In some cases, two or more groups o students may work atthe same community agency and may or may not work on separateprojects.

Supervision, Preparation, Implementation, Evaluation

Beginning the week o October 15, 2007, students will spend aminimum o 3 hours/week developing their service-learning projectthrough the ollowing activities:

Exploring the context o the community agency, and like agencies Spending time each week at the agency getting to know the sta

and consumers Reading literature about OT services or this population Identiying assets and needs o the population served by the agency Developing a project direction and program plan in partnership

with agency staStudents are required to meet with their community agency supervisoreach week to seek direction and discuss the progress o their proposal/implementation. At the end o the all semester, students are expectedto understand the context o the community and community agency,the assets and needs o the community agency, and to have developedwith the community agency, a direction and ramework or theirservice-learning project. Implementation o this project will takeplace during the Spring semester, January 7 April 11, 2008. Courseinstructor, community agency sta and consumers will discuss andevaluate the project and its easibility in a round table discussion at thecommunity site during the rst week o December 2007.

Celebration & Poster Presentation

Students, in cooperation with the community agency, will organizea celebration o their service-learning eorts during the nal weeko their project in April 2008. This celebration will include a posterpresentation and discussion with all service-learning stakeholders.

Brie overview owhat students willdo and the timelineassociated withservice-learning

Array o experienceshelp studentscontextualizetheir service andunderstand theiragency partners.


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PSYC 480

Psychologyand SocialEngagement


Each student will develop and implement a project that serves the localcommunity. Through these projects you will cultivate your ability to thinkpsychologically and apply such a perspective in practice and in the real-lie context o a living, local community. In the process, together withyour peers, you will help nd and implement transormative solutions orproblems identied by the Mt. Washington community.

All students are required to participate in the ollowing o-campusactivities, all o which involve or support our service-learning work:

Engage in a walking/historical tour o Mt. Washington: hal-dayon Saturday (same day as the workshop below).

Participate in an experiential workshop on ecological psychologyin the woods o Mt. Washington Park: hal-day on Saturday (sameday as the walking tour above).

Attend community meetings o the MWCDC Open Spacescommittee and participate as attentive observers (to understandhow an actual community addresses its hopes and concerns, andto see how ecopsychological issues are being taken up in thesocial realm): approximately one evening per month.

In collaboration with a peer rom our class, conduct surveyinterviews with Mt. Washington residents to help assess their

concerns and wishes regarding Mt. Washington Park, includingboth the playing elds and the more natural areas.

Assist with community clean-up, trail-clearing, or other events:one weekend day.

Array o experienceshelp studentscontextualize theirservice and learnmore about thecommunities inwhich they work.

SOC 214

HelpingProcess


Three community settings will be available:

National Student Partnerships, Hazelwood Center o Lie YouthPrograms, and the PMHCA Policy Advocacy Group at CommunityHuman Services. Guest speakers will introduce these settings andthe kinds o help they would nd valuable, inviting you to participate.

Each student will commit to participation at one o these settings or 2-3hours a week while taking this course. Both students and communitypartners will benet rom this community engagement.

Uses in-classpresentations toinorm students otheir agency choicesand introduce

community partnersto the class.


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COSC 100

Elements oComputerScience


YOUR ROLE:

Our class will be responsible or developing and presenting a series olessons on basic Computer Literacy. Topics will be determined jointlywith our Community Partner but will likely include: Computer Basicsand File Management; Introduction to the Internet and Web pages;Using E-mail; Basic Word Processing; Advanced Internet and SearchEngines; Digital Photos, Multimedia and PowerPoint. Working in pairswith another student, you will be responsible or:

Developing and presentingone two-hour lesson to yourcommunity partners. This will require signicant advancepreparation, including development o: learning goals, alesson plan, handouts, and hands-on exercises or the lesson.Remember that many o these parents do not have goodliteracy skills, so simplicity, use o illustrations, and hands-onwork will be key to eective learning.

Acting as a Lab Assistant or another two-hour lesson deliveredby your classmates. During this time, you will work directlywith participants to complete the hands-on exercisespresented in the lesson. We will be working at the GPLCcomputer lab in the Family Learning Center, downtown. Thelab is equipped with WindowsPCs, Microsot Oce, Web

browsers, and other hardware/sotware compatible with whatwe use in our classroom lab.

Each o these activities will require a commitment o a 2-hourblock o time at the downtown Community Partner site. Foreach lesson there will be a team o our Duquesne students 2 main presenters and 2 lab assistants working with GPLCparticipants. As previously stated, you must pre-schedule yourtime and show up on time to receive credit or these activities.

To prepare you or the above, you will:

Attend an in-class orientation session, to amiliarize youwith the circumstances and literacy levels o your community

partners. This orientation will be conducted by a GPLC FamilyLiteracy staff member, and will be specic to our class.You will obtain valuable inormation about the program andits participants, and how best to relate to them. The FamilyLiteracy Coordinator will share eective training techniques,a sample lesson plan, and give you a chance to ask questionsabout your role and responsibilities.

Conduct a computer lab survey at the Community Partnersite to amiliarize yoursel with the lab environment you willbe teaching in. This will be done on your own time, and isintended to acquaint you with the location o GPLCs oces,the lab set-up, and the hardware/sotware you will be workingwith. This should take roughly 30 minutes, and you should

schedule time with the GPLC sta in advance.

Clearly describesthe expectations orstudents service.

Describes theorientationcomponent.


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MLSP 203

Costa Rica:People &Perspectives,


Universidad Veritas in San Jose will coordinate the service-learningactivities or us working with community partners Fundacion Caminode Esperanza and Fundavida. Students will work with low socio-economic schools in marginal areas or in an orphanage. Projects willinclude activities such as English language teaching, musical activities(in Spanish and English), sports activities and art workshops. Theschools or the orphanage will structure these sessions as a special,Creative Workshop Day.

As Dr. Alejandra Barahona, the Director o the Study Abroad oce atUniversidad Veritas stated: We are fexible and open to any ideas thatboth you and your students might want to propose.

The idea is or students to organize simple athletic and sportsactivities which at the same time lead to some basic EnglishLanguage acquisition. Students can do simple activities, whichenable learning numbers, colors, learning to tell their name,etc. This isnt part o any ongoing program. The idea is orstudents to come up with certain traditional games that canbe developed through small stations with maybe 6 children ata time (depending on the size o the group we could have 3 or4 stations). The objective is or children to experience language

acquisition but through a un activity versus a classroomsetting. Any other creative ideas students may come up withwill be welcomed.

The agencies will give us a background about the children whowe will be working with and their experience with Englishlanguage. They will help us organize the time and place wherewe can develop the activities but other than this Veritas andDuquesne students will have t organize the contents andmaterials we will need to develop the activities successully.

Example o howto successullydescribe a servicecomponent that isevolving and maychange mid-course.

