Community-Engaged Course Supports

CELO offers support and resources to help faculty build reciprocal community partnerships and implement their community-engaged courses more effectively.

In-Class Workshops

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CELO staff are available to visit SL courses to provide workshops for students. Please contact us if you would like to learn more about the workshops listed below or would like like to discuss a custom workshop for your course.

Topics

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Workshop topics may include (but are not limited to):

  • Introduction to Service-Learning Pedagogy
  • Transferable Skills
    Help students identify the personal and professional skills they've gained in their service-learning experience, and how to convey those skills in job searches and future professional settings.
  • Reciprocity and Community Partnerships
    Help students understand and define reciprocity in service-learning projects, and critically reflect on how they can contribute to positive community partnerships.
  • Place-Based Learning
    Ground the SL project in unique local features and resources, the environment, art and culture, history and communities of the particular place in which students will be working.
  • Cultural Competency
    Prepare students for entering new communities appropriately, orienting them to some of Vermont's historically marginalized communities, and help them make sense of new cultural experiences.
  • Taking SL Further
    Introduce opportunities for students to continue working with the same or new community partners, through (for example) paid and for-credit internships, independent study, additional SL courses, or funded community-based research. We can present in class, provide referrals, or offer individualized mentoring for students.
Two students are shown doing work on a river bank

Service Learning Teaching Assistants (SLTAs)

CELO trains undergraduate Service Learning Teaching Assistants (SLTAs) to work on the community-engaged component of "SL" or "CL" designated courses. SLTAs can receive academic credit or — depending on experience — a stipend for the TAship through the CELO office.

Learn about the SLTA Program

Implementation Grants for Service Learning Projects

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CELO provides small grants of up to $300 to support projects in designated community-engaged learning courses. Faculty may apply on behalf of students, or may ask students/student groups to apply as part of their professional development.

  • Grant eligibility:
    For a course to receive an implementation grant, it must have been designated as Service Learning (SL) or Civic Learning (CL) by the start of the semester. Grants are available on a first-come, first-served basis during the semester. We encourage faculty to seek alternative funding sources first (through their departments, for example), and to develop a long-term source of funding for the course. Longer-term partnerships may also be eligible for CELO Partnerships Grants.
  • What can be funded?
    Grants can cover materials, supplies or resources needed to complete the service-learning project. The emphasis is on supporting the students to fulfill the community partner's requested needs, so food for a reception at the end of the term is not, for example, an appropriate request. If students need specialized assistance to complete a project, we may be able to support some training for students. Transportation expenses for students can only be reimbursed if the cost is incurred by a faculty member.

Contact CELO Director Susan Munkres (susan.munkres@uvm.edu) with any questions about your course needs and whether they qualify for grant funding. 

Materials and Resources for your Course

Sample Syllabi and Partnership Agreements

This folder contains sample service-learning syllabi and partnership agreements—such as MOUs and project outlines—that demonstrate how faculty communicate SL expectations and responsibilities to students and community partners.

Critical Reflection Resources

Critical reflection 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.

Preparing Students to Enter Diverse Vermont Communities

This list contains resources that might be helpful for students who will be 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 your courses as well.

Resources and Ethical Considerations in Working with Refugees

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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; don't hesitate to contact us (susan.munkres@uvm.edu).

Ethical Considerations in Advising Students Interested in Working with Refugees (PDF)

Logistics

Transportation
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For more extensive information, please review the Department of Risk Management and Safety's “Field Trip Guidelines”. The Vehicle Safety section of their website is also an indispensable resource for transportation risk management information.

Best Transportation Practices — Bus and University-Owned Vehicles

Use of personal vehicles is discouraged. Ideally, students will travel by bus or in University-owned or leased vehicles. CCTA buses are free for UVM students. University-owned vehicles are available in some departments.

The Student Government Association rents six 12-passenger vans and a pick-up truck. Academic departments can reserve them 10 days in advance of the rental and student groups can reserve up to 4 weeks ahead, meaning SGA vehicles have extremely limited availability on weekends. During the summer and mid-week, however, they become more available. Student Government Association vans cost $90/day (each) and are parked at the Gutterson Parking Garage. This includes insurance through the University. If anything were to happen, it would be covered except for a deductible, for which the renting department is responsible. Vans come with a full tank of gas, and renters are responsible for returning them full. Email Sara Gabaree (Sara.Gabaree@uvm.edu) in SGA to reserve one of their vehicles van.

Drivers of University-owned vans must be certified through the driver safety program offered by Risk Management. Note that this includes a driving background check through the Vermont Dept. of Motor Vehicles (which can take up to 10 days) and driver safety lessons. For more information, see their Driver Safety Program.

Renting Vehicles

If University-owned vehicles are not available, vans or cars may be rented. UVM maintains a rental agreement with Hertz. Travelers should visit the Hertz Direct Booking Tool at: www.hertz.com or call the local Shelburne Road Office: (802) 859-3601. The UVM corporate discount number is 1814044. Those renting vehicles should review UVM's policies concerning auto rental (PDF).

Use of Personal Vehicles

Student driving is also discouraged. If students or faculty must drive personal vehicles, they must show proof of a valid driver's license, insurance and sign the alternative transportation waiver (PDF). When students are traveling on their own for service-learning and community projects, it is best to arrange a university vehicle. But if that is not feasible, collect all drivers' license and insurance information, and have them all sign the waivers. NOTE: Those driving personal vehicles will not be covered by UVM's insurance policy in case of an accident.

Accidents

Review the appropriate UVM policies for auto rental (PDF) and use of University-owned vehicles. These are quite specific; consider bringing a copy of the policy with you.

Risk Managment
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As with any form of experiential learning in which students leave campus, service-learning can entail different risks than classroom learning. Faculty should consider the specific risks involved in academic service-learning, and respond appropriately in course and project design. This information supplements information from UVM's department of Risk Management, which may also be useful.

Guiding Principles of Risk Management for Academic Service-Learning

  • Provide an orientation to students that includes an overview of service-learning and the policies, expectations and guidelines involved in the specific service activities, projects or research in which they will be engaging.
  • Discuss the syllabus and/or assignments with students so that they fully understand their responsibilities, partners' expectations, the learning objectives, and the context for the service, project or research. Written agreements or memoranda of understanding (MOUs) are strongly encouraged.
  • Conduct visits, if appropriate, with service sites to ensure safety and suitability.
  • Collect students' emergency contact information, and familiarize yourself with the emergency procedures in the site, if appropriate.

Ways We Can Help

  • As with any topic, CELO staff are happy to consult on risk management practices in your particular course.
  • Our Resource Library has many publications highlighting the range of academic service-learning, with examples and materials from many disciplines.
  • SLTAs can be requested in advance. These teaching assistants can help manage the service-learning project, conduct site visits, orient students to service sites, gather emergency contact information if appropriate, and/or function as a liaison to a community partner.