stanbridge college service learning handbook 2011-2012v1.3

Stanbridge College Service Learning

Handbook 2011-2012

Students

College Community

faculty

Table of Contents

Introduction ........................................................................................................................................................................................................ 3

Service Learning Syllabus Best Practices .......................................................................................................................................................... 4

LVN Terms 1-4: Overview ................................................................................................................................................................................... 6

Sample Service Learning Syllabus..................................................................................................................................................................... 7

Term 1 Description and Project Bank ................................................................................................................................................................. 10




Assignment Descriptions ................................................................................................................................................................................... 21

Service Learning Checklist ................................................................................................................................................................................. 22

Service Learning Contract .................................................................................................................................................................................. 23

Service Learning Examples ................................................................................................................................................................................ 24

Community Partners ........................................................................................................................................................................................... 25

OC Medical Reserve Corps Volunteer Project Bank .......................................................................................................................................... 30

Community interaction& engagement

journal& research

Portfolio& Presentation

reflection

3

WHaT iS ServiCe Learning?

introduction

A program where students can apply what they learn in the classroom (course/learning objectives) to the communities. The communities are typically non-profit organizations. The underserved population is a primary focus. The program is a service that fills a public good and is meaningful for all parties.

The program creates relationships with community entities. Students make meaningful connections through their studies and by applying the knowledge and integrating their volunteer experience. Students engage in civic involvement for their future.Service-Learning is a teaching and learning strategy that integrates meaningful community service. Instruction along with a reflective writing assignment included in their portfolio, describes their learning experience.

Service-learning combines experiences with services that benefit academic study through exposure to real-life issues and solutions within a discipline. Students can also strengthen their employment opportunities through;

1. Citing these Service Learning activities on their resumes. 2. Gaining valuable insights into future careers. 3. Enhances your marketability to future employers.

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Service-Learning Syllabus Best Practices

BeST PraCTiCeS for ServiCe-Learning SyLLaBi

CriTiCaL refLeCTion aSSignmenTS

frame the experience• The syllabus will indicate service-learning early on and often. Service-learning is an integral part of the syllabus, weaving discussions

of service work, course learning objectives, reflection assignments and community partnerships throughout the document. • “SL” or “Service-Learning” will be an addendum to the course title with correlation. • The syllabus will mention that this is a service-learning course in the course description, or very early on in the syllabus. • The syllabus will include a definition of service-learning. In citing the American Association of Community Colleges: “Service learning

combines community service with academic instruction, focusing on critical, reflective thinking and personal and civic responsibility. Service-learning programs involve students in activities that address community-identified needs, while developing their academic skills and commitment to their community.”

• A discussion of civic responsibility and why life-long learning is important will be included in the curriculum. This discussion can revolve around a specific discipline or be a general discussion about participation in a healthy community.

• Discussions will go over course objectives with students and will address service work in the community. This requires that community needs are identified and then linked to appropriate course objectives. The syllabus will explicitly tell students how the assigned service work meets course learning objectives and will fulfill a need in the community.

• The number of service hours required of each student will be in the syllabus. We will delineate direct service hours, or contact hours with the community partner, separately. The time spent working on reflection and other service-learning assignments will be discussed.

• Each student will be given direction on how to continue their project for the needs of the community for the future.• Service learning reflection journals and writing assignments will be required. We will consider integrating the community experience

and oral interviews as a major primary source.

• Students will be given a grade for service hours performed along with the other criteria in the syllabus. A major part of the grade will depend on the presentation, which will reflect the learning process.

• Reflection assignments will be structured. When reflection is guided by the instructor, students connect their service work to course content more easily. Methods of reflection will be defined. Instructors will lead course discussions, students will create journals, paper topics, supplemental reading. Assignments will relate to a correlated course content, depending on the term. The project will include at least 8 hours of service at the various project locations, in addition to their report and presentation.

• The syllabus will include formatting and length requirements for each reflection assignment. • The syllabus will determine the worth and weight of reflection assignments. The syllabus will define how the grade will be

determined. Students make judgments about the value of an assignment based on its contribution to their final grade.

The following is a list of concerns to address when articulating a service-learning experience in a course syllabus.

