www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

The Nuts and Bolts of SLCE

This section of the toolkit provides basic resources to help you integrate SLCE (service

learning and community engagement) into your teaching. It offers you answers to

frequently asked questions under the following six general headings:

Collaborating with Partners

Taking Students off Campus

SLCE and Student Learning

Documenting SLCE and Turning it into Research

Additional Topics to be Addressed

Readings on SLCE It is a living resource, and we will be updating it frequently. Please contact Ruthie Yow, SLS Service Learning and Partnerships Specialist (ruth.yow@gatech.edu) with your ideas for improving it!

Collaborating with Partners

How do I get help collaborating with partners? We can offer you support for a broad spectrum of SLCE activities, from guest lecturers for courses to direct service opportunities to larger-scale, longer-term projects. Please feel free to connect with us via in-person appointment, e-mail, or a phone call for course assistance; the Service Learning and Partnerships Specialist (Ruthie Yow, ruth.yow@gatech.edu) will be delighted to hear from you. In the meantime, you’ll find outlined below some key means by which we can support your SLCE teaching. SLS Course Affiliation Basics: To begin your collaboration with SLS and get our support for your community-engagement and service-learning teaching and activities, please affiliate your course! SLS offers faculty the opportunity to affiliate the courses they teach that speak to our Creating Sustainable Communities framework, as well as courses that engage key SLS themes and initiatives, such as SLS Big Ideas and our ATL RCE action and research areas. With SLS affiliation comes funding in the form of mini-grants, connection to community and non-profit partners for course projects, and opportunities to partner with SLS for campus-wide and community-wide events. Once I have a partner, will SLS support other aspects of my course and SLCE planning? Yes! SLS has worked with a variety of partners to create a web-based Teaching Toolkit, of which this Nuts ‘n Bolts resource is just one small part. The Toolkit is a library of lesson-planning resources to enhance your SLCE teaching and teaching related to sustainable

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

community development. The Teaching Toolkit features easily adaptable instructions for projects and activities suitable for most disciplines, and we encourage you to peruse it in its entirety! Some terrific tools for your course planning are included in the Assessment section of the Toolkit—the tools in that section will help you “backward design” your course with student learning outcomes in mind as you craft units and projects. If I am new to community engagement in my teaching, what strategies and resources should I look to? The Atlanta Community Engagement Playbook developed by West Atlanta activists and Christopher Le Dantec, Associate Professor in the School of Literature, Media, and Communication, is a treasure trove for those both new to and experienced at SLCE. It provides many useful tips for getting involved at the local level. Make it your first stop in learning about best practices in partnerships and community organization engagement here in Atlanta. How do I navigate the many offices at Tech that do community engagement? We are happy to be your first point of contact and to connect you with the people and resources you need for successful SLCE. We work regularly with the offices listed below, and SLS will gladly reach out to the appropriate office after discussing your SLCE plan and needs.

The Office of Government and Community Relations works with academic, government, community, and industry partners to help make Georgia Tech a good neighbor and the GT community one of active citizens. If you want to invite an elected official to campus as part of your SLCE teaching, please let the SLS Service Learning and Partnerships Specialist (ruth.yow@gatech.edu) know so we can work with the folks at Government and Community Relations to coordinate the campus visit of either the official or their staffers.

The Office of Student Engagement supports student organizations and individual students in shaping and executing co-curricular learning experiences and projects that strengthen the entire campus community.

The Center for Education Integrating Science, Mathematics and Computing (CEISMC) primarily works with Georgia Tech students, student groups, and faculty on K-12 community/school partnerships.

The Ray C. Anderson Center for Sustainable Business at the Scheller College of Business engages, students, faculty, corporate leaders, and industry partners in cultivating solutions to sustainability challenges in local, national, and international business practices.

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

The Westside Communities Alliance is an organization comprised of community partners, campus partners, and Georgia Tech representatives working to support and strengthen existing organizations and initiatives on the Westside.

Will SLS provide funding for my SLCE work?

