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With the assistance of the CSL Office, instructors and community partners work together to design opportunities for students that aim to meet the needs of community organizations and fulfill the objectives of academic courses. While new courses might be created especially with CSL in mind, it is more common for existing courses to be revised to include a CSL component. As the outline of pedagogical approaches and course models on the following page suggests, there is no one best way to link service and learning within the university curriculum. ) /Pg 7 0 R /K [29] >> endobj 50 0 obj << /Type /StructElem /S /P /ActualText (POTENTIAL BENEFITS OF ACADEMIC SERVICE-LEARNING Adapted from University of Minnesota Centre for Community-Engaged Learning www.servicelearning.umn.edu) /Pg 7 0 R /K [30] >> endobj 51 0 obj << /Type /StructElem /S /H4 /T (Students) /E (Students) /Pg 7 0 R /K [1] >> endobj 52 0 obj << /Type /StructElem /S /P /P 221 0 R /ActualText (Increase understanding of course material and learn to apply course material to new situations) /Pg 7 0 R /K [2] >> endobj 53 0 obj << /Type /StructElem /S /P /P 222 0 R /ActualText (Develop critical thinking and problem solving skills) /Pg 7 0 R /K [3] >> endobj 54 0 obj << /Type /StructElem /S /P /P 223 0 R /ActualText (Improve ability to handle ambiguity \(and be open to change\)) /Pg 7 0 R /K [4] >> endobj 55 0 obj << /Type /StructElem /S /P /P 224 0 R /ActualText <446576656C6F70206F7220656E68616E6365206F7468657220736B696C6C732085206E6F7461626C7920696E20636F6D6D756E69636174696F6E2C20636F6C6C61626F726174696F6E2C20616E64206C656164657273686970> /Pg 7 0 R /K [5] >> endobj 56 0 obj << /Type /StructElem /S /P /P 225 0 R /ActualText (Gain hands-on experience in the not for profit sector) /Pg 7 0 R /K [6] >> endobj 57 0 obj << /Type /StructElem /S /P /P 226 0 R /ActualText (Learn more about social issues and their root causes ) /Pg 7 0 R /K [7] >> endobj 58 0 obj << /Type /StructElem /S /H4 /T (Faculty ) /E (Faculty ) /Pg 7 0 R /K [8] >> endobj 59 0 obj << /Type /StructElem /S /P /P 227 0 R /ActualText (Gain experience with interactive teaching methods -- fostering reciprocal learning ) /Pg 7 0 R /K [9] >> endobj 60 0 obj << /Type /StructElem /S /P /P 228 0 R /ActualText <50726F6D6F74652073747564656E74739020616374697665206C6561726E696E67202D2D20616464696E67206E657720696E73696768747320616E642064696D656E73696F6E7320746F20636C6173732064697363757373696F6E20> /Pg 7 0 R /K [10] >> endobj 61 0 obj << /Type /StructElem /S /P /P 229 0 R /ActualText <456E676167652073747564656E7473207769746820646966666572656E74206C6561726E696E67207374796C6573208520696E766F6C76696E67206D6F72652073747564656E747320> /Pg 7 0 R /K [11] >> endobj 62 0 obj << /Type /StructElem /S /P /P 230 0 R /ActualText (Learn firsthand knowledge of community issues ) /Pg 7 0 R /K [12] >> endobj 63 0 obj << /Type /StructElem /S /P /P 231 0 R /ActualText <446576656C6F702072656C6174696F6E736869707320776974682074686520636F6D6D756E69747920852070726F766964696E67206F70706F7274756E69747920666F7220636F6C6C61626F72617469766520776F726B20> /Pg 7 0 R /K [13] >> endobj 64 0 obj << /Type /StructElem /S /P /P 232 0 R /ActualText <446973636F766572206E6577206176656E75657320666F72207265736561726368208520696E636C7564696E6720726573656172636820696E746F207465616368696E672070726163746963657320> /Pg 7 0 R /K [14] >> endobj 65 0 obj << /Type /StructElem /S /H4 /T (Community ) /E (Community ) /Pg 7 0 R /K [15] >> endobj 66 0 obj << /Type /StructElem /S /P /P 233 0 R /ActualText <496E6A656374206E657720656E657267792C20656E746875736961736D2C20616E642070657273706563746976657320696E746F20746865206F7267616E697A6174696F6E907320776F726B20> /Pg 7 0 R /K [16] >> endobj 67 0 obj << /Type /StructElem /S /P /P 234 0 R /ActualText (Gain additional human resources needed to achieve organizational goals ) /Pg 7 0 R /K [17] >> endobj 68 0 obj << /Type /StructElem /S /P /P 235 0 R /ActualText <436F2D6564756361746520796F7574682061626F757420636F6D6D756E697479206973737565732085207065726861707320636F7272656374696E67206D697370657263657074696F6E7320> /Pg 7 0 R /K [18] >> endobj 69 0 obj << /Type /StructElem /S /P /P 236 0 R /ActualText (Increase public awareness of key issues ) /Pg 7 0 R /K [19] >> endobj 70 0 obj << /Type /StructElem /S /P /P 237 0 R /ActualText (Network with colleagues in other organizations and agencies ) /Pg 7 0 R /K [20] >> endobj 71 0 obj << /Type /StructElem /S /P /P 238 0 R /ActualText (Identify and access other university resources; build relationships with faculty and staff ) /Pg 7 0 R /K [21] >> endobj 72 0 obj << /Type /StructElem /S /H4 /T (University ) /E (University ) /Pg 7 0 R /K [22] >> endobj 73 0 obj << /Type /StructElem /S /P /P 239 0 R /ActualText (Promote engaged citizenship and develop leadership skills ) /Pg 7 0 R /K [23] >> endobj 74 0 obj << /Type /StructElem /S /P /P 240 0 R /ActualText (Encourage faculty, student, and community interaction and collaboration ) /Pg 7 0 R /K [24] >> endobj 75 0 obj << /Type /StructElem /S /P /P 241 0 R /ActualText (Develop and improve university-community relationships ) /Pg 7 0 R /K [25] >> endobj 76 0 obj << /Type /StructElem /S /P /P 242 0 R /ActualText (Embed discovery learning experiences, both on campus and in the broader community ) /Pg 7 0 R /K [26] >> endobj 77 0 obj << /Type /StructElem /S /P /P 243 0 R /ActualText (Strengthen cohesiveness across the five university campuses ) /Pg 7 0 R /K [27] >> endobj 78 0 obj << /Type /StructElem /S /P /P 244 0 R /ActualText (Contribute to fulfilling the public role of the university ) /Pg 7 0 R /K [28] >> endobj 79 0 obj << /Type /StructElem /S /Figure /P 40 0 R /Pg 7 0 R /K [0] >> endobj 80 0 obj << /Type /StructElem /S /H1 /T (INSTRUCTOR GUIDEBOOK) /E (INSTRUCTOR GUIDEBOOK) /Pg 8 0 R /K [11] >> endobj 81 0 obj << /Type /StructElem /S /H2 /T (MODELS OF COMMUNITY ENGAGEMENT IN SERVICE-LEARNING ) /E (MODELS OF COMMUNITY ENGAGEMENT IN SERVICE-LEARNING ) /Pg 8 0 R /K [9] >> endobj 82 0 obj << /Type /StructElem /S /Figure /P 41 0 R /Pg 8 0 R /K [0] >> endobj 83 0 obj << /Type /StructElem /S /H3 /T (The following approaches to CSL, identified by Dan Butin \(2007\), overlap and intermingle in practice; nevertheless, they provide a useful starting point from which to think about your own approach to community engagement as a pedagogy. Each approach has its own emphases in bringing community experience into the classroom, and bringing classroom learning into the community. ) /E (The following approaches to CSL, identified by Dan Butin \(2007\), overlap and intermingle in practice; nevertheless, they provide a useful starting point from which to think about your own approach to community engagement as a pedagogy. Each approach has its own emphases in bringing community experience into the classroom, and bringing classroom learning into the community. ) /Pg 8 0 R /K [1] >> endobj 84 0 obj << /Type /StructElem /S /H3 /T (I. Technical Model The focus is on the pedagogical effectiveness of service-learning for enhancing learning of course content II. Cultural Model The focus is on the meanings of practices, especially to enhance respect for diversity and engaged citizenship III. Political Model The focus is on the empowerment of historically disempowered groups \(including the role of the university in unequal power relations\) IV. Anti-foundational Model The focus is on the potential for CSL pedagogy to defamiliarize the seemingly natural \(norms, behaviours, assumptions\) and expand the sense of the