Service-learning descriptions and criteria will appear in the actual syllabus and will refer students to supplemental documents, i.e. Project Bank and online resources.

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CommuniTy ParTnerSHiPS

ServiCe-Learning iS Worked inTo THe CourSe CurriCuLum

• Depending on the course, a due date will be set as to when the community partnerships must be formed and students must start working in the community.

• Partnership agreement forms will be provided for the student and a staff member with the community organization signed by both.• The community partners will be involved in the learning process. They are co-educators in a service-learning context and will be

treated respectfully. Invite them to participate in reflection discussions, group presentations, project orientation day at the beginning of the term, as well as evaluation and assessment effort at the end of the course, if available.

• Educate students as to the realities of the non-profit world. Non-profit personnel tend to be overworked and underpaid. Communication takes time and it’s best to make frequent and early contact both by phone and by e-mail. Allow for a reasonable response time. Students and faculty should be flexible and respectful in understanding the needs and on-going projects of community partners. There are significant cultural differences between the community and education centers and all parties should be aware of that.

• Discussion will take place on how community partners fit with course content. • Online resources will be available with information regarding community partners and frequently asked questions will be addressed.• Whether there is one community partner organization or several, include contact, scheduling or location information that is discussed

with the organization. • Students will be guided with statements regarding the type of community organization that will meet the learning objectives of your

course. The faculty will require that students submit their selected partnership for approval by a certain date early on in the semester.

• Clearly explain that opting into a service-learning experience will not replace other course assignments.• The best practices for integrating reflection assignments and community partnerships, discussed above, will apply. The items

discussed above need to be included when presenting the service-learning option and need to be required of students choosing the service-learning experience.

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Term i:

Term ii:

Term iii:

Term iv:

Terms 1-4: overview

Course- MED 2060 nursing fundamentals, nutritionProjects- Meals on Wheels, Soup Kitchens, Orange County Disaster Preparedness Day

Course- MED 2049 fluid and electrolyte Balance and renal functionProjects- Dialysis Centers

Course- MED 2050 emergency and Surgical nursingProjects- FEMA Emergency Management, OC Reserve Medical Corp.

Course- MED 2051 Cardiovascular nursingProjects- O.C. Red Cross, American Heart Association

Course- MED 2053 oncologyProjects- Hospice Care of California, American Cancer Society

Course- MED 2118 mental Health nursingProjects- Alzheimer’s Centers, Adult Day Care Centers

Course- MED 2059 Pediatric nursingProjects- Project Hope School, Toys for Tots, Head First Helmet Program

For each course, see the vn Theory Syllabus

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Syllabus for med 1901 Service Learning 1

inSTruCTor offiCe HourSTBD TBD

CourSe PrerequiSTieS CourSe daTeS and CLaSSroom HourSNutrition Weekdays: July 18, 2011

Time: M 7:00 a.m. to 3:30 p.m.

CourSe HourS and CrediTSTotal Student Participation Hours 8.00

Total Credits 0.00 (Quarter)

CourSe deSCriPTion

CourSe ouTComeS

What is service learning? Service learning combines community service with academic instruction, focusing on critical, reflective thinking and personal and civic responsibility. Service learning programs involve students in activities that address community-identified needs, while developing their academic skills and commitment to their community.

Students are required to do a minimum of 8 hours of service learning per term at a community service location. Keep a journal of all contacts, insights, critical questions about issues, people involved and your own views throughout the project. Prior to the student going into the field each student must write what they anticipate about the experience. Write entries before the first site visit and after each site visit.

Students must participate in their first service learning site visit before the beginning of the 4th week. After the project is completed, the student writes about the experience of the service learning project.

upon completion of this course, students should be able to:(SAMPLE Nursing Fundamentals) Upon completion of the course, students should be able to:• Define nutrition as a basis for wellness. • List the nutrient standards for intake. • Identify carbohydrates, protein and fats and their importance in healing, maintaining health, and digestion. • Differentiate between types of diet therapies. • Describe nutritional support. • Describe techniques to assist clients at mealtime. • State considerations for transcultural nutrition. • Be able to connect their service learning experience at a center with the information learned during the course.

