Learning Through Service The Power of Service Learning

1
Learning Through ServiceThe Power of Service
Learning

• Funded by the
• W.K. Kellogg Foundation
• Mission Statement To help people help
  themselves through the practical application of
  knowledge and resources to improve their quality
  of life and that of future generations.

2
Education for what purpose? If
todays college graduates are to become positive
forces in this world, they need not only possess
knowledge and intellectual capacities but also to
see themselves as members of a community, as
individuals with a responsibility to contribute
to their communities. They must be willing to act
for the common good and capable of doing so
effectively.From Educating Citizens, Preparing
Americas Undergraduates for Lives of Moral and
Civic Responsibility By Colby, Erlich, Beaumont
and Stephens
3
THE QUESTIONS

• What skills do we want to teach our students?
• What do we want students to know?
• How can we help our students transition from
  theory to practice?

4
LEARNING FACTORSDeepest Learning Experiences

• Passionate
• Challenging
• Stimulating
• Motivating
• Personally Relevant
• Problem Solving

• Reflective
• Intellectual
• Terrifying
• Useful
• Fun
• Life Altering

5
Pedagogy of Service Learning

• Service-learning is a pedagogy that links
  academic study with the practical experience of
  community service.
• It connects theory to practice by working with
  others over time to get something done for mutual
  benefit.
• It provides students with an education that meets
  the highest academic standards and delivers
  meaningful service that makes a difference to
  communities and the well-being of society.

6
Berea College Definition

• Service-learning is an educational experience
  based upon a collaborative partnership between
  college and community. Learning through service
  enables students to apply academic knowledge and
  critical thinking skills to meet genuine
  community needs. Through reflection and
  assessment, students gain deeper understanding of
  course content and the importance of civic
  engagement.

7

• In service-learning classes, students work in
  the community on issues that make education
  relevant and exciting. Course materials such as
  lectures and readings improve the quality of
  service, and in turn, the service experience
  enhances the classroom dialogue, student
  understanding, and student learning.
  Service-learning may take the form of community
  placements, projects, or community-based
  research.

8
Service Learning Emphasizes

• Critical Thinking
• Knowledge Integration
• Effective Communication
• Social Responsibility

9
Benefits for Students

• It makes the connection between knowledge and how
  it can be applied, (better understanding of
  course content and functional relationships).
• Students enjoy deeper connections with community
  that can contribute to and enhance well being.
• They develop greater sense of self worth.
• Students engage in broader opportunities to
  experience diversity, build communication skills,
  and overcome stereotypes.
• Take more personal responsibility for learning
  and enjoy being treated as a professional.
• Promotes social, academic and cognitive
  development.
• Career planning, work place preparedness, and
  skill building.
• Students gain exposure and awareness of
  organizations core issues and the challenges
  they work with.

10
Benefits for Faculty

• Supports class material
• Able to add more content, provide more options /
  practical experience
• Add rigor and excitement to the learning
  experience
• Enhances teacher/student relationship
• Provides professional connection between faculty
  and community

11
Benefits to the University

• Helps support university mission for student
  learning by providing
• Critical and engaging opportunities for students
• Workplace experience for career preparedness
• Increased development and preparation of students
• Faculty and students engage with the local
  community building positive community
  relationships and credibility.

12

• Opportunities for enhanced teaching, research,
  and outreach activities.
• Builds connections among higher educational
  institutions.
• Helps fulfill the higher education mission for
  social justice and contributing to the common
  good.
• Helps build capacity for greater access to
  research site, more opportunities to publish and
  obtain grants.
• Opportunity to extend faculty expertise,
  university knowledge, and resources.
• Service Learning for students can provide a
  safety net to help increase student retention.

13
Benefits to the Community

• Helps to fulfill a genuine need.
• Helps find solutions and address problems.
• By engaging in relationships with non-profit
  clients college students help have a positive
  impact on client outcomes such as children and
  the elderly.
• Service Learning students help support and
  sustain organizational capacity and add to the
  local workforce.
• Community partners can identify potential
  employees, volunteers, and donors.

14

• Community partners receive personal satisfaction
  from contributing to the education of students
  and the university.
• Community partners may gain prestige from their
  relationship with the university which may enable
  them to leverage resources.
• Strengthens connection to the university.
• Opportunity to access university expertise.
• Opportunity to support student academic goals.
• Community campus partnerships increase capacity
  by building social capital among community
  agencies.