Serve-Learn-Sustain offers a variety of funding opportunities, from $300-500 mini-grants, to larger grants of between $1,000 and $5,000, which support student learning, as well as research related to creating sustainable communities. Subscribe to our listserv to receive the latest funding calls. Once I have funding and a community partner, what do I pay my partner? Honorarium and Compensation (Loose) Guidelines:

In many cases it is appropriate –and even essential—to offer financial compensation for the partner’s efforts, especially when you know you are working with small non-profits or neighborhood associations. These organizations frequently have limited budgets (if any). Please remember that arranging an honorarium or other form of financial compensation can take time. Your visiting partner will need to provide you with information to get set up in the Georgia Tech procurement system. Check out the answer to the next FAQ, “How do I Pay My Partner?” for detailed instructions.

In addition to compensation, it’s always a great practice to thank partners via e-mail message or phone conversation, but an old-fashioned handwritten thank-you card also goes a long way! Getting your students involved in the process by asking them to write out their thanks to course partners is a reliable and effective way to nurture partner relationships. Here’s a listing of recommended compensation, based on the type of engagement that your partner has provided:

Partner’s Level of Engagement with Class

Recommended Range of Honorarium to Consider

Give a guest lecture $100-200, depending on necessary prep time and length of lecture

Input on projects A thank you should suffice. SLS also has small tokens of appreciation (ex. coffee mugs, umbrellas, t-shirts, etc.) that we can give you to give to your partner with a thank you note. Partners often appreciate these little gifts! Contact SLS to request tokens of appreciation.

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

Host a community or site visit (not involving service)

$100-200, depending on necessary prep time and the length of the activity.

Host a community service activity $150-200, if the activity has been designed especially for your students, depending on necessary prep time and the length of the activity. Note: if the activity is something that they host anyway and that depends on volunteers (ex. Trees Atlanta planting days or Chattahoochee Riverkeeper River Rendezvous), then no payment is necessary.

Co-Teaching $300-400, depending on necessary prep time, number of times the partner visits/interacts with class, and whether they have follow-up work (commenting, critiquing, grading work, etc.).

Short-term collaboration (assignment or project)

$250-300, depending on necessary prep time and the number of times the partner visits/interacts with class.

Long-term collaboration (project or capstone*)

$400-500, depending on time commitment (see note on capstones below).

*Capstone Projects at Tech are often funded by the client. Some non-profit partners regularly pay for capstone projects, but most community organizations do not have sufficient funding to do so. It may seem counterintuitive to suggest that Tech pay these organizations to allow us to do work for them, but this suggestion builds on the key partnership principles associated with the concept of reciprocal teaching and learning. We view community partners as collaborators and co-educators of our students and as such, want to compensate them for their contributions in helping our students succeed. Tip: In the case of several speakers or a longer term project, look out for our SLS funding calls for new course development, which offer anywhere from $1,000 to $3,000 for community-engaged courses! Now that I’ve determined what to pay, HOW do I pay my partner? Working with the SLS office can help you quickly and easily get community partners listed as vendors in Georgia Tech’s procurement system so that any honorariums you have requested can be processed. To be compensated, your partner must submit a statement of

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

services (or invoice) requesting payment for the services they rendered. Payments are typically processed by the Institute within 30 days of statement receipt. Please provide your partners with the following information to help expedite the process. Directions:

1. Decide whether you want to receive your payment as either: a. Yourself as an individual, OR b. A payment to your organization.

2. Complete paperwork for SLS to enter you or your organization in the Georgia Tech Procurement System as a vendor:

a. If you are requesting a payment for yourself, you need to be listed in the system. If you are requesting payment to your organization, your organization needs to be listed.

b. If you (payment for yourself) or your organization (payment to your organization) have received payment from Georgia Tech in the past, please let us know. We will confirm that you/your organization are still listed as a vendor.

i. For more help with this process, please contact Jamie White-Jones in the Center for Serve-Learn-Sustain at Jamie.jones@gatech.edu or (404) 385-8135.

c. Otherwise, please take 5-10 minutes to complete the GT online vendor registration form located at https://vpa.procurement.gatech.edu. Please check out this series of screencaps for more detailed guidance on vendor registration!)

i. The person registering as a vendor (whether for self or organization) must choose an appropriate category for the type of services rendered.

ii. If completing the vendor registration process as an individual, you will need to use your social security number (SSN) in place of a Tax ID number in the required field.

iii. Please contact Jamie to let her know that you have completed the online vendor registration process.