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CourSe TexTS and oTHer maTeriaLS

TeaCHing meTHodS

grading

CourSe requiremenTS

aTTendanCe and makeuP PoLiCy

eLeCTroniC reCording of CLaSS SeSSionS

Med 2060 Nursing Fundamentals 1, Nutrition Students are also expected to complete a service learning component by volunteering in a center utilizing the focus of what is learned in the nutritional aspects of daily living and reflecting on their experiences.

Service learning field work.

• Journal Pass/Fail • Reflection Pass/Fail • Portfolio and Presentation Pass/Fail • Exceptional Presentation Exceptional project certificate

(An exceptional presentation would include photos, write-ups, letters of recommendations, and extra service time beyond what is required).

• A+ Exceptional project Certificate of Excellence • Pass Pass in all areas Completed project • Fail Fail in one or more areas Incomplete

• Reflection paper • Journal • Portfolio • Presentation

Students are expected to observe all policies and procedures stated in the current school catalog, including those for remediation of missed classes, class time, and course work.

Videotaping of any classes, instructional activities, or events of Stanbridge College is expressly prohibited. Audiorecording of classes, instructional activities, or events of Stanbridge College is permitted only by written permission of a faculty or staff member of Stanbridge College in charge of the class, instructional activity, or event. Permission must be provided by the faculty or staff member in writing and in advance of any audiorecording. Any audiorecording is solely for the use of students, faculty, and staff of Stanbridge College, and for the purposes of Stanbridge College, and is not permitted to be reproduced or utilized in any form, electronic or mechanical, or disseminated to any other parties, institutions, or organizations outside of Stanbridge College, or for purposes other than those officially sanctioned in writing by Stanbridge College. Infringement of this policy will be considered a breach of copyright and the policy of Stanbridge College.

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Week By Week

#med 1901 Service Learning 1 (fTr)

Week 01

(Mon Jul 18, 2011)Service Learning Term IStudents are expected to complete a service learning component by volunteering in a center utilizing the focus of what is learned in the nutritional aspects of daily living and reflecting on their experiences.Projects NutritionProjects - Meals on Wheels, Soup Kitchens, Orange County Disaster Preparedness Dayaction 1. Contact community resource center from suggested list, 2. Complete contract, have it signed by community resource center supervisor, return it to instructor, 3. Complete required hours, and 4. Complete assignment: Journal, reflective paper, and portfolio or presentation.

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Term 1

In Term I, nursing students will be studying nutrition. Using the syllabus from Term I theory, apply the knowledge to evaluate and determine which project would best suit your interests in becoming involved in the community. Refer to the syllabus for instructions on completing a journal, reflection, portfolio, and presentation. This project bank has a list of approved sites that can be used for a service learning project.

nuTriTion CourSe ouTComeS

Term i ProjeCT Bank:

• Define nutrition as a basis for wellness• List the nutrient standards for intake• Identify carbohydrates, proteins and fats and their importance in healing, maintaining health, and digestion.• Differentiate between types of diet therapies• Describe nutritional support• Describe techniques to assist clients in mealtime• State considerations for transcultural nutrition

meals on WheelsLocations: Irvine, Orange, Fullerton, Buena Park, Anaheim, Preparation: Read the sections in your textbook relevant to nutrition and read about the Meals on Wheels program on their website. Write a journal entry about your expectations for this service learning opportunity.objectives: Upon completion of this activity, the student will be able to:1. Identify specifics of the Meals on Wheels program and its purpose.2. Discuss the types of clients served.3. Explain the mission and services offered to the community and qualifiers by Meals on Wheels.4. Discuss the nutritional difficulties faced by seniors.5. Evaluate the nutritional values of the food served.6. Evaluate the effectiveness of this community service.

activities: Students will participate in preparing and packaging food, delivering food, or setting up for special events and activities.Community resources: Irvine Meals on Wheels: www.irvineseniors.org Meals on Wheels Association of America: www.mowaa.org

