Civic Engagement Program
& Service-Learning Program
Request for Partnership
Part I
Guidelines and Program Options
Partnership applications for each program will be reviewed on a rolling basis until
all partnerships have been filled. Priority consideration is given to returning
partners and/or applications received before June 21st.
Please submit your final application to
communityservice@neu.edu
Table of Contents
(CTRL+Click to follow links)
REQUEST FOR PARTNERSHIP (RFP) OVERVIEW............................................................................................................. 3
ORGANIZATION ELIGIBILITY ......................................................................................................................................... 3
PROGRAM OVERVIEWS ................................................................................................................................................ 3
CIVIC ENGAGEMENT PROGRAM ............................................................................................................................................... 3
SERVICE-LEARNING PROGRAM ................................................................................................................................................ 4
EXPECTATIONS & RESPONSIBILITIES OF COMMUNITY PARTNERS/HOST SITES ............................................................. 7
GENERAL EXPECTATIONS & RESPONSIBILITIES: ........................................................................................................................... 7
PROGRAM-SPECIFIC EXPECTATIONS AND RESPONSIBILITIES: .......................................................................................................... 7
TERMINATING A PARTNERSHIP .................................................................................................................................... 8
PROGRAM TIMELINES .................................................................................................................................................. 8
COMMUNITY PARTNER/HOST SITE SELECTION PROCESS & APPLICATION INSTRUCTIONS ........................................... 9
APPLICATION DETAILS ........................................................................................................................................................... 9
APPLICATION ASSISTANCE SESSIONS ........................................................................................................................................ 9
SUBMITTING YOUR RFP ...................................................................................................................................................... 10
SERVICE-LEARNING FALL 2013 COURSE OFFERINGS & CEP COMMUNITY BASED RESEARCH OPTION ......................... 11
DIRECT SERVICE.................................................................................................................................................................. 11
1.
Education in the Community (1-2 Sections) ..................................................................................................... 11
2.
First-Year Writing (2 Sections) .......................................................................................................................... 11
3.
Connections and Decisions (6 Sections) ............................................................................................................ 12
4.
Global Experience (4-5 Sections) ...................................................................................................................... 12
5.
Advanced Chinese 1 & 2 ................................................................................................................................... 13
6.
Advanced Spanish 1 & 2 (5 Sections) ................................................................................................................ 13
7.
Human Services Professions (3 Sections) .......................................................................................................... 14
PROJECT-BASED ................................................................................................................................................................. 14
8.
Advanced Writing in the Disciplines: Writing for the Technical Professions (TBD Sections) ............................ 14
9.
Advanced Writing in the Disciplines for Majors in the Social Sciences ............................................................. 15
HYBRID ............................................................................................................................................................................. 16
10. Introduction to Nutrition .................................................................................................................................. 16
11. Child Intervention & Treatment........................................................................................................................ 16
12. Inquiries in Cell & Molecular Biology ................................................................................................................ 17
COMMUNITY BASED RESEARCH (CEP) .................................................................................................................................... 18
13. University Scholars Community Based Research (CEP Student Scholars) ......................................................... 18
2
Request for Partnership (RFP) Overview
The Request for Partnership (RFP) for the Civic Engagement Program (CEP) and Service-Learning (S-L) Program is
intended to provide community-based organizations with information about CEP and S-L and the process for
requesting students to serve with your organization. After carefully reviewing the following guidelines and information
about each program, please use Part II of the RFP to request partnership with CEP, S-L, or both.
The mission of Northeastern University is to educate students for a life of fulfillment and accomplishment… to create
and translate knowledge to meet global and societal needs. We exist within a vibrant, diverse community, and
continually stress the importance of working with our community partners to develop strong bonds and achieve
positive results through a number of service-based partnerships. Our mission at the Center of Community Service is to
facilitate diverse service opportunities for Northeastern University to collaborate with local and global communities to
learn from and address societal needs. CEP and S-L are opportunities for Northeastern students to become engaged in
our community and continue building upon existing partnerships.
The Civic Engagement Program and S-L Program partner primarily with community-based nonprofit organizations,
schools, government agencies, and the nonprofit arms of for-profit organizations within our four neighborhoods of
Fenway, Mission Hill, Roxbury, and the South End. However, we greatly value partnering with organizations throughout
Greater Boston when campus and community needs align.
If you have any questions about the RFP, please contact Hilary Sullivan at h.sullivan@neu.edu (general and CEP
specific questions) or Becca Berkey at r.berkey@neu.edu (general and Service-Learning specific questions).
