Service Learning Guidelines
When student-initiated community service activities are to fulfill curricular requirements (e.g. “count” for pathway non-core hours), they must meet a high standard of quality, accountability and respect for the community served, and align with the pathway-specific objectives. Therefore, the following requirements have been approved for use across all pathways and are consistent with principles of effective community engagement and service learning pedagogy:
- Student-led projects or community-engaged scholarly projects (whether faculty, student or community initiated) must be proposed and approved in advance using the Service Learning Project Proposal Form (DOC)
- Submission of the completed form including the signed agreement from three individuals: the student, a faculty advisor and a community partner who will jointly oversee the project to ensure relevance to community needs and to the pathway learning objectives.
- Students participating in a student-led project for pathway non-core credit (but not as a project leader/ co-leader) are held to a similar standard, and are expected to become oriented to the community served, adequately prepare for the service activity, and participate in reflection activities.
- Optional tool: Students may wish to use the Service Learning Activity Reflection Form (DOC) to document participation in a service learning activity for their pathway portfolio.
Check with the pathway-specific web-based materials for details and/or contact the pathway coordinator for questions about a specific activity.
- Any project that involves the collection or use of data from human subjects (e.g. surveys, focus groups, clinical data) for the purposes of creating/ generalizing knowledge or disseminating through presentation/ publication must have IRB decision prior to data collection.
- All students and co-investigators must complete CITI training and complete Module 5, Social/Behavioral Research for Other research personnel)
- Faculty advisor must serve as PI for IRB application
Clinical Service/ Screening activities (e.g. Blood pressures, school physicals, vaccinations):
- Student participants must be properly trained for the tasks they are to perform
- All clinical service must be directly supervised by a licensed practitioner
- Procedures should be clearly outlined in advance (e.g. informed consent, equipment used, process, follow-up of abnormal tests, anticipated emergencies).
- Equipment standards: What equipment used? Maintained by whom? Calibrated when/how/by whom?
- Follow-up procedures for individuals who screen positive
- Urgent vs. non-urgent (who, where – include name/contact info of practitioner who will follow-up; notification process)
- Counseling procedure (who, what info)
- Documentation process (including data storage and confidentiality)
Health Education (e.g. school-based, health fairs)
- Student educators must be properly trained/ adequately prepared to provide community-based education, including:
- Orientation to the education/literacy levels and content knowledge of the target audience
- Background preparation on the topic to be covered
- Training in culturally and literacy appropriate community education methods
- Materials should be approved by a faculty advisor for appropriateness, relevance, accuracy
- Students may not provide specific medical advice to an individual patient without direct faculty supervision