Community Partner Handbook
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Welcome | Introduction
Dear Community Partners,
Thank you for the services that you provide for our community, and for your dedication to the education
of our students at Austin Peay State University. We are very excited to build a working relationship with
your organization to improve the quality of life for Clarksville- Montgomery County and beyond.
Service-learning is an excellent venue to introduce college students to the important work of community
based agencies and organization, in the hope that they will continue to volunteer their time and skills as
they mature. Successful service-learning takes hard work on the part of the community partner, the
faculty, and the students. This collaboration can produce amazing results, but we need your help in this
process. By attending our agencies trainings and reading this community partner handbook we hope you
will have a deeper understanding of the roles we play in service- learning.
Service-learning is receiving unprecedented recognition for its value to students, higher education, and
the community. Service-learning programs consist of four main roles: the student, the college instructor,
the service-learning program staff, and the community. The importance of the community service site
cannot be underestimated. In fact, successful service-learning is largely dependent on the level of
partnership and collaboration between community agency and educational institution. Ultimately, this
manual is about understanding and developing this critical partnership. It holds valuable information
about working with APSU in service-learning environments that will be transformational for the
community. This requires a considerable commitment of time, resources, and effort on your part.
However, the results for your agency, the service-learning students, and our community can be dramatic
and transformational. With these things in mind, please read through this manual and keep it on-hand as a
quick reference for your agency. Remember that this is for your use, and although it touches on the
student and university components to enhance your understanding, it does not outline them as thoroughly
as it does the role of the community partner-- so don’t worry that you’ve got the hardest end of the
bargain.
Thank you for your time & efforts in making the most of our students’ experience,
Alexandra Wills, Assistant Director for Service & Civic Engagement
Liza Kurtz, VISTA
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Table of Contents
About the Service-Learning Advisory Board
Service-Learning Definition
Process for Service-Learning
Partnership Agreement
Expectations
Life as a Student
Academic Calendar
Communicating with Faculty
Troubleshooting
Resources
Examples
Attachments
Partnership Agreement
Volunteer Log
Community Partner Survey (Post-Course)
Community Partner Checklist
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Service Learning Advisory Board
In 2009, the Provost called for a committee to be formed to support and further the practice of servicelearning at Austin Peay State University. In the past year, the committee has been hard at work to
encourage service-learning initiatives. The Committee has determined that service-learning (SL) is
occurring across campus in numerous and innovative ways, but that these activities are not well
documented, coordinated, or effectively tracked. Establishing and resourcing a service-learning office to
oversee training, develop community relationships, and record service-learning projects will substantially
enhance service-learning at APSU.
On 7 September 2010, the Committee met for the first time to review the initial charge of the Provost,
relayed to the Committee through Gray Kane, Faculty Development Analyst of the Title III Center for
Teaching and Learning. The Provost directed that the Committee:
1.
2.
3.
4.
Write the SL Handbook for faculty;
Make recommendations for existing SL programs and activities;
Make recommendations for new SL programs;
Serve as the campus voice for state-wide discussions on SL policies and programs (TN Campus
Compact);
5. Assist in the development of new strategic goals in regard to SL programs.
On June 21, 2011, service-learning at APSU gained a powerful resource through the approval of an
application for a Tennessee Campus Compact VISTA with a one-year assignment. VISTAs are full-time
volunteers dedicated to building the capacity of poverty-fighting programs, including service-learning.
Service-Learning Advisory Committee Members
Harry (Clark) Maddux |madduxh@apsu.edu| 931.221.7215 |Associate Professor, Lang. & Lit
Elaine Berg |berge@apsu.edu| 931.221.6405 |Associate Professor, Library
Lesley Davidson |davidsonl@apsu.edu| 931.221.7558 | Instructor, Accounting/Finance/ Economics
Jill Eichhorn |eichhornje@apsu.edu| 931.221.6314 | Associate Professor, Languages and Literature
Sue Evans |evanss@apsu.edu| 931.221.1437 | Associate Professor, Professional Studies
Matthew Kenney |kenneym@apsu.edu| 931.221.6398 |PELP Director| Associate Professor, Political
Theory/ Int. Relations
Perry Scanlan |scanlanp@apsu.edu| 931.221.6495| Associate Professor, Allied Health
James (Gray) Kane |kanej@apsu.edu| 931.221.7638| Faculty Development Analyst, Enrollment Mgmt. &
Academic Support
Alexandra Wills |willsa@apsu.edu |931.221.7837| Assistant Director, Student Life & Engagement
Elizabeth (Liza) Kurtz |kurtze@apsu.edu | 931.221.7357| TNCC VISTA
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Service Learning Definition
What is Service-Learning?
APSU follows the definition of service – learning from the National Service-learning Clearinghouse
(www.servicelearning.org):
“Service-learning is a teaching and learning strategy that integrates meaningful community service with
instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen
communities.1”
Service-learning is a form of experiential education in which students engage in activities that address
human and community needs together with structured opportunities intentionally designed to promote
student learning and development.
Students integrate community service with the structured learning in the classroom to enrich their
relationship with course material. Service-learning helps students develop critical reflection, deepens their
understanding of the complex causes of social problems, and enhances their skills in working
collaboratively.