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Fr xmps n srbng wr vn s sn n evn/assssmn.


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COMM114

Service Learning Reection papers: 25%.

Students will write ve papers refecting upon their experience beore, during, and ater aservice learning experience consisting o gathering o stories rom community members.Each paper will integrate 3-5 themes drawn rom course material covered during the weeksrelevant to the service learning experience tied to one o the course objectives listed on thissyllabus (reproduced here or your convenience). Although students will perorm the servicelearning in groups, refection papers must be submitted individually and should be the studentsindependent work. Refection is a method o inquiry used in service-learning to encourage

urther understanding o the course content, a broader appreciation o the discipline, andan enhanced sense o civic responsibility. Structured and guided refective activities andassignments are implemented pre-service, throughout the service, and post-service to acilitateongoing consideration o the experience.

Service Learning Refection Paper 1 should address your understanding o your own culturalidentity, your experience interacting with persons dierent rom you in social class and/orrace. It should also address this question: To what extent are citizens responsible or the healtho the larger public sphere? How can intercultural communicationthat is, communicatingwith persons with dierent backgrounds than ones owncontribute to an enlarged publicsphere? Further directions will be provided during the rst week o class.

Service Learning Refection Paper 2 should address, through 3-5 themes rom Neuliep/Fanon/lecture, how your service learning experience to this point reveals historical orces connected

to the Hazelwood Community that have contributed to community members communicationand interaction patterns. How is culture, as dened by Neuliep, revealed in communitymembers stories and interaction? What consequences or daily lie do you believe mightemerge rom these stories?

Service Learning Refection Paper 3 should address, through 3-5 themes rom Neuliep/Fanon/lecture, how your service learning experience to this point reveals the cultural identity ocommunity members. How did you see cultural identity emerging in the stories communitymembers told? What worldview (that is, what belies and values) are refected in the stories?How do you see identity and world view as maniested in these stories shaping a backgroundor communication with persons rom other groups?

Service Learning Refection Paper 4 should address, through 3-5 themes rom Neuliep/Fanon/lecture, how two theories o intercultural communication covered so ar helps you understand

(1) the infuence o social class, race, and/or gender on the personal and group identities othe persons you interviewed in your service learning experience thus ar and (2) how yourown social class, race, and gender has infuenced your own sense o identity during yourinteraction with community members as you gathered their stories. What implications or ourunderstanding o public lie can you draw rom this refection?

Service Learning Refection Paper 5 involves returning to the rst paper you wrote. Refecton your initial responses, which addressed your understanding o your own cultural identity,your experience interacting with persons dierent rom you in social class and/or race, andyour answer to the question: To what extent are citizens responsible or the health o the largerpublic sphere? How can intercultural communicationthat is, communicating with personswith dierent backgrounds than ones owncontribute to an enlarged public sphere? Howwould you answer those questions now? Respond again, noting similarities and dierencesin your answers beore and ater your service learning experience. Do you believe your

experience has shaped your perspective on the answer to these questions?

Appendix

Evaluation Rubric or Refection Papers (adapted rom Bradley, J. (1995). A model or evaluationstudent learning in academically based service. In Connecting cognition and action: Evaluationo student perormance in service learning courses(Marie Troppe, ed.). Denver, CO: EducationCommission o the States/Campus Compact)


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Reection papers that meet the C level o evaluation exhibit these characteristics:

Gives examples o observed behaviors or characteristics o theexperience, but provides no insight into reasons behind theobservation;

Observations are not connected to course concepts. Tends to ocus on just one aspect o the situation. Uses unsupported personal belies as requently as hard evidence.

Employs ew or no specic concepts rom text in refection

Reection papers that meet the B level o evaluation exhibit these characteristics:

Observations are airly thorough and nuanced although they tend notto be placed in a broader context.

Provides a cogent critique rom one perspective, but ails to see thelarger theoretical ramework rom which concepts are engaged.

Uses both unsupported personal belie and evidence but is beginningto be able to dierentiate between them.

Perceives legitimate dierences o viewpoint. Demonstrates a beginning ability to interpret evidence. Oers a ew specic concepts rom text, but does not integrate material

with observations

Reection papers that meet the A level o evaluation exhibit these characteristics:

Views experience rom multiple perspectives; able to observe multipleaspects o the situation and place them in context, employing themesrom course material.

Makes appropriate judgments based on reasoning and evidence drawnrom course material.

Has a reasonable assessment o the importance o concepts inapplication to situation.

Integrates a rich variety o concepts with specic reerences throughout

refection; connections are drawn explicitly and with clarity

Rubric is sharedwith students aspart o the syllabus.


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CLDR405W

Leadershipand SocialChange

Excerpt

rom 2011Syllabus

Service Leadership Paper. The assigned readings (as well as online lectures) in the rstour weeks o the course will give you a solid knowledge oundation or understandingleadership, social change, and service-learning. You will also read an article about aSpiritan Catholic perspective on service-learning, which grounds the course at DuquesneUniversity.

Using the models o refection rom your service-learning text, this paper asks you torefect on the sustained service you have provided to others thus ar in your adult lie.Remembering that refection is a kind o metacognition and that writing puts structure to

our thoughts and refections, please do the ollowing in 10 double-spaced, 12-point-ontpages:

a. Evaluate the values and skills (as described in your leadership and socialchange text) that have initiated and sustained your service. What are yourstrengths as a servant-leader? Where do you want to improve?

b. Discuss reciprocity. Have your eorts in service to the community beenbenecial? What shortcomings would you describe in the relationshipnow that you understand reciprocity? What will you do to improve?What can the organization do to improve its relationships with those whorender service?

c. Discuss social justice. What societal problems or injustices exist or thiscommunity and this organization? Have you ever addressed those beore?

How would you address them now?d. Innovate on the social change model o leadership, and express thisinnovation in writing. What leadership lessons have you learned romservice in the community? How does your service allow you to knowyoursel, engage others meaningully, and consider a systems perspectivewhen attempting to impact society as a leader?

SOC 214

Helping

Process

Excerptrom 2009Syllabus

Critical reection is required through 6 refective journaling assignments as listed onthe course schedule. These refections will connect your service experience with yourclassroom learning, purposeully bringing them together and examining how these separate

experiences are connected and how they may illuminate, or infuence or even contradicteach other. By exploring these tensions and recognitions, the refective writing experienceintegrates and broadens your learning about the helping process, and provides anappreciation o the links between classroom and community experience o helping.

Reective Learning Papers will be worth our points each. They will be graded on:

a. evidence o thoughtul refection on course content

b. evidence o thoughtul refection on community work

c. evidence o thoughtul integration and connection between a and b.

d. clarity and eectiveness o expression, as well as correct grammar/

spelling.Papers must be typed (double-spaced, one-inch margins) and should be limited to 2-3pages (min/max). Heading should indicate name, date and paper number (#1 through #6).

