college of saint benedict and saint john's university learning/facu… · web viewthe...

Table of Contents

Non-Discrimination Policy 2

Mission, Contact Information 3

What is Service-Learning 4

Learning Goals 7

Intentional Service 8

Semester Timeline 9

Expectations and Guidelines 10

Joint Policy on Reporting Suspected Child Abuse 12

Faculty Guidelines 17

CSB/SJU Service-Learning Resources 18

Student Contract Form 19

Liability Waiver

Placement Change

Evaluation Form

20

21

22

1 C o l l e g e o f S a i n t B e n e d i c t | S a i n t J o h n ’ s U n i v e r s i t yL i e m a n d t F a m i l y S e r v i c e - L e a r n i n g P r o g r a m

F a c u l t y H a n d b o o k

College of Saint Benedict | Saint John’s UniversityLiemandt Family Service-Learning Program

CSB|SJU Non-Discrimination Policy

“Discrimination or harassment relating to race, creed, religion, color, national origin/ethnicity, sex, sexual orientation, age, marital status, status with regard to public assistance, or disability is prohibited by both state and federal law under such Acts as Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Americans with Disabilities Act of 1992 and Sections 503 and 504 of the Rehabilitation Act of 1973, which prohibit discrimination against persons with disabilities; the Age Discrimination in Employment Act of 1967 and/or the Minnesota Human Rights Act. Sexual harassment or other forms of harassment based on race, creed, religion, color, national origin/ethnicity, sex, sexual orientation, age, marital status, status with regard to public assistance, or disability are reprehensible, are antithetical to the mission of these institutions, and will not be tolerated.” (Joint Human Rights Policy, the College of Saint Benedict and The Order of Saint Benedict, Collegeville)

College of Saint Benedict | Saint John’s UniversityService-Learning Program



CSB|SJU Service-Learning Program MissionThe Liemandt Family Service-Learning Program models Benedictine values by providing education and

support to CSB/SJU faculty and students, co-curricular programs, and the community through service experiences in order to strengthen communities, integrate theory and praxis, and foster citizenship. Students in the program work towards positive, sustainable change in their community while enhancing their own education.

CSB|SJU Staff

Marah Jacobson-Schulte, ELCE DirectorCollege of St. Benedict | St. John's UniversityHAB 105D37 South College AvenueSt. Joseph, MN 56374phone: 320.363.5117 | [email protected]

Laura Hammond, ELCE Assistant DirectorCollege of St. Benedict | St. John's University37 South College AvenueSt. Joseph, MN 56374phone: 320.363.5300| [email protected]

Adia Zeman, Service-Learning CoordinatorCollege of St. Benedict | St. John's University37 South College AvenueSt. Joseph, MN 56374phone: 320.363.5237 | [email protected]

Katie Vogel, Service-Learning Office CoordinatorCollege of St. Benedict | St. John's University37 South College AvenueSt. Joseph, MN 56374phone: 320.363.5799 | [email protected]

Service-Learning Academic CoordinatorsCollege of Saint Benedict | Saint John’s UniversityASB Lower Level37 South College AvenueSt. Joseph, MN 56374phone 320.363.5256 | | [email protected]

CSB|SJU Service-Learning WebpageFor more information about CSB | SJU Service-Learning, check out our website!



mailto:[email protected]





http://www.csbsju.edu/servicelearning

What is Service-Learning?

The Liemandt Family Service-Learning Program is committed to holistic learning by incorporating the classroom and community into the learning experience. Service-learning is, at the same time, a learning process and teaching method, incorporating a relationship between the student, community, and the classroom. It is different from volunteering in that typical volunteering does not incorporate academic elements with service.

Students in the program work towards positive, sustainable change in the community while enhancing his or her own education. The program:

Enhances critical thinking skills Integrates theory and praxis Fosters the practice of Benedictine values Encourages active commitment to citizenship Fosters career exploration Develops personal and social skills by challenging existing boundaries Increases awareness and commitment to social justice issues

Examples of Service-Learning Projects:

Below are examples of previous partnerships with the CSB|SJU Service-Learning Program.

Psychology 360: Developmental PsychologyStudents in Developmental Psychology have the chance to partner with various organizations that help to realize the full age spectrum of psychological development. Students work with elementary school children at Boys & Girls Clubs and Reach Up Inc. Students can also work with teenagers in the Fast Forward Youth Program. The Service-Learning Department also pairs students with the elderly at Arlington Place and Saint Benedict’s Senior Center.