possible ) /E (I. Technical Model The focus is on the pedagogical effectiveness of service-learning for enhancing learning of course content II. Cultural Model The focus is on the meanings of practices, especially to enhance respect for diversity and engaged citizenship III. Political Model The focus is on the empowerment of historically disempowered groups \(including the role of the university in unequal power relations\) IV. Anti-foundational Model The focus is on the potential for CSL pedagogy to defamiliarize the seemingly natural \(norms, behaviours, assumptions\) and expand the sense of the possible ) /Pg 8 0 R /K [2] >> endobj 85 0 obj << /Type /StructElem /S /H2 /T (TYPES OF SERVICE-LEARNING COURSES ) /E (TYPES OF SERVICE-LEARNING COURSES ) /Pg 8 0 R /K [8] >> endobj 86 0 obj << /Type /StructElem /S /P /ActualText ( ) /Pg 8 0 R /K [3] >> endobj 87 0 obj << /Type /StructElem /S /H3 /T (Discipline-Based Service-Learning Students are expected to have an engaged presence in the community and reflect on their experiences on a regular basis throughout the semester using course content as a basis for their analysis and understanding. The link between course content and community experience must be made very explicit to students.) /E (Discipline-Based Service-Learning Students are expected to have an engaged presence in the community and reflect on their experiences on a regular basis throughout the semester using course content as a basis for their analysis and understanding. The link between course content and community experience must be made very explicit to students.) /Pg 8 0 R /K [4] >> endobj 88 0 obj << /Type /StructElem /S /H3 /T (Problem-Based Service-Learning Students \(or teams of students\) work with community members to understand a particular community problem or need. This model presumes that the students will have some knowledge they can draw upon to make recommendations to the community, develop a solution to the problem, or produce some kind of tool or resource for the community.) /E (Problem-Based Service-Learning Students \(or teams of students\) work with community members to understand a particular community problem or need. This model presumes that the students will have some knowledge they can draw upon to make recommendations to the community, develop a solution to the problem, or produce some kind of tool or resource for the community.) /Pg 8 0 R /K [5] >> endobj 89 0 obj << /Type /StructElem /S /H3 /T (Capstone Students are asked to draw upon knowledge they have obtained throughout their course work and combine it with relevant service work in the community, with the goal of either exploring a new topic or synthesizing their understanding of their discipline. Such courses are generally designed for majors and minors in a given discipline and are generally offered to students in their final year.) /E (Capstone Students are asked to draw upon knowledge they have obtained throughout their course work and combine it with relevant service work in the community, with the goal of either exploring a new topic or synthesizing their understanding of their discipline. Such courses are generally designed for majors and minors in a given discipline and are generally offered to students in their final year.) /Pg 8 0 R /K [6] >> endobj 90 0 obj << /Type /StructElem /S /H3 /T (Undergraduate Community-Based Action Research Students work closely with faculty members to learn research methods while serving as advocates for communities. Such courses are generally designed for students \(or teams of students\) highly experienced in community work who can negotiate diverse communities as self-directed learners. ) /E (Undergraduate Community-Based Action Research Students work closely with faculty