• Community Service Learning
    • Brief Overview
    • SERVICE LEARNING PARTICIPATION
    • SERVICE LEARNING LEARNING OUTCOMES
    • How to Complete SERVICE LEARNING
  • WHAT IS SERVICE LEARNING
    • HOW CAN I BE SUCCESSFUL WITH SERVICE PROJECTS>
      • What are my responsibilities?
    • SERVICE LEARNING GUIDELINES>
      • Personal Inventory
      • SL ACTIVITY PROPOSAL CHECKLIST>
        • PROJECT TIMELINE
      • SL RELFECTION
      • MANAGEBAC>
        • MANAGEBAC STUDENT GUIDE
      • Complete ME before you meet?
  • Global Citizens Program
    • GCP/ CSL Course Learning Objectives:
    • WHY COMMUNITY SERVICE LEARNING>
      • GCP/CSL CHARACTER BUILDING
    • GCP UNIT>
      • Unit 1 – WHO AM I?
      • UNIT 2 -The World Around us>
        • How does Unit 2 relate to CSL
      • Unit 3- Effective Communication>
        • Authentic dialogue
        • Effective Team Project Planning
      • Unit 4 – FIVE Stages of Service Learning>
        • 5 STAGES OF SERVICE LEARNING>
          • GETTING YOUR PROJECT STARTED
          • CSL ACTIVITY PROPOSAL
          • CSL RELFECTION
      • Unit 5 – Social Justice and Global Issues
    • Assessment Rubrics
  • SERVICE LEARNING TOOLBOX
    • Request to Initiate Campus-Community Partnership>
      • Risk Management in Service Learning
    • INVESTIGATION PREPARATION>
      • Initial INVESTIGATION Planning List
      • Community Needs Assessment Guide
    • Importance of Student Reflection>
      • Student Skills Framework Reflection Guide
      • REFLECTION MODELS>
        • Writing a Reflection for CSL
        • Writing Reflection for CAS
        • REFLECTION QUESTION MODELS
        • ORID MODEL
      • How can reflection be facilitated in the classroom?
    • Essential Community Service Toolkit
  • SERVICE LEARNING PHOTO GALLERY
    • Service Photo Gallery
    • AFRIKA TIKKUN TREE PLANTING
    • VIDEO GALLERY
  • DISCUSSION FORUM
  • Untitled
  • Untitled
  • Untitled
Community Service Learning

 INVESTIGATION PREPARATION

Preparation for a Service-Learning Project consists of two parts: project identification and planning.

PROJECT IDENTIFICATION

Consider this first step as a needs assessment to determine what kinds of service will benefit the community and what skills your students can learn in this context.

Brainstorming a Project: Community Needs

Finding a meaningful and useful project may require some investigation. Are there community groups that could use a helping hand? What are some niches in your community that need development? Brainstorm with your students about possibilities. They could be aware of additional resources! The following people may have needs or ideas about possible projects.

They also could have resources available, including assistance, sponsorship, or expertise.

  • Personal contacts
  • Community groups
  • Public agencies (forest service, library)

Who is your community partner? Your school?  Another organization? To what extent will the partner work with you? Establish these mutual expectations early in the process.

List your ideas for projects here. This is a great opportunity for you and your students to discuss the possibilities and weigh the merits of each. Projects that are not selected may be explored another time (either as spin-offs or parts to an on-going series of service-learning projects)?

PLANNING

The following checklist provides an overview of the main considerations for planning your project. Your project may or may not require all these considerations. Description, in further detail, for each consideration follows in alphabetical order.

Proudly powered by Weebly