Education 111: Teaching in a Diverse WorldEducation 111 students have the opportunity to work one-on-one or with groups of youth. Students are able to explore teaching and mentoring, which helps to prepare them for classroom work. Some projects and sites include: tutoring at St. Joe Lab School and Fast Forward; mentoring at Boys & Girls Clubs; working with ELL students in the local public school district.

Communication 367: Organizational CommunicationOrganizational Communication is unique in that it works strictly with Central Minnesota Habitat for Humanity. Students in this class work with various sections of Habitat, helping to promote events, recognize volunteer labor, and assist in the Habitat for Humanity office with various tasks.

Engage, Reflect, Change



http://www.csbsju.edu/servicelearning

This diagram breaks the Liemandt Family Service-Learning Program’s purpose into three distinct opportunities for growth.

Service-Learning is distinct from volunteering and community service. Service-Learning encompasses both the benefits to the community and the student, creating one learning

experience.



We encourage our students to be intentional about the interactive learning-experience...

Engage

...to connect academic learning with practical application...

Reflect...and to allow themselves to become lifetime advocates for social justice.

Change

Service-Learning



Benefits to the community

Benefits to the student

Liemandt Family Service-Learning Program Learning Goals

Personal LearningThese goals reflect increased development or demonstrated learning of a new skill valuable to personal development.

Intra-Personal Learning Leadership skills Patience Organizational skills Decision making skills Problem solving skills Public speaking skills Increased confidence in

relating with others from different age, socio-economic, ethnic, or gender identity group

Inter-Personal Learning Listening skills Communication skills Interact & build

relationships with others of different backgrounds

Increased understanding of individual human condition

Cooperation skills Increased sensitivity

and trust in relationships

Increased appreciation for others

Civic LearningThese goals increase awareness of community needs and assets and the lived reality of the human condition. Civic learning exists on micro and macro levels.

Students should reflect on and demonstrate learning in the following ways:

A demonstrated understanding of the impact of the CSB/SJU student role at the organization

A demonstrated understanding of the purpose and impact of the organization in the community

A demonstrated understanding of the social issue(s) the organization addresses

Academic LearningThis is central to our overall mission in our program. All projects involve faculty and students in an academic setting as well as engaging community partners as co-educators. Through the guidance from faculty, community partners, and our program:

Students engage in activities that allow them to bring classroom learning into the community to increase impact with the organization

Students also engage in activities that allow them to bring their community experience into the classroom to enhance academic learning

All projects need to relate to course theory and concepts

Students receive credit for demonstrated learning as well as commitment and performance to the community in their projects



Intentional Service

An overall view of the three components of Service-Learning:

Intentional Preparation

Community Voice

Community voice is essential if we are to build bridges, make change, and solve problems. Community service organizations are encouraged to voice the needs of the community in the development of service-learning projects.

Orientation & Training

Orientation and training are important first steps for any service-learning experience. Information should be provided for service-learning students about the community, the issue, and the agency or community group. In the first days of the service-learning project, it is often helpful for students to have increased direction to help them fully understand their role in the organization. Meaningful Action Meaningful action means that the service being done is necessary and valuable to the community itself. Meaningful action makes people feel like what they did made a difference in a measurable way and that their time was utilized well. Meaningful action makes the greatest impact possible for the student and the community partner. Reflection and Evaluation

Reflection

Reflection is a crucial component of service-learning experiences. To reflect through reactions, stories, feelings, and facts about the issues may dispel stereotypes and connect the experience to a larger social issue. Reflection is also a time to think about personal and professional growth.

Evaluation

Evaluation measures the impact of the students’ learning experiences and the effectiveness of the service community. This is done through evaluations that the community partner completes regarding the student. Students also evaluate the effectiveness of their own service. Students will complete an online evaluation of their experience that will be administered from the assessment office. Evaluation gives direction for improvement, growth and change by providing feedback.



Semester Timeline

Following is a simple timeline of a typical semester for Service-Learning. Pages 10-11 of this handbook will go into depth on the concepts below.

Before the Semester Begins:

- Faculty members meet with a Service-Learning coordinator to discuss course goals and expectations.- Service-Learning courses are paired with community partners.- Date for Initial Presentation and Service-Learning Fair are set.