Dr. Morrison will provide eedback on your papers and answer any questions you mayhave.


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SPRG 108

Science atthe Serviceo Society

Excerptrom 2010

Syllabus

Reection: Connecting Service to Academic LearningDirect writings ask students to consider the service work within the ramework o coursecontent.

Exit CardsExit cards are brie note cards [5 x 8] turned in or each class period. Students are askedto refect on Learning Objectives rom class discussions OR Service Action PerormanceObjectives as they relate to their Service Project .

TWO reection papers - one at mid-semester and one at the end o the semester arerequired. Expectations and assessment rubric will be posted on the course website inadvance o the due date.

Mid-Term Reective SummaryThe ollowing questions must be answered in a 1 - 2 page refection at mid-term.

A. Description o work1. What were your primary duties and responsibilities?2. What was your work environment?3. How is this program unded?

B. Course Integration1. What concepts/principles discussed in class best applies to your service

learning experience? First dene the concept, then apply it to your

experience.2. Did this experience aect your evaluation o your community or our

society? I so, how?C. Evaluation

1. What did you learn about the site you worked in, its strengths andlimitation?

2. What did you learn about working in the community3. What did you learn about yoursel, your own strengths and limitations;

about how this experience aected your own personal goals or this classand your career objectives?

4. Personal Evaluationi. How would you change the service-learning experience to make

it a more valuable learning experience?ii. Would you select this option again in any other class, i presented

as an option or a lab or test? Why? Why not?iii. Any suggestions on how the proessor can be more eective in

acilitating your learning rom this seminar?

Final Post-Service ReectionThis writing asks students to consider the service experience within the ramework ocourse content. This refection essay should be 1 2 pages in length. Choose one or moreo the ollowing questions to guide the essay.

1. Choose three words that best describe your Service Action experience anddevelop an essay around those words.

2. Think back to your attitude about Service learning prior to your experience.

Did your experience change or conrm your attitude? Describe yourexperience as you answer this question.

3. How is your service organization important to the people it serves? Whatchanges would you suggest to the director or the Board o Directors?

4. Were you challenged during this experience? Did you grow in any way?5. What was the best experience during your Service Learning project? What

was the worst experience? How would you approach this project or anotherproject dierently next time?

6. Did the Service Learning experience impact the way you are thinking aboutpotential careers? I so, how?


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EDFDN207 & 208

Field

Criteria

Score

Excellent

4

Very Good

Satisfactory

Needs Work

Unsatisfactory

Writing Quality

Strong writing style with clear ability to express thoughts and point of view. Excellent grammar, syntax, spelling, etc.

Good writing style with solid ability to convey meaning. Very good grammar, syntax, spelling etc.

Writing style conveys meaning adequately. Some grammar, syntax and spelling errors.

Dificulty expressing ideas, feelings or descriptions. Limited syntax. Needs to work on grammar, spelling, etc.

Considerable dificulty expressing ideas or descriptions clearly. Many grammatical, syntactical, and spelling errors.

What?

4

3

2

1

0

Description of Session(s)

Clear incisive description that reveals situation and dynamics vividly. Excellent use of adjectives, metaphors, etc.Sensitive and perceptive.

Solid description that fully discloses the scene. Some interpretation of events, meanings, etc.

Factual description of sequence of events with little texture or interpretation. Clearly not fully developed.

Brief or general statement with few details. Little if any sense of meaning.

EDFDN 207

& 208

Field

Observation

Excerpt from

2008 Syllabus

Criteria

Score

Excellent

4

Very Good Satisfactory Needs Work Unsatisfactory

Writing

Quality

Strong writing

style with clear

ability to express

thoughts and point

of view. Excellent

grammar, syntax,

spelling, etc.

Good writing style

with solid ability

to convey

meaning. Very

good grammar,

syntax, spelling

etc.

Writing style

conveys meaning

adequately. Some

grammar, syntax

and spelling

errors.

Difficulty

expressing ideas,

feelings or

descriptions.

Limited syntax.

Needs to work on

grammar, spelling,

etc.

Considerable

difficulty

expressing ideas or

descriptions

clearly. Many

grammatical,

syntactical, and

spelling errors.

What? 4 3 2 1 0

Descriptio

n of

Session(s)

Clear incisive

description that

reveals situation

and dynamics

vividly. Excellent

use of adjectives,

metaphors, etc.

Sensitive and

perceptive.

Solid description

that fully discloses

the scene. Some

interpretation of

events, meanings,

etc.

Factual description

of sequence of

events with little

texture or

interpretation.

Clearly not fully

developed.

Brief or general

statement with few

details. Little if

any sense of

meaning.

Little description

at all, or brief,

perfunctory

statements

glossing over the

event(s). The

reader has little

idea what

transpired.

So What? 4 3 2 1 0

Insights

and

Understan

ding

Definite insights

into issues and

implications of

events for self and

others. Aware of

increased

complexity of

issues and

situations.

Some insights into

situations, issues,

and personal

change/growth.

Making

connections with

implications for

self or others.

Some sense of

complexity.

Positive

experience at an

intuitive or

emotive level.

Gains affectively

from the

experience but

insights based on

conscious

reflection are few

or simplistic.

Doing the

assignment.

Neutral

experience

without personal

resonance or

impact.

Rigid attitude.

Resistant to

change in

established point

of view.

Now

What?

4 3 2 1 0

Commitme

nt and

Challenge

Creates a personal

plan of action or

personal challenge

based on

commitment to

class or insights

into teaching.

Creates a next

step based on

previous events or

progress in

teaching.

Committed to

class through

rapport or

personal caring.

Notes class

progress.

Somewhat

committed to class

and/or teaching.

Unchallenged.

Not committed to

the class or

teaching.

Definitely not

exerting self to a

level of

commitment.

4 3 2 1 0

Progress

and

Leadership

Developm

ent

Significant growth

or personal

development.

Evidence of

synthesis of

experience into

goals or plan of

action, with

implications for

the future.

Increased

sensitivity, change

of attitude, and

awareness of

connections.

Steady course.

Incremental

progress/

No progress.

Repetitious

experience and

reflection.

Losing ground.

Bored or

frustrated.

Negative attitude

in reflection.

Adapted from Dr. David Burtons A Service Learning Rubric


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SPRG 108

Science atthe Serviceo Socity

Excerptrom 2010

Syllabus

The Critical Thinking Rubric or SPRG 108, Science at the Service o Society

Critical thinking and writing skills are essential or eective communication, problemsolving and analysis in the sciences. This Critical Thinking Rubric will assist you to createbetter reasoned, more compelling analysis and arguments. This rubric represents a brieoverview o the main points to bear in mind as you prepare a refection or both yourService Learning project and seminar.

1) Identifes and summarizes the problem/question at issue.

