Most likely, the answer is yes. If they are not here at UConn, the director of Service Learning can connect you with a faculty member who can provide tips and guidance in your field of study. You can view the list of Service Learning Faculty Fellows to get an idea of the topic areas of faculty here at UConn.

If you have designed your course goals and objectives, and a community partner has similar needs, a mutually beneficial relationship can be established based on shared interests. You’ll want to ask if there is a person dedicated to this project who will assist the students and participate in class discussions, reflections, and the service portion at their community site.

Students appreciate this style of teaching and learning because of the benefits to them (reinforced learning, career development, social and cultural benefits). With that said, students must be aware of the time commitment required for a service-learning course.

We encourage all faculty to apply for a Service Learning designation to be listed in PeopleSoft. Faculty can also advertise an SL course in advance and email registered students before the start of the semester to explain the service learning component. It is essential to incorporate service learning into your syllabus and to introduce it on the first day of class. If the goals and objectives of the course curriculum and the community project align, and reflection occurs, students will make connections between the service and learning, theory, and practice.

Students can use a variety of options, which will vary depending on the campus. From Storrs, students can use a bus or their car. The Office of Community Outreach offers transportation for groups, which must be arranged in advance at a cost. Students at regional campuses may use various modes of transportation, including buses, trains, and walking. If faculty need additional assistance with transportation, we encourage you to contact engagement@uconn.edu.

Absolutely. What you do in collaboration with the community partner can be published, whether in journals of your discipline or SL journals. We strongly encourage all faculty to consider publishing the outcomes of any data created through SL relationships, provided that the community partner has agreed to it. Publications can also become grant opportunities, which can lead to sustained relationships. You will want to check in with the IRB ahead of time for submission logistics. The Office of Service Learning can also assist you with this part of the process.

No; however, the partnerships you develop should be maintained to create a sustainable relationship. If you are not involved in a service-learning project, perhaps another faculty member can utilize your existing relationship. Partnerships must be continued and nurtured over time.

Structured critical reflection is the key to successful service learning. We want students to participate as active learners; reflection is a mechanism that helps achieve this goal. It serves as the “bridge” between theory and practice, enabling students to grapple with what they learn in the classroom and what they experience in the real world. It allows faculty to check in with students to be sure that learning goals are being met and that the community relationship is productive and beneficial to both the student and the partner. It allows students time to process how the course material pertains directly to the experience with the community, reinforcing the learning. Involving community partners in reflection is encouraged because it reinforces the relationship and allows participation in meaningful, educational, and practical ways.

Reflection can be a facilitated discussion with the class or a written assignment (journals, papers, blog, online chat). It can take the form of artwork, music, poetry, role-playing, or any other creative medium. The key to students getting the most out of reflection lies in the questions asked by the instructor or facilitator, which prods students to think more profoundly and in meaningful ways about how the coursework and community aspects are connected. What, so what, now what? It is a solid foundation for the beginning stage of reflection.