Service-learning is more than merely volunteering; it provides a level of critical thinking not obtained
through regular volunteerism. Since the service is academically anchored, it enhances what students are
learning in class and gives them an opportunity to actively reflect on what they learn from the experience.
Reflection and reciprocity are key concepts of service-learning.
Service-Learning: Important Elements
These key terms will be helpful to know when considering service-learning.
Reciprocity: The service and learning must be worthwhile and valuable for both the student and the
community, and both should have an active voice in the process. There must be an equal exchange
between the server and the served.
Reflection & Evaluation: Intentional, systematic reflection through speaking, writing activities, or
artistic expression concerning the experience takes place in order to accomplish synthesis in community
service experiences. Reflection within the context of the volunteer experience also helps in applying
lessons learned through service to their own life.
Development: Service-learning occurs in different stages: beginning with training and moving to
serving, to enabling, to empowering; from observation, to experience, to leadership. Some of the best
leaders of tomorrow are potential servers of today – looking for direction.
Meaningful Service: Service tasks need to be worthwhile and challenging in order to strengthen
students’ critical thinking. Doing the same old thing is not an environment for learning or growing.
Diversity: A priority is placed on involving a broad cross-section of students working in diverse settings
and with a diverse population in the community. Everyone involved benefits from diversity.
1
“What is Service-Learning?” National Service-Learning Clearinghouse, n.d. Web. 31 Jan. 2012.
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Benefits of Service-Learning
For Students
Enriched Learning
Documented Experience
Development of Skills
Transferable Credit
Improved Self-Esteem
Critical Thinking Skills
Job Contacts
Make a Difference
Broader Horizons
Improved Health, Vitality
Application of Classroom Knowledge
Better Career Selection Choices
For College
Improved Public Service Delivery
Broadened Concept of Educational Role
Increased Learning Opportunities
Relevance of Learning Tested
Learning Quality Improved
Strengthened Alliances with Community
Strengthened Resources within the Community
Improved Motivation of Instruction and Learning
Improved Student Satisfaction and Retention
Improved Satisfaction with Students’ Future Employers
For Community
Augmented Service Delivery
Increased Resources
Partnership with University
Freedom to Deal with Qualified Students
Increase Future Citizen Support/Commitment
Expanded Human Resources – Beyond Simple Volunteering
A Fresh Set of Ideas
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Process for Service- Learning
1 year before course begins:

Faculty decide to alter a course’s syllabus to include a service learning component –or – create a new
course syllabus that includes service-learning.
Faculty meet with VISTA & Alexandra to discuss potential agency partners and the type of work that would
best suit the course objectives.

3 - 6 months before the course begins:



Faculty present their syllabi and service-learning proposal to the Service-Learning Advisory Board for
approval.
Department chairs provide service-learning designation for student course registration.
VISTA or faculty instructor begin contacting potential community partners about the course.
2- 1 months before the course begins:


Partnership agreements are completed by the faculty & community partners and turned in to Alexandra.
Faculty are encouraged to do a site visit to the community agency and familiarize themselves with the
site.
Beginning of the course:
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VISTA presents community partner options to each course and has students sign up for their agencies.
Students are expected to complete their on-site orientation for their community partner within the first
two weeks of the semester.
Service-learning experiences begin.
Middle of the course:
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
Faculty & VISTA perform mid-semester checks with agencies on progress of students.
Half of service-learning hours should be completed.
End of the course:
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Service-learning projects/ hours are completed.
Students complete their reflection on the experience.
Students, faculty, and community partners fill out service-learning survey.
Community partners attend the end-of-semester Partnership Summit, a luncheon that provides an
opportunity meet other agencies and faculty and reflect upon the experience.
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Partnership Agreements
We understand how much work community based organizations have and how little time they have to do it. We
also know that sometimes community based organizations need for long -term volunteers to take over tasks such
as filing, answering the phones, and paperwork. While service learning students are “free” and volunteer their
time, their purpose with community based organizations is not to work as the equivalent of secretaries. Our
students should spend their time doing to the work that the community partner and faculty members have agreed
upon, and that meets both the agencies’ need and the course objectives.
We have found that throughout the course of the semester, faculty or community partners may come up with new
ideas for the students while volunteering. This change in the agreed-upon tasks can be unfair for the students,
faculty, or partners; and so we insist that the projects/tasks be agreed upon prior to the start of the semester
through a partnership agreement. The partnership agreement encourages reflection by both faculty and partners on
what the ultimate goal of service-learning is for students in this course, well before students arrive at their sites.
The community partner identifies what goals/projects they expect the students to complete by the end of the
semester, while faculty identify specific goals/projects as well. Both parties sign this agreement, and at the start of
the semester, after a student chooses which partner they will work with, the student signs the agreement as well.
This ensures that everyone is on the same page, and the agreement may be referenced if any party feels they are
being asked to do more than originally agreed upon. It is recommended that partners are very specific and
thoughtful when coming up with their projects and goals, as they should not be changed later on.
Topics covered in the faculty/student/community partnership agreement:
I.
Tracking Hours
The tracking of student’s hours are encouraged by both the agency and required by the student and
university. The university will confirm the hours logged by each student with the agency when the time
commitment has been met. Students will log their hours weekly with an online university database.
II.