3. Once the profile has been submitted, e-mail Jamie with the following information so she can process your payment:

a. A statement of services or invoice requesting payment. Tip: If you need to create an invoice from scratch, Microsoft Word and Google Docs both have multiple invoice template options available that are acceptable for the payment process.

b. In your e-mail or statement of services, include a phone number where Jamie can contact you if she has any questions.

c. If requesting payment to your organization, please submit the statement on letterhead.

i. If your organization does not have official letterhead, please ensure the name of the organization is on your final submitted statement of services or invoice.

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

ii. Payments to both individuals and organizations are typically processed within 30 business days. If that time has elapsed and no payment has been received, please follow up directly with Jamie so she can work with the appropriate departments to get your payment expedited.

Do I need a written agreement with my SLCE partner/s? You do not have to have one, but an informal community partnership agreement can be a very useful tool for ensuring the successful completion of your SLCE project. These agreements—sometimes called Memos of Understanding or MOUs—establish clear parameters and expectations for the project/relationship. These agreements are generally not considered binding agreements. Instead, they are documents of intent meant to lay out the essentials of your partnership. Students Having a partnership agreement on file can be especially useful for students participating in SLCE activities as part of a small group. If students need to complete their tasks outside of normal class time and away from your direct supervision, formally documenting what sorts of tasks they are allowed to perform can help the engagement experience to run smoothly, in turn helping to prevent students and partners from feeling frustrated about the experience. Faculty Writing out just what you hope to accomplish during the timeframe of the SLCE project keeps you focused, on target, and meeting achievable goals. Documenting what you want to achieve with a partnership agreement also eliminates potential confusion with partners and students during the project. Georgia Tech An informal partnership agreement can help you and your department document any issues that might arise. We would love to help you craft an agreement that conforms to the standards and parameters set by Legal Affairs. Please contact the Service Learning and Partnerships Specialist (ruth.yow@gatech.edu) for assistance on that front. Community Partners With an informal partnership agreement on file, community partners have access to a document that helps them understand what they will gain from partnering with you and your students during a SLCE experience. The agreement can also reduce confusion, for instance, if your key contact person is temporarily out of the office. Are there examples of Informal Agreements/MOUs?

Please check out this customizable agreement template and several sample MOUs.

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

Taking Students off Campus What do I need to know about taking my students off campus? We encourage you to engage your students in SLCE off campus! But we also recommend you proceed carefully and conscientiously when doing so—and we are more than happy to help you make sure you are executing a solid and safe plan of action. It is wise to, if you are including an off-campus SLCE experience in the course, ask your students to read and sign the general liability waiver at the beginning of the semester. It will not address the specifics of SLCE-related liability, but it is an important starting point. We are developing, in concert with Legal Affairs, a SLCE-specific liability waiver for you to use, so please check back with us by returning to this page when you are developing your off-campus activity and transportation plan. In the meantime, please take note: at SLS we strongly discourage you from driving students in your own vehicle to off-campus events, even if the ease and simplicity is tempting in the context of a small class or group.

Walkable Off Campus Destinations

Many places close to campus offer interesting and varied opportunities for community engagement. If you would like recommendations, please contact the SLS Service Learning and Partnerships Specialist for suggestions on local partners and community organizations.

Public Transportation: Navigating the MARTA System

Georgia Tech is located within easy walking distance of two MARTA transit stations, North Avenue and Midtown, which are both located on the red and gold lines. Additionally, the Georgia Tech Trolley, available at stops throughout the campus, goes directly to the Midtown station. MARTA offers both rail and bus service at these stations. For more information regarding rail or bus routes, including maps, please visit http://www.itsmarta.com/default.aspx.