15
Collecting trash on a riverbank is service

• Studying water samples under a microscope is
  learning
• Collecting and analyzing water samples,
  documenting the data and presenting findings to
  the Forest Service or local agencies that monitor
  pollution is service - learning.
• or
• Working directly with a business /organization /
  agency to help solve a particular problem by
  collecting data and working collaboratively to
  find a solution.
• Taken from www.nylc.org

16
How is Service Learning Different?
It is different from other academic and outreach
experiences because it attributes equal weight to
both service and learning goals.
17
As Opposed To

• Volunteerism and Community Service
• Primary emphasis is on the service being
  provided, with the benefit to the community or
• recipients
• or
• Field Experiences
• Offer students co-curricular service
  opportunities that are related to but not fully
  integrated with their formal course of study

18
Where Does Service Learning Fit? A Continuum of
Engagement for Students By Mary Kirlin
19
The BIG Three Components

• Tied to learning goals and course objectives
• Meet community need
• Includes reflection component

20
The BIG PICTURE

• What are our strengths, and resources as an
  educational institution, and how do these apply
  to service learning?
• Research
• Intellectual capital
• Diverse information and resources
• Human capacity

21
Ten Principles of Good PracticeHoward, J. (2001)
Principles of good practice for service-learning
pedagogy. In J. Howard (Ed.), Service-Learning
course design workbook. Ann Arbor, Michigan OCSL
Press

• Service Learning courses should be rigorous and
  challenging
• Academic credit is for learning, not for service
• Do not compromise academic rigor
• Establish learning objectives

22
The Service Experience Should Enhance Student
Learning

• Establish criteria for the selection of service
  placements.
• Provide educationally sound learning strategies
  to harvest community learning and realize course
  learning objectives.
• Prepare students for learning from the community.
• Minimize the distinction between the students
  community learning role and the classroom
  learning role.

23
Teaching a Service Learning Course Offers New
Opportunities for Faculty

• Rethink the faculty instructional role
• Develop new approach to dissemination of
  information and course development
• Work with community, strengthen relationships,
  and build new professional relationships,
  (recognition for expertise).

24
Six Models for Service Learning

• 1. Pure Service - Learning
• 2. Discipline-Based Service - Learning
• 3. Problem Based Service Learning
• 4. Capstone Courses
• 5. Service Internships
• 6. Undergraduate Community-Based Action
• Research
• Adapted from Campus Compact, Introduction to
  Service Learning Tool-Kit
• READINGS AND RESOURCES FOR FACULTY

25
1. Pure Service Learning

• Pure Service Learning courses send their
  students out into the community to serve. The
  intellectual core idea of the course is about the
  concept of service. Teaching students to be
  effective volunteers and engaged citizens of
  their communities.
• Pure Service Learning courses are not typically
  lodged in any one particular discipline. However,
  they often closely align with the mission of
  American Humanics programs.

26
2. Discipline Based Service Learning

• Students are expected to work with the
  community by engaging in a site-based project
  throughout the course which supports course
  content. Importantly, students are expected to
  reflect on their experiences regularly, using
  course content as the basis for their analysis
  and understanding.

27
3. Problem Based Service-Learning

• Students work with community members, groups,
  or an organization to help understand and develop
  solutions to a problem or need. Using class
  content as a basis for the work that they carry
  out, students can serve or relate in the capacity
  of consultants and the group or organization
  becomes the client.

28
4. Capstone Courses

• Are senior level courses designed to draw upon
  knowledge students have obtained through their
  course work and combine it with relevant service
  in the community.
• Explore a new topic
• Synthesize information from their discipline
• Transition from theory to practice

29
5. Service Internships

• Working as many as 10 to 20 hours per week in a
  community setting students are charged with
  producing a body of work that is of value to the
  community or partner site.
• Must include regular and ongoing reflection that
  helps students analyze their experience using
  discipline-based theories.
• Reciprocity is paramount that the students and
  community benefit equally from the relationship.

30
6. Undergraduate Community-Based Action Research

• Students work closely with faculty members to
  learn research methodology while serving as
  advocates for community groups, organizations, or
  communities themselves. Students can work
  independently or in groups based on their level
  of expertise.

