Community Service Learning
Willamette University
900 State Street
Salem, Oregon 97301
503-370-6807 voice
503-370-6407 fax
Teach with Service Learning: Example Course Timeline
Here is a general timeline for a Service Learning course. Each faculty member will adjust the timeline when designing their course.
Week 1
- Introduce syllabus, explain course objectives, explain what Service-Learning is and how it enhances the course, set service learning expectations, and talk about possible agency partners and projects.
- Announce due dates for journals, in-class reflection activities, papers, presentations, and evaluations.
- Faculty gives the student Service-Learning expectations.
Week 2
- Students select service sites and turns in forms to faculty member.
Week 3
- Students begin service activities. Remind students they should complete the Activity and Time Log in order to track the activities and the number of hours served at their placement sites. Let students know if you require students to turn in their time logs.
Week 4-7
- Collect journals, time logs (if applicable), and/or other class assignments.
- Monitor students' service experiences.
- Guide students in reflection.
Weeks 7-8
- Return journals or other assignments to students with feedback.
Week 8-9
- Instruct students regarding how to wrap up their service projects. This includes helping students to reach closure with agency staff and clients. Collect Students' Evaluations of their Service-Learning Process.
Weeks 10 and Beyond
- Redesign service component with student and community input.
- Solicit student feedback on the community agencies where they served and the kinds of activities in which they engaged.
- Examine student course evaluations to determine the success of the service experience and how it impacted student learning.
- As needed, make changes for subsequent semesters.
Adapted from: Almonte Paul, Dorell, Haffalin et.al. Service Learning at Salt Lake Community College, A Faculty Handbook