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Someone Cares Soup kitchenLocation: Costa MesaPreparation: Read the sections in your textbook relevant to nutrition and read about the Someone Cares Soup Kitchen program on their website. Write a journal entry about your expectations for this service learning opportunity.objectives: Upon completion of this activity, the student will be able to:1. Identify specifics of the Someone Cares program and its purpose.2. Discuss the types of clients served.3. Explain the mission and services offered to the community and qualifiers by Someone Cares.4. Discuss the nutritional difficulties faced by clients.5. Evaluate the nutritional values of the food served.6. Evaluate the effectiveness of this community service.

activities: Students will participate in the mission and goals in serving the clients of their community service program. Participate in program events.Community resources: Someone Cares Soup Kitchen: http://www.someonecareskitchen.org

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Term 2


CourSe PrerequiSTieS CourSe daTeS and CLaSSroom HourSCompletion of Term I Fluid and Electrolyte Balance and Renal Function or Emergency and Surgical Nursing

Time:

CourSe HourS and CrediTS

CourSe deSCriPTion

CourSe ouTComeS





13


TeaCHing meTHodS

grading

CourSe requiremenTS



Med 2049 Fluid and Electrolyte Balance and Renal Function - Dialysis Centers

Med 2050 Emergency and Surgical Nursing - FEMA Emergency Management, OC Reserve Medical Corp

Students are also expected to complete a service learning component by volunteering in a center utilizing the focus of what is learned in the Fluid and Electrolyte Balance and Renal Fuction course or the Emergency and Surgical Nursing course and reflect on their experiences.

See the VN Theory Syllabus.


• Journal Pass/Fail• Reflection Pass/Fail• Portfolio and Presentation Pass/Fail• Exceptional Presentation Exceptional project certificate


• A+ Exceptional project Certificate of Excellence• Pass Pass in all areas Completed project• Fail Fail in one or more areas Incomplete

• Reflection paper• Journal• Portfolio• Presentation


Videotaping of any classes, instructional activities, or events of Stanbridge College is expressly prohibited. Audio recording of classes, instructional activities, or events of Stanbridge College is permitted only by written permission of a faculty or staff member of Stanbridge College in charge of the class, instructional activity, or event. Permission must be provided by the faculty or staff member in writing and in advance of any audiorecording. Any audiorecording is solely for the use of students, faculty, and staff of Stanbridge College, and for the purposes of Stanbridge College, and is not permitted to be reproduced or utilized in any form, electronic or mechanical, or disseminatedto any other parties, institutions, or organizations outside of Stanbridge College, or for purposes other than those officially sanctioned in writing by Stanbridge College. Infringement of this policy will be considered a breach of copyright and the policy of In Term II. nursing students will be studying the renal system and emergency nursing. Using the syllabus from Term II theory, apply the knowledge to evaluate and determine which project would best suit your interests in becoming involved in the community. Refer to the syllabus for instructions on completing a journal, reflection, portfolio, and presentation. This project bank has a list of approved sites that can be used for a service learning project.

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Term 2 ProjeCT Bank:

dialysis CentersLocations: Anaheim, Irvine, Santa Ana Preparation: Read the sections in your textbook relevant to kidney dialysis and read about the Meals on Wheels program on their website. Write a journal entry about your expectations for this service learning opportunity.objectives: Upon completion of this activity, the student will be able to:1. Identify specifics of how a dialysis center works and its purpose.2. Discuss the types of clients served.3. Explain the mission and services offered to the community and qualifiers by dialysis centers.4. Evaluate the effectiveness of this service.

activities: Students will participate in the mission and goals in serving the clients of this program and participate in program events.Community resources: Index of dialysis centers in California: http://www.dialysiscenters.org/ca/

medical reserve CorpsLocations: Santa AnaPreparation: Read the sections in your textbook relevant to emergency nursing and read about the Medical Reserve Corps program on their website. Write a journal entry about your expectations for this service learning opportunity.objectives: Upon completion of this activity, the student will be able to:1. Identify specifics of the Red Cross Blood Drive program and its purpose.2. Discuss the types of clients served.3. Explain the mission and services offered to the community and qualifiers by Red Cross Blood Drive.4. Evaluate the effectiveness of this community service.

activities: Students will participate in the mission and goals in serving the clients of their community service program. Participate in program events.Community resources: The Orange County Health Medical Reserve Corps website: http://www.ochealthinfo.com/mrc/