members to learn research methods while serving as advocates for communities. Such courses are generally designed for students \(or teams of students\) highly experienced in community work who can negotiate diverse communities as self-directed learners. ) /Pg 8 0 R /K [7] >> endobj 91 0 obj << /Type /StructElem /S /P /ActualText (Dan W. Butin \(2007\) Focusing Our Aim: Strengthening Faculty Commitment to Community Engagement, Change: The Magazine of Higher Learning, 39:6, 34-39, DOI: 10.3200/CHNG.39.6.34-39 ) /Pg 8 0 R /K [10] >> endobj 92 0 obj << /Type /StructElem /S /Figure /P 42 0 R /Pg 9 0 R /K [0] >> endobj 93 0 obj << /Type /StructElem /S /H1 /T (INSTRUCTOR GUIDEBOOK) /E (INSTRUCTOR GUIDEBOOK) /Pg 9 0 R /K [21] >> endobj 94 0 obj << /Type /StructElem /S /H2 /T ( KEY ELEMENTS TO CONSIDER WHEN DECIDING ON CSL ) /E ( KEY ELEMENTS TO CONSIDER WHEN DECIDING ON CSL ) /Pg 9 0 R /K [20] >> endobj 95 0 obj << /Type /StructElem /S /P /ActualText <4D757475616C2062656E656669743A205365727669636520706C6163656D656E74732062656E6566697420626F7468207468652073747564656E749073206C6561726E696E672070726F636573732028636F6E74656E74206F662074686520636F757273652920616E642074686520636F6D6D756E697479206F7267616E697A6174696F6E> /Pg 9 0 R /K [14] >> endobj 96 0 obj << /Type /StructElem /S /P /ActualText (Syllabus revision: Changing assignments, some readings, and perhaps some teaching strategies to integrate CSL) /Pg 9 0 R /K [15] >> endobj 97 0 obj << /Type /StructElem /S /P /ActualText (Reflection: Opportunities for students to continually think/write/discuss/creatively explore what they learn as they move between the course and the community) /Pg 9 0 R /K [16] >> endobj 98 0 obj << /Type /StructElem /S /P /ActualText (Co-education: Community supervisors contribute to student learning, without over-burdening already stretched community resources ) /Pg 9 0 R /K [17] >> endobj 99 0 obj << /Type /StructElem /S /H2 /T (CSL PROGRAM SUPPORT ) /E (CSL PROGRAM SUPPORT ) /Pg 9 0 R /K [19] >> endobj 100 0 obj << /Type /StructElem /S /P /P 245 0 R /ActualText (Provide background information and material on CSL to help you get started ) /Pg 9 0 R /K [1] >> endobj 101 0 obj << /Type /StructElem /S /P /P 246 0 R /ActualText (Provide resources and training for planning course syllabi to include a CSL component \(including suggested assignments, assessment tools etc.\) ) /Pg 9 0 R /K [2] >> endobj 102 0 obj << /Type /StructElem /S /P /P 247 0 R /ActualText (Work with instructors to identify the types of community agencies that will best meet the learning objectives for their course ) /Pg 9 0 R /K [3] >> endobj 103 0 obj << /Type /StructElem /S /P /P 248 0 R /ActualText (Contact the community agencies \(including those suggested by faculty\) to identify volunteer options that are mutually beneficial ) /Pg 9 0 R /K [4] >> endobj 104 0 obj << /Type /StructElem /S /P /P 249 0 R /ActualText (Provide each instructor with a list of specific volunteer opportunities from which students can select \(or be assigned to\) their placements; this list includes the organization contact information; organization skill/knowledge requirements; any pre-training and background check requirements; total number of students the organization will supervise; total hours of service-work in term; accessibility by public transit; time requirements/restrictions and any other information relevant to the placement ) /Pg 9 0 R /K [5] >> endobj 105 0 obj << /Type /StructElem /S /P /P 250 0 R /ActualText <44657465726D696E6520776861742070726570617261746F7279206D656173757265732061726520726571756972656484506F6C69636520496E666F726D6174696F6E20436865636B3B20596F75746820496E74657276656E74696F6E20436865636B3B206F7267616E697A6174696F6E206F7269656E746174696F6E2F6170706C69636174696F6E2070726F636564757265738420666F7220656163682043534C20706C6163656D656E7420616E6420666163696C6974617465207468652070726F63657373206F6620636F6D706C6574696E67207468656D20> /Pg 