Note: Five Points is the main transfer station for all rail lines.

One-way fare on either bus or train is $2.50 and must be loaded onto a Breeze Card, which itself costs $2. In other words, a round-trip journey for a student who does not already have a Breeze Card costs $7. Breeze Card machines are available at all MARTA stations, but are sometimes out of order or in use by other patrons. Be sure to schedule extra time to allow students to purchase their cards.

Tip: Encourage students to download the official MARTA app to their smartphones and to also subscribe to @MARTASERVICE on Twitter.

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

If you’re planning on taking more than 15 students off campus via MARTA, you may want to consider pre-purchasing Breeze Cards and distributing them in class. Cards may be purchased via MARTA’s Breeze Card Group/Bulk Sales web portal, available at https://gbs.breezecard.com/gbs/. The web portal’s ordering system currently accepts Discover, Visa, and MasterCard. Allow at least one week for your cards to arrive.

Ride Sharing

Lyft or Uber are also available and students can easily coordinate requesting rides and payment splitting amongst themselves.

Georgia Tech Transportation: Campus Recreation Center Vehicle Rental

The Campus Recreation Center (CRC) rents a variety of vehicles, including vans (maximum 9 passengers including driver), pickups (maximum 2 passengers including driver), and SUVs (maximum 8 passengers including driver) for $35/day. To be eligible, you must complete an application packet, including online certification courses, a driving history report, and the completion of motor pool PIN number tutorials and agreements. There is also an online reservation request form. All materials to complete the process are located here: http://www.crc.gatech.edu/crc-vehicle-policies-procedures. Vehicles include GPS equipment and gas cards. (Gas is included and mileage is not charged if you stay within the stated radius.)

While the process may seem complicated at first glance, it can prove cost effective in the long run. Students may also find the parking lot, located on Tech Parkway next to the Health Center, to be an easy rendezvous point for embarking on your SLCE experience. CRC does not accept incomplete application packets. Please make sure all required pieces are included before submitting. Once you complete the process, you’re in the driver database for 3 years!

Tip: Allow yourself extra time to get codes to complete the training modules from the Office of Environmental Health and Safety. You’ll also need to have your supervisor or department head/delegated signatory sign off on the fuel card agreement.

Georgia Tech Transportation: Charter Bus Services

Georgia Tech’s Parking and Transportation Services offers charter bus rentals. Charter Buses are available through Georgia Tech’s Parking and Transportation Services. The Stinger option, which holds 33 passengers, is $375 for a minimum three-hour trip. (A Trolley option is also available.) Buses can take several days to approve and, during the school year, are unavailable between the hours of 8:00 AM

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

and 5:00 PM on Mondays-Fridays. At least two people are required to act as safety chaperones. The buses are limited to travel within a 50-mile radius of the GT Parking and Transportation main office. For more information, see http://www.pts.gatech.edu/charter-bus-rental-services.

If you have questions about these transportation options, please connect with SLS for further guidance. And remember that affiliated course instructors can use their mini-grants for transportation expenses!

Do you have safety tips for SLCE off-campus? Pre-planning transportation methods for off campus events can help minimize risk. Some of these risk minimization strategies include basic course management techniques, using official documentation, and distributing safety tips and contact information.

• Whether traveling together as a class, in student groups, or individually, make sure that you prepare your students with travel details and clear expectations regarding what they will encounter and accomplish at the site.

• If you are requiring the SLCE experience, make sure that students are aware, from the first day of class, that the course includes a service/community engagement component, and that they should schedule accordingly.

• Adjust the Contact Information and Day of Event Safety Tips document as needed to customize it for your course, then distribute to your students before they set out for the SLCE experience.

Our pre-event orientation checklist was created by Georgia Tech Brittain Fellow Becky Greene with assistance from the community engagement staff and resources at Vanderbilt, Michigan State, and the Netter Center at the University of Pennsylvania. It is designed to aid you in facilitating the safety portion of an orientation session and to help the entire class think about the importance of plans, actions, and safety when traveling to or from activities or events off campus.