Organization Eligibility
To be eligible, your organization must be:
 A non-profit 501 (c)3 organization, school, government agency, or nonprofit arm of a for-profit organization
operating in Massachusetts whose clients are low-income or underserved
 Be operational for at least one year with at least two full-time staff members and the capacity to host and
provide oversight to student scholars
Program Overviews
Civic Engagement Program
The Northeastern University Civic Engagement Program provides community-based organizations, government
agencies, and schools the opportunity to apply to host groups of student scholars. The student scholars must complete
a minimum of 100 hours of civic engagement activities during the 2013-2014 academic year, of which a majority of the
hours will be comprised of direct service activities with a partner organization and the remaining hours would include
trainings and one-time projects coordinated by the Center of Community Service.
The Civic Engagement Program seeks to redefine the typical definition of a “scholar” by asking scholars to show their
commitment to excellence both through academics as well as service to the community. These student scholars are
among the best and the brightest and have agreed to serve their community through the CEP. This year we anticipate
nearly 400 new first-year student scholars will be joining the CEP.
For first-year students, the CEP requires all first year students to serve at an established community partner. The first
year program integrates a structured system of orientation and training, tracking and reporting, and reflection. The
program focuses on the importance of supporting the needs our community at local organizations while
simultaneously supporting NU student scholars and ensuring their success.
3
This year, one scholarship group, the University Scholars, has the option to participate in community based research
projects. This RFP contains more information about this project-based service with the Service-Learning course
selection descriptions at the end of the document.
Student Scholar Criteria
The following information outlines what our student scholars can expect upon their arrival at Northeastern
University and throughout the course of their civic engagement participation with a host organization:
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NU student scholars complete approximately 8 hours of training and team building during the first three
weeks of the semester focused on the following topics:
o Introduction to Northeastern University and our community
o Team building and diversity training
o Importance of attendance and commitment to partner
o Importance of reflection
o Logistical training
In addition to the training provided by the Center of Community Service (CCS) at Northeastern University,
student scholars will also participate in training and orientation provided by their community partner
organization as required
Student scholars meet monthly with CEP Peer Mentors for reflection activities and check-in
Student scholars submit weekly time logs and monthly journal entries of their service experiences
CEP Performance Measures
Performance measures for the CEP are specific objectives developed by the Center of Community Service (CCS)
and are designed to ensure that participating student scholars, and participating community organizations, are
each benefiting fully from these partnerships.
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Student scholars complete weekly time logs for all service, orientation, training, and reflection activities
CCS staff work with the host sites to verify all NU student scholar hours to both ensure accuracy and that
students are on track for program completion
NU student scholars complete evaluations after all training sessions, as well year-end evaluations
Host sites complete mid-year and end-year evaluations of students and the CEP and CCS staff will make
periodic site visits to ensure quality and provide continued community partnership development
Violation of the Rules of Conduct / Release From Scholarship
The following actions are considered to be in violation of the Rules of Conduct and may result in separation of the
student scholar from the host site organization:
 Unauthorized tardiness or absences
 Repeated use of inappropriate language at a service site
 Failure to wear appropriate clothing to service site
 Stealing or lying
 Falsifying time logs
 Breaking policies outlined in the NU Student Code of Conduct
Service-Learning Program
The Service-Learning (S-L) program facilitates and supports partnerships between faculty-led academic courses and
community-based nonprofit organizations (aka community partners or host sites) with related interests. Through these
partnerships, students learn about and/or apply course concepts that intentionally address needs and interests
4
identified by our community partners. With guided reflection, students gain a greater appreciation for how their skills
and knowledge are relevant outside of the classroom and how to remain civically engaged and minded throughout life.
In a given semester, approximately 400-600 students enrolled in courses might:
 design a program or training curriculum
 teach English to speakers of other languages in English and/or translate resources
 develop a communication strategy to attract and retain a more diverse staff
 coordinate an advocacy campaign or create a press kit
 write a grant to address health disparities
 teach youth about healthy eating habits and activities
 research how to use social media sites to attract support and connect with alum
 facilitate an elderly exercise program
Models of Service-Learning at Northeastern
While different language and models of S-L may be used at each university and within K-12 programs, courses at
NU connected to this process apply S-L in one of the following ways outlined below. This information is provided to
help you explore the variety of ways students might serve within your organization:
1.
Direct Service-Learning
Students serve directly on-site starting approximately week 3 or 4 of the semester until the last week of
classes. They either work with clients or alongside staff for approximately 2-5 hours/week. Student
academic and the course levels range from introductory to advanced/graduate levels.
2.