9 0 R /K [6] >> endobj 106 0 obj << /Type /StructElem /S /P /P 251 0 R /ActualText (Provide ongoing support throughout the semester in the form of resources, self-evaluation tools/mid-term assessments, liaising with community partners, and responding to questions and concerns ) /Pg 9 0 R /K [7] >> endobj 107 0 obj << /Type /StructElem /S /H2 /T (ONLINE RESOURCES ) /E (ONLINE RESOURCES ) /Pg 9 0 R /K [18] >> endobj 108 0 obj << /Type /StructElem /S /P /ActualText (Campus Compact ) /Pg 9 0 R /K [8] >> endobj 109 0 obj << /Type /StructElem /S /P /ActualText (Community-Campus Partnerships for Health) /Pg 9 0 R /K [9] >> endobj 110 0 obj << /Type /StructElem /S /P /ActualText (International Partnership for Service-Learning and Leadership ) /Pg 9 0 R /K [10] >> endobj 111 0 obj << /Type /StructElem /S /P /ActualText (www.compact.org) /Pg 9 0 R /K [11] >> endobj 112 0 obj << /Type /StructElem /S /P /ActualText (https://ccphealth.org) /Pg 9 0 R /K [12] >> endobj 113 0 obj << /Type /StructElem /S /P /ActualText (www.ipsl.org) /Pg 9 0 R /K [13] >> endobj 114 0 obj << /Type /StructElem /S /Figure /P 43 0 R /Pg 10 0 R /K [0] >> endobj 115 0 obj << /Type /StructElem /S /H1 /T (INSTRUCTOR GUIDEBOOK) /E (INSTRUCTOR GUIDEBOOK) /Pg 10 0 R /K [28] >> endobj 116 0 obj << /Type /StructElem /S /H2 /T (KEY QUESTIONS IN PLANNING A CSL COURSE ) /E (KEY QUESTIONS IN PLANNING A CSL COURSE ) /Pg 10 0 R /K [27] >> endobj 117 0 obj << /Type /StructElem /S /H3 /T (What are the broad considerations in creating a syllabus that integrates a CSL component? ) /E (What are the broad considerations in creating a syllabus that integrates a CSL component? ) /Pg 10 0 R /K [1] >> endobj 118 0 obj << /Type /StructElem /S /P /P 252 0 R /ActualText (Overall, what are the course goals/learning objectives?) /Pg 10 0 R /K [2] >> endobj 119 0 obj << /Type /StructElem /S /P /P 253 0 R /ActualText (What are the goals/objectives for the service-learning component and how do they integrate with the overall goals/objectives? ) /Pg 10 0 R /K [3] >> endobj 120 0 obj << /Type /StructElem /S /P /P 254 0 R /ActualText (How will students demonstrate they have met the course objectives \(both learning and community\)?) /Pg 10 0 R /K [4] >> endobj 121 0 obj << /Type /StructElem /S /P /P 255 0 R /ActualText (How will the service-learning component be evaluated?) /Pg 10 0 R /K [5] >> endobj 122 0 obj << /Type /StructElem /S /P /P 256 0 R /ActualText (How will course requirements be adjusted to accommodate the hours students will devote to their CSL placements outside of class time? ) /Pg 10 0 R /K [6] >> endobj 123 0 obj << /Type /StructElem /S /H3 /T (How will CSL be integrated into the course in an ongoing and intentional way? ) /E (How will CSL be integrated into the course in an ongoing and intentional way? ) /Pg 10 0 R /K [7] >> endobj 124 0 obj << /Type /StructElem /S /P /P 257 0 R /ActualText (How might reflection journals, blogs, group work, CSL-specific readings, etc. be used? ) /Pg 10 0 R /K [8] >> endobj 125 0 obj << /Type /StructElem /S /P /P 258 0 R /ActualText (Who might assume responsibility for leading discussions? How often? ) /Pg 10 0 R /K [9] >> endobj 126 0 obj << /Type /StructElem /S /P /P 259 0 R /ActualText (What sorts of presentations will be encouraged? ) /Pg 10 0 R /K [10] >> endobj 127 0 obj << /Type /StructElem /S /P /P 260 0 R /ActualText (How might other written work be shared on a regular basis? ) /Pg 10 0 R /K [11] >> endobj 128 0 obj << /Type /StructElem /S /P /P 261 0 R /ActualText (What sorts of collaborations might be encouraged amongst groups of students \(e.g., participant