Scheduling
The scheduling of orientation and training for students will be handled by either the faculty member or
university staff. During this orientation/ training, it will be the responsibility of the agency and the student
to agree upon scheduled volunteer times. It is the responsibility of the student to give at least 48 notice if
they are unable to meet an agreed upon volunteer time. The agency is encouraged to do everything they
can to accommodate student’s schedules, but are not required to provide make up opportunities if students
cancel scheduled volunteer time. Students are ultimately responsible for scheduling their required time
commitment.
III.
Safety & Liability
Agencies take full responsibility for the safety of students during any time that a student is performing
activities related to volunteer work designated by the agency. Agencies are encouraged to provide liability
forms for all students and to insure that students are provided with appropriate safety tools for their works
i.e. face masks, protective gear, gloves, etc. Students should be made aware of any potential risks or
hazards to their health during their initial orientation and training. Students are responsible for their own
safety and transportation to and from their volunteer site. Students who decide to carpool to sites must fill
out a liability form with their faculty member.
IV. Training
All students should be provided with an orientation and training session prior to beginning their volunteer
work. These orientations should cover expectations, protocol, duties assigned, safety concerns and
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scheduling. Students must at all times follow the student code of conduct as listed in the student
handbook. Students are to work in a drug and alcohol free environment at all times. Agencies will provide
any specialty training that students may need to perform the duties requested of them by the agency.
V. Confidentiality
Any information given by the student to the agency is to be kept private unless written consent is given
from the student. Students are required to participate in reflection exercises as part of their course work
based on the experiences taken from their volunteer work. Students will not be required to share names or
private information during the reflection pieces, but will give an overview of the experience and
information learned. If agencies have a strict confidentiality code, then they need to have students sign a
confidentiality form through the agency.
VI. Press & Publications
Any material that includes students’ physical or intellectual content should not be used in publication or
print without the written consent of that student. Likewise, a student cannot publish any piece of work
based on the content of their experience with agency without approval of the agency as not to hinder the
progress of their nature of work. Austin Peay State University faculty and staff much secure approval of
both the student and agency prior to using their stories or images in publications.
Partnership agreement copies are kept on file at APSU and it is encouraged for community partners to
keep a copy on file for their own records. APSU has all of their students sign liability forms for their
volunteer work, and we encourage partners to have students fill out their own liability forms as well.
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Expectations
Expectations of Agency
The agency plays a crucial role in determining the value of the service experience to the student’s
learning. The agency supervisor’s role includes:
Planning: Partners should work with faculty to complete partnership agreements and educate fellow
employees/volunteers about service-learning students’ roles.
Orientation: Plan a block of time to familiarize your students with your organization and all its parts. A
welcoming orientation provides a firm foundation for a successful service experience. Most importantly,
it puts the student at ease in a new environment. As you talk with the student(s) help them feel
comfortable, welcome and a part of the team. Describe the ways in which your organization benefits its
clients, other organizations, and the greater community. Students will get a better sense of their role as
well as a sense of importance within your organization and its work if they can see the “big picture.”
 Give students a tour of the facility.
 Introduce them to staff members and other volunteers.
 Provide students with any applicable, informative, or helpful literature.
 Describe the history of the organization.
 Encourage questions from start to finish.
 Thoroughly explain tasks they are to accomplish.
 Familiarize them with any equipment, procedures, etc. they may utilize.
 Discuss rules and regulations of the organization and complete any forms that they may be
required to fill out.
Orientation is the time to introduce the student to the work they will be doing and the responsibilities you
expect of them. This is the time to stress the importance of reliability, timeliness, courtesy, and the like.
Be sure to cover the following:
 Schedule
 Specific duties
 Office policies
 Safety considerations
 Important phone numbers
 Emergency procedures
 Policies regarding confidentiality
Supervision: Minimal or no supervision can make a student volunteer feel abandoned or unwanted,
while too much supervision can make them feel stifled and mistrusted. Both can cause them to lose
enthusiasm. At the same time you have a professional obligation to make sure their work is being done
well and is of use to you and your agency.
Retention: This is a perk for you and the service-learner. If they enjoy their placement and have the
time to continue to commit, and you have the need for them, a student may stay for years. Perks are a
great way to encourage retention, but also must not be overdone. Some ideas follow:

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
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Simple, everyday recognition – a note of appreciation, verbal praise
Special recognition events
Letters of reference
Increasingly challenging tasks
Building on career skills/training and contacts
Future employment considerations
Free stuff (pens, food, etc.)
Modeling: The supervisor, whether or not he/she wishes such a role, becomes part of the student’s image
of what it means to be a professional in the world of work. Often the interpersonal relations that develop
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between a supervisor and a student are among the most significant parts of the student’s experience.
Taking an interest in the student and his/her activities, and sharing feeling and interests beyond the work
situation can be very helpful.
Common Problems/Student Complaints:
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Not enough interaction between staff and volunteers
Not enough interaction between volunteers and clients
Time not constructively used, not enough to do
Dull, uninteresting busy-work
Feel ignored or disregarded
Unclear about work duties and their relevance
Suggestions/comments are unwelcome or ignored
Lack of staff support
Lack of training for expected duties, situations treated differently from paid staff, feels like an
outsider
Lack of supervision
Comply with college policies on affirmative action, sexual harassment and the Americans with
Disabilities Act, since the student’s work is considered to be an extension of his/her education, sponsored
and supported by the college. Full copies of all APSU policies can be found here:
http://www.apsu.edu/policy
Notify the faculty and the service-learning support staff if there are any problems.