First Two Weeks of the Semester:

- Initial Presentations/ Service-Learning Fair- Students complete information and waiver forms.- Service-Learning Program places the students with a community partner and relays that information to the students, faculty members, and community partners through master lists.- Students will contact the community partner to set up an orientation and schedule.

Throughout Semester:

- Students work regularly on their service-learning project.- Students will (if required) continuously post their hours to Service-Learning’s Public Folders as they are completed. - Academic Coordinators will be in regular contact with the students, faculty, and community partners with updates and check-ins.- Some classes will require periodic reflection points, which may involve the community partner.

Last Two Weeks of the Semester:

- Classes will hold final, comprehensive reflections.- Evaluations from community partners are due to the Service-Learning Program.



Developing and Implementing a Service-Learning ProjectExpectations and Guidelines

As a primary partner in Service-Learning, we encourage faculty members to fully engage in all aspects of the experiences. Your responsibilities as a faculty member may include the following:

Initial PresentationsInitial presentations are conducted at the beginning of each semester. A Service-Learning Academic Coordinator will come into your class to introduce service-learning. A brief overview of the service-learning program, student responsibilities and expectations, transportation, posting in public folders, and the options of sites will all be covered.

If your course has implemented service-learning in the past, please let the Service-Learning Academic Coordinator know if your expectations and goals for students’ learning will stay the same or if they have changed. If it is a new partnership, you will meet with and discuss opportunities for the coming semester with the Service-Learning Coordinator and/or community partner(s).

As always, we ask for you to identify the needs the projects address and take a lead in defining the project. We will also request an updated copy of your syllabus that we will share with the Community Partners.

Service-Learning FairThe service-learning fair is mandatory for all students. It is their chance to meet with community partners and choose a site for the semester. They are encouraged to come with questions they may have about sites so they can make an informed decision about which placement would be best for them. The fair is also a great place for faculty to meet with the community partners.

Contracts and LiabilityCopies of our Contract and Liability forms are located on pages 13-15. Students are required to read, sign, and return these forms to our department before they begin their projects for the semester. Please note that the liability form addresses liability from the perspective of CSB/SJU and does not address questions or concerns that relate to your organization. Specific liability you have can be addressed with the Service-Learning Coordinator. Students can also be required to complete specific requirements for the community partner’s organization, such as background checks, interviews, and applications.

Compliance with the Non-Discrimination PolicyAll faculty members and community partners must comply with the CSB/SJU non-discrimination policy, as outlined on page 2 of this handbook.

Switching PlacementsOccasionally, there is a need for a student to switch placements during the semester. To do so, the student must make the faculty member and current Service-Learning supervisor aware that he/she is seeking a different placement. The student is required to have a discussion with the Service-Learning Coordinator, complete the form located at the end of this handbook, and have the new supervisor sign and approve the form before being allowed to serve at a new site.

We will not accept switching placements after the first half of the semester unless a student can document that he/she has made every possible effort to make the current placement work. When a



student is not meeting the expectations of the program, we encourage the student to discuss opportunities for improvement with his/her faculty member and site supervisor.

Expectations and Guidelines (cont…)

Student PerformanceIf students do not meet the expectations of your course or are not engaging in the experience, we ask that you discuss opportunities for improvement with them. If students do not improve their performance, it is possible that they can be let go from the community partner’s organization. Community partners should not feel obligated to work with students who perform poorly. This experience is part of a course grade. When students are not engaging, they are not learning. This should be reflected in the evaluation completed by their direct supervisor at the end of the semester.

Hour UpdatesFaculty will periodically receive hour updates via email from our office throughout the semester if they have chosen to have the Service-Learning Program keep the log of student hours in the public folder posts. If there is a discrepancy in the information provided, please contact the Student Academic Coordinator assigned to work with you.

ReflectionReflection is essential to the service-learning process and is a key factor in distinguishing service-learning from many other opportunities in the community. Reflection sessions are often lead by the faculty member, but service-learning academic coordinators are trained to do so as well. Community partners may be invited into the classroom during the semester to take part in discussions that encourage students to gain a deeper understanding of how their experience impacts their education, the people they serve, the organization, and the community.

Questions important for students to reflect upon are: Discuss what you have found to be most challenging. What possible solutions exist to these challenges?

What are you learning through these challenges? Describe one experience or moment that sticks out in your mind. What is important about this moment? What are you learning about yourself in this project? Discuss the value of your project as it relates to what you are learning in class. How does what you are

learning in your service learning project relate to what you are learning in class? How does what you are learning in class relate to your service learning project? Cite specific examples, concepts, and theories.

