What Is Service-Learning

STUDENT HANDBOOK

1 What is Service-Learning?

Although SL is often confused with internships, fieldwork, and community service, it’s important to note the difference among these practices when planning your course. The following chart may help you in the process. Service-Learning Internships Community Service Service as experience for academic Service to learn Highlights benefits of service & civic learning; also generally about a particular as tool for civic engagement & addresses issues of social change career field social change Equal emphasis on academic & Emphasis on Emphasis on civic component civic components academic component Equal attention to benefits of service General focus on General focus on benefits to to both student & community benefits to student community Includes necessary reflective Usually no reflective May or may not be a reflective component to ensure learning component component, but usually not

(This chart is partially adapted from Howard, Jeffrey, ed. (Summer 2001). Service-Learning Course Design Workbook. Michigan Journal of Community Service-Learning, Companion Volume. University of Michigan: OCSL Press.)

RESEARCH IT!

To better understand service-learning, it might help you to check out some of these professional organizations dedicated to the practice of service-learning.  National Service-Learning Clearinghouse: www.servicelearning.org  Campus Compact: www.compact.org  Corporation for National & Community Service (federal): www.nationalservice.org  National Society for Experiential Education: www.nsee.org

About Stockton’s Service-Learning Office

The Service-Learning Office was founded at Stockton in 1991 by Beth Olsen, the College’s Director of Grants Development, with financial and administrative support from the Division of Academic Affairs. That year, the 2 College received a pilot grant from the now-defunct New Jersey Academy for Service & Service-Learning to engage a small number of students in a dynamic urban after-school enrichment program in the Pleasantville School District.

Starting with just 35 students engaged in the Pleasantville partnership, the program now involves about 500 students per year in partnerships with more than 125 community-based organizations throughout the state. For the first 13 years of the program, the Service-Learning Coordinator position was part-time; in 2005, the position finally became full-time to help accommodate the growing number of faculty and students interested in service- learning.

Reporting Structure: The Service-Learning Office reports to the Director of Grants Development, who in turn reports to the Provost in the Division of Academic Affairs.

Activities & Achievements: The Service-Learning Office has been actively involved in many service-related efforts at Stockton and throughout the state. Besides collaborating with faculty on published research (most recently Dr. Mary Lou Galantino’s work on service-learning in physical therapy education), the Office coordinates placements and registration each year for the New Student Day of Service in September and the Martin Luther King, Jr. Day of Service in January. The Office is also actively represented on the College’s nationally recognized Political Engagement Project team, as well as the Bringing Theory to Practice project, funded by the Association for American Colleges & Universities. Over the years, the SL Office has been actively engaged in advocating for service-learning at the state level, most notably as a founding member of the New Jersey Consortium for Service-Learning in Higher Education, which is still active today.

Contact Information Office of Service-Learning Tara N. Ronda (nee Fayter), Program Coordinator Office: J-101 PH: 609-652-4256 FAX: 609-626-3467 E-Mail: [email protected] Website: www.stockton.edu/servicelearning

Basic Service-Learning Requirements

3 Before you decide to do service-learning, you should really think about whether or not this is a commitment you are able and willing to follow through on. When students don’t finish projects they’ve started, both the community partner and the students lose.

In order to receive credit, you must:

 Come to a brief training session held by the SL Office. This orientation will be provided in class to students who are required to do SL. All other students will attend out-of-class sessions. o Submit the required registration & liability waiver forms at the orientation.

 Choose a placement site. You must meet with the SL Coordinator before choosing a site. o Some classes that require SL have small groups of students choose sites in class from a pre- determined list of options. These students are not required to meet with the SL Coordinator.

 Contact the site within the appropriate time frame and complete the SL contract, including obtaining the site supervisor’s and faculty member’s signatures. There is a deadline for this contract.

 Complete a minimum of 30 hours at the SL site. In some cases, a faculty member may wish to adjust the minimum time requirement due to the nature of the SL project or course.

 Attend one out-of-class reflective discussion held by the SL Office. Attendance is required only of students doing optional SL.

 Keep track of your hours. There is a timesheet at the end of this handbook you can use for documenting time. Your hours should include any time you spend on site or working from home on a project for the site, as long as this is arranged ahead of time with the site. Please note that transportation time and the reflective discussion do not count towards your hours.

