In addition to the resources outlined below, CELO maintains a Service-Learning Resource Library that faculty may find useful as they create their syllabi and implement SL into their courses. You can peruse them in person in our office, Harris-Millis 109.

Sample Syllabi & Partnership Agreements

A key factor in building a successful service-learning project is communicating the rigors and responsibilities of SL partnerships to students in the course. By explicitly outlining expectations on the course syllabus, and/or creating a Memorandum of Understanding (MOU) between students and community partners, faculty can help ensure a higher level of commitment from students, leading to more engaged service and higher-quality deliverables.

The document (see link below) contains a collection of sample syllabi from service-learning courses in a variety of disciplines and with varying depths of service-learning (from introductory/exposure level to capstone), illustrating how various faculty have chosen to highlight the SL components of their courses. It also comprises a number of different partnership agreements between students and community partners, ranging from MOUs and internship agreements to project need statements and confidentiality agreements.

Annotated List of Resources on Critical Reflection & Reciprocity

Volumes have been written about critical reflection, as it is one of the central pillars of service-learning. A few key resources that we have found useful are described in this document, with a discussion of what purpose the reading or resource might serve, and what audiences might find it helpful. Similarly, resources are included highlighting some of the challenges and considerations in building truly reciprocal service-learning partnerships, in which all parties put forth equal effort and receive appropriate benefit.

Preparing Students to Enter Diverse Vermont Communities

This list contains resources that might be helpful for students who will working with diverse Vermont populations as part of their service-learning project(s).  It is also open for additions!  Please share resources that you have found effective in helping students recognize the current and historical contexts that have shaped the experience of various Vermont communities.

Resources & Ethical Considerations in Working with Refugees

Burlington is a designated Refugee Resettlement Community, and we find that many UVM students are interested in working with, or conducting research on, refugee populations in the area. Our students are rightly concerned and eager to engage; we want to support them in doing so. Those of us engaged in service-learning and community-engaged research recognize that the needs of our students for learning, growth and development must be considered in the broader context of the needs of our community. We want our students to be as fully prepared as they can before working with vulnerable populations and within overtaxed organizations.

This document lays out some of the considerations faculty should take when advising students interested in working with these populations, and lays out some resources that both faculty and students might find useful. We would also be happy to discuss these issues in greater detail; please don't hesitate to contact us.