What impact is it that you hope to be making? Is that impact realistic? What suggestions would you offer future students who are interested in participating in this organization? What have you learned about the organization or social issue that has increased your understanding of the

need for this work or service in society?

These are just a few. The goal is to encourage students to explore and understand the “big picture” or the complexity of issues that each organization addresses and the importance of their role in addressing these issues.

Evaluation



We ask that community partners submit evaluations for every student involved in the project at their site. This one-page document evaluates job performance. These are then passed along to our department, the student, and the professor. The evaluation serves as valuable feedback for the student and generally impacts credit awarded for the service-learning project in the course.



Joint Policy on the Presence of Children and Minors on Campus and Participating in Campus Events and Activities

ForThe College of Saint Benedict and Saint John’s University

I. PURPOSE, SCOPE, AND DEFINITIONS A. Purpose. The College of Saint Benedict (CSB) and Saint John’s University (SJU) welcome children to our campus community and in the greater community around us. The purpose of this policy is to promote the health, safety, and well-being of children on campus and children who participate in CSB and SJU events and to clarify CSB and SJU rules with respect to children and minors. CSB and SJU have zero tolerance for child abuse and have adopted a separate Joint Policy on Reporting Suspected Child Abuse. Please refer to that policy with questions related to reporting suspected child abuse. B. Scope. This policy applies to all students, faculty, and staff of CSB and SJU; campus visitors; and individuals or organizations engaging in or conducting activities associated with CSB and/or SJU or doing business at or with CSB and/or SJU. The geographic scope of this policy includes the CSB and SJU campuses, all properties owned or leased by either CSB or SJU, and all off-campus locations, including but not limited to monastic property and study abroad programs, at which students, faculty, or staff or other associated individuals of either institution participate in College or University sponsored activities.1 1 This policy is as comprehensive as possible, but it is not possible to foresee every situation. If you have questions, about this policy, you should speak with the Human Resources Director or the Dean of Students at your institution.

C. Child, Children, Minor, and Minors. For the purposes of this policy, the terms “child,” “children,” “minor,” and “minors” refer to or describe individuals under the age of 18. When the policy refers to children of CSB and SJU faculty, staff, and/or students, the reference includes minor siblings and other minors who are relatives of CSB or SJU faculty, staff, or students.

D. Associate. For purposes of this policy, an “associate” is any individual or organization engaging in or conducting activities associated with CSB and/or SJU or doing business at or with CSB and/or SJU, including members of Saint John’s Abbey or Saint Benedict’s Monastery.

II. RESPONSIBILITY FOR CHILDREN CSB and SJU are institutions of higher education. While CSB and SJU welcome and invite the presence of children on campus, CSB and SJU recognize that the campuses and CSB/SJU events may not always be an appropriate environment for children. In recognition of the family needs and responsibilities of students, faculty, and staff, CSB and SJU permit students, faculty, and staff to bring their child(ren) to campus for limited periods of time while the employee or student is engaged in work or educational activities. In doing so, students, faculty, and staff must recognize and respect the needs of other community members for a quiet and productive work and educational setting. The adult responsible for a child is also responsible for the child’s behavior and actions, and is expected to ensure that the child complies with the directions of College or University personnel.

A. Supervision Required. Faculty, staff, and students and other adults maintain the sole responsibility for the safety of their own child(ren) or any other child(ren) accompanying them on campus. Faculty and staff are discouraged from asking a student employee or anyone else to accept



responsibility to look after the child(ren). In general, no facility or office on campus is to be used for child care or unsupervised recreation for children.

There are risks to bringing children to the campuses and to CSB and SJU events. Students, faculty, and staff and other adults should be aware of these risks and are responsible for any and all injuries or damages sustained to or by their child(ren) or any other child(ren) accompanying them while on the CSB or SJU campuses or any properties owned or leased by CSB or SJU, and when bringing child(ren) on college-sponsored trips or other activities. CSB and SJU shall not be responsible or liable for any such injuries or damages unless such injuries or damages are caused by the sole negligence of CSB or SJU, or their officers, agents, or employees. B. Revocation. Allowing employees and students to bring their child(ren) to campus or on College or University-sponsored trips as described in the sections below is a privilege extended by CSB and/or SJU and may be revoked at the discretion of the College or University if the provisions of this policy are violated or the privilege is abused. CSB or SJU may also prohibit an employee or student from bringing a child(ren) to campus if other members of the College or University community reasonably object. Any member of the community who is not comfortable with the presence of a child(ren) in his or her work or educational setting should advise his or her supervisor, the Dean(s) of Students, or the Director of Human Resources.