31
Murray Cycling into the Future - A Blueprint
for Bicycle Path Implementation
GSC/PLN 507 Land Use Planning Class of Spring
2008 Faculty mentor Robin Zhang, Department of
Geosciences
Abstract As students in our Land Use Planning
class, we have been asked to create a basic plan
to incorporate bike paths into the city of
Murray. It is believed that if people utilized
bikes more as a way to get around or as a leisure
activity that the community as a whole would
benefit greatly in many different aspects
including personal health, environmental health,
and an increased sense of community. Adding bike
paths will also make travelling much safer for
those who already ride bicycles as a means of
transportation. In order to realize this goal,
we plan to closely examine available maps and
select major destinations of the city. We will
then choose the shortest and safest route to each
destination by travelling to each area and taking
note of traffic density, road conditions
(including width and sidewalk availability), and
the number of pedestrians which pass through.
Another objective to focus on is bike facilities
for cyclists to store their bikes which some may
already exist but some must also be implemented.
After all is said and done we hope to have a
feasible plan that the citys planning committee
will approve of to incorporate into the city of
Murray.
Proposed bike paths
Benefits of Bicycling

• Health
• More active communities
• Less pollution
• Mental health/stress relief
• Lower blood pressure/cholesterol
• Lower obesity rate
• Better quality of life
• Healthier children
• Immune system improvement
• Safety
• Decrease auto traffic
• Increased safety for cyclists/pedestrians/motorist
  s
• Decreases sidewalk congestion
• Increased awareness for cyclists/traffic laws
• Less road rage
• Increased community awareness
• Environment

Acknowledgements We appreciate the opportunity to
work on the project for the City of Murray. We
thank Mr. Matt Mattingly, the City of Murrays
Director of Administration, Mr. Peyton Mastera,
City Planner, and Dr. Tom Kind, for their input
and support. Robin Taffler, Coordinator for
Service Learning Civic Engagement Roads
Scholars at the Provosts Office, has been
instrumental for initializing the project.
Six groups of students studied different areas.
See group posters for details.
32
Murray Cycling into the Future - A Blueprint
for Bicycle Path Implementation
GSC/PLN 507 Land Use Planning Class of Spring
2008 Faculty mentor Robin Zhang, Department of
Geosciences
Abstract As students in our Land Use Planning
class, we have been asked to create a basic plan
to incorporate bike paths into the city of
Murray. It is believed that if people utilized
bikes more as a way to get around or as a leisure
activity that the community as a whole would
benefit greatly in many different aspects
including personal health, environmental health,
and an increased sense of community. Adding bike
paths will also make travelling much safer for
those who already ride bicycles as a means of
transportation. In order to realize this goal,
we plan to closely examine available maps and
select major destinations of the city. We will
then choose the shortest and safest route to each
destination by travelling to each area and taking
note of traffic density, road conditions
(including width and sidewalk availability), and
the number of pedestrians which pass through.
Another objective to focus on is bike facilities
for cyclists to store their bikes which some may
already exist but some must also be implemented.
After all is said and done we hope to have a
feasible plan that the citys planning committee
will approve of to incorporate into the city of
Murray.
Proposed bike paths
Benefits of Bicycling

• Transportation
• Alternate transportation method
• May reduce traffic flow
• Keep auto traffic from being slowed down
• Cheaper transportation
• Increase livability for those without cars
• Reduce wear/tear on autos and roadways
• Economy
• Increases revenue due to more options for
  recreation for tourists
• More productive employees
• Less money spent on auto care and gas more for
  other things
• Less money spent on road maintenance
• Increase property value
• Create business opportunities (bike shops, small
  businesses along bike routes)
• Healthier community means less medical spending

Acknowledgements We appreciate the opportunity to
work on the project for the City of Murray. We
thank Mr. Matt Mattingly, the City of Murrays
Director of Administration, Mr. Peyton Mastera,
City Planner, and Dr. Tom Kind, for their input
and support. Robin Taffler, Coordinator for
Service Learning Civic Engagement Roads
Scholars at the Provosts Office, has been
instrumental for initializing the project.
Six groups of students studied different areas.
See group posters for details.
33
Murray Cycling into the Future - A Blueprint
for Bicycle Path Implementation
GSC/PLN 507 Land Use Planning Class of Spring
2008 Faculty mentor Robin Zhang, Department of
Geosciences
Abstract As students in our Land Use Planning
class, we have been asked to create a basic plan
to incorporate bike paths into the city of
Murray. It is believed that if people utilized
bikes more as a way to get around or as a leisure
activity that the community as a whole would
benefit greatly in many different aspects
including personal health, environmental health,
and an increased sense of community. Adding bike
paths will also make travelling much safer for
those who already ride bicycles as a means of
transportation. In order to realize this goal,
we plan to closely examine available maps and
select major destinations of the city. We will
then choose the shortest and safest route to each
destination by travelling to each area and taking
note of traffic density, road conditions
(including width and sidewalk availability), and
the number of pedestrians which pass through.
Another objective to focus on is bike facilities
for cyclists to store their bikes which some may
already exist but some must also be implemented.
After all is said and done we hope to have a
feasible plan that the citys planning committee
will approve of to incorporate into the city of
Murray.
Proposed bike paths
Benefits of Bicycling