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Term 3


CourSe PrerequiSTieS CourSe daTeS and CLaSSroom HourSCompletion of Term I and Term II. Completion of Cardiovascular Nursing or Oncology Nursing

TIme:


CourSe deSCriPTion

CourSe ouTComeS





16


TeaCHing meTHodS

grading

CourSe requiremenTS



Med 2051 Cardiovascular Nursing - O.C. Red Cross, American Heart Association

Med 2053 Oncology Nursing - Hospice Care of California, American Cancer Society

Students are also expected to complete a service learning component by volunteering in a center utilizing the focus of what is learned in the Cardiovascular Nursing course of the Oncology Nursing course and reflect on their experiences.

See the VN Theory Syllabus








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Term iii ProjeCT Bank:

red Cross Blood driveLocations: Santa Ana, Fountain Valley, Laguna Hills, Fullerton, Long BeachPreparation: Read the sections in your textbook relevant to cardiovascular nursing and read about the Red Cross Blood Drive program on their website. Write a journal entry about your expectations for this service learning opportunity.objectives: Upon completion of this activity, the student will be able to:1. Identify specifics of the Red Cross Blood Drive program and its purpose.2. Discuss the types of clients served.3. Explain the mission and services offered to the community and qualifiers by Red Cross Blood Drive.4. Evaluate the effectiveness of this community service.

activities: Students will participate in the mission and goals in serving the clients of their community service program. Participate in program events.Community resources: Orange County Red Cross: http://www.oc-redcross.org/giveBlood.aspx Suzanne Jennings Account Manager (714) 427-2691 [email protected] http://www.redcrossblood.org/socal

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Term 4


CourSe PrerequiSTieS CourSe daTeS and CLaSSroom HourSCompletion of Term I, II, and III. Completion of Mental Health Nursing or Pediatric Nursing.

Time:


CourSe deSCriPTion

CourSe ouTComeS





19


TeaCHing meTHodS

grading

CourSe requiremenTS



Med 2118 Mental Health Nursing - Alzheimer’s Centers, Adult Day Care Centers

Med 2059 Pediatric Nursing - Project Hope School, Toys for Tots, Head First Helmet Program

Students are also expected to complete a service learning component by volunteering in a center utilizing the focus of what is learned in the Mental Health Nursing Course or the Pediatric Nursing course and reflect on their experiences.

See the VN Theory Syllabus








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Term 4 ProjeCT Bank:

Toys for TotsLocation: OrangePreparation: Read the sections in your textbook relevant to pediatric nursing and read about the Toys for Tots program on their website. Write a journal entry about your expectations for this service learning opportunity.objectives: Upon completion of this activity, the student will be able to:1. Identify specifics of the Toys for Tots program and its purpose.2. Discuss the types of clients served.3. Explain the mission and services offered to the community and qualifiers by Toys for Tots.4. Discuss the difficulties faced by clients.5. Evaluate the effectiveness of this community service.

activities: Students will participate in the mission and goals in serving the clients of their community service program and participate in program events.Community resources: Toys for Tots John Kagy [email protected] (714) 876-5041 www.toysfortots.org

Project Hope SchoolLocation: OrangePreparation: Read the sections in your textbook relevant to pediatric nursing and read about the Project Hope program on their website. Write a journal entry about your expectations for this service learning opportunity.objectives: Upon completion of this activity, the student will be able to:1. Identify specifics of the Project Hope School program and its purpose.2. Discuss the types of clients served.3. Explain the mission and services offered to the community and qualifiers by Project Hope School.4. Evaluate the effectiveness of this community service.

activities: Students will participate in the mission and goals in serving the clients of their community service program and participate in program events.Community resources: Project Hope 343 E. Grove Avenue Orange, CA 92865 www.projecthopeschool.org

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assignment descriptions

journaLS and refLeCTion PaPer

PorTfoLio and PreSenTaTion

Prior to the student going into the field each student must write what they anticipate about the experience. Once in the field, the questions then relate to what actually occurs during the activities. After the project is completed, the student then writes about the experience of the Service learning Project.

Critical thinking skills are used to integrate knowledge and application. The student will explain how the knowledge acquired in the classroom was used in the field. The student must write how they were able to make a difference in the community. Decision making skills will be necessary in order to decide whether the student would remain involved in the community doing a similar service.

