Resources for Students
Student Engagement and Leadership Fellows (SELF) Program
Call for Nominations
Deadline 12/31/2005 5:00 PM
Trinity is pleased to call for nominations for two Student
Engagement and Leadership Fellows (SELF) to serve from January 2006
through May 2007. Trinity students may self-nominate. Please consider
applying!
To be considered, students must:
• Have previous college-level experience in service-learning
and/or community-based learning. For example, the student nominee
must have successfully completed INT115 which has a community-based
learning component.
• Be able to serve the full term of the fellowship from January
2006 through May 2007. You must not have graduated from Trinity prior to May 2007 to be eligible.
• Submit a copy of your résumé with complete
contact information including name, address, e-mail address, phone,
GPA, other honors attained, and your educational and work histories.
• Submit a brief, well-written essay (minimum one-half page,
maximum two pages) addressing your personal experience with and
outlook on service-learning and community-based learning, and why
you feel you are deserving of this fellowship.
Two Trinity students will be selected for this prestigious fellowship.
Each fellow will:
• Network with other student fellows from DC-area universities;
• Design and implement innovative, local community projects;
• Develop critical project management, fundraising, program
design, evaluation and dissemination skills;
• Commit to fully engaging in all SELF programs and activities;
and,
• Receive a $500 cash stipend per semester for the three semesters
they are fellows (total stipend $1500).
To apply, please forward the materials requested above via electronic
mail no later than 5:00 PM, December 31, 2005,
to:
Melynda Majors, Trinity Service-Learning Coordinator
majorsm@trinitydc.edu
or mmajors@dcemail.com
###
Student Manuals
Fall
2005 Community-Based Learning Student Manual  *+
Fall
2005 Community-Based Learning Student Manual  *
Student Forms
Placement
Form
Placement
Form
Monthly
Timesheet
Monthly
Timesheet
Contract
Contract
Past Resources
Spring 2005 Community-Based
Learning Student Manual
Spring 2005 Community-Based
Learning Student Manual
Note: Most of the documents above are provided
in two different formats:
Microsoft
Word [".doc"]
Adobe
Portable Document Format [".pdf"]
MS Word documents may be edited and modified by
the user after downloading. Adobe PDF documents are non-modifiable.
Adobe Acrobat Reader software must be installed
on your computer in order to view .pdf documents. Click
here to download this free software from Adobe.
*These are special editions of the original documents
that were printed and distributed to students. A number of blank
pages that were used to ensure that forms and other pages printed
correctly were included in the original documents and have been
removed from these web versions. Please contact
us if you would prefer a copy of the original document with
extra blank pages included (intended for double-sided printing).
+The MS Word version of this document may not view
correctly after downloading if your computer does not have the following
fonts installed: Alba, Bookdings, Chick, Fat, Webdings, Wingding,
Wingding2, Wingding3. These fonts are copyrighted by the Microsoft
Corporation.
If needed, you may be able to purchase them directly from Microsoft.
All should appear correctly in the .pdf version of this document.
Opportunities
Frequently Asked Questions
by Students Engaged in Service-Learning at Trinity
1. What is CBL?
CBL, community-based learning, combines community service with
academic instruction. Students (a) provide service (as defined by
the community) and (b) reflect on the service activity as a means
of gaining a better understanding of course content. It is a teaching
and learning method that allows students to test theories with real
life experiences. CBL is not just another class assignment. CBL
courses require students to build relationships and work cooperatively
with members of pre-selected community organizations which have
agreed to collaborate with the class and to act as community hosts
this semester.
2. How many hours do students have to serve?
The faculty determines the number of hours of service required
in each CBL course.
3. How will I be graded for the CBL?
Students are not graded for performing community service but instead
will be assessed on their ability to reflect on and critically analyze
the service experience as well as to apply the service experience
to the course content and vice versa. This will include relating
the course lectures and materials to real-life experiences at the
service site. The professor will assess this element of the course
on the basis of a portfolio consisting of the following components:
- Forms, which the professor will distribute, including the pre-service
and post-service survey;
- A guided reflection that students will write in class;
The students’ journal observation entries on the first six
hours of service;
- A poster presentation or other written or oral assignment specific
to the class section;
- The students’ journal observation entries on their remaining
hours of service;
- A final reflective paper in which the student integrates the
service performed with the seminar objectives; and,
- Any brochures, literature, photographs, sketches, interview
notes, poems, websites, etc., the student includes as related
to service.
Students’ grades on the portfolio will constitute 25% of
the overall course grade.
4. What skills do I need to do CBL?
The main skills needed are the real life skills one may already
possess, such as sensitivity, good communication, self-presentation,
and time management. For example, a student might be supervised
by and work with people who are different from her in various ways.
Students should always treat them with respect.
The philosophy of CBL claims that members of these communities
have know-how and expertise that both students and professors respect
and can learn from. In college, if a student doesn’t show
up to class or meet the academic obligations, t only lets herself
down. But in CBL, if the student doesn’t uphold the obligations
to the host community organization, there are other serious consequences:
a student may disrupt its work or even create more work for the
organization.
If the student knows in advance that she will be missing service
hours (because of an emergency or scheduling conflict), she should
contact the site supervisor as soon as possible to reschedule the
hours. If the student misses the hours unexpectedly, it is up to
THE STUDENT (not the host organization) to reschedule the service
hours as soon as possible.
5. Whom should I contact if I have a problem at my service
site?
Contact the site supervisor, the professor, and any administrator
whose name was given in class as a contact.
6. If I can’t serve at the pre-selected site, can
I serve at another community organization?
Yes, but this must be arranged as soon as possible with the professor.
7. What are the benefits of CBL as experiential learning?
CBL as one form of experiential learning differs from much of traditional
education in suggesting that information can be better learned if
it is applied to real world situations. In other words, CBL offers
students a chance to learn more by doing good. Research indicates
that the use of this type of learning and teaching pedagogy has
a positive effect on a student’s personal development; personal
identity, spiritual growth, and moral development, and it gives
her a sense of personal efficacy. It increases interpersonal skills
and the ability to work with others.
This type of teaching and learning enhances leadership and communication
skills. It also reduces stereotypes and facilitates cultural and
racial understanding as well as having a positive effect on a sense
of social responsibility and citizenship skills. In an increasingly
competitive job market, developing real world experience and skills
will make a student more marketable. Interestingly, service-learning
improves students’ satisfaction with the college experience
and increases the probability that they will graduate.
Expected Outcomes
Students participating in service-learning develop:
- A reduction of negative stereotypes and an increase in tolerance
for diversity
- Greater self knowledge
- Greater spiritual growth
- Increased ability to work with others
- Increased leadership skills
- Increased feeling of being connected to a community
- Increased connection to the college experience through closer
ties to students and faculty
- Increased reported learning and motivation to learn
- Deeper understanding of subject matter
- Deeper understanding of the complexity of social issues
- Increased ability to apply material learned in class to real
problems
Janet Eyler and Dwight E. Giles. Where’s the Learning
in Service-Learning? San Francisco: Jossey-Bass. 1999
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