Project-Based Service-Learning & Community-Based Research
Students (in teams) serve much as ‘consultants’ or ‘researchers’ working for a ‘client’ to understand and
address a particular community issue/need or research questions as generated by the community
partner. Students in these courses conduct the majority of their work off-site using University resources
(library, computer lab, meeting space) and interact with the supervisor through the orientation and
periodic check-ins in person, or via e-mail or phone to ensure appropriate progress. Towards the end of
the semester, groups present their findings or another deliverable that was agreed upon at the start of
the semester.
3.
Hybrid
In some courses students engage in direct service with clients before or simultaneously while investing in
the development of a specific project. This may include, rotating weeks of developing the curriculum for
and presenting the workshops on nutrition and healthy lifestyle choices.
Adapted from Heffernan, Kerrissa. (2001). Fundamentals of Service-Learning Course Construction. RI: Campus
Compact.
Please note:
 Service is not limited to predetermined or preexisting roles. Please consider needs and projects that have
not been met by traditional volunteers and/or staff positions. We encourage sharing the RFP with
colleagues with different needs within your organization.
 A project can be completed either:
1. Within one semester (Sept.-Dec. or Jan.-April)
2. By two separate but consecutive courses (Sept.-April, or Jan.-April and Sept.-Dec.)
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Service-Learning Teaching Assistants
The majority of S-L courses are supported by a Service-Learning Teaching Assistant who is a student leader
assigned to assist the faculty member, student service-learners and community partners achieve their goals. The
S-LTAs act as liaisons between the course and the community partner by:
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Managing logistics and communication
Reinforcing the integration of classroom and community goals
Addressing challenges as they arise
Assisting with assessment of the achievement of classroom and community goals
For project-based courses, S-LTAs frequently act as a liaison between a group of students and the community
partner in order to alleviate the additional time burden of communicating with many individuals, much like a
project manager.
Student Participation & Expectations
Student Placement Process – Students must rank preferred roles or projects based on interest, schedule, skills and
partner needs. Note: Students are not guaranteed their first choice service opportunity.
Service Commitment – Students must fulfill a semester-long commitment and serve between 2-5 hours a week
throughout the semester, either on or off-site as required by their service role or project.
On-going Reflection & Assessment: Before, throughout, and after service, students learn about, reflect on and
assess how the course’s curriculum and service experiences reinforce and enhance one another.
Evaluation & Assessment:
Evaluation and assessment methods measure to ensure that student learning and community partner service goals
are met, and all parties are benefiting from the partnership. Parties additionally assess the effectiveness of the
partnership through evaluations, meetings, and other forms of communication.
1.
Academic credit is given for learning outcomes and final student grades are determined by the faculty.
 Specific to each course, students are evaluated based on their ability to demonstrate what they
have learned from the integration of their service experiences and course material.
 Feedback from the community partner final evaluation is factored into the grading process.
2.
Community Partners are not obligated to implement ideas or recommendations provided by student
project outcomes (for project-based S-L classes); however, we aim for contributions to be worthy of
implementation.
 On the rare occasion that the quality of a students’ work does not meet the standards of the
faculty member, s/he may choose not to submit the project outcome to the community partner,
with advance notice/discussion provided to the community partner as much as possible.
Fall 2013 Course Options
Information about the Fall 2013 Service-Learning course offerings can be found at the end of this document.
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Expectations & Responsibilities of Community Partners/Host Sites
General Expectations & Responsibilities:
Each Community Partner/Host Site is expected to:
1.
2.
3.
4.
5.
6.
7.
8.
Orient (and train, if necessary) students to the organization and to the role or project students are expected to
fulfill
*NOTE: some organizations request to interview students interested in serving with them. We do not
encourage this due to the tight timeline of the semester. If an interview must take place, the process must be
completed and students informed of their status by Friday, September 20 th so that other options may be
pursued.
