1. Service-Learning Home
2. Procedures
3. Responsibilities
4. Frequently Asked Questions
5. Ramapo Community Volunteers
6. Orientation Sessions

• Staff Responsibilities 
• Student Responsibilities
• Faculty Responsibilities 
• Site Supervisor Responsibilities

The Service-Learning Staff Will:

• interview students who express an interest in the program
• counsel students in linking their interests, skills and goals to service-learning positions
• facilitate orientation sessions for all students
• develop partnerships with community organizations and agencies to secure positions for students
• work with organization and agency representatives to assure appropriateness of positions
• recruit faculty participants for the program
• work closely with faculty - service-learning course instructors - to maintain academic integrity of the program
• create and design appropriate promotional materials
• publicize the program through a variety of media
• maintain records for institutional and other reporting
• meet each semester with the Cahill Center Advisory Committee to review Service-Learning initiatives, policies and procedures
• facilitate reflection sessions for all service-learning students
• serve as a resource for all service-learning constituents - students, organization and agency representatives and faculty - on service-learning practice, philosophy and history

 Service-Learning Students Will:

• visit the Cahill Center and meet with service-learning staff to discuss placement possibilities
• complete the Participant Profile and Participation Contract
• attend scheduled orientation sessions
• review learning objectives with class professor
• visit prospective placement site for an interview and accept or decline a position if it is offered; repeat process if necessary
• prepare a resume and cover letter if requested by prospective placement
• complete the Learning Agreement and return it to the Cahill Center
• report to placement at day(s) and time(s) agreed upon with site supervisor
• notify service-learning staff of placement start date
• perform duties and tasks as agreed upon with site supervisor
• perform agreed upon number of hours during the semester and note them on the Timesheet
• understand that the same level of professional conduct is expected from a volunteer position as from a paid position
• take advantage of the learning opportunities at the site
• adhere to all regulations and procedures of the organization or agency
• maintain confidentiality where necessary
• notify service-learning staff immediately of any problems or concerns at the site
• attend scheduled reflection sessions
• complete related academic assignment given by course professor
• use semester of service as a springboard to a lifetime of learning, service and civic engagement

 Service-Learning Faculty Members:

• meet with service-learning staff to discuss offering service-learning
• choose how to integrate the service component into their courses
• include service-learning in the course syllabus
• select the academic exchange (e.g., in lieu of a research paper, students perform X hours of service-learning and complete a related acaemic assignment such as a reflective journal and/or a class presentation) for courses offering the service-learning option
• permit Cahill Center staff to deliver brief in-class presentations
• authorize or reject the appropriateness, for learning purposes, of selected placements
• choose, in consultation with service-learning staff, appropriate number of service hours to be performed by students in service-learning courses
• establish with students sound learning objectives to be met during placement
• complete Learning Agreement with student
• monitor students' progress during placement
• notify service-learning staff of any problems or concerns with students or placements
• notify service-learning staff of any noteworthy satisfactions or successes with students or placements
• visit community partner organizations or agencies as time permits
• help facilitate reflection sessions as time permits
• recommend potential community partner organizations or agencies to service-learning staff
• serve on Cahill Center Advisory Committee if invited and as time permits

 Service-Learning Site Supervisors:

• provide a safe environment in which service-learning students can work and learn
• orient students to the site - its mission, operation, history and role in the community
• introduce students to appropriate staff
• provide training as necessary
• complete Learning Agreement with students
• assign students meaningful work
• provide students with adequate supervision
• be available to students, as schedule permits, as a resource for information about the mission, history, etc. of organization or agency
• engage students, as schedule permits, in discussion relevant to organization's mission and the wider social implications thereof (e.g., a site supervisor of a student working in a public defender's office might decide, over a coffee break, to discuss capital punishment because of its immediate relevance to a case and its current interest as a social issue.)
• challenge students to work, think and learn in new ways
• assure ethical practices and conduct for students
• evaluate students' performance for use in faculty assessment of students' learning
• serve on Cahill Center Advisory Committee if invited and time permits