This document provides an orientation for service learning at Le Moyne College. It discusses key concepts of service learning such as reciprocity, reflection, and responsibility. Safety protocols are also reviewed. The training agenda covers defining service learning, its connection to Jesuit values, and evaluation. Service learning aims to benefit both the server and served through meaningful community engagement and critical thinking.

1. Le Moyne College
Service-Learning Orientation
Gloria Heffernan
Director of Service Learning
Le Moyne College
1419 Salt Springs Road
Reilly Hall, Room 342
Syracuse, NY 13224
(315) 445-5438
www.lemoyne.edu/service

2. Service = Learning
“We do not learn by doing;
we learn by thinking about what
we do.”
John Dewey

3. Training Agenda
 Defining Service Learning
 Service Learning and the Jesuit Tradition
 Service Learning Is Rated “R”
 Reciprocity
 Reflection
 Responsibilities
 Safety/Security at the Service Site
 Evaluation and Assessment

4. Overview of Service-Learning
Packet
 Getting Started
 Safety and Security Brochure
 Frequently Asked Questions
 Student Evaluation
 Agency Evaluation
 Reflection Questions

5. Service-Learning Is…
Service-Learning is a teaching and learning strategy that integrates
meaningful community service with instruction and reflection to enrich
the learning experience, teach civic responsibility, and strengthen
communities.
(Definition from: Learn and Serve America’s National Service Learning Clearinghouse.)

6. Service-Learning Is NOT…
 An Internship
 Community Service
 An easy alternative
to a research paper.

7. Service Learning and the Ignatian Tradition:
Celebrating a 500 Year Tradition
The goal of Jesuit
education is to produce
“men and women for
others.”
Service Learning supports
this goal by promoting
awareness of the essential
dignity of the person, and
the value of social justice
for all…
St. Ignatius of Loyola,
founder of the Jesuit Order.

8. At the core of the Le Moyne experience is the Jesuit commitment to
the education and care of the whole person, meant to cultivate in its
students a quality of keen, compassionate intelligence. Animated by
the Jesuit maxim of finding God in all things, a Le Moyne education
encourages reflection and discernment that lead to imaginative
action on behalf of transformative justice. Summoned to rigorous
inquiry and spiritual exploration, Le Moyne students are challenged
to devote themselves to academic achievement, generous service, and
to creative, responsible leadership.
From the One LeMoyne Vision

9. Key Words and Phrases…
 education and care of the whole person
 keen, compassionate intelligence
 finding God in all things
 reflection and discernment
 imaginative action on behalf of transformative justice
 rigorous inquiry and spiritual exploration
 academic achievement
 generous service
 creative, responsible leadership

10. Service-Learning Supports the two
Core Values of Jesuit Education:
Cura Personalis
A way of being where we all have a
responsibility to deeply care for each
and every member of our community.
Magis
The Latin word for More. “How can I
do more, be more, give more?”

11. The Three R’s of Service Learning
 Reciprocity
 Reflection
 Responsibility

12. Reciprocity
“You cannot sincerely help another without helping yourself.”
—Ralph Waldo Emerson

13. Reciprocity
Service-learning differs
from internship
experience or volunteer
work in its "intention to
equally benefit the
provider and the
recipient of the service as
well as to ensure equal
focus on both the service
being provided and the
learning that is
occurring" (Furco 5).

14. A student in SOC 201 is assigned to work 16 hours at a local
day care center over the course of a semester.
Which statement demonstrates reciprocity
in the context of Service Learning?
A: “I really love children and it’s great to spend
time helping them.”
B: “I want to be a teacher and this is terrific
experience to prepare me for the job market.”
C. “Working at this pre-school enables me to make
a difference while learning more about the impact
of affordable child-care facilities in my
community.

15. Answer
While all three
comments may be
true, it is answer #3
that makes this
effort a service-
learning experience.

16. Reciprocity
 Why does reciprocity matter?
 What does reciprocity assume?
 What is service without reciprocity?

17. Reflection
Reflection is the way we
discover and compose the
meaning of our experience.
-from The Le Moyne
Green Book

18. What Reflection is NOT…
 Reflection is not a
chronological retelling of
the events at a service site…
Reflection is  Reflection is not simply an
emotional outlet for
NOT… feeling good about doing
service, or for feeling guilty
about not doing more...
 Reflection is not a tidy
exercise that closes an
experience.

19. Reflection is an invitation to think deeply
about our actions so that we may act with more insight
and effectiveness in the future…
As related to service, reflection is the use of creative and
critical thinking skills to help prepare for, succeed in,
and learn from service experience, and to examine the
larger picture and context in which service occurs.
Jim and Pam Toole, Compass Institute

20. Elements of Ignatian Reflection
To connect the parts of our experience into a whole, we
must:
 Examine data
 Test evidence
 Clarify relationships
 Understand causes and implications
 Weigh options in light of possible consequences

21. Ignatian Pedagogical Paradigm
Context Academic Discipline
Experience Application of academic discipline to
real world situations.
Reflection Thoughtful analysis of how context
and experience relate.
Action Concrete steps taken as a result of
academic studies combined with
experience and reflection.
Evaluation Synthesis of studies and experience
to determine effectiveness of overall
experience.