Each student will compile an array of materials related to their service learning project. This would include brochures, news articles, or any factual information regarding the community. Time sheets, handbook, agreements and training materials are also included in the portfolio. Faculty approval and input will be required.

Students will prepare group or individual presentations. Students must describe, evaluate and show course materials that have integrated theory with actual service relevant to the objectives set up for the service learning project.

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Service Learning Check-List:7 Ways to Create a meaningful Project

1. getting Started: Listen to your instructor and explore service learning opportunities. Then, if recommended by the course instructor, meet with a representative at your selected resource center (see attached).

2. obtaining academic Credit: In order to ensure receiving credit for your service learning experience, obtain and fill out all of the appropriate paperwork, which includes the journal, the reflection paper, the portfolio, and the service learning contract.

3. Community engagement: Write in your journal (reflect) what you expect to learn from this experience and how it can relate to your course. Describe in your journal how this project could connect the experience to your future as a nurse.

4. Become informed: Before meeting with a prospective site representative, review the organization’s/department’s information. This can be done by researching the company’s website. Be prepared to answer questions that a reprensentative may ask you regarding the resource center you chose.

5. Show your appreciation: After completion of your project, be prepared to write a “Thank You” letter to the representative. Include a copy in your portfolio.

6. Complete required Paperwork: Review and complete the Service Learning Contract included in this packet. (A copy can be obtained at the Learning Resource Center). This should be done once you have selected and been approved for your service learning project.

7. follow-up: Be prepared to reflect on your experience with your instructor and/or classmates. You will be required to complete a paper that reflects on your service learning experience; take notes and keep a journal for your portfolio.

The service learning project is a required element of the course. It will be pass or fail.

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Stanbridge College Service Learning ContractThe Service Learning Contract is utilized to ensure that the student and the service learning site are working together toward fulfilling a learning goal. This form should be used to express that goal and document the commitment.

Student Name: ___________________________________________________________ Cohort___________Address: __________________________________ City, State, Zip:_____________________________________________Phone: ___________________________________ Email: ___________________________________________________Service Learning Site: ____________________________________________________________________________________Address: __________________________________ City, State, Zip: _____________________________________________Supervisor: ________________________________ Title: ____________________________________________________Phone: ____________________________________ Email: ___________________________________________________

Learning agreemenT

ProjeCT deSCriPTion

1. List your Learning Goals and Objectives for the course outcomes. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. List the duties, activities, and responsibilities that you will be involved in during this project. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Identify who will supervise you at the resource site. _________________________________________________________________________________________________

3. Describe the setting in which your project will take place. _________________________________________________________________________________________________

4. What days and times will you attend the resource site? __________________________________________________________________________________________________________________________________________________________________________________________________

aCademiC CrediT

1. Identify what term you are in and what course is related to your project. _________________________________________________________________________________________________

2. You will be evaluated on your full project (includes journal, reflection paper, portfolio, and/or possible presentation). List the steps you will take to complete the project. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signature of Student: ___________________________________________________________________ date:___________

Signature of Site Supervisor: _____________________________________________________________ date:___________

Course instructor: ______________________________________________________________________ date:___________

Each individual signing must receive a copy of this agreement. you can upload a picture from your service learning project below:

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Service Learning examples

WHy inCLude a ServiCe Learning ComPonenTS in a CourSe?

Students are better able to understand the theory of a class when there are real world examples included in the learning experience. Service learning is a way for students to engage in their courses in a real world setting, and their volunteer sites become an extension of the classroom. Students engaged in service learning are able to see different aspects of the community and their subject that would not appear in a classroom setting. By including service learning in the Stanbridge College educational experience, students are not only enhancing their knowledge of their subject, but better understanding the community around them and their involvement in a meaningful way.

examples:1. Students in a Pediatric nursing class volunteer 8-12 hours of tutoring in an after-school program for Project Hope and the Boys and

Girls Club. Over the course of their term, they may tutor a dozen students from a variety of backgrounds. The course may introduce different theories on how to relate to children, and the students can draw on their own tutoring experiences to make informed judgments on what worked best for them.