Evaluation: Attend the Partnership Summit Luncheon at the end of the semester & fill out the APSU
service learning survey.
Expectations of the Student
The following is a list of what agencies can reasonably expect from the service-learning student.
Attendance: Students should inform you directly and promptly of any conflicts that would cause them to
miss their scheduled volunteer time at your agency.
Commitment & Reliability: The agency should be able to count on the student just as it would count on
any other community helper. The student will make every effort to satisfy the time commitment they
have made and adhere to scheduled work hours agreed upon. Part of the educational value of this
experience is the learning of time management skills.
Respect for the Agency, Programs, & Clients: Upon learning of the mission of the agency and its
programs, students are usually quite anxious to explore options regarding their roles within the structure.
You have the right to expect respect, and the clients and co-workers within the agency should feel secure
entrusting their cases and concerns to the service-learning student.
Provide appropriate forms.
Acceptance of Supervision & Feedback: A major lesson of the experiential learning exercise is that the
student understands how feedback can lend itself to self-improvement. The student expects to be
supervised and to receive feedback, and they are aware that supervision is an integral part of working in
the real world.
Assigned Tasks: Students should by every means possible fulfill their assigned tasks of the agency and
asks questions if unclear of expectations.
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Expectations of the University
One of the main roles of the faculty supervisor and the service-learning staff is to provide guidance to the
students. They are responsible for ensuring that the students are learning from their service, and for
providing any support or advice that may be required along the way. This is done in the following ways:
Assisting students in locating appropriate community sites.
Working with the student to develop a learning plan.
Meeting with the student during regular class time to guide their reflection activities and assess their
learning and progress.
Providing information and training to agencies wishing to host service-learning students.
Visiting agencies to monitor the service-learning student’s progress and assess the placement.
Mediating any problems between the agency and the student.
Reminding the student to complete and turn in necessary forms.
Providing student with the appropriate forms for evaluation and feedback from the agencies.
Evaluating the student’s class and agency work.
Maintain the student’s official records.
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Life as a student
Academic Calendar and the Cycle of the Semester:
Fall Semester
August/January: The new semester begins sometime in mid-August or early January (the exact date
varies by year.) In the fall, freshman flood campus with bright new faces and in spring, upperclassmen
return to their familiar university setting. This time of the year is usually exceptionally busy for faculty,
staff and students. There are a number of events on campus designed to encourage student involvement,
and the start of classes usually leaves students feeling both energized and potentially overwhelmed.
There can be a tendency to over-commit, particularly for freshmen and sophomores, as students can
become overexcited about the all opportunities presented to them.
Key point: The beginning of the semester can be the busiest time of year for students and faculty. It’s
easy for everyone to get overwhelmed. Planning in advance can help combat this.
September/February: Students and faculty settle into classes. The last day to ‘drop’ (leave) a course
without it appearing on a student’s transcript is usually sometime in early September or February. You
may experience some turnover as students decide they are not a good fit for the class.
October/March: Midterm exams for lower division courses take place in the middle of the month, and are
followed by four days of Fall Break. In the spring, students receive a week of Spring Break in midMarch. Students may or may not take the opportunity to return home or enjoy a brief vacation after
studying hard for midterms. Speak with students individually about scheduling for this break.
November/April: Preparations, studying and stressing about the final exams at the end of the semester
starts sometime mid-month. Burn-out may become a problem—students and faculty are feeling the
squeeze as they try to complete their to-do lists before the end of the semester! In November, the
Thanksgiving break at the end of the month provides a welcome relief. In April, Easter Break usually
falls at the beginning of the month.
December/May: Finals are here! They start on the second week of December/May. The preceding
Thursday is designated a “study day” and no classes are held. Finals end the following Thursday, a week
after study day. The finals experience varies widely from student to student; some may have heavy exam
loads and some may have very light loads and therefore be able to devote more time to their servicelearning projects in the final weeks. Faculty complete their final grading, which can be an extremely
daunting task that must be done on a demanding deadline.
Key point: The end of the semester is stressful for everyone! Make sure you communicate with both
students and faculty about their end-of-term needs and plans.
Note: While faculty and students are less likely to be present on campus over the winter (December) and
summer (mid-May through mid-August) breaks, university staff (individuals in non-teaching positions)
are here year-round, excluding the week of the Christmas holiday and individually-scheduled vacations.
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Upper and Lower Division Classes
Service-learning is a broad pedagogy that can be applied across the curriculum to help students combine
hands-on experience serving the community with academic learning. Because service-learning is such a
flexible teaching tool, there is a great deal of diversity present in the types of courses that can use servicelearning as an instructional method. Hopefully your community organization has devoted some thought
already to the disciplines and courses that might best mesh with your needs as an agency; however, there
is another component of courses that may help your organization determine which classes would be a
good fit.