1-------------------2------------------3----------------4------------------5--------------Scant Substantially Developed

Does not identiy and summarize the Identies the main problem and

problem. Is conused by the issue. implicit aspects o the problem

2) Identifes the STUDENTS OWN perspective and position to the issue.

1-------------------2------------------3----------------4------------------5--------------

Scant Substantially Developed

Addresses a single source or view Identies ones own position on

o the argument. the issue drawing support rom work

experience, and reerence inormation

3) Identifes and considers OTHER salient perspectives and positions that are important

to the analysis o the issue.

1-------------------2------------------3----------------4------------------5--------------


Deals only with a single perspective Addresses dierent

and ails to discuss other possible perspectives, some drawn

perspectives. rom work or reerences.

4) Identifes the quality o supporting evidence and provides new evidence related totheir Service Action Project that is important to the analysis o the issue.

1-------------------2------------------3----------------4------------------5--------------


Conuses associations and correlations Examines the evidence; questions,

With cause and eect. Does not relate to relevance and predictions. Clearly

their Service Action Project. distinguishes between act and

opinion as acknowledged in their

Service Action Project


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prvsn srv, b rs prpns hng h smsr;o Prjs h n n vs (sh s grn wrng) h w

mmn rgnzns nn rnnng s prjs;o Pns mpmn nn srv hrgh grps hr hn h rrn Sl rs

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Fr xmps n prprng sns r srv, ps s h sn n Prprn/ crs dsgn.

COSC 100

Elements oComputerScience

Excerpt rom 2011syllabus

Community Partner Information:

As stated, our designated Community Partner is the Family Literacyprogram of the Greater Pittsburgh Literacy Council (GPLC). FamilyLiteracy programs are designed to break the cycle o poverty by addressingthe educational needs o both parents and children. In our region, newlyresettled reugees rom oreign countries represent the greatest area oneed. Many o these reugee amilies are rom pre-technological cultures,where adults (especially women) oten have little exposure to ormaleducation. We will be working with parents to help them acquire thebasic computer skills needed to survive in the unamiliar, technologicallysavvy environment o modern America.

GPLCs Family Literacy Program strives to meet these needs in a culturallysensitive way, and to empower parents to take part in the infuentialteaching o their children. Your work - in building their amiliarity andknowledge o basic computer technology will be a valuable service tothese parents. In return, you will gain an appreciation o outside cultures,meet the parents and their children, and gain a new perspective on the roletechnology plays in your own lie and career.

Gives descripto agency, itsprograms, andthe populationserves.


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HIST 396

Public History


Community Partner InformationAlthough the service-learning environment is a collaborative space,the community partner identies the priorities o the tasks assigned tothe students. It is critical that students understand this distinction: thecommunity partners determine the work students will perorm on site.Students will meet the needs o community partners by completing tasksthat have been previously established and comport with the communitypartners mission statement and/or business plan. Students join communitypartners as participant/observers in this course. Observation whileparticipating is the basis or refection, another signicant component

o this course. Such an orientation allows students to contribute to thecommunity partners project while engaging in the refection is expected.While there is indeed work to be done in and or the community partner,the students development through participation, contribution, observation,and response is integral to successul completion o the course.

Pittsburgh History & Landmarks Foundation http://www.phl.org/This community partner has a long institutional history as an activepreservation organization in Pittsburgh. Volunteers and interns have beenintegrated into its operation or many years. The scope o its operationincludes a wide variety o historical public outreach. Students workingwith this community partner will conduct walking tours, complete researchassignments, and edit guidebooks.

Young Preservationists Association o Pittsburgh (YPA)http://www.youngpreservationists.org/YPA unctions as a grassroots historic preservation activist group. It ocuseson developing awareness o historic preservation benets among thestudent population, as well as the development community. Duquesnestudents working with this community partner will conduct site-specicresearch and documentation o historic properties identied by YPA sta.Short video documentaries will constitute the nal product.

Bushy Run Battlefeld Heritage Society, Inc.http://www.bushyrunbattlefeld.com/HeritageSociety.htmlThe Bushy Run Battleeld Heritage Society is an emerging localpreservation organization dedicated to the maintenance and interpretationo a signicant eighteenth-century battleeld in Westmoreland County,

Pennsylvania. Duquesne students working with this community partnerwill assist in und-raising campaigns and event organization. Studentswill work with society sta to populate donor databases and promotethe public interpretation o the battleeld. Much o this work can beconducted o-site.

The August Wilson Centerhttp://www.augustwilsoncenter.org/awc/augustwilson.php

Historic Hill Initiative Kim Ellis, Ph.D., [email protected] community partners currently have established, on-going publichistory projects. Students will assist in an archive project in the AugustWilson Center that includes the organization and transcription opreviously gathered oral histories. In addition, the Historic Hill Initiative

is engaged in the preservation o August Wilsons historic boyhood home.Students will contribute to the documentation o this historic building.

Describes theimportance oagency partnersdening theservice to be don

Underscores theimportance ofexibility.
http://www.bushyrunbattlefield.com/HeritageSociety.htmlhttp://www.augustwilsoncenter.org/awc/augustwilson.phphttp://www.augustwilsoncenter.org/awc/augustwilson.phphttp://www.bushyrunbattlefield.com/HeritageSociety.html


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SPRG 108

Science at theService o Society


Community partners are used to identiy specic local needs. Both acultyand the community agency contribute strengths and assets to and benetrom the project. Successul aculty/community partnerships establishclear methods or

communication throughout the project and hold advanced discussions onspecic activities, timerame and the role and supervision o students.

Students, instructors, Bayer School and the community will all benet rom

this Service Action Project. This work will enhance student retention oscience course materials and laboratory techniques. Students learn howto interact within the scientic community and develop a sense o socialresponsibility. Faculty help build relationships between the Bayer Schooland the surrounding Pittsburgh community. And the Community Partnerbenets rom the contribution o young scientists.

Describesaspirations omutual benet

SLP 360

ProessionalCommunication

Skills &Behaviors inSpeech LanguagePathology


This class has partnered with ve community-based organizations; LiesWork,Community Health Services, Health Care or All Pennsylvania,Homeless Childrens Education Fund, and Bethlehem Haven. Students willchoose rom between these organizations and will work with them overthe course o the semester.

Time commitment: Students will ideally spend 1-2 hours per week at theirchosen agency over a period o 13 weeks (January 5, 2011 to April 28,2011).

Lifes Work: Students will provide guidance and assistance with transitioninto the work orce, assisting the adults in the learning and resource roomwith their computer skills and aid the sta in preparing the adults or jobinterviews and other proessional skills.

Community Health Services (2 locations: Lawn Street & Atwood Street):Students will engage residents in weekly small group sessions discussingcommunication and pragmatic skills. Students will prepare topic settersand inormational handouts or each session.