Set and communicate clear expectations of the service role or project goals, including any benchmarks and
important dates, before the semester begins and coordinate mutually beneficial check in points with students
(and/or faculty members for S-L courses) if necessary to ensure appropriate progress
Provide one designated supervisor who is available on-site to provide regular supervision, feedback, and
support to students
Conduct CORI/SORI checks on students (if required by your organization)
 International students will obtain a copy of their I-20 form as needed for CORI/SORI
Allow for CEP student scholars to begin service during the week of October 7th-13th and S-L students to begin
service on or before October 5th
 Provide students with alternative projects or administrative service opportunities if they are unable
to begin service before CORI/SORI checks are complete
Provide space and access to resources (e.g. computer, telephone, data) if required to complete tasks
 S-L students working on projects or research can serve “off-site” by utilizing resources at NU
Provide ongoing feedback to students, program staff, Peer Mentors (CEP), S-LTAs (S-L) and faculty (S-L) about
student performance and partnership
Complete evaluations as required by each program:
 CEP: Mid-year and end-year evaluation of student scholars including verification of hours, as well as
an evaluation of the partnership and program
 S-L: End of the semester evaluation of student(s), the partnership, and the program
Program-Specific Expectations and Responsibilities:
Civic Engagement Program
 Attend the CEP Partnership orientation on August 21st or August 29th
 Attend the Northeastern University Volunteer Fair on Wednesday, September 18 th
 Provide a clear vision of the project or service focus you plan to have a student scholar involved in
 Host a minimum of 5 students at your organization for any service projects or roles
 Provide supportive leadership from program staff and the host site to ensure that a student scholar is
considered and treated as an integral part of the organization
Service-Learning Program
 Attend the S-L Partnership Orientation on Thursday, August 29th
 Host a minimum of 2 students for any one direct service role OR work with/support a group of 3-6 students
for project-based roles
 Host an on-site visit/check-in with the Service-Learning Teaching Assistant and/or faculty member to review
progress of students and the overall partnership at the beginning or mid-point of the semester
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Terminating a Partnership
There are many communication and feedback mechanisms in place to help address issues before they progress.
However, in rare situations a partnership must end prematurely if/when student learning/service or community
partner goals are not able to be met. Decisions will be made after agreement between all stakeholders.
Additionally, if a student has not begun service by the required start date (October 5th for Service-Learning and October
13th for the Civic Engagement Program), we reserve the right to reassign the student to a different community partner.
This is never our preference, and we will work with our partners as much as possible to ensure course/program and
community objectives can be met before reassignment.
Program Timelines
Summer 2013:
June: Application assistance session
June 21st: Request for Partnerships due by 5PM (for Service-Learning, applications received by this date will be given
priority with rolling acceptance of additional applications until all course partnerships are filled)
Mid-July: S-L faculty are provided a 1 page summary of partnership options
July 26th: CEP applicants notified of selection status
Mid-August: S-L partnerships confirmed
August 21st: Orientation for CEP host sites at Northeastern (location/time TBD)
August 29th: S-L Partnership Orientation for community partners, faculty, and S-LTAs (location/time TBD)
August 29th: CEP Community Partnership Orientation (2nd option – immediately following S-L orientation)
Fall 2013:
September 4th: Fall classes begin
September 4th-13th: Service-Learning students are placed in groups or with partners by faculty and/or service-learning
teaching assistants
September 18th: Volunteer Fair at Northeastern University (location/time TBD)
September 20th: CEP student scholar placements finalized
September 23rd-27th: Northeastern training for CEP student scholars
September 30th-October 6th: On-site orientation for CEP student scholars
October 5th: All service-learning students MUST begin serving on or before this date
October 7th-13th: CEP student scholars must begin service this week
October 14th: Northeastern closed in observance of Columbus Day; no classes or service
November 11th: Northeastern closed in observance of Veterans Day; no classes or service
Early November: S-LTAs and/or S-L faculty will begin conducting mid-semester site visits for S-L partners as appropriate
November 27th-30th: Northeastern closed for Thanksgiving break; no classes or service
December 1st-14th: All service-learning parties complete S-L evaluations
December 4th: Last day of fall classes and last week of direct-service roles or projects for S-L students; CEP suspended
for winter break
December 5th: Service-Learning EXPO for Fall 2013 Partnerships
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Spring 2014*:
*Spring 2014 dates for Service-Learning will be included with the Spring RFP, which will go out in October/November
March 3rd-7th: CEP program suspended for Northeastern spring break
April 16th: Last day of spring classes; last week of CEP service by Student Scholars
Community Partner/Host Site Selection Process & Application Instructions
For CEP, all proposals will be reviewed by the CEP program staff. Key elements include:
 Organizational capacity to develop and manage the project(s) and student scholars
 Realistic objectives with measurable outcomes that align with the mission of the CEP
 Proper support, evaluations, supervision, and training for the student scholars during the year of service
For Service-Learning, proposals will be reviewed based on alignment of service roles/projects and course learning
objectives. Organizations with matching needs/interests will be contacted by the S-L program and/or faculty
member(s) for further discussion to ensure expectations are clear to all parties. Preliminary recommendations are
made by the S-L Program, and are finalized in collaboration with the faculty member and community partner. The
number of community partnerships needed for each class varies and at times, individual classes are cancelled due to
enrollment fluctuations and faculty changes. We will communicate changes as soon as they are confirmed.
Application Details
We cannot guarantee that all proposals will be selected. If a partnership with CEP or S-L cannot occur at this time, we
will try to connect your organization with another service program at Northeastern.
