Checklist for Service-Learning Faculty
Prior to the course
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Familiarize yourself with the literature on definitions and pedagogical best practices for
service-learning.
For a suggested bibliography, contact Tara Carr-Lemke at
carrlemke@lasalle.edu or go to http://wp.lasalle.edu/cel/community-engagement-andservice-learning and select “service-learning bibliography.”
Apply for the service-learning course designation.
o Draft a 1-2 page document that details how your course includes the following:
 Identify the course learning objectives that will be enhanced through the
engagement/service experience.
 What service will students provide and for what length of time?
 What reflection methods (minimum of two types) will be used to help
students understand the connection between their service and the content
of the course?
 How will you prepare students for real world engagement that includes
cultural awareness, seeing both community assets and needs, establishing
a reciprocal relationship, and growing in these understandings over time?
What role will the community have in the partnership?
 How will you evaluate the learning that students have derived from the
service experience?
o Submit your application along with a copy of your syllabus and any related
assignment instructions to Tara Carr-Lemke who will share the materials with the
Service-Learning Advisory Board. To receive the designation for the Fall
semester, submit documents by March 15th and for the Spring semester by
October 15th. Once the designation has been granted, the registrar will be
notified.
Identify your community partner. Confirm that your community partner’s space has
been vetted by University Ministry and Services (UMAS) to comply with La Salle’s safety
protocols.
o For a list and description of approved sites, go to http://wp.lasalle.edu/cel/ and
follow the Service-Learning link to “Our Community Partners.”
o If you would like to use a site that has not yet been approved, please follow these
steps:
 Obtain course approval from the Service-Learning Advisory Board.
 Submit a site description (name, location, contact information) to Tara
Carr-Lemke and Regina Gauss-Kosiek (gauss01@lasalle.edu).
 Allow one month for a site visit and memo of understanding to be
completed by University Ministry and Service.
 A representative of University Ministry and Service will contact the site
and set up a time to meet and tour the facility. During the visit, the site is
inspected for basic safety measures and the contact person is asked basic
questions to verify that they understand the role they play (verifying
hours, evaluating students, and helping with reflection if necessary).
Once the site visit is complete, a site audit form will be completed with
basic descriptions of the facility, roles that are available, and if there are
any concerns or recommendations for a specific site.
 You will be contacted when the process is complete and students can begin
to visit the site.
o If you will encourage your students to join an established FOCUS group in their
weekly service, be certain to communicate this to Regina Gauss-Kosiek in UMAS
in advance of the semester. Not all FOCUS groups have space for additional
students, so discussing this plan will allow your students, the FOCUS groups, and
the community agency partner meet your goals in a coordinated fashion.
Discuss expectations and aspirations with your community partner. Share your syllabus
and learning objectives and elicit feedback.
If appropriate, apply for City as a Classroom funding to cover student transportation at
http://www.lasalle.edu/portal/provost/cityclass.htm.
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During the course
In addition to reviewing the syllabus and assignments- Discuss with students the service-learning nature of the course, including additional
hours spent outside of the classroom as a part of a community partnership.
 Confirm the final list of students and their placements. Share with the partner(s).
 Discuss the pre-service requirements, including any clearances and the Code of Conduct.
To access this information, go to http://wp.lasalle.edu/cel/community-engagementand-service-learning/creating-a-service-learning-course/pre-service-requirements/.
 Consider inviting the community partner(s) to your class for introductory discussion
and/or a debriefing session.
 Consider inviting a representative from University Ministry and Service (UMAS) to your
classroom to discuss available historical or background information on the community
partner and/or behavioral expectations at a partner site.
 Verify students’ ability to navigate transportation to the site(s) and distribute any tokens.
 Confirm via timesheets and/or partner verification the number of hours students have
worked with the partner(s).
 As appropriate, request that community partner(s) complete student evaluations.
 Assess service-learning components of the course through course evaluations and
reflection.
After the course
Debrief with community partner and discuss lessons learned, as well as future paths.
 If your students worked with FOCUS groups, debrief the experience with UMAS.
 Evaluate and consider addressing student evaluations of service-learning components.
 Consider modifications to the course and/or the use of service-learning in the course.
 Continue to make use of resources and research on service-learning.
If you have interest in joining the service-learning faculty cohort on campus, please contact Tara
Carr-Lemke. The cohort meets roughly three times a semester to discuss common readings,
share pedagogical insights, and form a community of service-learning practitioners at La Salle.