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McCarthy Center Blog
What are McCarthy Center students, faculty, community partners and staff up to? Find Out ยป
Mobile Clinic Title Slide
Two students smiling with child
Group of students and nurses
Doctor with a child patient
Patient getting measured
Student measuring patient
Students using stethoscope
Group of students and patients at mobile clinic
Patient smiling
Patient doing vision test
Student pointing at vision test
Nurse checking pulse of patient
Three volunteers smiling
Mobile Clinic End Slide

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.