Important People in Service-Learning 1. You carry the most responsibility for finishing your hours, handing in everything on time, and attending class, as well as the necessary training and reflective discussions. 2. Your professor interacts with you most often and will give you assignments related to SL, as well as help you in reflecting on your experiences. 3. The site supervisor will train you and assign you tasks, sign your timesheet and contract, answer site-specific questions, and aid you in learning about site-related work. 4. The Service-Learning Coordinator will train you, help you handle paperwork, assist you in finding a community partner to work with, and answer any questions you have throughout the semester.

KEEP IN TOUCH WITH ALL OF THESE PEOPLE!

Student Responsibilities

4 As a service-learning student, you should conduct yourself in a manner consistent with Stockton's handbook for students, In Black and White. Please review the College's standards for on- and off-campus behavior in addition to the following suggestions. Reliability Honor your commitments. 1. Follow through on your weekly/hourly time commitment. 2. Record your hours; get your timesheet signed regularly by your site supervisor. 3. Call your site supervisor if an emergency occurs that will prevent you from doing your hours. Professionalism Agency personnel will be your guide in developing a professional approach to clients and their needs. 1. Follow agency policies and procedures. If you have any problems, report them to your agency supervisor as soon as possible. 2. Dress appropriately at all times! Though in most cases you are not required to dress formally (business attire), please be aware that in many organizations, you will be interacting with clients and you should represent the organization appropriately. Please review our updated policy on appropriate and professional appearance. Confidentiality In many fields, information about clients is covered by strict rules of confidentiality. Your supervisors know how your service might be affected by obligations of confidentiality, and you may be asked to submit a signed confidentiality agreement. Honor that contract! Sensitivity Be concerned about the needs and feelings of the agency employees and clients in the learning experience. Service-learning is built upon the concept of mutual learning and respect. Safety When you are in the community, be aware of situations and experiences that may affect your own safety. Ask your host agency personnel to give you instructions and then take the steps to safeguard yourself. Service-Related Injuries and Illness Volunteers typically are not eligible for workers’ compensation benefits or employer-provided health benefits. Make sure before beginning your assignment that you are covered by independent health insurance or through the student insurance program at Stockton.

5 Communicating with Your Site

Before Contacting the Site

 Be enthusiastic about the partnership. The supervisor should know you want to be there.

 Remember that the placement is your responsibility. Be persistent when trying to get in touch with your site supervisor the first time. It may take a few days to make the initial connection, so leave yourself time and don't wait until the last minute!

 Be as flexible with your schedule as possible. Our partner organizations are usually willing to work with your existing and work schedules, but you must also be willing to work with them. Scheduling an Interview When you make the first contact with your site, set up a time to meet with your new supervisor. This interview is an opportunity for you to become familiar with the site and discuss the logistics of your service-learning experience (i.e., expectations, goals, etc.). The following tips are reminders about what you should say on that first phone call:

 Introduce yourself as a participant in the Stockton College Service-Learning Program.

 Ask to speak to the person whose name was given to you by the service-learning coordinator.

 Briefly explain to the site supervisor which SL course you are taking. You might also want to mention your motivation for wanting to do SL with this particular agency – site supervisors need to know that you’re interested in working with them.

 Request an informal interview to discuss schedules and duties. At the Interview

 Remind the interviewer what course you are taking. Remember to bring a course syllabus with you to give to the supervisor; this will help him/her decide what tasks will be most helpful to you.

 Discuss any skills you might contribute to the agency (communication, graphics, marketing, computer, bookkeeping, interviewing, etc.).

 Find out what positions they have to offer and what duties you will be expected to perform.

 Discuss hours, including how many you are expected or willing to contribute and start and completion dates. Make sure you can work out a schedule that will allow you to complete your time commitment by the final deadline given to you by the coordinator.

 Complete the SL contract and ask the agency representative to sign it.

 Invite the interviewer to call the Service-Learning Office if he/she has any questions.

 Let the interviewer know when you will call or return to the agency.

6 Cultural Diversity & Competence

Many students involved in service-learning find themselves volunteering in unfamiliar environments or with new populations of people (i.e., homeless, ethnically or culturally diverse, different ages, etc.). Thus, before you begin your projects, here are a few things to keep in mind about cultural competence.

 Cultural diversity is a recognition that people of various cultures exist.

 Cultural competence refers to your ability to interact effectively with people of different cultures. This is what we ultimately strive for in the Service-Learning Program.