Here are a few more recommendations from SLS for your SLCE work:

• Development and manifestation of personal values and beliefs consistent with their

roles as responsible members of local, national, international, and/or professional

communities (Astin, Vogelgesang, Ikeda, and Yee, 2000; Prentice and Robinson,

2007). If feasible, visit the site before students go to participate in their activity.

• Review any SLCE assignments and expectations with students so they fully

understand their responsibilities.

• Offer alternative opportunities for students who have conflicts or are otherwise

unable to participate.

• Offer an orientation to familiarize students with policies, procedures, and risks

involved with the specific service activities they will be providing. This orientation

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

should also introduce them to the organization they will be working with and

provide an overview about the populations that the organization serves.

• Make sure that all students complete the general liability waiver. And check back in

with us soon, as we are developing, in concert with Legal Affairs, specific guidelines

regarding liability in SLCE.

SLCE and Student Learning

Does SLCE have a measurable impact on student learning? Participating in service-learning and community engagement (SLCE) has benefits for students that decades of research supports. Some of these benefits include:

• Increased scholarly and professional skills, such as problem solving, critical

thinking, oral and written communication, reflection, and effective teamwork (Ash,

Clayton, & Atkinson, 2005; Jameson, Clayton, & Bringle, 2008; Pinzón & Arceo, 2005;

Sedlak, Doheny, Panthofer, & Anaya, 2003).

• Deeper understanding of course material and its connection to real-world issues

(Eyler and Giles, 1999; Novak, Markey, and Allen, 2007).

• Increased awareness of the complexity of social problems and challenges faced by

communities (Hirschinger-Blank & Markowitz, 2006).

• Development of metacognitive and critical self-reflection skills (Downing, Kwong,

Chan, Lam, & Downing, 2009).

For full citations, please check out the final section, Readings on SLCE, and for a detailed glossary of SLCE-related terms and concepts, please check here. Also remember that if you affiliate with SLS, you may be asked to administer a survey to your students which will solicit substantive feedback from them about SLCE in their course. The SLS Academic Assessment Manager (Carol Thurman, carol.thurman@gatech.edu) will share those results with you if you wish, which are useful for a teaching portfolio and for your own course-crafting process! For more, please check out the resources in the Assessment section of the Teaching Toolkit.

Documenting SLCE and Turning it into Research

Will SLS assist me if I’d like to turn my SLCE work into a publication? Or some other public facing document? Sharing your SLCE activities with SLS can offer you a quick and easy way to publicize your work, your community partner, and the deliverables that your students have produced as

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

part of your course. We’re happy to celebrate your work with you through the following forms: Your own reflection on SLCE, discussing both the planning and teaching involved and how your work connects to the SLS Big Ideas. (See examples on our Reflections page.) Blogging/Reflective student writing on the event, what they learned, and how they are planning on following up with the community partner. See Nicole Kennard’s blog post on our Reflections page about what she learned during her experience with an SLS Martin Luther King, Jr. Day of Service activity off-campus. Guidance about academic journals and conferences that relate to service learning and sustainability issues and support for you if you are undertaking pedagogy-focused scholarship on your SLCE endeavors. If you’re interested in pedagogical research please contact the Service Learning and Partnerships Specialist (ruth.yow@gatech.edu). SLS also partners with faculty on workshops and longer term projects, such as VIPs and NSF Broader Impacts. If you’re interested in these opportunities, please contact SLS Director, Jenny Hirsch (jennifer.hirsch@gatech.edu). Will SLS help me document my SLCE work? Even if you are not immediately interested in publishing, we would love to help you document your SLCE activities! Contact the SLS Program Manager (kchatfield30@gatech.edu) for a photographer for your event. Affiliated courses are given the option of requesting photographers for course events. If SLS does not have a photographer available, we can contact Institute Communications for your photography needs. If you prefer that students do their own documenting, the links below will be helpful. But please keep in mind: students and faculty should never record partners or partner activities without the consent of the partner! Such an agreement/consent can be included in your partnership agreement. For Students’ Use: Video and Photography Equipment/Campus Resources

The Georgia Tech Library has an extensive collection of materials available for checkout from periods ranging from 4 hours to 2 days at the library services desk. Please request materials at least 48 hours in advance. Example equipment includes Go Pro cameras, flip video recorders, SDHC camcorders, MiniDV camcorders, DSLR cameras, digital cameras, and peripheral accessories. For more information regarding this equipment, contact Justin Ellis, Instructional Technology Associate.