In an effort to facilitate appropriate matches, we ask that you please take the following steps:
1.
2.
3.
4.
5.
Please answer every section clearly and in order by typing the answers into the template.
If you are applying for students to serve in more than one project/role you must complete a separate PROJECT
NARRATIVE (Part IV only) for each project/role. You do not need to complete a separate application for each
project/role. This is described in further detail on page 3 of Part II.
It is not necessary to complete separate applications for S-L and CEP IF students from both programs will be
fulfilling the same role.
Please specify on the application whether the project/role is meant for CEP student scholars, S-L students, or
both. If the project/role is meant for S-L students, please specify which course.
Please complete and submit the application via email to communityservice@neu.edu by Friday, June 21st at
5:00PM for priority consideration.
Application Assistance Sessions
Application Assistance Sessions will be held on campus in June for anyone who has questions about the RFP process or
would like to complete the form with the help of CEP and S-L staff. Dates and times are listed below.
Tuesday, June 4th
5:00-6:00PM
346 Curry Student Center at Northeastern
Wednesday, June 5th
8:30-9:30AM
346 Curry Student Center at Northeastern
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Please RSVP in advance for these sessions at http://tinyurl.com/RFPsession.
Submitting Your RFP
If you have any questions about the RFP, please contact Hilary Sullivan at h.sullivan@neu.edu (general and CEP
specific questions) or Becca Berkey at r.berkey@neu.edu (general and Service-Learning specific questions).
Please submit your final application to communityservice@neu.edu.
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Service-Learning Fall 2013 Course Offerings & CEP Community Based Research Option
Direct Service
1.
Education in the Community (1-2 Sections)
Polly Attwood and S-LTAs Sarah Pease/TBD
MWR 9:15am-10:20am or 1:35pm-2:20pm
Learning Objectives
The course is designed to help students:
 understand the socio-economic factors that contribute to educational inequities within and between
schools
 become familiar with the history of the struggle for educational equity in Boston
 understand that culture is a dynamic process of socialization (norms, values, beliefs and behaviors)
 explore what it means to “know” students as individuals, in the context of their cultural and community
 understand the power that persisting stereotypes, especially of “urban” families and communities, have
on teachers’ attitudes toward and interactions with students, families, & communities
 analyze what supports and thwarts fruitful partnerships between school-family-and-community
 identify, reflect on and clarify their purposes for teaching, especially teaching in urban settings
 participate in work that supports the intellectual development and agency of young people.
Possible S-L Roles and Projects
Tutoring or mentoring roles are preferred. Additionally, the professor requests to partner with organizations
whose student supervisors are willing to be interviewed by the student(s) serving with them. The interview will
support the students’ assignment to learn more about the community and organization beyond the parameters of
their specific service role.
Student Level of Education
Freshman to senior level
Seeking community partners to host between 3 and 5 students each; preference given to returning partners.
2.
First-Year Writing (2 Sections)
Bret Keeling and S-LTAs Deb Pacella and Kayla Scholl
MWR 8:00am-9:05am or 10:30am-11:40am
Learning Objectives
To broaden students' exposure to genres and to make them confident communicators and writers by the
development of:
 a strong understanding of the uses of writing as a worldly force that can promote change
 critical understanding of citizenship and service
 an understanding of the importance of audience and context with respect to writing style and
arrangement confidence and facility with the processes of revision
 written reflection on his or her own processes and own practice of critical reasoning
Possible S-L Roles and Projects
Students can serve in any direct-service role as they will draw upon their individual service experiences and in-class
reading assignments to write about those experiences in a variety of genres, including but not limited to academic
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essays, graphic memoirs, project reports, and Web-based online exhibits (by way of Omeka). While any directservice role is acceptable, the student(s) should work directly with the population served by the community
partner organization.
Student Level of Education
First-year students
Seeking multiple community partners to host at least 2 students each.
3.
Connections and Decisions (6 Sections)
Kim Irmiter, Jan Swindlehurst, Stacey Bryant-Bishop, Lynn Dornink, Becca Berkey, and Greg Zuch with S-LTAs Jesse Neff,
Kathleen Collins, Brooke Hoger, Matt Mariano, and Barak Soreff
Monday or Tuesday from 11:45am-12:50pm; Tuesday from 9:50am-10:55am or Tuesday from 1:35pm-2:40pm
Learning Objectives
The course is designed to help first-year students in the Undeclared Program:
 understand what resources are available at NU and how to access them;
 identify their academic and personal passions;
 explore a variety of major and career options;
 connect to students, faculty, advisors, and a learning community;
 set academic goals and plan for achievement;
 use technology to enrich their academic career and personal goals;
 use supervisors on-site as a resource for students’ exploration of undergraduate/professional exploration
Possible S-L Roles and Projects
Tutoring/mentoring youth in a variety of topics/subjects, engaging in arts enrichment activities, facilitating athletic
initiatives, teaching social media/technology skills to elderly/adults, helping to develop web sites, communications
material, or research program interests. Students should be engaging in direct service with clients or providing
administrative support to staff members that are open to discussing their professional path to aid student in their
development of professional skills and interests.