and non-participant; interdisciplinary groups; volunteers working in teams\)? ) /Pg 10 0 R /K [12] >> endobj 129 0 obj << /Type /StructElem /S /H3 /T (Will the CSL component be required for all students? ) /E (Will the CSL component be required for all students? ) /Pg 10 0 R /K [13] >> endobj 130 0 obj << /Type /StructElem /S /P /P 262 0 R /ActualText (How many hours will be required throughout the term? We recommend a minimum of 20 hours per student.) /Pg 10 0 R /K [14] >> endobj 131 0 obj << /Type /StructElem /S /P /P 263 0 R /ActualText (What types of community service will best contribute to the course objectives?) /Pg 10 0 R /K [15] >> endobj 132 0 obj << /Type /StructElem /S /P /P 264 0 R /ActualText (How many different volunteer organizations/projects will be included?) /Pg 10 0 R /K [16] >> endobj 133 0 obj << /Type /StructElem /S /P /P 265 0 R /ActualText (Will the volunteer work be accomplished in a short period of time \(concentrated in a week or two around a specific project\) or spread out over the term at an average of 2 hours/week?) /Pg 10 0 R /K [17] >> endobj 134 0 obj << /Type /StructElem /S /P /P 266 0 R /ActualText (Will students work alone, in pairs, or in small groups?) /Pg 10 0 R /K [18] >> endobj 135 0 obj << /Type /StructElem /S /H3 /T (If you decide not to require service-learning of all students, what is your alternative for other students? ) /E (If you decide not to require service-learning of all students, what is your alternative for other students? ) /Pg 10 0 R /K [19] >> endobj 136 0 obj << /Type /StructElem /S /P /P 267 0 R /ActualText (How will course activities integrate CSL and non-CSL students? ) /Pg 10 0 R /K [20] >> endobj 137 0 obj << /Type /StructElem /S /P /P 268 0 R /ActualText <486F772077696C6C2043534C20616E64206E6F6E2D43534C206F7074696F6E7320626520657175697461626C6520666F722073747564656E74732C20696E207465726D73206F66207479706573206F662061737369676E6D656E747320616E642074696D6520636F6D6D69746D656E74733F2028416E642077686174206F74686572206E616D65206D6967687420796F75206769766520746F208F6E6F6E2D43534C902073747564656E74733F29> /Pg 10 0 R /K [21] >> endobj 138 0 obj << /Type /StructElem /S /H3 /T (How will community partners be intentionally involved in the student learning process? ) /E (How will community partners be intentionally involved in the student learning process? ) /Pg 10 0 R /K [22] >> endobj 139 0 obj << /Type /StructElem /S /P /P 269 0 R /ActualText (How will students be matched to community partners? \(How will they choose the right opportunity) /Pg 10 0 R /K [23] >> endobj 140 0 obj << /Type /StructElem /S /P /P 270 0 R /ActualText <57696C6C20746865792062652061736B656420746F20766F6C756E7465657220696E2070616972733F206574632E20546F20656E737572652061208F676F6F6490206D6174636820616E6420616E206576656E20646973747269627574696F6E2C207765207265636F6D6D656E6420612070726F6365737320776865726562792073747564656E7473207375626D697420696E2077726974696E6720746865697220746F702074776F2063686F6963657320616E6420726561736F6E7320666F72207468656D3B207468657920617265207468656E2061737369676E656420746F206F6E65206F662074686573652E29> /Pg 10 0 R /K [24] >> endobj 141 0 obj << /Type /StructElem /S /P /P 271 0 R /ActualText (How will students be encouraged to learn about the organization they work with? How will they be encouraged to be accountable to the needs and expectations of the organization?) /Pg 10 0 R /K [25] >> endobj 142 0 obj << /Type /StructElem /S /P /P 272 0 R /ActualText (How will they learn about ethical issues and responsibilities \(beyond the information presented to them in the CSL Student Guidebook\)?) /Pg 10 0 R /K [26] >> endobj 143 0 obj << /Type /StructElem /S /Figure /P 44 0 R /Pg 11 0 R >> endobj 144 0 obj << /Type /StructElem /S /Figure /P 44 0 R /Pg 11 