The Coordinator for Curriculum Integration and Community Partnerships from the Office of Teaching Support Services and LCCSL will be your initial contact person. This person can talk with you about how CSL can be integrated into your course, for example what kinds of projects might fit your course content, how the learning can be graded, the types of activities that will ensure the students actively reflect on their experiences, etc. A meeting can then be arranged with one of the LCCSL coordinators. The coordinators can talk with you about potential community partners for your course and can start contacting those partners and setting-up meetings with them. If you are a faculty member at Laurier Brantford, the CSL Coordinator in Brantford, can talk with you about curriculum integration and community partnerships. Please click here to see the contact information for LCCSL staff.
LCCSL staff are available to answer your questions and concerns. We can provide you with the LCCSL Faculty Handbook and direct you to helpful print and on-line resources. To view our faculty handbook, please click here:
You may also have access to CSL TAs who can assist in such things as reflection exercises. We also host CSL Faculty events. The events, such as a Faculty Luncheon, provide us the opportunity to share information with faculty and also gives faculty a chance to discuss experiences with each other.
How students are graded in a CSL course is up to the discretion of the course instructor. In general, students enrolled in a CSL course are expected to provide approximately 20 hours of community service over a 10 week period to a community organization as a requirement of their course credit.
Students will take an attendance sheet with them to their community agency which should be initialed weekly by their supervisor there. The attendance sheet should then be submitted to the course instructor at the end of the term as evidence of their service to that agency over that period of time. Project-based courses will have students working on specific projects for organizations.
Students are typically expected to submit a product for the organization and may also do a presentation for classmates and community partners. Reflection activities are an important component of CSL in that they enhance the meaning and significance of the volunteer experience for the student. They also enable the instructor and/or facilitator to ensure that links are being made between the course content and the experiential learning that the student is involved in at the community placement. By assigning grades to the student's participation in the reflection activities, experience has shown that students are more likely to be prepared and engaged in the process and thus derive more benefit.
Our Centre has produced a Reflection Manual for faculty who are looking for some ideas for reflection activities for their course. In addition you can also refer to our Reflection Ped & Tech Notes, by clicking here:
CSL staff are available to provide assistance to course instructors in designing reflection activities and assignments.
Graduate student TAs may be available to facilitate reflection/tutorial sessions.
|2012||CSL and Undergraduate Degree Level Expectations (UDLE)||Document|
|2012||Reflection & Experiential Education||Document|
|2012||Service-Learning Course Design Workbook||Document|