III. SPONSORED EVENTS AND PROGRAMS ON-CAMPUS A. Sponsored Events. CSB and SJU sponsor a number of events in the performing arts, athletics, and other areas that are open to children. The College and University welcome the presence of children on campus for these events. In order to ensure their safety and that of other guests, CSB and SJU require that the parent, legal guardian, or other adult responsible for each child comply with the following provisions:

1. CSB and SJU are not responsible for the supervision of any children who attend a campus event (as noted in Section II.A of this policy), unless the event sponsor specifically states in a written announcement that supervision by College or University staff will be provided.

2. Children must remain in the area of campus where the event is located.

3. The adult responsible for a child is also responsible for the child’s behavior and actions and for any damage caused by a child, as noted in Section II of this policy.

4. If a child attending a CSB or SJU event or program needs an accommodation for a disability or other special need, it is the responsibility of the adult to request such an accommodation, in advance of the event, to the extent possible.

B. Sponsored Programs. Throughout the calendar year, CSB and SJU sponsor a number of programs specifically designed for children, such as summer camps and fine arts programs. The College and University require that children in these programs be appropriately supervised by adults with the proper training and credentials, and subject to CSB and SJU’s criminal background check requirements. Each program has specific operating protocols related to its nature and purpose, but all programs are expected to comply with the safety practices stated below. Failure to follow these practices should be reported immediately to the Program Director or appropriate supervisor.



1. All program staff (paid and volunteer, including CSB and SJU student staff members) must receive training with respect to working with children. The level of training will differ depending on the program.

2. Program sponsors should determine the appropriate ratio of staff to children and follow that ratio. In all cases, any ratios mandated by law must be followed.

3. Program staff must inform another staff member when they are taking children out of the program room or area for any reason.

4. Except in emergency or other exigent circumstances, no child should ever be left alone with a staff member. It is a best practice for programs to use and enforce the “rule of three,” requiring at least two program adults or two children in each group at all times.

5. Children in any program must remain in the area where the program is being held. As much as possible, no child who is participating in a CSB or SJU sponsored program should be left alone on campus at any time or for any reason. The Dean of Students may make exceptions in limited circumstances involving older children based on the written request of the Program Director.

6. Employees working in the program may only take photographs of children in the program for program-related purposes, and only after the child’s parent or legal guardian has signed a College or University provided waiver allowing the photograph.

C. Programs and Events Sponsored by Other Entities. CSB and SJU allow selected outside individuals and entities to rent College and University facilities for programs/events specifically designed for or including children, such as swimming programs, summer athletic, dance, and academic programs, and family events such as weddings. CSB and SJU will work with these entities to assist them in complying with this policy. IV. PROGRAMS AND TRIPS OFF-CAMPUS A. General. Through CSB and SJU’s service learning, community service, internships, student teaching and other programs, faculty, staff, and students, are engaged in many off-campus activities involving children. All CSB and SJU participants in such programs and activities are required to comply with the child protection requirements of the off-campus site where the activities occur, including requirements related to training and criminal background checks.

B. Use of College and/or University Funds. Any person using College and/or University funds, including club funds from the Student Senates, to participate in off-campus activities involving children must notify the Dean(s) of Students, in writing, or (in the case of faculty or staff) the Director of Human Resources when applying for the College or University funds and before commencing the activity. CSB and SJU may, in their discretion, set conditions on the use of College or University funds to ensure compliance with reasonable measures designed to protect children and reduce risk for CSB and/or SJU.

C. CSB and SJU Sponsored Trips. Students, faculty and staff may take their own child(ren) on college-sponsored trips under the following conditions:



1. The student, faculty or staff member wishing to take his/her child must provide advance notice and obtain prior written approval from the person(s) directing the trip.

2. In order that the child’s presence not impede the employee’s or student’s performance of his or her trip responsibilities, the employee or student may be required to arrange and pay for a childcare provider other than the employee or student to supervise the child at all times during the trip.

3. The employee or student is responsible for all trip expenses of the child.

4. The employee or student must drive or ride in the same vehicle as the child.

5. The child must be included on any roster of trip attendees.

D. Study Abroad CSB and SJU support faculty who lead study abroad programs and who live abroad with their families. Faculty should consult with the Office of Education Abroad with respect to participation by their child(ren) in trips or other activities associated with study abroad programs.