 When we discuss culture, we are not only referring to people from different ethnic or racial backgrounds. We might also be talking about people of different ages, socioeconomic conditions, abilities, sexual orientations, languages, religions, etc.

 *Being truly culturally competent requires that you: 1. Value diversity. 2. Conduct self-assessment. 3. Manage the dynamics of difference. 4. Acquire cultural knowledge. 5. Adapt to the diversity and cultural contexts of individuals and communities.

 Why should we care about cultural competence? Because New Jersey is an increasingly diverse state, and your service-learning projects will involve working with various types of people. It also helps you understand some of the issues you will be addressing through service-learning.

 **Diversity in New Jersey o Ethnic/Racial: More than 30% of New Jerseyans are people of color. o Gender: The population is 51% female. o Disability: About 12% of people have disabilities. o Socioeconomics: More than 15% of people are living below the federal poverty line. o Age: Nearly 13% of the population is 65 or older. o Language: More than 27% of people speak a language other than English at home. In fact, New Jersey ranks sixth in the nation in the area of language diversity.

(*Adapted from the National Center for Cultural Competence, Georgetown University Center for Child & Human Development, http://www11.georgetown.edu/research/gucchd/nccc/) (**Adapted from U.S. Census Bureau, 2006 American Community Survey Data Profile Highlights for New Jersey, available at http://factfinder.census.gov)

7 Moving Towards Cultural Competence

Many people fall somewhere in the middle of the cultural competence continuum. You might find this continuum useful when gauging where you are and what attitudes or beliefs you might need to evaluate further. Remember, the continuum moves from lowest to highest on the scale of competence.

 Cultural Destructiveness: Acknowledges only one way of being and purposefully denies or outlaws any other cultural approaches.

 Cultural Incapacity: Supports the concept of separate but equal; marked by an inability to deal personally with multiple approaches but a willingness to accept their existence elsewhere.

 Cultural Blindness: Fosters an assumption that people are basically alike, so what works with members of one cultural group should work within all other cultures.

 Cultural Pre-competence: Encourages learning and understanding of new ideas and solutions that improve performance or services.

 Cultural Competence: Involves actively seeking advice and consultation and a commitment to incorporating new knowledge and experiences into a wider range of practice.

 Cultural Proficiency: Involves holding cultural differences and diversity in the highest esteem, pro- activity regarding cultural differences and promotion of improved cultural relations among diverse groups.

So, how do we get there from here?

 Recognize that childhood, family, and personal experiences can color our perceptions.

 Recognize that our cultural biases and prejudices travel with us out into the community.

 Know that our internal thoughts can unconsciously be reflected in our body language and our words.

 Gain cultural knowledge by reading literature, taking diversity courses, attending cultural fairs and events, and interacting with diverse people.

 Begin where the community member is. Try to understand his/her priorities or needs. Identify strengths.

 Suspend personal judgments about people with whom you are working.

 Become aware of and be sensitive to cultural norms that may be displayed through community members’ behaviors towards you.

 Understand that your job as a service-learning student is not to provide charity care, but to work with the community to help alleviate the immediate impacts of larger social issues.

If you have questions about working with a specific group of people (older adults, immigrants, etc.), please speak to the SL Coordinator. The SL Office has a series of handouts with recommendations for sensitively addressing the needs of these groups. 8 Our Code of Ethics

In the summer of 2007, the Service-Learning Office implemented a code of ethics to help establish ground rules about acceptable behaviors for our students and community partners. Students should…  Not accept either financial or material payment for their service-learning hours. In exceptional cases, a student may choose to do a service-learning project with his/her place of employment during paid working hours. However, the project must be outside the scope of tasks for which the student is normally paid.  Not be supervised by a relative during their service-learning hours.  Always maintain a proper standard of behavior, as dictated in Stockton’s In Black & White Student Handbook. Any student violating one or more of the standards set forth in the handbook will be subject to the appropriate disciplinary action.  Dress appropriately and abide by all organizational policies. A policy for appropriate clothing was recently established for the SL Program and can be found on the next page.  Maintain confidentiality as required by their community partners.

