Resources for Students
Manuals & Forms
- Placement Form – Word
- Placement Form – PDF
- Monthly Timesheet – Word
- Monthly Timesheet – PDF
- Contract – Word
- Contract – PDF
Past Community-Based Learning Student Manuals
- Manual – Fall 2005 (Word)*+
- Manual – Fall 2005 (PDF)*
- Manual – Spring 2005 (Word)
- Manual – Spring 2005 (PDF)
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.
- Learn & Serve
- President’s Student Service Award
- Congressional Award for Volunteer Public Service
- Alternative Spring Breaks
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.
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.