Service-Learning: Multi-Quarter Models
Early Childhood and Family Studies
Students from the Early Childhood and Family Studies (ECFS) major serve as classroom volunteers for 4-6 hours each week during their junior year, then progress to community-based research projects during their senior year. The Carlson Center works closely with ECFS faculty to coordinate community-based learning experiences for students in both years of the major.
Junior students from the ECFS program will volunteer as a classroom assistant (ideally in one preschool classroom) for approximately 100 hours over the course of two or three academic quarters. Most students will begin in late October and continue through early June, though others may condense this work into an October to March or February to June format, with the permission of their partner preschool. Our priority in the junior year is for students to work in classrooms that serve low-income/high-need populations (mostly Head Start, ECEAP, and Seattle Early Education Collaborative classrooms). Ideally students can fill gaps in classroom coverage or work intensively on special projects in order to be of service to their host classroom/organization. In return, students gain exposure to professional staff with training in child development and have the opportunity to assist in the implementation of lesson plans as they build trust with their lead teacher. Students may also complete assignments in child observation and assessment, but these assignments should be done in addition to the 3-5 hours a week they serve as classroom volunteers.
Senior students in the major will complete a Senior Capstone Portfolio; this portfolio includes an additional service-learning commitment—in a P-3 classroom, on a special project identified by an early childhood organization, or working with faculty on community-based research project. Seniors will spend a minimum of 75 hours working with their partner organization between November and June (in limited cases where students are ready to graduate during Winter Quarter, they will condense their work with the organization between November and March). We are asking community partners to propose classroom support roles and special project descriptions in advance of the Autumn Quarter so that we can work with the senior students to identify best matches for their interests during the first weeks of the academic year.
If you would like to post positions students in the Early Childhood and Family Studies program, please contact us at email@example.com for more details.
Community Service Learning (CSL) program is a required course for Bachelor of Social Work students during their junior year; CSL provides undergraduate students with a valuable opportunity to bridge classroom content with “in-the-field” experiences.
CSL presents students with a unique opportunity to develop a better understanding of why one might choose social work as a field of study and it is an opportunity for students to explore the world of social services in a hands-on way. As students engage in service learning, they will hone their critical thinking skills, advocate for diversity and multiculturalism in support of social justice, while deliberating upon the political, historical and cultural context of social work practice. Students will have the opportunity to learn from community-based social services professionals and the communities they are working within. For many BASW students, the CSL internship is their first experience working in a social service setting. Accordingly, it is a chance for students to explore areas of interest in the social work field and possible career paths.
CSL students are expected to complete 60 hours a quarter (six to eight hours each week) during Winter and Spring Quarters 2012; we ask community partners to propose CSL opportunities for students in the Autumn Quarter. Carlson Center staff will work closely with organizations and students during Autumn Quarter in order to facilitate the best possible matches.
If you have questions or want more information about CSL students, please contact us at firstname.lastname@example.org.
Spanish majors are required to complete a two-quarter service-learning commitment with Spanish-speaking communities in Seattle or participate in an intensive Spanish language study abroad program in order to meet departmental graduation requirements. The Carlson Center works with Spanish majors who choose to pursue the service-learning commitment, as well as many non-majors who are looking for opportunities to enhance or maintain their Spanish language skills through volunteering.
The Carlson Center develops service-learning placements that put students in direct contact with Spanish speaking clients in the Puget Sound area. Students will commit to their service-learning organizations for two quarters (about six months) and are expected to work three to five hours a week (a minimum of 30 hours each quarter). Ideally, students will have the chance to engage and improve their spoken language skills through service, and gain exposure to culture and customs of the Spanish-speaking world.
Students who choose the service-learning commitment to fill their Spanish major degree requirements represent a variety of backgrounds and personal history with the language; they are all enrolled in 300-level language courses that will continue to enhance their written language skill. The service-learning component of the Spanish major is designed to refine student’s spoken language skills and give them first-hand experience with fluent speakers. To support these learning goals, we are looking for volunteer opportunities in multi-lingual environments that include supervisors, co-workers, and clients that are fluent in Spanish. Students are generally working on their written language skills concurrent with their service-learning commitment, so any written translation work will require close mentorship from organization staff.
Please contact Carlson Center staff at email@example.com to discuss any positions that you think might be a good fit for Spanish students.