• SocietyClose knit neighborhoods
• Community inv
• olvement
• City pride and appeal
• Encourage further use of greenspace
• Family recreation activities
• Change public perception of auto-dependent
  suburbs
• Give kids incentive to play outdoors
• Allow elderly to maintain independence
• Start of progressive change
• Evolution of land use planning
• Sources
• The Pedestrian and Bicycle Information Center
• The League of American Bicyclists
• American Planning Association
• National Park Service

Acknowledgements We appreciate the opportunity to
work on the project for the City of Murray. We
thank Mr. Matt Mattingly, the City of Murrays
Director of Administration, Mr. Peyton Mastera,
City Planner, and Dr. Tom Kind, for their input
and support. Robin Taffler, Coordinator for
Service Learning Civic Engagement Roads
Scholars at the Provosts Office, has been
instrumental for initializing the project.
Six groups of students studied different areas.
See group posters for details.
34
When using an engaged approach to
teaching More information can be added into an
individual class or course because it requires
several different operational modes on behalf of
the student (lecture, research, collaboration,
new skills acquisition, etc.) The faculty
member becomes the resource and the driver
keeping the students informed, on track, and
pointed in the right direction while the students
do the discovery and learning through the actual
service experience.The faculty member must help
the students weave together the individual and/or
collective group experience along with their
course work. This happens through Reflection
which is critical in tying all the pieces
together, relating theory to practice.
35
Incorporating Service Learning into a Course

• Three Basic Criteria
• Tied to course learning goals / objectives
• Meets a community need
• Includes reflection component

36
Working Components of a Service Learning Class

• Relationship with organization (negoiate)
• Orienting and training students
• Reflection
• Exploring cultural Diversity (where able)
• Risk Management
• Assessment / Evaluate the program
• Celebrate accomplishments

37
Tied to Course Objectives

• The service learning experience must relate to
  the learning component and course objectives.
• Knowledge from the discipline should inform the
  service experience with which the students are
  involved.

38
Review Course Objectives

• What do you want your students to know?
• How have you presented the material before?
• How could Service Learning meet the set course
  objectives?

39
Your course syllabus should address the following

• 1) Describe how the service experience is
  directed toward an identifiable need in the
  community.
• 2) Describe how knowledge from the discipline
  will inform and direct the students service
  experience.
• 3) Describe how the Service Learning experience
  relates to the subject matter of the course.
• 4) Describe how students have the opportunity to
  learn from each other during the course of the
  service experience.

40

• 5) How do you plan to address student reflection
  on the service learning experience?
• 6) How do you plan to incorporate an opportunity
  for the service recipients to provide feedback
  and engage in reflective discussion with either
  you or the students concerning the service
  provided?
• 7) How will students learn that they can make a
  difference in the future. Are the skills or
  interactions learned through the service
  experience transferable?
• 8) How important is the service experience to the
  course and the students evaluation?
• 9) How will the students be evaluated on their
  service experience?

41
Meets a Community Need

• Service should be directed toward an
  identifiable community need and should be
  coordinated with an agency, community
  organization, or business.
• Partner Negotiation
• The faculty member and the community partner
  should negotiate the service placement. Each
  should be clear on student learning goals and
  objectives along with the type of service
  placement the students will be involved in, and
  who is responsible for what.

42
Pulling the pieces together

• The faculty member must help the students weave
  together the individual and/or collective group
  experience along with their course work. This
  happens through Reflection which is critical in
  tying all the pieces together relating theory to
  practice.