22. Service Learning and the Jesuit “way of proceeding:”
1. Be attentive
2. Be reflective
3. Be loving
At its best, service learning proceeds in a similar
fashion…

23. Fool-Proof Formula for Reflection
During and After Your Service Experience
What (Attentive) So What (Reflective) Now What (Loving)
How is your experience How will you think or
What happened? different from what act in the future as a
What did you you expected? What result of this
observe? struck you about that? experience?)
How was that
What issue is being significant? What are the broader
addressed or implications of the
population is being What do the critical service experience?
served? incidents mean to you?
How did you respond How can you apply
to them? what you have
What events or learned through this
“critical incidents” What did you learn experience?
occurred? about the people,
community you
served?

24. Reflection
 The reflection process should begin before you start
your service project.
 Your packet contains a list of reflection questions to
help guide you in writing your journals and essays.
 Here are a few to get you started:

25. Pre-Service Reflection Questions
 Why are you choosing to engage in Service-Learning
and what do you hope to gain from the experience?
 What is your definition of service?
 What are some of the problems facing the world
today? How does your service connect or address these
issues?

26. Responsibility

27. Responsibilities at Your Site
 Always use common sense and conduct yourself in a professional manner at all
times. Familiarize yourself with the workings of the organization.
 Ask about policies, procedures, and etiquette specific to your service site.
 Treat your supervisors, co-workers, and clients with courtesy and kindness.
 When in doubt, always ask for help. If you aren’t sure about what to do or your
responsibilities, ask for assistance.
 Respect the privacy of all clients (recipients of service).
 NEVER give money to or accept money from staff or clients.

28. Responsibilities (cont’d)
 Do not leave your purse or personal belongings in an unsafe location. When possible,
leave all valuables at home.
 NEVER report to the site under the influence of alcohol or drugs.
 NEVER tolerate verbal exchange of a sexual nature or engage in behavior that might be
perceived as sexual with a client or organizational representative.
 When discussing service experiences in your journal or in class do not use names, use
initials only. Confidentiality is critical. Do not share confidential information with
people not directly involved in the course or at the site.
 If you have made arrangements for service learning time and your plans change (i.e., you
are going to be late or can’t go at all) please call the agency to notify them of the change.
 Notify the professor or resource person at the agency if you have questions, problems or
concerns.

29. Safety and Security at Your Service Site
 Know your service site supervisor
and who to contact should a
problem arise.
 Avoid the responsibility of opening
or closing the agency for the day.
 Bring identification and maybe a
little money (for snack purchases,
etc.) but leave credit cards, lots of
money and personal items at home.
 Notify the agency immediately if
you are injured while participating
in service activities.

30. Safety and Security at Your Service Site
 Avoid any language or communications that may be perceived as inappropriate or
harassing.
 Do not offer your home as a shelter for clients.
 Do not transport clients.
 Leave the phone number of your service site and your schedule with a friend.
 Avoid the responsibility of being in charge of money.
 Only give personal contact information (phone number, address, e-mail, etc.) to
your supervisor; avoid sharing this information with clients, other volunteers, or
staff members.
 Dress appropriately (no bare midriffs, short shorts, sandals, t-shirts with
inappropriate logos or language) and leave expensive or excessive jewelry at home.

31. Safety and Security at Your Service Site
 Avoid one-on-one situations that isolate you from areas of supervised
activity.
 Restrict service activities to the service site.
 Familiarize yourself with the neighborhood and environment of your
service site.
 Walk with confidence.
 Avoid planning off-site activities.
 If you are driving yourself, make sure you have directions and your car
has been serviced.

32. Emergency Procedures
Familiarize yourself with safety procedures at your site. Find out
in advance their policy for handling emergencies.
If an emergency arises while you are in the community, summon
help and call 911. You can also call Campus Security at 445-4444.
If you have any doubts about safety, consult with your site
supervisor, your professor, or the Service Learning / Volunteer
Coordinator to assess the risk.
Report any suspicions of abuse, neglect, or criminal activity to
both your site supervisor and the Director of Service Learning at
445-5438.

33. Evaluation and Assessment
“Not everything that counts can be
measured. Not everything that can be
measured counts.”
—Albert Einstein

34. Assessment
How will you make your service learning count?
How will your professor measure your success?

35. Evaluation and Assessment
Remember:
Your grade will be based not on
your service, but on the learning
that occurred as a result of that
service.
With reflection, reciprocity, and
responsibility, you can excel at For Additional Information Contact:
both! Gloria Heffernan
Director of Service Learning
Le Moyne College
1419 Salt Springs Road
Reilly Hall, Room 342
Syracuse, NY 13224
(315) 445-5438
www.lemoyne.edu/service