Lower division courses are classes that are considered introductions or broad topical overviews of a
particular discipline or course of study. The quick way to find lower division courses is to look for course
numbers beginning with “1” or “2”: for example, LDSP 1000 (Introduction to Leadership), or HIST 2010
(American History I). The majority of lower division courses are populated by freshmen and sophomore
students, but juniors and seniors may also be enrolled. Regardless of the class standing of the students
(freshmen, sophomore, etc.) it is safe to assume that students enrolled in lower division courses have not
yet studied the topic in-depth. This can be an advantage in service-learning, as it may help students be
receptive to new ideas and provide them with a chance to gauge the depth of their interest in the
discipline, but it also means that students may not be able to provide agencies with a great deal of
specialized knowledge at the beginning of their service.
Key point: Lower division courses are broad overviews of a topic that assume no previous knowledge.
Upper division courses are classes that provide for more in-depth studies of the chosen discipline. They
are narrow in focus, often concentrating in a particular subfield, and are usually composed of students
with junior and senior standing. Students in upper division courses can be expected to have a strong
familiarity with the discipline and have committed to studying their chosen subject with more vigor than a
casual introduction would require. Upper division courses generally begin with “3” or “4”: for example,
SOC 3700 (Medical Sociology), or PHYS 3800 (Quantum Mechanics). Upper division students are also
more likely juggle large number of professional and academic commitments that place constraints on their
time. Additionally, juniors and seniors are preparing for graduation, which can complicate long-term
volunteerism relationships as students move away from the university environment. However, upper
division students may also offer more expertise in the service of community needs, and service-learning
placements that are mutually beneficial may lead to requests for internship positions at a later date.
Key point: Upper division courses provide more intense and specific focus on a particular discipline.
Things to Keep in Mind:
APSU is fortunate to serve a wide geographic area and a number of needs for students. Subsequently, the
university has a diverse and growing student body that includes international students, non-traditional
students (students with families or over the age of 25), traditional ‘college-aged’ students, members of
sororities and fraternities, students with stellar academic backgrounds and students who need someone to
believe in them, veterans, current service-members, students with children, students with elderly family
members for whom they may be caring, and students of many different religious traditions and cultures.
This diversity enriches our university environment tremendously by providing a huge array of
perspectives and voices from all different backgrounds. But it also means that, when working with the
university, assuming that anyone is ‘just a college student’ can be a real underestimation! Many of our
students may be concerned with family life, military service, immersion in a new culture or language,
full-time employment, or any number of other commitments with their academic careers. This can make
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scheduling meetings and completing projects difficult—but we firmly believe that students and agencies
have a tremendous amount to offer one another and that these challenges can be surmounted with help
from supportive faculty and staff, who are happy to facilitate that process.
Key point: APSU students must balance many responsibilities that may not be initially apparent. If your
students are underperforming, talk to your students about other commitments that may be interfering.
Communicating with Faculty
As you embark on a service-learning class with APSU, most of your direct communication will be with
students and the faculty member teaching the course on which you are partnering. Effective
communication is a major component of what makes a service-learning course successful. It is highly
recommended that any personnel that will be working with students throughout the semester and the
faculty instructor for the course meet at least once in person before the beginning of the course. This
helps smooth out any potential miscommunications and helps everyone develop real, mutually beneficial
relationships—which is one of the most important goals of service-learning. Once the semester begins,
vague plans on the part of faculty and agencies can quickly transform into chaos as students bring bright
new ideas and energy to the table, so it’s best to have a solid plan of action in advance!
Key point: Make sure faculty and agency expectations are in alignment before students arrive!
During the semester, faculty should be communicating with their agencies regularly—but it is easy for
them to get behind with many other classes to attend to. Please do not ever hesitate to contact faculty on
your own initiative to provide them with relevant information, to request clarification about expectations,
or just to ‘check in’! If you are not hearing from your faculty partner as often as you would like, or if you
are in need of time-sensitive information and have not yet received a response, let the service-learning
support staff (the APSU VISTA or Alexandra Wills) know. We will be happy to gently remind faculty of
your needs.
Email is often the best way to get in touch with faculty, as they may do a good deal of instructional work
from various offices or home environments. They are also likely to do most of their communication with
their partner agencies through email—so for everyone involved in the process (students, faculty, staff and
community partners) checking their email regularly becomes vital. If you are uncomfortable with email
as a form of communication, please express your preference to your faculty member and your students.
Most importantly, never assume that information you have shared with students will make it to the
ears of faculty! As students are not part of the service-learning planning process, their ability to
prioritize the sharing of information can be out of line with what faculty and community partners need—
and students can be notoriously forgetful. If you find yourself needing to communicate with faculty, it’s
always best to do so directly.
Key point: Communicate explicitly with faculty (not just students or staff) by whatever medium is best
for both of you.
From the APSU side of things, we would like to see these partnerships solidify over time into deeply
reciprocal relationships focused around mutual aid and education. As community agencies, you have so
much to offer when it comes to enriching our students, faculty and staff. We are honored to learn from
and with you in any way we can.
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Troubleshooting
Service-learning may be a new concept for community partners, and we hope that this training handbook
provides more insight and direction for what to expect. Inevitably, problems will arise. In this case we
wanted to clarify whom partners should contact for certain situations. Please view these suggestions
below and refer to them if you should ever need to:
Student is not showing up for scheduled hours
 E-mail student about their absences, perhaps adjust their schedule with
community partner if appropriate.
 E-mail faculty member to alert them that student has missed 2+ scheduled
volunteer times.
 If problem persists, speak with VISTA or Alexandra.