43
Reflection

• Reflection is an essential Service Learning tool.
  It weaves together both the service and learning
  experiences which help students understand the
  relationship between theory and practice, and how
  those skills are transferable.
• PUT INTO CONTEXT
• Reflection can take many different forms.
  However, in most cases it is structured and
  guided by the professor. Importantly, it focuses
  on the service experience, is related to the
  learning objectives and the relationship between
  theory and practice. It gives students the
  opportunity to understand what they are engaging
  in and why.

44
Reflection Component

• Adequate time must be built into service learning
  classes to allow for quality reflection
  (assessment and critical thinking) on the service
  learning experience.
• Class participants should have the opportunity to
  learn from each other, as well as the instructor,
  during the course of the experience.

45
Reflection DesignsFlexibility

• Discussions (small or large groups)
• Student journals
• Papers
• Presentations (class or broader)
• Conference with professor
• Examinations

46
Working with Community Partners

• All partners are teachers and learners.
• A basic assumption of service-learning is that
  all partners faculty, students and community
  partners are considered teachers and learners.
  Each partner brings experience, knowledge and
  expertise to the project. For example, community
  partners have knowledge and expertise in their
  fields and in the organizations for which they
  work and are considered co-educators in the
  service-learning process.

47
Community Partners Collaborate and work with
who?SchoolsLocal GovernmentNon-profit
OrganizationsCommunity GroupsBusinessesSocial
Service AgenciesHospitals Others
48
Outside Agency Considerations

• Do they have the capacity and ability to be
  effective partners?
• Make sure they are on board and understand their
  responsibility, and your learning goals and
  objectives.
• Site orientation, training and safety.
• Be clear on what you are expecting the community
  partner role to be.

49
Agency Selection and Collaboration

• Once you have determined your learning goals and
  course objectives initiate the process of finding
  a community partner agency to work with.
  Understand their need and begin the conversation
  of how best students can interface and work with
  the organization. That will help determine the
  type of placement your students do.

50
Course ConstructionThree Things to Consider

• Be clear on your course objectives and learning
  goals.
• Identify a community partner or partners and get
  them involved.
• Then determine the placement model which will
  work best for your course.

51
Designs to Consider

• Consulting
• Partnership
• 100 individual placement
• Independent or study group
• Optional placement
• Class project
• Collaborative project

52
Other Things to Consider

• Orienting and training students
• Diversity
• Risk management
• Assessment and evaluation

53
Orienting and Training Students

• On-site orientation and training if possible
• Complete and thorough overview
• Rights and responsibilities
• Student forms

54
Risk Management

• Be aware of conditions/situations
• Evaluate the possibility of risk
• What is the probability that risk could develop
  into accident/injury or damage?
• Handling of Risk
• Prevention avoidance / Risk reduction safety
  rules

55
Diversity

• Welcome diversity
• Discuss differences that students might not be
  familiar with
• Discuss differences in language and communication
• Make support materials available as necessary
• Have students reflect on their experiences
  regularly

56
Assessment

• Assessment criteria for the class must be decided
• upon before the course begins and presented to
  the
• students clearly and early. By doing so this
  helps to
• give the students a sense of what the expectation
  is
• for their service involvement.
• Additionally, assessment might include either
  formal
• or informal input from the business or
  organization
• with which they are working.

57
Evaluate the Program

• Have you met the course / service project
  objectives?
• Have you given an opportunity for those involved
  to have input and express their thoughts about
  the project?
• Evaluation lends validity to your activities.
• It provides documentation.
• Helps make changes for the future.

58
Celebrate Accomplishments

• Let the students know how much their efforts are
  appreciated.
• You can hold a small party, invite the service
  recipients and the media, send out a press
  release, etc. Do what feels appropriate.

59
Engage Encourage Make a difference
60
Resources

• http//kycompact.nku.edu/index.shtml
• Kentucky Campus Compact
• http//www.compact.org/resources/csds_slds/
• National Campus Compact
• http//www.nationalservice.org/
• Corporation for National and Community Service
• http//csl.iupui.edu/index.html
• Indiana University IUPUI
• http//swearercenter.brown.edu/
• Swearer Center at Brown University
• http//www.servicelearning.org/
• National Service Learning Clearinghouse

61
(No Transcript)
62
(No Transcript)
63
(No Transcript)
64
(No Transcript)
65
(No Transcript)
66
(No Transcript)
67

• Enriches the learning experience for students by
  engaging them in meaningful service to their
  communities.
• Applies academic skills to solving real world
  problems.
• Intentional learning which combines course work
  and learning goals with genuine need.