Student Level of Education
First-Year students in the Program for Undeclared Students
4.
Global Experience (4-5 Sections)
Julie Miller with S-LTAs TBD
Days/Times TBD
Course Description
This course is an introduction to community learning, social justice, and cross-cultural collaboration in Boston. The
main aim of this course is to help students prepare for, gain from, and reflect upon their first and second
semesters in Boston as a profound global experience. Through lectures, course readings, group discussions,
collaborative projects, and semester-long service-learning opportunities, the course will challenge students to ask
critical questions and become global citizens and ambassadors by actively participating in their own learning
community as well as the greater Northeastern community, and beyond into Boston. Ongoing, online reflection
will help students articulate their own experiences, respond to others’ experiences and ultimately make
connections with global experiences of others.
Learning Objectives
The course is designed to help students:
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academic and personal growth through education and service in Boston.
improve functional English abilities
explore social constructions including (but not limited to) identity, privilege, and power, and will reflect
upon the influence of such constructs domestically and in their current country, and the roles of such in
their individual lives.
gain an understanding of the cross-cultural issues associated with living in America, including the lived
experience of America’s diverse resident base.
Possible S-L Roles and Projects
Tutoring, providing elderly companionship, mentorship, art/sports programs, food service, community organizing
roles, exposure to social justice issues, administrative roles, roles utilizing students’ native languages
Student Level of Education
All students in this course are international students
5.
Advanced Chinese 1 & 2
Zhonguan Williams with S-LTAs TBD
TF 3:25-5:05pm or 1:35-3:15pm
Learning Objectives
The course is designed to help students further develop:
 Chinese (Mandarin) language skills at an advanced level of competence and communicative competence
 oral communication skills by active participation in discussions
 writing and reading skills with different types of texts from a variety of Chinese speaking areas
 writing exercises and texts both at home, in the classroom, and in the community to facilitate the capacity
to express themselves in Chinese
Possible S-L Roles and Projects
It is most important that students practice their verbal language skills in Mandarin. Students have facilitated ESOL
classes for native Chinese (Mandarin) speakers; provided support to elementary and high school teachers in
Chinese classrooms; aided administrators, parents, teachers, and health professionals in schools and multi-service
agencies as a verbal translator or assistant case manager for Chinese-speaking families; acted as a conversation
partner for native Chinese elderly.
Student Level of Education
Freshman to Senior level
Seeking community partners to host a minimum of 2 students. Preference given to returning partners.
6.
Advanced Spanish 1 & 2 (5 Sections)
Marcial Flores, Maria Brucato, and Carlos Cruz with S-LTAs TBD
MR 11:45am-1:25pm or MW 2:50-4:30pm
Learning Objectives
The course is designed to help students further develop:
 Spanish language skills at an advanced level of competence
 communicative competence in Spanish
 oral communication skills by active participation in discussions
 writing and reading skills with different types of texts from a variety of Spanish Speaking countries
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
writing exercises and texts both at home, in the classroom, and in the community to facilitate the capacity
to express themselves in Spanish
Possible S-L Roles and Projects
It is most important students practice their oral language skills. Students have facilitated ESOL classes for native
Spanish speakers; provided support to teachers in Spanish and SEI classrooms; translated marketing material to
reach Spanish-speaking audience; aided administrators, parents, teachers, and health professionals as a verbal
translator or assistant case manager.
Student Level of Education
Freshman to Senior level
Seeking community partners to host a minimum of 2 students. Preference given to returning partners.
7.
Human Services Professions (3 Sections)
Lori Gardinier, Julie Miller with S-LTAs Rachel Shanley, Sydney Palinkas, TBD
MWR 9:15am-10:20am or 10:30am-11:35am
Learning Objectives
The course is designed to help students:
 develop an understanding of the history of organizational and governmental responses to need
 recognize the social, political and economic forces influencing individuals, families and communities
 critically assess the focuses that perpetuate inequality and the policies designed to mitigate them
 understand and apply the core attitudes, values, skills and knowledge key to the HS profession
 identify principles and strategies in case management, community organizing and advocacy
 understand the role of the self-help movement & resources for individuals struggling with addiction
 recognize the theoretical framework explaining grief & loss, secondary trauma and compassion fatigue
Possible S-L Roles and Projects
Assisting case managers, providing direct service for elders, the homeless or unemployed, etc. Any roles serving
clients directly and/or supporting organizational capacity in a way that allows students to understand the
profession in a meaningful way. Particular interested lies in opportunities that allow students to engage with
clients and apply basic direct service skills.
