Service Learning

URBN 230 student takes part in World AIDS day at the Capital as part of service learning assignment.

The Urban and Community Studies Tri-Campus program offers students the opportunity to take part in service learning assignments which differs from volunteer work in that the service work is directly related to what is being taught, read, and discussed in the classroom. The idea is to take learning beyond the walls of our classrooms, expose students to urban issues as a whole, allowing them to meet new people, form new ideas about urban issues, and give them some valuable work/life experiences that may help them choose their future careers. By taking part in service learning, students not only attain a greater understanding of the topics taught in the major but provide real service to agencies in our local communities.

Students interested in taking part in service learning should consider taking URBN 140W " Exploring your Community " and/or URBN 230 " Introduction to Urban and Community Studies." (Please note that service learning is not available in all sections of URBN 230 and that other courses in the major may offer a service learning component, so please check with your advisor).

Below is a sample of how a service learning assignment may be integrated into a UCS course. This is only meant as an example, since service learning assignments and procedures will vary by course and instructor.

Sample Course Syllabi with Service Learning Component

Course: URBN 230 "Introduction to Urban and Community Studies" Waterbury Campus – Fall 2005

Definitions

" Service-learning is a teaching/learning method that connects meaningful community service with academic learning, personal growth and civic responsibility." National Youth Leadership Council, 1991. This semester, part of our course will be focused on service learning, service that helps an organization or a community while giving you a meaningful way to learn about a topic we discuss in class. Service learning is different from volunteer work precisely because your experience will be linked to class reading and discussion and incorporated into a good part of the semester′s writing, and thus will be evaluated for class credit.

Purpose

This semester′s service learning takes the place of additional reading assignments. In lieu of this reading, you will spend 12 hours working at a community-based agency. This placement will enable you to experience firsthand the efforts of anti-poverty agencies and the problems their clientele face, at the same time that you are reading historical and policy-based literature on poverty. Working with an agency, you will be able to reflect on the reading and test its validity in a personally meaningful way. You will also gain valuable experience working in the community that may give you some insight into future career options.

Calendar and Procedures

Week 1: Introduction to concept of service learning
Week 1-4: Introduction to agency staff. Sign up with an agency. Reflections on some of the issues involved in service learning, handouts given out and necessary paperwork completed.
Service learning placements in this class are related to Unit 3 of the course, on urban poverty. The agencies students work for tackle poverty in a variety of ways, including direct service, advocacy, policy-shaping, and community organizing. Among the agencies in our roster are the following: Interfaith Ministries' Soup Kitchen, Children's Community School, Connecticut Association for Human Services, and Neighborhood Housing Services of Waterbury.
Week 7: All other placements begin and continue for 6 weeks, 2 hours a week. You will keep a journal and write your thoughts about and reactions to your experiences as soon as possible after each session. Samples and some guiding questions will be provided.
Week 8: Paper #2 will reflect your initial experiences with your placement, synthesized with the reading.
Week 12-13: Placements end.
Week 14: Paper #3 will reflect your overall experiences with your placement, synthesized with the reading.