Community partners should…  Not offer compensation to students or require students to contribute goods or services to the organization.  Provide a safe, supportive environment for students.  Assign mutually beneficial tasks. Though many of our sites need basic clerical assistance, we ask that they use the 80/20 rule to ensure that no more than 20% of students’ time is spent doing “busy work.” Most tasks should take into account the students’ stated learning objectives.  Not discriminate against potential students.  Not ask students to engage in evangelical work. Though the SL Office works with many faith-based organizations, students are not permitted to engage in direct evangelism.  Keep prerequisites to a minimum when possible. In some sites, students may be required to obtain criminal history checks or other safety-related checks for which they must cover the cost. We encourage our community partners to limit these requirements whenever possible, as the financial and time-related costs can add up for students. However, when these measures are unavoidable, we will support these requirements on the part of our community partners.

9 Appropriate Clothing

These guidelines are intended to be as specific as possible without unduly limiting students’ freedom of expression. Please be mindful of the environment in which you are volunteering, as this will usually dictate what constitutes “appropriate clothing.” What’s Not OK  Revealing clothing, including: o Excessively short or tight skirts or shorts o Excessively tight pants o Excessively low-cut tops or tops revealing the midriff o Sheer or netted clothing o Halter, tube, or tank tops with spaghetti straps o Pants that drop below the hips  Flip-flops or strappy sandals o In many environments, these shoes are considered a safety hazard.  Torn or ripped clothing  Unprofessional attire, including pajamas or sweatpants  Shirts displaying vulgar or inappropriate phrases or images  *Students serving in a school district should review the school district’s dress code or policy and present themselves accordingly. What’s USUALLY OK  Casual clothing, including jeans and t-shirts o In some environments, usually business offices, workplace casual clothing may be recommended. Sites with stricter dress policies will let students know.  Sneakers, boots, or other closed-toe shoes o Shoes with rubber soles are highly recommended, particularly when working with kids.

Some sites may also have policies regarding facial piercing and visible tattoos. Although the SL Office has no specific policies regarding body art, you should always be sensitive to their sites’ policies regarding both appearance and behavior. Your best bet is to ask your site supervisor about any dress code requirements the first time you meet with him/her.

10 Richard Stockton College of New Jersey Service-Learning Registration

Student Information

Student ID: Z - Last Name: First Name: Birthdate: Campus Mail Box # (if applicable): Home Mailing Address: City: State: ZIP: Email: PH: Campus Ext:

Course Information Course Number: Course Section: Instructor: Course Number: Course Section: Instructor: Year in School: 1 2 3 4 5 Grad/Post-Bac Non-matric Graduation Year: Primary Major: Secondary Major:

Volunteer Preferences

Please list the days & times you may be available to volunteer.

Special Preferences:

Do you have transportation? YES NO Do you rely primarily on public transit? YES NO If you have already chosen an organization to work with and do not need the Service-Learning Office to find you a community partner, please fill out as much of the following information as possible.

Organization: Supervisor: Email: Phone: FAX: Web site: Mailing Address:

Optional Information The following information is optional; however, it helps us evaluate how effectively we are reaching out to specific student populations so your cooperation is greatly appreciated!

11 School Status: Full-time Part-time Non-matric Gender: Male Female Ethnicity: African-American/Black Caucasian/White Hispanic/Latino Asian/Pacific Islander Native American/Alaskan Multi-Racial Other