Student has bad attitude or not acting professionally
 Reprimand student and review expectations set by community partner .
 If it becomes a reoccurring issue, contact the faculty member and VISTA or
Alexandra for the university to deal with the student behavior.
Student is injured while volunteering
Depending on severity of the injury
 Minor injuries – please send a copy of the community partner’s incident report to
Alexandra Wills.
 Major injuries - please make sure student is taken to the appropriate level of
medical care. Immediately call Alexandra Wills on her cell phone (931-6248851) and she will begin contacting emergency contacts and alerting university
officials.
It is no longer desired or appropriate for a student to be working with your organization
 Email the student and copy the faculty member & VISTA & Alexandra that it is
no longer suitable for this student to work with you, please give a minor
description/ example of how this decision was reached.
 VISTA and Alexandra will contact you for a more detailed discussion: from our
end, at this point it should not be a surprise that you have reached this decision.
Faculty member is not responding to any of your phone calls or emails
 Contact the VISTA & they will mediate the communication issue.
Faculty member and student are not working in line with the partnership agreement
 Contact the VISTA and they will mediate with the faculty member with the
support of the Service-Learning Advisory Board.
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Resources
On Campus
Austin Peay State University offers many resources on campus for community organizations
interested in partnering with the university to further service-learning initiatives.
The Office of Student Life and Engagement offers a database of organizations and non-profit
agencies within Montgomery, Cheatham, and Dickson Counties that faculty, staff and students may use to
search for volunteer opportunities or community partners. To be added to this database, please visit the
APSU Service-Learning website at http://www.apsu.edu/service-learning
SLE also provides students with Saturday service opportunities, alternative spring and fall break trips,
and hosts a Service-Learning Community.
 Service Saturdays occur twice a month on Saturdays, generally with two opportunities posted for
students. Students must sign up for these opportunities by the Wednesday prior, and provide their own
transportation to service sites. A member of SLE will be present at each site to oversee students, and
depending on the length of the service, provide lunch. If your agency is interested in providing a service
opportunity for a future Service Saturday event, please contact the Office of Student Life and
Engagement.
 Alternative break trips are staff-led trips for students involving lengthy service work. APSU
offers these trips during fall and spring breaks, with students traveling several hours to work with
agencies for 5 days of extended service. These trips are offered at a reduced price (always under $100)
and are all-inclusive. Students are encouraged to present on their work to classes or other students upon
their return. In the past students have traveled to Atlanta to work with homeless shelters and to the
Everglades National Park in Florida to assist park rangers.
 The Service-Learning Community is an opportunity for students to live together on a campus
residence hall, meet weekly for Sunday dinners and participate in bi-weekly service projects. Students
become site leaders for agencies and eventually schedule service for their fellow students.
 The Assistant Director for Student Life and Engagement is responsible for providing service and
civic engagement programing on campus and is available to meet with community organizations to
discuss community needs, explore opportunities for volunteerism and service, and plan future service
events.
 The VISTA volunteer for APSU is supported through the Office of Student Life and Engagement.
The VISTA can assist community organizations through SL training and connecting them with faculty, as
well as presenting to classes about SL and their service site options.
 The Office of Student Life and Engagement also provides an online service tracker where
students can log their hours on the university website. Faculty and community organizations are welcome
to use this service to track volunteer hours; they will need to inform SLE so a special section can be made
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for their course.
 The Office of Student Life and Engagement also provides links to many useful service-learning
websites that may be of assistance to faculty.
Student Life and Engagement is located in Morgan University Center, Suite 211. For additional
information please call 931- 221-7837 and ask for Alexandra Wills, willsa@apsu.edu. The website holds
many resources so please visit www.apsu.edu/servicelearning and navigate to the SERVE, ServiceLearning, and Service tracker links for more information.
The VISTA for 2011 - 2013 is Liza Kurtz, kurtze@apsu.edu, 931-221-7357 and is currently located
in the Honors Commons, Room 102.
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Resources | TN Campus Compact
Our Vision: The Tennessee Campus Compact will serve as a key partner to other state efforts in
creating solutions for higher education challenges of access, equity, and accountability while promoting
engaged citizenship.
Our Mission: The Tennessee Campus Compact provides leadership, resources, and advocacy to
enhance student learning by increasing the capability of Tennessee institutions of higher education to
embed civic engagement.
TENNESSE CAMPUS COMPACT (TNCC) became the 33rd State Campus Compact in the United
States in affiliation with the National Campus Compact on March 13, 2008. The TNCC is a presidential
membership organization governed by a presidents’ council, an executive board, and an advisory
committee to serve as a statewide coordinator, convener, and catalyst to advance civic engagement,
service-learning, and community service in higher education. The TNCC will provide hands-on
leadership through: 2
 A culture of engagement through academic-community-business-government partnerships;
 Capacity building through VISTAs, infrastructure support, and resources through a national
network;
 Faculty service-learning curriculum integration training and professional development;
2
Ratsiatandra, Zo. Tennessee Campus Compact. Lipscomb University. 2012. Web. 05 Feb. 2012
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Examples
Listed below are several general examples of service-learning courses, so you can get an idea of what
service-learning might look like:
 An English Literature class spent time working with the homeless and tied the issues of today
with those experienced in Elizabethan times. They analyzed the situations and wrote about their
experiences. It showed them that this is more of a long-term problem than most people realize,
and they left with a greater awareness about the issue.