Student Level of Education
Freshman to Senior level
Project-Based
8.
Advanced Writing in the Disciplines: Writing for the Technical Professions (TBD Sections)
Thomas Akbari with S-LTAs TBD
Days/Times TBD
Course Description
This course offers professional writing instruction for students in engineering, computer science, and related
technical fields.
Learning Objectives
Students should
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Understand the genres of writing in her or his academic discipline and/or career path;
Understand and participate in the discourse of her or his discipline and/or career path;
Understand the importance of audience and context and write with appropriate style and arrange
documents in effective ways;
Offer written reflection on her or his writing, critical thinking, and service learning.
Community Partnership
Student projects can support the work of a service-learning community partner. Students will produce several
writing projects over the term, in different genres, in print and in digital form, which can include visual materials
from diagrams to videos. These projects will be aimed at specific audiences, such as technical, professional
audiences and lay, public audiences. Students will be flexible in their approach to projects and can use time with a
community partner for data collection and project-oriented interactions.
Possible S-L Roles and Projects
 Technical or other reference documents, such as instructions for specific devices and technologies,
including software; description of protocols, policies, products, etc.
 Documents to support communication with the public, such as profiles of key agents, project
descriptions, brochures, feature articles and other material for newsletters, blogs, or websites.
 Evaluative reports aimed at specific technical or quantitative questions, design challenges, or research
literature review, etc.
 Instructional and other documents—protocols, posters, etc.—for STEM educational programs.
Student Level of Education
Third- to fifth-year undergraduates, nearly all with at least one professional co-op experience.
Seeking one or more community partners that welcome individual students or groups of students to work on
projects with technical demands.
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Advanced Writing in the Disciplines for Majors in the Social Sciences
Victoria Papa with S-LTA TBD
WF 11:45-1:25
Course Description
This course offers professional writing instruction for students in the Social Sciences. Specifically, we seek servicelearning activities that both directly and indirectly relate to issues of trauma, including volunteer work and writing
projects, and we will seek to put theory in conversation with practice in order to enrich our understanding of the
complex relationship between the survival of trauma and language. Likewise, and importantly, our academic work
will aim to enhance our skills and engagement in service.
Learning Objectives
In addition to the learning objectives stated above, this course is designed to: Broaden students’ exposure to
genres and to make them confident writers in an academic and/or professional environment
 Hone skills in the processes of drafting and revision
 Encourage personal reflection of one’s own writing processes and practices of critical reasoning
 Familiarize students with the values of their various discourse communities and the ways that such values
are expressed in language
 Instruct on the theoretical concerns of trauma as they are situated in the Social Sciences and the
Humanities. Such instruction is related to but not limited to the consideration of the psychological and
sociological impact of personal and collective traumatic events, the operation of systemic forms of
exploitation and oppression that act as “everyday” traumas, the role of personal and collective memory in
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both the sustaining and healing of trauma, and the role of creativity in the transformative recognition of
trauma
Possible S-L Roles and Projects
 Working with the staff of a community organization to design and implement programs to foster public
awareness of a cause or issue particular to an organization.
 Writing up literature related to such programs, which would circulate within and outside an organization
 Instructing individuals who seek the aid of an organization on certain key concepts related to trauma,
particularly the role of creativity in the transformative recognition of trauma.
Seeking community partners with programs and projects related to the survival of trauma and, more particularly,
programs and projects that employ creative techniques and/or artistic expression in approaches to trauma.
Hybrid
10. Introduction to Nutrition
Judy Richman with S-LTA TBD
MR 11:45 am-1:25pm
Learning Objectives
This class is designed to help students understand:
 the role of nutrition as one of the basic human needs
 the role of nutrition in effective health maintenance and promotion incorporating the U.S. Dietary
Guidelines and the new MyPlate tools to help articulate these goals
 the physiological functions and interrelationships of calorie providing nutrients and non-calorie providing
nutrients in the human body
 the relevance of nutrients and nutrition on health at each stage of the lifecycle
 the effects of media and popular culture on body image and consequent vulnerabilities to eating
disorders
 how to develop media literacy programs to raise awareness of these factors among young adult
consumers to promote healthy food and lifestyle choices and promote a balanced diet approach to meet
the nutrient needs using food sources
Possible S-L Roles and Projects
Students, in small groups, can develop and facilitate curriculum through interactive workshops to promote healthy
eating and lifestyles. Students will likely be broken into two groups per organization and rotate weeks facilitating
workshops with weeks developing curriculum.