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

VLab (Virtual Lab) allows you and your students the opportunity to access a wide variety of software applications with your own personal computer. (Examples include the Adobe Creative Suite and MatLab.)

Georgia Tech’s Multimedia Studio is located on the ground floor of the library. The studio hosts Mac Minis and iMacs, a plotter, scanners, printers, and the Lewis H. Beck multipurpose room, a great space for audio recording or presentation rehearsal. The studio staff can provide one-on-one assistance and are a terrific resource for working with the software the studio has available for use, including the Adobe suite and iMovie. Paper & Clay is a for-profit art studio located on the second floor of the Student Center. Paper & Clay offers affordable printing of banners and posters. See their website for more information.

Additional Topics to be Addressed

How do I make sure that my SLCE project and any deliverables are in compliance with Georgia Tech’s intellectual property protocol and guidelines?

We understand the intellectual property can be difficult to navigate; at SLS we are developing some easy-to-digest-and-apply guidelines, so that you can enter a partnership or collaboration understanding what, if any, intellectual property issues may arise. Please visit this section again soon to view those guidelines, or email the Service Learning and Partnerships Specialist (ruth.yow@gatech.edu) to discuss your plans and any concerns.

Note: The Georgia Tech library has a useful collection of materials pertaining to patents and trademarks, as well as occasional workshops dedicated to learning more about intellectual property rights. Should I be concerned about obtaining IRB (Institutional Review Board) approval for my SLCE project? We have had questions about when it is necessary to obtain IRB approval for a project and are in the process of building out resources that address when and how affiliated faculty need to deal with the IRB. If you have an immediate concern about a project you’re about to undertake, then please do contact us. If you are not about to undertake a project, but you are curious about what kinds of scholarly activities DO require IRB approval, they are described here: Tech’s Institutional Review Board’s (IRB) Policy and Procedures Manual. (The IRB Policy and Procedures Manual covers a wide range of topics including using students in research, using GT employees and consultants in research, or conducting research with off-campus partners. Pages 87-92 of the manual provide useful guidance regarding using one’s own students in research projects and can be particularly helpful when thinking about planning, managing, and publishing on SLCE related events.)

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

Readings on SLCE What articles do you recommend on SLCE? Below are titles we at SLS particularly recommend for those new to SLCE, as well as those looking for perspectives specific to SLCE in engineering and sustainability education. Brundiers, Katja and Arnim Wiek. "Educating Students in Real-world Sustainability Research: Vision and Implementation." Innovative Higher Education, 36 (2) (2011) 107–124.

Brundiers and Wiek, through their work at Arizona State University, one of the leading sustainability programs in the nation, have created a compelling “vision of sustainability research.” Through examining specific cases, they discuss the benefits and challenges of problem-based learning with outside partners (a kind of SLCE that we are are also positioned to do very effectively here at Tech), and they offer insight into what makes such projects successful.

Cipolle, Susan Benigni. Service-Learning and Social Justice: Engaging Students in Social Change. Rowman & Littlefield Publishers, 2010.

Cipolle offers a broader framwork for SLCE, suggesting that it is an integral part of the moral and civic education of undergraduate students. In accessible language, she outlines the advantages of using SLCE in a "co-created curriculum," one in which students and professors are engaged in the development of critical perspectives on social problems and on ways to produce solutions in collaboration and dialogue with community partners.

Mitchell, Tania D. "Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models." Michigan Journal of Community Service Learning 14.2 (2008).