 A nursing student enrolled in the Introduction to Service-Learning course takes a placement with
hospice or an area nursing home. The student may be visiting with the patients, performing as a
candy-striper would, working with a case worker to get a better glimpse of the patients, what they
go through, and how they need help, or various other things.
 Criminal Justice might choose to mentor a juvenile offender, serve with a local law enforcement
agency working with prisoners, or serve in some sort of school-prevention program, like DARE.
 A math class tutors at a local grade school, working with students in danger of failing Algebra I.
 Some students in an accounting class works with a local agency that cannot afford to hire
someone to do simple bookkeeping. Other students in the class work to prepare a budget, learn
about why the old ones did not work, and plan how to improve the next one.
 A health class works in underprivileged housing edition to educate the community on subjects
like Drug & Alcohol Awareness. They get to hear the community’s problems more directly and
in class they come up with ways to combat these problems, figure out how they began, become
advocates, and discuss how they feel about the issues.
 A Spanish class works with local migrant workers and their children, teaching ESL classes,
creating festivals to celebrate and preserve their culture, and learning about both sides of the issue
themselves. They may become advocates for the sub-community, working to get bilingual labels
put up in area stores and extra help in area schools.
 An English class collects oral histories pertaining to the operation of a one-room school, the
histories are used to help establish the school as a living history site. A following semester
students help landscape and prepare the school for opening based on the previously collected oral
histories.
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Attachment | Partnership Agreement
Service Learning Partnership Agreement | Austin Peay State University | [SEMESTER] [YEAR]
Austin Peay State University, 601 College Street, Clarksville, TN 37043
This form acts as a partnership agreement between Austin Peay State University and ##### agency. The
intention of this document is to outline expectations for the agency, student, faculty and Austin Peay State
University Service Learning to insure all parties’ needs are being met by the resulting student
engagement/volunteering. Each party will read and sign the document and be reviewed quarterly to assess
progress made through the partnership. Categories covered in this partnership include service learning
outlined, time commitment, training, tracking, scheduling, safety/ liability, confidentiality,
press/publications, and learning outcomes.
VII. Service Learning Definition
The APSU Service Learning Advisory Board committee has accepted the following definition from the
National Service-learning Clearinghouse: “Service-learning is a teaching and learning strategy that
integrates meaningful community service with instruction and reflection to enrich the learning
experience, teach civic responsibility, and strengthen communities.” This definition permits
numerous activities, including internships and on-campus SL projects, but it also emphasizes that
SL is distinct from simple volunteering and that SL necessitates a relationship to course learning
objectives and meaningful reflection.
How does service-learning differ from community service or volunteering? Community service is
volunteer action taken to meet the needs of others and better the community as a whole. Servicelearning is integrated into and enhances the academic curriculum of students engaged in service, or
the educational components of the community service program in which the participants are
enrolled. Service-learning provides structured time for thoughtful planning of the service project
and guided reflection by participants on the service experience. Overall, the most important feature
of effective service-learning programs is that learning and service are emphasized equally.
Service-Learning is not:
a.
An episodic volunteer program;
b.
An add-on to an existing school or college curriculum;
c.
Logging a set number of community service hours in order to graduate;
d.
Compensatory service assigned as a form of punishment by the courts or by school administrators;
e.
Only for high school or college students;
f.
One-sided: benefiting only students or only the community.
VIII. Time Commitment
Students are required to complete a certain number of hours per their course and instructor to get credit
for their SL component. Minimum required hours vary between 13 – 15 hours, but students are allowed to
volunteer longer if their schedule allows. A reminder that volunteers are students FIRST, and their
priority should be going to class and completing course requirements.
IX. Tracking Hours
The tracking of student’s hours are encouraged by both the agency and required by the student and
university. The university will confirm the hours logged by each student with the agency when the time
commitment has been met. Students will log their hours weekly with an online university database.
X.
Scheduling
The scheduling of orientation and training for students will be handled by either the faculty member or
university staff. During this orientation/ training, it will be the responsibility of the agency and the student
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to agree upon scheduled volunteer times. It is the responsibility of the student to give at least 48 notice if
they are unable to meet an agreed upon volunteer time. The agency is encouraged to do everything they
can to accommodate student’s schedules, but are not required to provide make up opportunities if students
cancel scheduled volunteer time. Students are ultimately responsible for scheduling their required time
commitment.
XI.
Safety & Liability
Agencies take full responsibility for the safety of students during any time that a student is performing
activities related to volunteer work designated by the agency. Agencies are encouraged to provide liability
forms for all students and to insure that students are provided with appropriate safety tools for their works
i.e. face masks, protective gear, gloves, etc. Students should be made aware of any potential risks or
hazards to their health during their initial orientation and training. Students are responsible for their own
safety and transportation to and from their volunteer site. Students who decide to carpool to sites must fill
out a liability form with their faculty member.
XII. Training
All students should be provided with an orientation and training session prior to beginning their volunteer
work. These orientations should cover expectations, protocol, duties assigned, safety concerns and
scheduling. Students must at all times follow the student code of conduct as listed in the student
handbook. Students are to work in a drug and alcohol free environment at all times. Agencies will provide
any specialty training that students may need to perform the duties requested of them by the agency.