68
Determine the Parameters of the Project

• Based on the course objectives and your
  willingness to try service learning here are some
  considerations
• Are your students ready and able?
• Determine the kinds of projects suited for your
  students.
• Decide on the design.
• FLEXIBILITY

69
The Cake AnalogyA way to approach thinking
about Service Learning and engaged teaching.
70
(No Transcript)
71
Revise the Curriculum Requirements

• Dont just add on Service Learning it wont
  work.
• How does Service Learning fit into your
  course(s)? How does it fit into your program(s)?
• Make revisions as necessary.

72
Forms You Should Know About(Contracts with
Agencies and Businesses)

• General Engagement Information
• Community Engagement Agreement
• Community Agency Information

73
FORMSThe ones you need to use

• Student Service Learning Course Agreement
• Student Health and Service Information
• (These two have been created to help protect
  you.)
• Student Follow - Up Form
• Agency Follow - Up Form
• (These two have been created to help capture
  information.)

74
RECAPWhich forms do I need to use in my classes?

• There will be four forms needed for your Service
  Learning class. Two are given to students at the
  start of class they are
• Student Service Learning Course Agreement (which
  is signed by the student and returned to you for
  your records)
• Student Health and Service Information (of which
  3 copies are needed, one for your files, one for
  the agency where the student is working, and one
  for the SLCE office).
• At the end of the class there is a Student SLEP
  Reflection Follow-Up Form. This form is to help
  us capture information on the quality of the
  agency/organization experience.
• There is a final Agency Follow-Up form meant to
  be given to the agency after the SLEP has
  concluded. It can be given to them by either you
  or the Coordinator for Service Learning, in which
  case a copy would be given to the faculty member.

75
The Service Learning Scholars Program at MSU

• To identify, recognize, and encourage Service
  Learning at MSU
• Allows students to earn the designation of
  Service Learning Scholar
• To become a Service Learning Scholar, students
  must complete (12) hours of credit in Service
  Learning designated courses
• Students must earn an overall GPA of 2.75 and a
  minimum GPA of 3.0 in the designated classes
• The Service Learning Scholar designation is
  recognized on the students transcripts and SLS
  students are recognized by the institution at
  Honors Day and by special insignia at graduation

76
How does a course become part of the Service
Learning Scholars Program?

• If your course is approved by the committee, it
  automatically becomes part of the Service
  Learning Scholars Program. To become a Service
  Learning Scholar, students must complete 12 hours
  of credit in Service Learning designated courses
  and earn an overall GPA 2.75 and a minimum GPA of
  3.0 in the designated classes.
• The Service Learning Scholar designation is
  recognized on the students transcript. All
  Service Learning Scholar students are recognized
  at Honors Day and by a special insignia at
  graduation.
• One great advantage for students being recognized
  as a Service Learning Scholar is their
  attractiveness to potential employers. Employers
  value Service Learning for the real hands on
  experience.

77
How does a Service Learning class get designated
as a section 80?

• If your course has been approved by the Service
  Learning Committee you will receive a letter
  copied to both your department Chair and Dean
  noting that this course should now be listed as a
  section 80 in the schedule. However, as your
  department Chair puts the schedule together for
  the next semester make sure that he/she is
  reminded of this change.
• In addition, the Coordinator for SLCE will also
  follow up on and proof the schedule to make sure
  the course is listed correctly.

78
Getting Going

• Writing Service Learning into your syllabus
• Course Certification Form
• Evaluation Rubric

79
Questions?WorkbookThe workbook walks you
through the steps of incorporating Service
Learning in to yourcourseSee pages 11-14
80
How Do I Implement a Service Learning Class?

• Sign up for a Service Learning workshop if you
  havent already taken one.
• Feel free to discuss your course idea with the
  Coordinator for Service Learning or another
  faculty member who teaches Service Learning
  classes.
• Fill out the application for Service Learning
  Course Certification and attach your syllabus.
• Submit your syllabus to the Service Learning
  Committee for review and approval.
• If approved you are ready to go!

81
Where do I go for help?

• Call Robin Taffler
• The Center for Service Learning and Civic
  Engagement
• 809-3080
• robin.taffler_at_murraystate.edu

82
TO DO NOW

• Workshop evaluation form
• Extra Comp form for stipend payment