In this important article, Mitchell challenges the ways that “traditional service learning” leaves structural inequality unexamined, failing to guide students toward an understanding of its roots. What Mitchell calls “a social change orientation” and an aim to “redistribute power” distinguish critical service learning from traditional service learning. It is not necessary to be logged in as a GT user on the library website to read this article; you can access it here.

Oakes, William and Marybeth Lima. Service Learning Engineering in Your Community. St. Louis, MO: Great Lakes Press, 2006.

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

This volume is an excellent introduction to what makes for successful, “socially beneficial” engineering projects that engage challenges faced by non profits or community partners. Oakes, the Co-Director of Engineering Projects in Community Service at Purdue, and Lima review components of such projects—such as reflection, communication, and ethics in partnerships—which contribute to productive and reciprocal partnerships and high impact experiences for students.

Tinkler, Alan, et al. "Key Elements of Effective Service-Learning Partnerships from the Perspective of Community Partners." Partnerships 5.2 (2014).

This collaboratively written article helpfully urges readers on the instructor/professor side to consider what makes for a successful and reciprocal relationship for the community partner. In concert with their own local partners, Tinkler et al identify six main characteristics of successful partnerships, pointing out that the development of an “effective relationship” is different from the creation of an effective deliverable. Effective relationships are the product of intentional work, which place considerations such as partner resources and partner mission at the center of relationship-building between instructors and community organizations.

Referenced Texts in “SLCE and Student Learning”:

Ash, S. L., Clayton, P. H., & Atkinson, M. P. (2005). “Integrating Reflection and Assessment to Capture and Improve Student Learning.” Michigan Journal of Community Service Learning, 11(2), 49-60. Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000, January). How Service Learning Affects Students. Los Angeles, CA: Higher Education Research Institute, University of California. Downing, K., Kwong, T., Chan, S. W., Lam, T.F., & Downing, W.K. (2009). “Problem-Based Learning and the Development of Metacognition.” Higher Education, 57, 609-621. Eyler, J. S., & Giles, D. E., Jr. (1999). Where’s the Learning in Service Learning? San Francisco, CA: Jossey-Bass. Hirschinger-Blank, N. & Markowitz, M. W. (2006). “An Evaluation of a Pilot Service-Learning Course for Criminal Justice Undergraduate Students.” Journal of Criminal Justice Education, 17(1), 69-86. Hutchings, P. (2010, April). “Opening Doors to Faculty Involvement in Assessment.” National Institute for Learning Outcomes Assessment. Retrieved from http://www.learningoutcomeassessment.org/documents/PatHutchings.pdf

www.serve-learn-sustain.gatech.edu/teaching-resources-toolkit

Jameson, J. K., Clayton, P. H., & Bringle, R. G. (2008). “Investigating Student Learning Within and Across Linked Service Learning Courses.” In M. A. Bowdon, S. H. Billig, & B. A. Holland (Eds.), Scholarship for Sustaining Service Learning and Civic Engagement (pp. 3-27). Charlotte, NC: Information Age Publishing.

Novak, J. M., Markey, V., & Allen, M. (2007). “Evaluating Cognitive Outcomes of Service Learning in Higher Education: A Meta-Analysis.” Communication Research Reports, 24(2), 149-157. Pinzón, D. P., & Arceo, F. D. B. (2005). “Critical Thinking in a Higher Education Service Learning Program.” In K. M. Casey, G. Davison, S. H. Billig, & N. C. Springer (Eds.), Research to Transform the Field (pp. 89-110). Greenwich, CT: Information Age Publishing. Prentice, Mary, and Gail Robinson. "Linking Service Learning and Civic Engagement in Community College Students." American Association of Community Colleges (2007). Sedlak, C. A., Doheny, M. O., Panthofer, N., & Anaya, E. (2003). “Critical Thinking in Students’

Service Learning Experiences.” College Teaching, 51(3), 99-103.

Steinke, P., & Fitch, P. (2007). “Assessing Service Learning.” Research and Practice in Assessment, 1(2), 1-8. Retrieved from http://www.virginiaassessment.org/rpa/2/Steinke%20Fitch.pdf