Richard Stockton College of New Jersey Release of Liability

I, (print name), have voluntarily agreed to participate in the Stockton Service-Learning Program, scheduled to begin on or around . This program involves personal transportation from the school to the community-based site. I have attended a service-learning orientation and I believe that I am physically, medically, and mentally capable of participating in such activity. If there are any medical or other concerns that might limit my participation in such an event, I have advised appropriate personnel of such concerns. I am agreeing of my own free will to participate in this activity and to the use of any equipment associated with this activity. I agree that should any equipment or facilities at the community organization be damaged arising out of my participation that I am financially responsible. I have personally and willingly assumed responsibility of all known and unforeseen risks that may occur arising out of my participation in this program. On behalf of myself, and any of my heirs, assigns, or successors, I hereby agree to release and hold harmless Richard Stockton College of New Jersey and its officers, agents, servants, Board of Trustees, and employees against any damage, claim, demand, liability, judgment, loss, expense, or costs arising from participation in this activity, whether due to intentional acts or omissions or negligence of Richard Stockton College or any of its employees, servants, or agents or those of third parties or organizations. I acknowledge and agree on behalf of myself, my heirs, assigns, or successors, that I am releasing Richard Stockton College of New Jersey from any liabilities in law or equity, however the liability may arise, for any injuries, damages, losses, or expenses to myself or my personal property. I agree and consent that any disputes arising out of participation in this activity and any and all claims that I may bring against the State of New Jersey and the Richard Stockton College of New Jersey and their employees as a result of this activity shall be subject to the provisions of the laws of the State of New Jersey, particularly the New Jersey Tort Claims Act (N.J.S.A. 59:1-1 et seq, New Jersey Contractual Liability Act, N.J.S.A. 59:13-1 et seq) and no other action for monetary damages or other legal or equitable relief shall be brought in any other jurisdiction other than the courts of the State of New Jersey. I certify that I have read this release; I am at least 18 years of age or, if under 18, I have cosigned this form with a legal parent or guardian; and that by my signature below, I bind myself, my heirs, assigns, administrators, and executors to this agreement. I also realize that the community agency with which I will complete my service-learning hours intends to take all necessary precautions against injuries and accidents; nevertheless, I agree that the staff, agents, and officers of this agency are free from any responsibility for accidents or mishaps. I am aware that this activity carries with it certain risks, included but not limited to driving to and from the activity. I agree to release and hold harmless the staff, agents, and officers of the agency from or for any claim(s), liability, or damages that may be incurred against them or that may be incurred as a result of an accident during volunteer placements. This release from liability includes theft, destruction of property, or any other action(s) that may damage or destroy my personal property.

I submit that I am covered by emergency health insurance, either through Stockton College or privately. I transfer and assign to any hospital or clinic in which I am confined or treated, should an accident occur, all hospitalization and insurance proceeds that may be needed. I further agree and promise to pay any amount not covered by insurance.

PRINTED NAME SIGNATURE DATE Course Acronym & Number: Instructor:

Participant Mailing Address:

12 Phone: Email:

Emergency Contact Info: Name Phone

Due: Richard Stockton College of New Jersey Service-Learning Agreement

Student ID: Z- Last Name: First Name: Course Number: Course Section: Instructor: I understand that I must complete the following requirements in order to receive service-learning credit: 1. Honor the minimum commitment of hours required for the service-learning component of my class, including any and all training and orientation requirements of my community partner; 2. Arrive on time to my volunteer site each week or call and inform the site if I am unable to work; 3. Submit all completed paperwork to the SL Office by the established deadlines; 4. Keep an accurate record of my hours; 5. Maintain appropriate communication with my community partner, professor, and the SL Office; and 6. If I am enrolled in optional service-learning, attend one reflection session outside of class. I will fulfill my service commitment to both the community partner and my professor to the best of my ability while performing my duties in accordance with Stockton’s Campus Conduct Code. I understand that my failure to fulfill any of the above-named obligations will prevent me from receiving the appropriate SL credit on my academic transcript and may have other negative academic consequences.

(Student Signature) (Date)

(This section must be filled out by the community partner & signed by the faculty member. Students should not write below this line.) Site Name: Supervisor: Email: Phone: FAX: Duties to be performed by the student:

Hours per week to be completed by student: Prospective schedule: I agree to the following responsibilities as a community partner of the Stockton Service-Learning Program: 1. Help the student develop a schedule of hours to be completed; 2. Provide information and adequate training about the agency and its services to the community; 3. Provide ongoing supervision to the student at all times he/she is present on-site; 4. Verify the student’s hours each week on a timesheet; 5. Effectively monitor the performance of the student; 6. Outline clear responsibilities for the student that meet the learning objectives for his/her course; and 7. Contact the SL Office immediately if efforts to resolve a problem with the student are unsuccessful.

13 (Site Supervisor Signature) (Date)

I have reviewed this contract and approve of the student’s stated site and duties.

(Faculty Member Signature) (Date) Due:

Richard Stockton College of New Jersey Service-Learning Timesheet

Student ID: Z- Student Name: Course Number/Section: Instructor: Site: Supervisor:

Date Arrival Departure Total Brief Description of Activities Supervisor’s T Time H Initials i o m u e r s

I attest that this service-learning student has completed the following number of hours at our organization this semester.

Total Hours Supervisor’s Signature Date

Note to Supervisor: Please note that it is the student’s responsibility to hand this timesheet in to the Office of Service-Learning by the due date specified. However, it is important that you sign the bottom of this form to ensure that the student has completed the required number of hours.