XIII. Confidentiality
Any information given by the student to the agency is to be kept private unless written consent is given
from the student. Students are required to participate in reflection exercises as part of their course work
based on the experiences taken from their volunteer work. Students will not be required to share names or
private information during the reflection pieces, but will give an overview of the experience and
information learned. If agencies have a strict confidentiality code, then they need to have students sign a
confidentiality form through the agency.
XIV. Press & Publications
Any material that includes students’ physical or intellectual content should not be used in publication or
print without the written consent of that student. Likewise, a student cannot publish any piece of work
based on the content of their experience with agency without approval of the agency as not to hinder the
progress of their nature of work. Austin Peay State University faculty and staff much secure approval of
both the student and agency prior to using their stories or images in publications.
XV. Learning Outcomes
Faculty are to provide the learning outcomes and experiences that are expected for their student’s
experience and are listed below:
Agencies are to provide their desired outcomes from the student volunteers, specific projects, duties, and
descriptions of tasks are listed below:
This agreement is to be viewed and signed by both the faculty member, agency representative, and the
student before the partnership is confirmed for student placement.
______________________
Agency Representative
_______________
Date
______________________
Faculty Member
________________
______________________
Student
Date
_______________
Date
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Attachment| Volunteer Log
The university’s webpage for service-learning provides a service-learning log for students to log their
volunteer hours. On a weekly basis, these hours are sent to their corresponding faculty members so they
can keep track of their students’ volunteer hours. Community partners may keep their own track of
student hours independently, and may be asked to confirm student self- reported hours at the mid -way
point and the end of semester.
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Attachment | Community Partner Survey
Austin Peay State University is in the middle of preparing for application for Carnegie Classification as
an engaged campus. As part of this process, it is imperative that the university collects data from the
community partners to determine the impact these courses have on the community.
This survey will be sent out at the end of each semester to the community partners.
Hello Community Partners,
First, thank you so much for all of your collaboration with APSU's service learning courses. We
are always looking to improve our services, and hope that by getting your feedback we can
continue these efforts.
By answering the following questions and submitting your answers, you agree to participate in
this research effort. Participation is completely voluntary and there will be no adverse
consequence to you if you choose not to participate. You may choose at any time to not complete
the survey by selecting the "Exit this survey" link in the top right corner. You also may skip
questions, if you wish. Your computer's IP address will not be recorded with your responses.
Questions regarding this research may be directed to the Assistant Director for Service and Civic
Engagement, Alexandra Wills, (willsa@apsu.edu) or the Institutional Review Board Chair, Doris
Davenport (davenportd@apsu.edu)
We welcome your input! Thank you!
1. How long have you been working with our University?
Less than one year
1-3 years
More than 3 years
2. Identify your classification.
Private
Non Profit
For-Profit
Public
3. What are the benchmark areas addressed by your organization? (check all appropriate)
Education
Health
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Housing
Environment
Safety
Public Services
4. As result of your connection to this University course, how has your awareness of the university
changed? Mark any that apply.
I learned more about university programs & services
I know whom to call upon for information and assistance
I am more involved with activities on campus
I have an increased knowledge of university resources
I have more interactions with faculty and staff
I have taken or plan to take classes at the university
Other (please specify)
5. Do you plan to continue working with the university in this or another activity?
yes
no
6. Please rate your level of satisfaction with your most recent Service Learning experience.
New insights about organization/ its operation
Increase in number of clients
Enhanced offerings of services
Increased leverage of financial/other resources
New connections/ networks with other community groups
Changes in organizational direction
Increases in number of services offered
No influence
7. What are some of the challenges you encountered? Mark any that apply.
Demands upon staff time
Project time period insufficient
Students not well prepared
Number of students inappropriate for size of organization
Mismatch between course goals and organization
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Little contact/ interaction with faculty
Students did not perform as expected
Other (please specify)
8. What are some of the economic effects of your work with the university? Mark any that apply.
Increased value of services
Increased organizational resources
Completion of projects
Access to university technology and expertise
New projects, services, materials generated
Increased funding opportunities
Identification of new staff
Identification of additional volunteers
Other (please specify)
9. In what ways do you believe that you are able to influence the university as a result of your
connection with one of our courses? Mark any that apply.
Influence on course content
Influence on university policies
Influence on faculty awareness of community
Influence on student learning experience
Other (please specify)
9. In what ways do you believe that you are able to influence the university as a result of your
connection with one of our courses? Mark any that apply.
Influence on course content
Influence on university policies
Influence on faculty awareness of community
Influence on student learning experience
Other (please specify)
10. Please rate your level of satisfaction with your connection to a University course in the following
areas.
Strongly
Strongly
Disagree
Neutral
Agree
Disagree
Agree
Overall communication with students
and faculty.
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Strongly
Disagree
Disagree
Neutral
Agree
Strongly
Agree
Level and quality of interaction with
students/faculty.
Quality of student work.
Feedback and input into planning
experiences
Scope and timing of activity.
Level of trust with faculty and students.
11. How did you handle the logistics of your service learning course? Please mark the most accurate
answer.
The faculty member made the arrangements and the placements.
We handled the arrangements and placements collaboratively.
Students handled their own placements.
12. What was the best aspect of this experience for you?
13. What aspects of the experience would you change?
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