Section I:
Getting
Started
Introduction
Developing
Campus
Support
Section II:
Integrating
Service-
Learning
Introduction
1: Overview of
Service-Learning
2: Overview of
Instructional Design
3: Reflection
4: Assessing
Student Learning
5: Capacity-building
6: Civic Learning
Section I: Developing Campus Support
Developing Campus Support
Purpose
Identifying and recruiting appropriate champions for service-learning on campus is a critical first step to designing a Jumpstart service-learning program. This document outlines the role of a site manager in the course development process, strategies for developing campus support, tools available to sites to explain Jumpstart to potential faculty and administrative partners, and a rough timeline for the outreach process.
Course Development: Roles for Faculty and Jumpstart Staff
Jumpstart is fortunate enough to engage site managers from a wide array of backgrounds and areas of expertise. Consequently, the site manager’s role in the course development process will depend upon the individual’s previous experiences and the university’s needs. Whether a site manager plans to teach the course or to serve as a facilitator and a collaborator with a faculty member, it is critical that the site manager serves as a catalyst throughout the planning and implementation process. As the resident expert on Jumpstart’s program model, the site manager can provide crucial information about Jumpstart sessions, Jumpstart Corps members, and program partners. As faculty members are often responsible for a variety of projects, the site manager may need to facilitate conversation between faculty and administrators of various departments to ensure that work on the course continues to move forward.
Jumpstart is also fortunate in its collaboration with esteemed faculty and higher education administrators from all over the country. Jumpstart looks to this network of scholars to help promote its service-learning program within their respective departments and campus communities and to help Jumpstart staff, many of whom are new to the world of higher education, navigate the course development process. Faculty members working on the design of a Jumpstart service-learning course bring their disciplinary expertise to bear during the process of course design, working in collaboration with Jumpstart staff to create learning objectives that will inform and build on Corps members’ work in early education settings.