Student Level of Education
First to second year
Seeking 3-4 community partnerships.
11. Child Intervention & Treatment
Emily Mann with S-LTA Nicole Pantano
MR 11:45am-1:25pm
Learning Objectives
This course will examine:
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the effectiveness and efficiency of early interventions, school based interventions, child welfare
interventions, and
programs and practices targeted to reduce and eliminate juvenile delinquency.
the availability, distribution, and effectiveness of these prevention, intervention, and treatment programs
will be considered as they apply to children and their families.
how the coursework on research and theory relate to human service practice through S-L projects.
The goal of this course is to provide students with knowledge of prevention science and the role of risk reduction
and resiliency promotion to foster positive outcomes for infants, children, adolescents, and their families.
Specifically, students will be able to identify myriad approaches to the prevention of academic and social
problems, child maltreatment, and juvenile delinquency.
Possible S-L Roles and Projects
Students will engage in service roles that expose them to and engage them in addressing early interventions,
school-based interventions, child welfare interventions under the supervision of the community partner. Students
will also utilize their experiences in the field to guide their project to develop curriculum to foster academic and
socio-emotional success for children in the Boston area. This curriculum development project can be facilitated in
conjunction with a current curriculum development of the organizations, or can be done by the student
independently and provided at the end of the semester as an additional resources to the organization.
Student Level of Education
Sophomore to Senior level
Seeking 5-6 partners; preference given to returning partners.
12. Inquiries in Cell & Molecular Biology
Gail Begley with S-LTA TBD
MR 11:45am-1:25pm
Course Description
This course focuses on the latest developments in the field. It offers students an opportunity to explore both
scientific practice and progress through readings, discussion, and projects. Students have an opportunity to
expand and deepen their understanding of fundamental biological principles at the cellular and molecular level.
Open only to freshman biology, biochemistry, and behavioral neuroscience students with AP biology credit.
Learning Objectives
The goals of this course are:
 To gain a basic understanding of and appreciation for life at the cellular level
 To build a molecular and evolutionary foundation for the study of life at all levels
 To discover through reading, discussion, and practice how cellular biology applies to topics as varied as
medicine, the environment, and public policy
 To develop and improve scientific and professional skills including gathering information from credible
sources, analyzing and synthesizing information, working in teams, and communicating science to
technical and nontechnical audiences
Possible S-L Roles and Projects
Assisting in AP Biology classrooms and laboratories, tutoring in high school Biology, mentoring middle and high
school students in development of related science fair projects, developing curriculum and activities related to
Biology, giving presentations on current research in Biology.
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Note: Biology is a very broad subject and this course is focused on Biology at the cellular and subcellular levels,
including topics such as Genetics, Microbiology, Cancer, Cell Communication, Development, Biotechnology, and
Evolution. Students’ service must be relatable to these areas.
Student Level of Education
First-Year undergraduate students
Community Based Research (CEP)
13. University Scholars Community Based Research (CEP Student Scholars)
Jonna Iacono, Director, Peer Mentors TBD
Research Description
This research offers groups of 5-6 University Scholars to engage in a 6 month community based research project to
help an organization complete a project or meet an identified community need.
Objectives
Scholars should
 Engage with a community partner in a group project in a formative stage of development;
 Assist an organization in developing a new initiative or expanding an existing one;
 Engage in a project beginning late September and ending in early April;
 Be able to complete approximately 400-600 hours of service collectively during this time period
Community Partnership
Community partners should be able to provide adequate oversight and involvement, including monthly meetings
with students and phone and e-mail support as necessary. Sponsors should also be able to provide adequate
information and connections to allow Scholars to carry out a good planning project. Students may be provided up
to $2000 for use in the support, design, and implementation of the project. When completing your application,
you will be asked in Part IV, section b to provide a tentative timeline, listing key activities, and anticipated costs for
completing the proposed project.
Project Possibilities
 Scholars complete a community food assessment and map the availability of healthy affordable food in
the Dudley Square neighborhood of Roxbury
 Scholars perform field research to determine the best places to plant street trees in Mattapan and do
community outreach to support tree plantings
Student Level of Education
First and second year undergraduate students receiving the prestigious University Scholars scholarship, reserved
for the top 1-2% of Northeastern students.
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