Health Care for All Pennsylvania: Students will prepare and conductmemory and cognitive stimulation activities with the geriatric population.The students will lead small group discussions ocusing on cognitiveunctioning tasks and unctional memory tasks. The students will providestrategies to assist in memory decits.

Homeless Childrens Education Fund: Students will prepare and conductlanguage stimulation activities with pre-school and school-aged children.Language stimulation activities may include reading books, writing in

journals, making crats, and playing age appropriate games to assist indevelopment o communication and social skills or all children. They willalso provide shared reading experiences with the children at the center.

Describes rango agency choand accompantime commitm


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el/assssm (p. 13 ucore dm)

1. F mmbrs ssss h sn rnng ms h srv xprn.2. am r s n ssgn h srv prrm.3. Sns rn r b spng nrs knwg m nn hrgh h

rmwrk srv n rn.

T xmp h ws srs hw n xsng ucSl rss srbs h w sns w b v.

Fr xmps rn rbrs, s sn n Rn.

SLP 360

ProessionalStudent Evaluation and GradingEvaluation o student perormance in this seminar will be based onwritten assignments and projects, in class activities, class participation,and a nal exam as described below:

1) Quiz-Proessionalism / Counseling. There is one quiz inthis course. It will be inclusive o inormation presented inclass as well as assigned reading material rom the coursetextbook.

2) Service-learning Hours. Students in this course willparticipate in a service-learning project completing 12-15 hours o service. Community partners will be pairedwith students based on student interests. Communitypartners will be invited to come and speak to the class ontheir organization and provide an overview o potentialprojects.

3) Pre-Service Refection Paper. The student will write a pre-service refection paper on their eelings regarding theircommunity partner, the project and the population thatthey will be serving (i.e., expectations and ears). Pointswill be deducted rom the assignment total or each lateday.

4) Refection on an article in light o your service. In light oservice, students will identiy an article that discusses thebenets o speech language pathology or the populationthat they are serving. In one page, the student will relatetheir service population to the ndings o the article.

5) Post-Service Refection Paper. The student will write apost-service refective paper on how their experienceshave changed their initial eelings regarding theircommunity partner. They will also describe how theirexperiences have increased their understanding o theimportance o speech language pathology services to allindividuals.

6) Presentation: The student will participate in a service-learning showcase. Each student will present a posteron their community partner and experience at that site.The poster should include a title, description o theircommunity partner (i.e., mission statement), descriptiono your project, and a comparison o your initial refectivepaper and your nal refective paper. The summary shouldcomment on how this experience impacted you and howit increased your understanding o the eects speechlanguage pathology can have on the community.

Situates service-learning amongthe other coursegrading strategies.


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arranging Service & eStaBLiShing PartnerShiPS

tps S

Tr r svr rn ms srv-rnng. Whhvr m hs w b hp n prvngr sns wh mnng srv-rnng xprn. Hwvr, whn hsng srv-rnng p sh nsr r rs bjvs n sr rnr ms n h bs r .

As a member o the Serice-Learning Adisory Committee I get the

opportunity to hear about incredible serice-learning projectsstudents and aculty are engaged with in a ariety o disciplines

across the campus. I also hae the opportunity to hear om communitypartners and how important communication (beore, during and aer the

serice-learning course) and building a lasting relationship withproessors and Duquesne is to them. Building relationships and

responding to the needs o a community based on that relationship isat the heart o the Spiritan Charism. Serice-learning courses that

exempliy the relationship with the community partner seem to producebetter learning outcomes or the students in regards to ciic

engagement, matters o social justice, adocacy and action or thebetterment o the community partner.

--M Wsh, Sprn cmps Mnsr

T rn ps srv-rnng r s ws:

Pj Bs Wk: Srv s whr sns prrm sk h hs r pr, s w s srn n s.

o exmps hs p srv n: sgnng wbpg r nng mmnsrv.

o S: Srv-rnng xprn n whh sns rgr prp n ngng gnvswhhr s n wk, bwk, . Ts srv s vrs ns r h mmngn n whh h sn(s) rgr hp.

o exmps hs p srv n: rng, mnrng, pn r n n-kprssng.

d S: Srv h r nvvs nrn wh h rpn s srv.

o exmps hs p srv n: Rng h r, hpng h wh hmwrk,prprng xs r rsns, .

i S: avs whr sns r srvng, b n r nrng wh h rpn s srv.

o exmps hs p srv n: Sns nzng r mmnnvrnmn gn, sns srvng n nsrng bprns r h nsrn pgrn.

y m hs n n hs srv ss n r rs sgn. Mrvr, m hs nrpr w hs ss prv mr vr n r srv-rnng mpnn. T p srv-rnng sh gn wh r rs bjvs n r s rnng nvrnmn r r sns.


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cmm Ps

us oSLoSl n hp rnshps bwn n vb mmn prnrs. oSl mnns nwh mr hn 200 nnpr gns n nn ns nw rnshps. oSl wrks brvwh Sprn cmps Mnsr n h dqsn unvrs Vnrs o (duV) p hr xsngprnrshps.

cmm cmm appp PspsT wng nrmn ws rf n Fbrr 1, 2009 b h vsr mm. T mn s nrspns qsns n rgrs h sbshmn pprpr prnrshps. T nrmn nns hrsggsns n rs r bs prs.

Ts gns rss rn nqrs b kns mmn prnrs n srv-rnngxprns h m snrs r ucSl-sgn rss.

W nrg n pp s srv n srv vs s n v mh prmng rrn n rnsrmv rnng whn n m rs r prgrm. lk hr rms xprnrnng, srv m sp pp sns wh n v, nr s rnng. Rn nxprn n prm grr s-wrnss, s rspnsb, n h mprvmn prssn pr.Hwvr, n rss mpng srv, srv vs, r mns srv m q r hucSl sgnn. Mn sss w sns nr wh h mmn. Ts r vb xprnswhn h rsp mmn mmbrs n bn sns. T srv-rnng sgnn s rsrv rrss n whh srv-rnng, s n n h cr crrm, s mjr mpnn h rswrk.