2. A classroom of nutrition students are asked to volunteer with Meals on Wheels or local Soup Kitchens. As the class learns about proper nutrition and the effects of nutritional deficits on disease process, students can reflect how best to help with the planning of programs with these volunteer groups.

3. A Cardiovascular nursing class would have students volunteer at blood banks and with the Red Cross and/or the American Heart Association. This service learning experience would give students the chance to see the importance of having blood available for transfusions. Also, they will begin to understand the need for these types of programs, especially in case of medical disasters. Educating the public regarding heart disease will also make a difference in our communities. These experiences can translate directly to their future careers, and will help make the course material more engaging.

The conclusion drawn from most teachers and students who have experienced service learning is that it is an extremely effective teachinglearning methodology. It is good not only for the student in terms of learning and for the teachers in terms of exciting teaching techniques,but for enhancing the quality of life in the community as well.

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Community Partners

organization address Phone Web Service opportunities

Blood drives in the Orange County area.

601 N Golden Circle Dr.Santa Ana, CA 92705-3973 (714) 481-5300 www.oc-redcross.org/GiveBlood.aspx (List specific dates/times)

Tutor Project Hope students in an after-school setting.

580 West 6th StreetTustin, CA 92780-4335 (714) 838-5223 www.bgctustin.org/ (List specific dates/times)

They have various missions and volunteer opportunities.

5001 Newport Coast DriveIrvine, CA (949) 854-7600 http://marinersoutreach.org/

A school for children without permanent homes.

343 E. Grove AvenueOrange, CA 92865 (714)-796-8731 www.projecthopeschool.org

A volunteer home repair organization.

625 Cypress AvenueSanta Ana, CA 92701-5831 (714) 667-8174 www.rebuildingtogetheroc.org

Offers a daily nutritional meal to the hungry.

720 West 19th StreetCosta Mesa, CA 92627 (949) 548-8861 http://www.someonecareskitchen.org

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Collects toys for children during the holidays.

(714) 876-5041http://campen-4th-lar-ca.toysfortots.org/local-coordinator-sites/lco-sites/default.asp

Educates people about heart disease and strokes.

4600 Campus Dr. Irvine, CA 92617 (949) 856-3555

http://www.heart.org/HEARTORG/Af-filiate/Irvine/California/Home_UCM_WSA016_AffiliatePage.jsp

A residential home for teenage runaways and youth in crisis. Students can tutor or

deliver prepared meals.

13722 Fairmont WayTustin, CA 92780-1812 (714) 832-0207 http://www.laurelhouse.org/

Volunteers can help the teen mothers at this shelter with child care or mentoring.

10433 Po BoxSanta Ana, CA 92711 (714) 730-0930 www.teenshelter.org

Thousands of children who are part of the Boys and Girls Club are in need of tutoring or

computer help.

950 W. Highland Santa Ana, CA 92703 (714) 543-7212 http://www.boysandgirlsclub.com/

Mary’s Kitchen provides food and services to the homeless in Orange County.

Volunteers can help prepare and distribute breakfast and lunch.

517 West Struck AvenueOrange, CA 92867-5521 (714) 543-7212 http://www.boysandgirlsclub.com/

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The Light the Night Walk needs volunteers

to help raise money for research and patient services.

765 The City Drive South, Suite 260, Orange, CA 92868

(714) 481-5608 http://www.volunteermatch.org/search/org25003.jsp

Raise awareness of hunger in the community and help prepare food for the homeless.

11870 Monarch St.Garden Grove, Ca. 92841 (714) 897-6670 http://ocfoodbank.org

Hospice Care of CaliforniaCan help improve patient’s experiences in a

variety of ways.

377 E. Chapman, Suite 280Placentia, CA 92870 (714) 577-9656 http://www.hospicecareofca.org/

volunteer_overview.html

disaster relief, emergency & Safety Program

Assist in providing life-saving information to the community, in various languages. Check

the website for events.

601 North Golden Circle Drive, Santa Ana, CA 92711


Educates people about disaster prepared-ness for hazards that may impact the Orange

County area. Also offers assistance and training for community projects.