V. ACADEMICS, RESIDENTIAL LIFE & EMPLOYMENT A. Minor Students in Classes, Labs and Study Abroad Programs. Some students in CSB and SJU classes and laboratories and participating in study abroad programs are minors. Students from Saint John’s Preparatory School sometimes take courses at the College and/or University, and some undergraduate students matriculate before they have attained the age of 18. 5



Minors who take courses and/or participate in College and/or University programs are expected to follow course requirements and the behavioral expectations of all other CSB and/or SJU students, including all College and University policies for students. Minors and their parents should be aware that SJU and CSB courses are not specifically designed for minors and may include activities, conversations, or topics that would not normally be presented to minors. CSB and SJU are not responsible for ensuring that course content is appropriate for minors.

Prior to commencement of classes and programs each semester, the Registrar’s Office will notify faculty members of the students enrolled in their courses who are minors. Faculty shall be mindful of the minor status of such students and consider whether any particular measures are necessary with respect to such students. Faculty members who have questions about minors in their classes or in out-of-classroom events and programs should contact the Academic Dean, Education Abroad Director, or the Deans of Students. The Dean(s) or Director is responsible for assisting faculty members in determining whether any particular measures should be taken with respect to minors. B. Minors Who Live on Campus. Because some enrolled students start school before they have attained the age of 18, CSB and SJU sometimes have minors who live in residence halls. Minors living in residence halls are expected to follow the same rules as all other CSB or SJU students. Before minors move into a residence hall, the residence hall staff members will be notified of their minor status and birth date. Residence hall staff members shall be mindful of the minor status of such students and consider whether any particular measures are necessary with respect to such students. Staff members who have questions about minors living on campus should contact the Dean of Students.

C. Employment of Minors. Occasionally, CSB and SJU may hire a minor to fill an employment position or a student work position. The Human Resources Office or Student Employment Program must authorize the hiring of any minor. CSB and SJU comply with applicable law with respect to the employment of minors. In the event that a minor is hired by CSB or SJU, the Human Resources Office or the Student Employment Program will inform the supervisor that the employee is under age 18 and will help determine whether any particular steps are necessary because of the employee’s age. Minors may not be assigned to work alone or unsupervised without written approval of the Human Resources Director.

VI. OVERNIGHT VISITS INVOLVING MINORS A. General Rules. Students residing in college owned housing are welcome to host overnight guests provided that they comply with the CSB or SJU Residential Life Guest Policy. All guests (including guests under the age of 18) must agree to abide by applicable rules related to the campus guest policies. In addition, the parent(s)/guardian(s) of guests who are under the age of 18 must sign a campus visit permission and waiver form.

B. Overnight Visits by Prospective Students. CSB and SJU sometimes arrange for prospective students to visit the campus on an overnight stay. All visits by prospective students should comply with the CSB and SJU Offices of Admission Overnight Visit Policy and should be coordinated through the CSB and SJU Offices of Admission. Prospective students who are staying overnight (and their parents if the prospective students are under 18) will be required to sign a campus visit waiver and must agree to abide by applicable rules related to overnight visits.



C. Camps and Conferences with Overnight Guests. The rules regarding overnight stays by minors in connection with CSB and SJU camps and conferences will be determined by the directors of the camps and conferences involved, in consultation with the Divisional Vice President or his/her designee. Generally, minors who are not registered for such programs will not be allowed to stay overnight as a guest, but special exceptions may be made by the camp or conference director (with approval from the Divisional Vice President or his/her designee.) for special programs. Outside entities hosting camps and conferences on campus must follow the standards established by CSB and SJU with respect to such overnight stays.

COLLEGE OF SAINT BENEDICT CONTACT INFORMATION

Director of Human Resources Carol Abell, [email protected], 320-363-5511

Dean of Students Jody Terhaar, [email protected], 320-363-5601

Academic Dean Richard Ice, [email protected], 320-363-5401

Director of Education Abroad Peggy Retka, [email protected], 320-363-5962

VII. CONTACT INFORMATION

SAINT JOHN’S UNIVERSITY CONTACT INFORMATION

Director of Human Resources Carol Abell, [email protected], 320-363-5511

Dean of Students Michael Connolly, [email protected], 320-363-3512

Academic Dean Richard Ice, [email protected], 320-363-5401

Director of Education Abroad Peggy Retka, [email protected], 320-363-5962











Faculty Guidelines for Working with CSB|SJU Community Partners

Communication between community partners, service-learning students, and faculty members is crucial for a successful service-learning experience. Learning the particular goals and objectives each community partner has for their organization will allow for a collaborative effort between the community partner and the faculty member.