T Srv-rnng avsr cmm n s sbs rs rvw mm srv prm srv-rnng dqsn n sppr sng hs pgg pprh; s s nrm bp bs prs whn wrw mmn srv-rnng pr n hghr n, whsmns sng hs prs whn h nx ch nvrs n h Sprn rn.dqsn unvrs s s ss s n h crng Fnns cmmn engg insns,sgnng n mbmn srvrnng h prms bh srv n mmn nggmn. ahghprnrshp bwn nvrs n n xrn mmn prnr r gn s n sine qua non srv-

rnng, sh prnrshps hv prvn b rbs n r rm r h rzn h hghs gs srv-rnng, whh n: h vpmn n nhn sns v n s rspnsb,h pprn m mmn-n ns hrgh mnng srv, n h pprn rm hr rnng n r sngs. Prnrshps wh xrn gns srv s prmr vhs rnvrss gv bk hr mmn s w s xhng knwg n rsrs n rpr nm bn nxs , s, rgn, nn, n/r gb vs.

a dqsn, w r rhr g n r mpmnn srv-rnng gs n bjvs b chS Tgh n b r Sprn Mssn n in. F n hs vpng srv-rnng rss rprgrms n whh srv-rnng ps sgnn r w br n mn sh gng smns s:

Duquesne seres God by sering students through commitment to excellence in liberal and proessional

education, through proound concern or moral and spiritual alues, through the maintenance o anecumenical atmosphere p s, s c, mm, , wl; and

Te intellectual solidarity ostered in the uniersity must be mp b sl sl ps wl p s. Tis solidarity goes beyond a mere citation in the uniersitysmission statement; it must be instituted in its teaching, curriculum, research and serice. Embodying theintellectual and social dimensions o solidarity as a orm o commitment to the common good constitutes agreat challenge as well as an opportunity in the lie o Catholic uniersities today.


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T vs n mmmns xprss n hs smns n hr r wrks, ghr wh h brnnns h crng Fnns sns mmn nggmn, r nrm ucSl sns ngrnng h ucSl-sgnn dqsn rss. T wng nns m b n n h dqsnunvrs sr v-rnng wbs:

S ds. Te denition o serice-learning at Duquesne Uniersity is inuenced by our identity as aCatholic Uniersity in the Spiritan tradition. Te s sks p w ss s llws s l ppls cl sl .Tus, serice-learning is dened at Duquesneas

m w p ml bs ps l ws s ss.

cmm rls. Community is dened broadly. Community partners are those groups or agencies thatpartner with aculty and their students to design and implement serice-learning experiences. Faculty shouldslps p ss w s l pps. It is important that aculty hae lsps w ps m , ssbl, p psp.

exmps hw hs vr-rhng prnps n gns mgh nrm sns n hsngprnrs r rs brng h ucSl-sgnn n:

a pf mmbs z: T nn mmn

prnr h s nnpr r mmn-bs rgnzn s n mgrn ucSl sgnn. i h mssn r prps h prnr wr nh brr s ms prmng vrs n s, r xmp, w n b sb prnr r ucSl-sgn rs dqsn. Fr smr rsns, nnpr rgnzn h prmr srvs nsns wh nj prvg psnn s m n b n mmn prnr nss smhng vrrng msn p.

us pms, s, pms, whhr dqsn r hrnsns hghr rnng, n nrm ns n pprpr mmnprnr r ucSl-sgn rss. ahgh h r nnpr ns, nvrssn nvrs sns (rrn r prspv) nj prvg p n s. inrmpssrv, hgh m r pprn r sn rnng, s nxn h mssn dqsn n s n mb h crng Fnns mmn nggmn. in rr nsns, h nsn r sn ppnsrv b n n mps prgrm m b rgb svng n m r hrw sns n pprn r s sr h pns hm h wr pvr n srng. (in sh ss, hr ucSl-sgn rs rr, sh srpr, mnng srv n r rv hnkng, s pp.)

Sl ss: Srv-rnng n bh wrh s s s n nssrmk r vb ucSl-sgn rs nr rrn ucSl rr. Srv n bh h nvrnmn, h nbrn r hr ppns whh hv n v v ns s rn vb n m r br pprns r rnng. y hrqrmn rpr n h rm ssnb, m bn rnshp

wh vb mmn prnr s ns b m. Smr, mbzn sns rn n-m s r n, wh b n ms nssr, sn s m hs rrn.

pf mps: Fr-pr vnrs r n nssr b x rmnsrn s mmn prnrs. Mn bsnsss , r xmp, r shwnggrr nrn r rpr s rspnsb (cSR). Whn sp, rs-rsrv prms s js, h ngr rn, n/r h mmn g nhr ucSl rr r m h rs m q r h ucSl-sgnn. Wh hsrv prrm m nr prv nn sbs h wnrs hbsnss, hr ms s b n vrrng s, nm, r nvrnmn bn


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rv rm h srv v. Fr xmp, prvng pn hrp srvs nb bsnss h w n hrws b b hr pp wh sbs prvs vbsrv h mmn n js h nv bsnss. in nhr xmp, r-prbsnss m r n pr nm. Ts mpn m rqr mngmn sks, mrkngsssn r s-pmzng vns rmn vb n kp srss mmn rsns mp.

W ppr wh sr nrpr srv-rnng n h br prr rs s w smnsrrs wh wn prv mp pprns r sns h cr crrm rqrmn h

h k s n ucSl-sgn rs. W hp h hs gns n prspvs n brr prpss srv-rnng dqsn n n hghr n n gnr. W v h nhssm, mmmn n pssnh dqsn hv shwn r ngrng srv-rnng n h unvrss rrm. W nv rhrg b n gnmn srv-rnng wh h nns h crng Fnn rn mmnnggmn, wh h hrr ch nvrs, n wh h hs Sprn mssn n n.

ucSl crs Rvw cmm Mmbrs, Fbrr 2009am Phps, Ph.d., a.J. Pmb Sh Bsnss amnsrnGnk Ghv, M.M, Mr Pppr Sh MsJm Wr-urh, Ph.d., Sh lrshp n Prssn dvpmnJsph Ksh, Ph.d., Sh enWm Wrgh, Ph.d., Man cg lbr ars

Psps s. PlmsFrmng prnrshp wh mmn gn s rn hn nng srv pmn r r sns.Prnrshp sggss h xhng knwg n rsrs r m bn. ofn, srv-rnng sss sr wh sn pmns n grw n -mmn prnrshps. T oSl w hp , whvr rns r.

Smpl Psp PssT oSl w wrk wh r prnrshp prss h s sb r ns. Fr r nrmn, hr s gnr prss h hs bn s n h ps. Ts prss s s n mp ss r n ss. csss ns hs wrk wh n n gn m.

1. Mk n ppnmn m wh smn n h o Srv-lrnng.

2. Brng wh h mng p r rs sbs r gnr rnng gs r h sns.

3. drng h sssn, h oSl s n prsn w rmn h pssb mmn prnrpns h r pprpr r h rs rnng gs n nn.

4. T oSl s w n n wh rng mmn gns srb h sr sn rnngxprn, rn b hw sns mgh m gn ns, n rmn h gn s nrsn prnrng.

5. on h s gns s n n nrm, h oSl s w p h prsn n n wh

h gns.

6. drng h sn wk ss ( mm h /rp pr), prnrs r nv h ssrm srb hr srv pprns.

7. F mmbr gvs sns pr m hs hr prrr s rm mng h s mmn prnrs n hn mnsr sgn-p prss.

8. T mmbr w nrm wh sns h mmn s whh h w b wrkng nrn h xhng n nrmn bwn sns n mmn gns.
mailto:servicelearning%40duq.edu?subject=http://www.duq.edu/service-learning/faculty/course-elements/learning-objectives.cfmhttp://www.duq.edu/service-learning/faculty/course-elements/learning-objectives.cfmmailto:servicelearning%40duq.edu?subject=


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rmms Sss

F mpn sns h s r h rs m.