Anaheim, CA (714) 765-6955 www.anaheim.net/newdisasterprep/cert/

St. andrews ChurchThe website includes many different types

of service opportunities for helping to serve the community.

600 St. Andrews Road.Newport Beach CA. 92663 (949) 631-2880 http://www.sapres.org/am_cms_

media/2011-serve-opportunities.pdf

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View website for volunteer assistance in the emergency department, on going.

1100 West Stewart Drive, Orange, CA 92868 (714) 771-8125 http://www.volunteermatch.org/

search/org47365.jsp

Come help the OC Food Bank pack food boxes for Orange County’s low-income

children and elderly.

11870 Monarch Street, Garden Grove, CA 92841

(714) 897-6670 ext. 3493 http://www.capoc.org/

We are seeking outgoing adults to greet and provide assistance to patients and their fam-

ily members visiting our Cancer Center.

101 The City Drive, Cancer Center, Orange, CA 92868 (714) 456-6742 http://www.volunteermatch.org/

search/org36628.jsp

Second Harvest works to improve the nutritional status of these children through regular hands-on nutrition education ses-

sions designed to increase their knowledge of healthy eating patterns.

Various sites throughout Orange County, Orange County, CA 92866


isaiah House - Catholic Worker movement

Participate in programs to feed the home-less and supply the needy with everyday

supplies.

316 CypressSanta Ana, CA 92701 (714) 835-6304 http://occatholicworker.org/

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Thousands of children who are part of the Boys and Girls Club are in need of tutoring

or computer help. Volunteers can help fulfi ll wishlists for the children.

580 West 6th StreetTustin, CA 92780-4335 (714) 838-5223 http://www.bgctustin.org/

Refer to website for volunteer opportunities.

1211 East Dyer RoadSanta Ana, CA 92705 (714) 546-4990 http://www.ocbsa.org/volunteer/

Refer to website for current volunteer opportunities.

9500 Toledo Way, Suite 100 Irvine, CA 92618 (949) 461-8800 http://www.gscoc.org/volunteer-

opportunities.aspx

Project Linus provides love, a sense of security, warmth and comort to children who are seriously ill, tramatized, or otherwise in need through the gifts of new, handmade blankets and afghans, lovingly created by

volunteer blanketmakers.

2364 Elden Avenue, Costa Mesa, CA 92627 (949) 723-4656 http://www.projectlinus.org/

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orange County medical reserve Corps volunteer member Project Bank

WHy inCLude a ServiCe Learning ComPonenTS in a CourSe?

environmental Health

• Beach Closures• Consumer Complaints• Environmental Health Reports• Housing & Institutions• Restaurant Closures

disease Control and epidemiology

• Birth and Death Certificates• Clinic & Medical Services• Epidemiology & Assessment• HIV Planning & Coordination• Refugee Health Services

family Health

• Maternal, Child, Adolescent Health• Nutrition Services• Resource Documents (Providers)• Resource Documents (Public)• Travel Immunizations

Health Promotion

• Alcohol and Drug Education and Prevention

• Cancer Prevention Partnership• Chronic Disease and Injury Prevention• Tobacco Prevention• Walk to School Day

Public Health Laboratory

• Public Health Laboratory• Downloads/Forms• Water Quality Department• Water Quality FAQ

Public Health nursing

• Brochures & Downloads• Community Nursing• Nurse-Family Partnership• Senior Health Outreach• Specialized Nursing

adult mental Health Services (amHS)

• AMHS Clinics• Older Adult Services• MHSA (Prop 63)• Residential Care and Housing

Children and youth mental Health Services (CyS)

• CYS Homepage• CYS Clinics• Mentoring Program• MHSA (Prop 63) – (0 to 25 years)

alcohol and drug abuse Services (adaS)

• ADAS Homepage• ADAS Clinics• ADAS Employee Intranet

BeHavioraL HeaLTH diviSionS

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mediCaL ServiCeS

California Children’s Services

• CCS Homepage• Frequently Asked Questions• Physical and Occupational Therapy

Health disaster management (Hdm)

• Emergency Medical Services• Disaster Preparedness & Training• Medical Reserve Corps

medical Services initiative (mSi)

• FAQ for Patients• Patient Resources• Provider Homepage