At the start of the partnership, questions should be asked regarding the faculty member’s role in the project. Determine whether grading, feedback, oral presentations, or other evaluations will be needed from the community partner. Maintain consistent contact with the community partner and the Service-Learning Program, communicating any problems or concerns, as well as the successes and positive learning experiences you observe from the students when discussing their projects in the classroom. The Service-Learning Coordinator welcomes copies of final papers, invitations to presentations, or other reflective work, and implements change as a result of this feedback.

The faculty member’s expectations for the students should be clearly stated. Holding students accountable for their actions is essential. The faculty member will need to be prepared should the community partner communicate any behavioral issues to the Service-Learning Program and/ or the faculty member.

The Service-Learning Program at CSB/SJU is committed to an open partnership between students, faculty members, community partners, and the Service-Learning Program. We welcome your suggestions and feedback on the effectiveness of our program.



CSB|SJU Service-Learning Resources

In addition to the resources found in this handbook, the CSB/SJU Service-Learning Program offers the availability of our resource library located in ASB 112. We also offer a Service-Learning 101 training which assists faculty in implementing service-learning into their curriculum.

Service-Learning Resource Library

The Service-Learning Resource Library contains books, journals and manuals all focusing on service-learning. These resources can be checked out at any time by contacting Adia Zeman at (320) 363-5237, [email protected], or visiting CSB HAB 105 . Please see the list of resources available on the Service-Learning page of the CSB/SJU website at www.csbsju.edu/servicelearning/faculty/resources.htm.

LES

The Service-Learning Coordinator is working closely with the Director of Learning Enhancement Service to provide an informative session on service-learning for new faculty. Please call our office for dates/times.

Service-Learning 101

Service-Learning 101 is a brief introduction to assist faculty and/or community partners in structuring service-learning in the classroom at CSB/SJU and to provide the chance to hear from community partners and professors who have already implemented service-learning into their course(s). To become part of this process, please contact our office at 363-5117.

Service-Learning Conferences and Professional Development Opportunities

The Service-Learning Program receives notifications of various conferences, speakers, etc. available to faculty and community partners. These occur in various locations. We will try our best to notify anyone who we think might be interested in attending these events.



http://www.csbsju.edu/servicelearning/faculty/resources.htm


Service-Learning ProgramInformation Form and Contract of Agreement

Student InformationName______________________________Phone________________________Email Address_______________________

The above information will be shared with other students in your course as well as your community site.

Placement InformationPlease indicate the top three community partners you are interested in partnering with for the semester:

1. ______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

Schedule Details (to be used in placement): Class Schedule:

Odd Days:_________________________________________________________________________Even Days:_________________________________________________________________________Night Classes:_______________________________________________________________________

Work Schedule (If applicable):_________________________________________________________________Extracurricular Activities:____________________________________________________________________

Time Available to Complete Project (Based on above responses): ______________________________________________________________________________

Do you have transportation? Yes ______ No ______If yes, are you willing to carpool? Yes ______ No ______



Course Title_______________________

Instructor_________________________

By signing below, I understand and agree to fulfill a commitment with a local community partner for the Fall/Spring Semester (circle one) of the 2011-2012 academic year. I understand and agree to fulfill all expectations of the organization and my service learning project including all necessary paperwork, documenting contacts/hours,committing to a consistent, semester-long project, and engaging in activities that enhance the mission of the organization and the quality of life of the people it serves.

Signed__________________________________ Date_______________________

*Please read and sign the back of this form!

RELEASE AND WAIVER OF LIABILITYI understand that the community service work required for this class of the College of Saint Benedict/ Saint John’s University is a “hands-on” service educational opportunity. I agree to engage in activities related to visiting one of the sites. Therefore, I agree:

1) Waiver and Release. I hereby release and forever discharge and hold harmless the College of Saint Benedict/Saint John’s University, volunteer coordinators, class professors and other successors and assigns from any and all liability, claims, and demands of whatever kind or nature either in law or in equity, which arise or may hereafter arise from my volunteer work experience through the Service Learning Initiative.