F n mmn prnrs mpmn sgn-n/sgn- prss r sns rk hr srvhrs.

F n mmn prnrs mnn rgr mmnn hrgh h rs.

F vs h s wh sns r srvngat leastn vr h rs h smsr s hwhngs r gng.

a h n h smsr, n mmn prnrs v h sss h prnrshp nmk hngs r nx m.

o cmmus Psps

T unvrs hs w ngng mmn-nvrs prnrshps h m k rn mr b. Tsn h H dsr-dqsn cv (Hddc) n h Hzw Prnrshp. F mmbrs

wh r skng prnrs vs hs prnrshp mngs n rn mr b h vr hng n rsrhbrns h r hppnng bwn dqsn n mmn mmbrs.

T hll ds ds cll (hddc) v nggs mmn n nvrsskhrs n h vpmn rv rnshps bn h mmn rsns, sns,, n mmn-srvng rgnzns. T Hddc wrks brv wh hr mmnnvs b s nq n h ss n mmn n nvrs srv prnrshps.

T Hddc srvs s h ghrng p n rnghs r h ns n sss dqsn,h H dsr, n hr prnrs. i mnns vh mmn hs prpss npprns. i hps b rsp, brv rnshps bwn sns, , rsns,n mmn-srvng rgnzns n hp ssn hs rnshps. Mmbrs h Hddc

sns n h H dsr n mmn mmbrs n h H dsr n dqsnunvrs.

T hzlw Psp s n h wrkng grp mmn n unvrs skhrs hsks qp h rsns Hzw bm h mmn h sr b. Ts s n bbng n ssnng rnshp bwn Hzw n dqsn unvrs bs n mn rpr.

T Prnrshp wrks brv srn srgs r prmng mmn rvzn nHzw n h mpshmn dqsn unvrss mssn. in ng s, h Prnrshpnvns n nns nvs wh hs sppr hs prpss.


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Ss cmm

Wh vr prnrshp w b rn, h wng sgs nn s bs gn r rgrmmnn wh r mmn gn prnr. Fr h bs pssb prnrshp, rmmbr h ngngmmnn s k r h sss r sns, h rs s, s w s h mmn prnr.

a mnmm, h oSl sggss:

Mng n kng wh r mmn prnr n prsn w wks br h sr srv nrm sh n v n pssb rbks hs sg n h rs.

chk n wh r mmn prnr w wks fr h bgnnng h srv prj sssh prgrss sns s w s n pssb vpng sss.

chk n wh r mmn prnr w wks br h n h srv ssgnmn mk srh h prrmn gs w b m.

dbr, n prsn, fr h n h smsr nz h vr sss h srv prj r nvv n pssb sbsh prj r h wng smsr.

Kp n mn h hs sgs r h mnmm mn mmnn sggs b h oSl, n h mr s w mmnn s nrg. t mnn hh prnrshp s mprn mksr h r mmn gn prnr s wr h h n m rgrng n qsns, mmns,r nrns h mgh hv rgrng h prj, sn sss, .

in n, n b r mnn r prrr p mmnn. Wh s mprn mwh r mmn prnr rng h smsr, rgr nrn v m n phn s n b nvnn mns nn h nvrsn. trng mmnn h ns r mmnprnr n rs w smhr smsr n mr v vr mmnn.

tps mm w p l

uzng hs bs prs r mmnn w n n kp r gn prnr nrm, b w ssrnghn h prnrshp h hv wh r prnrmkng h srv prj shr wrk, nngnp rm skhrs.

Shr r sbs wh r prnr s h r wr r rnng bjvs, ssgnmns, .

S rm r mmn prnr wrn srpn h wrk h s b n b hsns. Hvng s srpn h wrk w hp br xpn h prj snsn hr . in n, hvng h ssgnmn n wrng w hp r p n pnmsmmnn rgrng h prj r n h smsr. (S Mmrnm unrsnng npg 34)

I approach a new serice learning project similar to my approach o a newstatistical consulting project. Tis requires 2 or 3 meetings with the prospectiecommunity partners to begin to understand their organization, their needs andaailable data. Tese meetings sere multiple purposes. It gies me a chance tosee the site, to get amiliar with the surroundings and key people at the site and

to better understand what data is aailable and how to deise a data collectionstrategy. It takes seeral conersations with key personnel to truly understand

what their needs are and how my student project can be designed to proide both alearning opportunity or my classes as well as a alued serice or the organization.

--dr. am Phps, a.J. Pmb Sh Bsnss


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Shr r ssgnmns h sk sns sss srnghs n wknsss h mmngn. Ts w w r gn prnr nrsn h sns vwpns s w s mmnn hw hr gn s vw s w s s srnghs n pprns r mprvmn.

Shr sn bk. Ts ws h mmn prnr ssss h vnss h prjrm h sns prspvrng hm h pprn mk n nssr hngs rr prjs.

S mmn prnr bk. aw r mmn prnr b hns b wh h rsh s wrk n wh ns mprv. crng w pn n hns mmnn ww mprv h srv-rnng mpnn n js r r sns b s r rmmn prnrs.

Mmm us

T wng mn ws mprs b h Srv-lrnng avsr cmm n n mp r hsv nvrnmn bwn h oSl, , srv-rnng sns, n h mmn gnprnr. T mn hps h sps s brn n srvs s n mn nrsnng.

Mmm ust rhr h gs h o Srv-lrnng dqsn unvrs s w s hs gs r prnrrgnzns, hs Mmrnm unrsnng sbshs Srv-lrnng cbrn mng ho Srv-lrnng, h sprvsng mmbr, h srv-rnng sn, n h prnrngmmn rgnzn. tghr, hs brn w rnr h mssns nvv n gnrm bns.

rspsblseh n w b rprsn b n n. T n ns r:

o Srv-lrnng Nm/t 412-xxx-xxxx mF mmbr Nm/dprmn 412-xxx-xxxx mSn Nm 412-xxx-xxxx mcmmn orgnzn Nm/t 412-xxx-xxxx m

T o Sn-lrnng (oSl) w :orn prnrs srv-rnng rqrmns, prrs, n prsssin, rr, n rn mmn rgnzns srv s prnrshp ssSrv s sn bwn mmbrs, sns, n mmn rgnznsMnn rrs prnrshps

Sprvsng w:Mk n wh h mmn rgnzn prr h nn n srvPrv sbs n/r rs n h mmn rgnzncnv nrmn n h rqrmns r sss vn mmn rgnznsHv ngng mmnn n pprns r bk wh mmn prnrs

Sns w:dmnsr rspnsb, nb, mpssn, n rsp hrgh h pmnobsrv nsn, h, n g prmrs nrnng prv n nn

nvs, rgnzns, rrs, n nrmncmp wh h unvrss m ngr pdmnsr pn n prssnsman sssns r prv prr nn nn r bsnab b h Sn Hnbk
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cmmn orgnzns w:Prv jb srpn sns n r n sksPrv rnn r sns h gn, h psn, h mmn, n h xpns

n rqrmns r prrmnPrv r nsrn sns s h nn nn n h ppns

ps gvrnng nn n prvcn sprvsng n h vn s, ns, .cmp n rrn sn vns n hr rprs s rqr

a prs gr :M rgr shr s, prjs, prs, n nrmn sbsh bnhmrks n h

hvmn mscmmn rgr b m n mngs prm prgrm vpmn n v prbms.