0 R /K [0] >> endobj 145 0 obj << /Type /StructElem /S /H1 /T (INSTRUCTOR TIMELINE) /E (INSTRUCTOR TIMELINE) /Pg 11 0 R /K [23] >> endobj 146 0 obj << /Type /StructElem /S /Figure /P 44 0 R /Pg 11 0 R /K [1] >> endobj 147 0 obj << /Type /StructElem /S /H3 /T ( FIRST WEEK OF CLASS ) /E ( FIRST WEEK OF CLASS ) /Pg 11 0 R /K [3] >> endobj 148 0 obj << /Type /StructElem /S /P /P 273 0 R /ActualText (Introduce CSL to the students: theory, background, expectations, goals ) /Pg 11 0 R /K [4] >> endobj 149 0 obj << /Type /StructElem /S /P /P 274 0 R /ActualText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g 11 0 R /K [5] >> endobj 150 0 obj << /Type /StructElem /S /P /P 275 0 R /ActualText (This is an excellent time to invite community partners to your class to speak about their organizations \(you can pre-arrange these visits at the CSL Orientation Workshop\)) /Pg 11 0 R /K [6] >> endobj 151 0 obj << /Type /StructElem /S /H3 /T (SECOND/THIRD WEEKS OF CLASS ) /E (SECOND/THIRD WEEKS OF CLASS ) /Pg 11 0 R /K [7] >> endobj 152 0 obj << /Type /StructElem /S /P /P 276 0 R /ActualText (Having determined how you are going to organize and allocate student placements, have students complete the online sign up form on the CSL Student Site and encourage students to contact their community supervisors ) /Pg 11 0 R /K [8] >> endobj 153 0 obj << /Type /StructElem /S /P /P 277 0 R /ActualText (Explain/discuss ethics issues and guidelines relevant to community service-learning ) /Pg 11 0 R /K [9] >> endobj 154 0 obj << /Type /StructElem /S /P /P 278 0 R /ActualText (Remind students to obtain security checks at CSL Office ) /Pg 11 0 R /K [10] >> endobj 155 0 obj << /Type /StructElem /S /P /P 279 0 R /ActualText (Share the CSL Completion Form with students and encourage students to go over form with their community partners) /Pg 11 0 R /K [11] >> endobj 156 0 obj << /Type /StructElem /S /H3 /T (MID-TERM ) /E (MID-TERM ) /Pg 11 0 R /K [12] >> endobj 157 0 obj << /Type /StructElem /S /P /P 280 0 R /ActualText (Schedule at least one check-in with your community partners \(by phone or by email\) to learn how the placements/projects are progressing) /Pg 11 0 R /K [13] >> endobj 158 0 obj << /Type /StructElem /S /H3 /T (FINAL TWO WEEKS OF TERM ) /E (FINAL TWO WEEKS OF TERM ) /Pg 11 0 R /K [14] >> endobj 159 0 obj << /Type /StructElem /S /P /P 281 0 R /ActualText (CSL Staff will arrange for 15 minutes of class time toward the end of the term when we will come to your class to administer evaluations of the program; all students \(CSL and non-CSL\) and the instructors will be asked to complete an evaluation at that time ) /Pg 11 0 R /K [15] >> endobj 160 0 obj << /Type /StructElem /S /P /P 282 0 R /ActualText (CSL Staff will send out and collect evaluation forms to community partners on your behalf) /Pg 11 0 R /K [16] >> endobj 161 0 obj << /Type /StructElem /S /P /P 283 0 R /ActualText (Remind students to meet with their community partner to complete the Student Completion Form) /Pg 11 0 R /K [17] >> endobj 162 0 obj << /Type /StructElem /S /P /P 284 0 R /ActualText (Collect Student Completion Forms by the last day of class, approve + sign them + return to the CSL Office a week after classes end) /Pg 11 0 R /K [18] >> endobj 163 0 obj << /Type /StructElem /S /P /P 285 0 R /ActualText (Plan for a time for students to reflect on and share their CSL experiences \(e.g., through presentations, project/poster displays etc.\); invite community partners and CSL Staff to attend on these days) /Pg 11 0 R /K [19] >> endobj 164 0 obj << /Type /StructElem /S /H3 /T (THROUGHOUT TERM ) /E (THROUGHOUT TERM ) /Pg 11 0 R /K [25] >> endobj 165 0 obj << /Type /StructElem /S /P /P 286 0 R /ActualText 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