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Rights and Responsibilities


  • To have a professor explain how the service relates to the course content and what is expected.
  • To be presented with service opportunities that meaningfully relate to course content.
  • To be adequately oriented, trained, and supervised by the agency.
  • To respectfully ask questions, voice concerns, receive sound direction and honest feedback.
  • To share ideas in a considerate, respectful environment.
  • To get recognition for meaningful contributions.
  • To have opportunities to think/talk about service experiences and issues.
  • To be graded for learning, not just for service.


  • To form a relationship with community partner
  • To know what service work students are participating in
  • To see the final products of students' work at the community partner
  • To receive assistance from OSLCA

Community Partner

  • To receive support from OSLCA
  • To ask for a copy of the syllabus that a faculty member gives to the service-learners
  • To screen service-learning students as necessary
  • To require students to attend orientation
  • To expect serving-learning students to be responsible and professional
  • To reassign serving-learning students to new projects or work as necessary
  • To receive course schedule, including relevant deadlines, vacations, etc.
  • To have regular contact with professor
  • To be treated as co-educator, respected professional, and partner in a mutually beneficial and reciprocal relationship
  • To share ideas and voice concerns
  • To debrief
  • To determine what is in the organization's or client's best interest
  • To give feedback about the quality of the performance and/or products



  • Maintain a professional relationship with the community partner and be aware of the time commitment that the community partner has placed in service-learning: be on time, follow-up on communication, give advanced warning if unable to show up for service
  • Keep track of service-learning hours
  • Be flexible and open-minded
  • Seriously engage in reflections, both in-class and on-site
  • Make professors and community partners aware of fears, concerns, and questions
  • Be a positive representation of the university
  • Dress appropriately and use appropriate language
  • Respect the confidentiality of staff, clients, members and other service-learners
  • Be considerate about the views of staff, clients or members, and other service-learners
  • Understand your role within the organization
  • Ask for help when needed


  • Articulate learning objectives for the course such that the relevance of service-learning is evident
  • Develop syllabus to include service component
  • Create assignments that draw upon service experience
  • Structure reflection into the course
  • Inform OSLCA of successes, challenges, and progress made
  • Identify community partners and work with them to create service-learning projects
  • Evaluate students' academic performance
  • Communicate with community partners over the course of the semester
  • Follow-up on students' work within the organization
  • Share with community partner any products made by service-learners and then solicit feedback

Community Partners

  • Identify issues of the organization that service-learning students could satisfy
  • Identify the maximum number of students the organization's infrastructure can support
  • Orient students to relevant social issues, the mission of the organization, and the specifics of the service-learning project
  • Supervise students when on-site, or when engaged in service
  • Communicate with faculty member about students' work
  • Contribute to the course as agreed upon with faculty
  • Assist students in acknowledging and thinking about their misconceptions/stereotypes of the organization's work and clients
  • Give space for student reflection, feedback and questions
  • Share feedback about service-learner's performance and/or product with professor

Office of Service-Learning and Community Action

  • Provide information on service-learning pedagogy to faculty
  • Identify ongoing community issues that might be addressed by service-learning class
  • Introduce faculty member to potential community partners and vice versa
  • Provide templates of learning contracts and other relevant documents for students, community organizations, and faculty
  • Assist with orientation session in class or community
  • Assist with reflection activities and student leaders for reflection sessions
  • Be familiar with organizations where students are serving during semester
  • Include service-learning students in OSLCA programs and resources
  • Assist with debriefing
  • Promote effective SL partnerships via presentations, publicity, etc.