Ps rr h cn Rsn Wrksh.N h oSl n h vn hng n pp r hngs n prgrms, rqrmns,

nns, .Prp n vs nn prm h grwh n vpmn srv-rnng

tms usT rm hs Mou s r pr n smsr n m b xn pn m grmn.

azT sgnng hs Mou s n rm nrkng. i ns h sgnrs w srv rh, hbs hr bs, h bjvs s hrn.

m us mm:

NaMe/dePaRtMeNt - SuPeRViSiNG Faculty/duQueSNe uNiVeRSity date

NaMe StudeNt/duQueSNe uNiVeRSity date

m cmm:

NaMe/title date

coMMuNity oRGaNiZatioN
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cmm P assssm

T wng mn srvs s h cmmn agn Prnrs rvw n rq h srv-rnng xprn h k p wh r sns rng h smsr. i nns s v mnnn nhn h unvrss rnshps wh gn prnrs s w s sr hp bk rmprvng h srv-rnng mpnn r rs.

cmm Ps assssm SL rlspTnk r prpng n Srv-lrnng Prj wh dqsn unvrs sns n . yr np s r h n-gng vpmn Srv-lrnng n r mmmn bng v mmn-nvrs prnrshps.

Nm r agn:____________________________________________________________________________

Fs Srv-lrnng Prj:__________________________________________________________________

Prsn ng hs srv:______________________________________________________________________

cn inrmn (phn nmbr & m rss):_________________________________________________

StronglyDisagree

StronglyAgree

COMMENTS

The project addressed an identiedneed or service gap at our agency.

1 2 3 4 5

The project responded to needs asdened by the director and/or key staat our agency.

1 2 3 4 5

The project responded to needs asdened by consumers at our agency.

1 2 3 4 5

Communication with DU acultyregarding the overall scope o Service-Learning was clear and helpul.

1 2 3 4 5

DU students interactions with the

director, sta, and consumers atour agency were carried out in aproessional manner.

1 2 3 4 5

1). Ps xpn wh wrk r n wrk n hs prnrshp.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2). Ps shr n sggsns nhn hs xprn.

________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________

3. W hs wrk wh dqsn unvrs sns gn? Ps xpn.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
http://www.duq.edu/service-learning/_pdf/Duquesne_Community_Partner_Assessment__2_.docxhttp://www.duq.edu/service-learning/_pdf/Duquesne_Community_Partner_Assessment__2_.docx


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c rsl Wks

Srv-rnng, js s n hr prj whh nvvs h brn mn, n ms b srss sn. ofn-ms hs srss nsns n b v hrgh r pnnng n pnmmnn. Hwvr, h sn rss whr n vps bwn n nvs nvv nh prj h wng mn n srv s hp r h sn. Ts wrksh w nn hp r prbm r br nrsnng h sn, b w s gv hppnrs n mmnng wh hs nvv m sn.

c rsl WksWh s h prbm?Wh s nvv? Wh r h mn prs?Wh s (r hs) hppn?Wh wn hppn rsv h n?Wh n b n rsv h n?

a Ls s s Sp Sl cahn snng rs whn rspn h spkr n ws, whh n hm/hr h rb wh s/h s sng n gv hm/hr vr pprn mp hs rn hgh. l h spkrknw r r snng n ng wh h/sh s rng . tr p rs ns hr h.

Sx sps a Ls*Note: When angry, remoe yoursel om situation to cool-of beore attempting to resole conict.

Tr r sp srgs h r rgr mp n hn snng. d n nrsm hsmp hs sps.

1. Sp kng n sn. P nn hw h hr prsn s spkng n h mn bhn hrwrs. a nrmn n b ghr b hr nnn.

2. dn prsm r srp h m. G r h n g n h hr prsns.3. B ngg s vr ng h hr prsn. ar phs g, rms , r b

nsr? Rx r b, n rms, n wh b n xprssns. Mk nn s nnvrbs h hr prsn knw r snng (.g. h nng r sm whn

pprpr).4. Js s r nnvrbs r mprn s h snr, wh h nnvrbs h prsn spkng. asnr n ghr nrmn rm b mvmn n psr.

5. Rgnz r wn mns (.g. ngr, hr). tr n spk rm h mn(s), b snsrv mmns r rng qsns. ask qsns n nn-hrnng r nn-sr n.

6. R h hr prsns hghs n h prsn. y n hv k h prsn r nnvrsn wh. us ngg k, Wh i hr sng s s hs rr? d i nrsn rr?

ap rm hp://www.nrsn.m/n_rsn_srgs.hm

Ws Tk y P

T wng s sggsns ws r b h o Srv-lrnng. Wh hs r js sggsns, sh srs nsr hw pprpr hnk r mmn gn prnr r nvsng hr mwh r sns. yr srv-rnng prj w n xs wh hr hph hv srv s nn n rsr r r sns, n h sh b hnk rng. Wh h snn hw hnk r mmn gn prnr s s p r srn h wng ps prv hpsggsns.

tps Ws Tk cmm Ps

Sn Tnk y r h exv drr h mmn prnrrgnzn.
http://www.duq.edu/service-learning/_pdf/Conflict_Resolution_Worksheet__3_.pdfhttp://www.conflictresolution.com/conflict_resolution_strategies.htmlhttp://www.conflictresolution.com/conflict_resolution_strategies.htmlhttp://www.duq.edu/service-learning/_pdf/Conflict_Resolution_Worksheet__3_.pdf


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Sn Tnk y r h s h mmn prnr rgnzn. T mmbr n sn Tnk y r mmn prnr n dqsn unvrs

rh. Hs n pprn nhn r h mmn prnr. Hv n vn shws h n prj. Hs n opn Hs r vn h mmn prnrs rgnzn whr h prj ws

mpmn n nv skhrs. l mmbr n knwg mmn prnr n nwsr r n dqsn unvrs

wb-s. l mmbr n rmmn mmn prnr hr mmbrs. F mmbr n mk nn h mmn prnr. Mn mmn prnrs hv n

gn wsh s rsrs n r sr r r srv prjs. inv mmn prnr

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