I understand and acknowledge that this Release discharges the College of Saint Benedict/ Saint John’s University from any liability or claim that I may have against the College of Saint Benedict/ Saint John’s University with respect to any bodily injury, personal injury, illness, death or property damage that may result from volunteer work, whether caused by the negligence of the College of Saint Benedict/ Saint John’s University, service coordinators, or otherwise. I also understand that, except as otherwise agreed in writing, the College of Saint Benedict/ Saint John’s University does not assume any responsibility for or obligation to provide financial assistance or other assistance, including but not limited to medical, health, or disability insurance, in the event of injury or illness.

2.) Medical Treatment. Except as otherwise agreed by the College of Saint Benedict/ Saint John’s University from any claim whatsoever which arises or may hereafter arise on account of any first aid, treatment or service rendered in connection with my work on a service project or requirement.

3.) Assumption of the Risk. I understand that volunteer work may include activities that may be hazardous to myself including, but not limited to, construction, loading and unloading and transportation to and from sites. In connection thereto, I recognize and understand that the activities may in some situations, involve inherently dangerous activities.



I hereby express and specifically assume the risk of injury, illness, death, or property damage resulting from the activities as a volunteer fulfilling service requirements.

4.) Insurance. I understand that, except as otherwise agreed by the College of Saint Benedict/ Saint John’s University in writing, the College of Saint Benedict/ Saint John’s University does not carry or maintain health, medical, or disability insurance coverage for any participant. I am expected and encouraged to obtain my own medical or health insurance coverage.

5.) Other. I expressly agree that this Release is intended to be as broad and inclusive as permitted by the laws of the State that my volunteer experience may be in as well as the expectations and policies of the College of Saint Benedict/ Saint John’s University.

Name (please print)_________________________Signature _________________________________ Date:_______________________________



Request to Continue or Switch PlacementService-Learning ProgramCSB/SJU

Student Section

Are you requesting to continue or switch your placement? _____Continue _____Switch

Reason for request_________________________________________________________

________________________________________________________________________________________________________________________________________________

Student Signature_______________________________________ Date_____________

Site Section

The student listed above is requesting to switch their service-learning placement during the current semester or extend their experience into the following semester with your organization. By signing below, you agree that this student can participate with your organization.

Do you approve the above student request? ____Yes _____No

If no, please explain. Note specific information on attempts to communicate with student and/or warning of poor job performance. Please use back of sheet if necessary.__________________________________________________________________________________________________________________________________________________________________________________________________________________

Site Supervisor Signature_________________________________ Date______________

Name of Organization ___________________________________

Phone________________________________________

This form will be shared with your instructor. In most cases, academic credit will not be given without this document. Please return to the Service-Learning Coordinator, Marah Jacobson-

Schulte, in the lower level of the ASB office 112.



Community Partner Evaluation Community Partner Name_________________________Service Learning DepartmentCollege of Saint Benedict/Saint John’s University

Student Name___________________________________Course__________________________

School Address_____________________________ Minimum Contact Hours Required_____School Phone_______________________________ Contact Hours Completed________

Please complete the following evaluation based on your experience with and observation of the above stated student.

Does the student understand and practice the organizational mission?

Did the student make you aware of their learning goals and/or the goals of the course?

Please indicate whether the student made valuable contributions to your organization. Give examples.

Feel free to comment on extraordinary performance.

Feel free to comment with concerns on student performance.

On a scale of 1-5 (5 being the best), please rate the following:

Reliability 1 2 3 4 5

Punctuality 1 2 3 4 5Arrived on time and prepared to serve

Consistency 1 2 3 4 5Scheduling regular, weekly hours

Productivity 1 2 3 4 5Engaged in and followed through Assigned responsibilities

Initiative 1 2 3 4 5Ability to self-direct involvement

Positive Attitude 1 2 3 4 5Toward responsibilities and with all including supervisor and staff

Accountability 1 2 3 4 526 C o l l e g e o f S a i n t B e n e d i c t | S a i n t J o h n ’ s U n i v e r s i t y

L i e m a n d t F a m i l y S e r v i c e - L e a r n i n g P r o g r a mF a c u l t y H a n d b o o k

Completed necessary paperwork andTime cards, etc.

Additional Comments:

Evaluator Name_______________________________________________Date____________________

Student Name____________________________________Date_______________



college of saint benedict and saint john's university learning/facu… · web viewthe...

Documents