What is Service Learning

SL FAQ

Benefits

SL Syllabi

Service Learning Courses

Student Comments

Community Partners

Agency Info

Job Descriptions

Awards & Recognition


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Choosing an Agency
"Choosing an agency was very easy and effective...I got my first choice." (Jeanne Christantiello, Bridges for Kids, Fall 2000)

"I was pleased that I got my first choice." (Susan Tonnessen, Loaves & Fishes, Fall 2000)

"I Chose Roots n shoots because they are an agency that centers around the environment." (Jesse Hamilton, Spring 2001)

"Choosing the agency was probably the easiest part of  Service Learning." (Casey Brown, Loaves & Fishes, Fall 2000)

The Assignment
"I Organized two enrichment groups who decided they wanted to develop bulletin boards." (Theresa Dyer-Servais, Southern Cayuga Schools, Fall 2000)

"My specific assignment was to work with a child a few hours a week, every week. I could choose any activities that I wanted, as long as they were appropriate for the child and things she wanted to do." (Amy Wyman, Bridges for Kids, Fall 2000)

"Hang out with my "special friend" and make him feel good about himself, show him new things to do and just be a good supportive friend." (Mike Schall, Bridges for Kids, Fall 2000)

Preliminary Meeting With Supervisor
"There was a problem for me getting in touch with the agency. I made several phone calls before I got a response from anyone. Finally, after I got a phone call, getting in touch with the teacher I was working with was easy." (Lauren Neely, Barry Elementary, Fall 2000)

"Meeting with the agency at first was a little confusing, but it worked out for the best. It took a few days to get organized, but after those initial days, the program was great." (Jessica Billard, Bridges for Kids, Fall 2000)

"I felt that the first meeting...helped to make me more excited about becoming a volunteer." (Amy Wyman, Bridges for Kids, Fall 2000)

Training
"Very effective! It taught me how to look for abuse signals and how to have fun with the child." (Jeanne Christantiello, Bridges for Kids, Fall 2000)

"Overall, there was a pretty decent selection of agencies to volunteer at." (Chris Rowett, SUNY Environmental Health & Safety, Fall 2000)

"Very thorough training." (John Halstead, Bridges for Kids, Fall 2000)

"It was brief. It took only about an hour. It went over child abuse, neglect and stuff" (Tina Marie Munroe, Bridges for Kids, Spring 2001)

Recognition of Your Efforts by Agency

"The staff really recognized my efforts and showed their gratitude." (Susan Tonnessen, Loaves & Fishes, Fall 2000)

"My agency supervisor gave a lot of support and recognition to all its volunteers." (Chris Stalker, Loaves & Fishes, Fall 2000)

"He liked what I did for the (agency) brochure. He was impressed." (Chris Rowett, SUNY Environmental Health & Safety, Fall 2000)

"The supervisor always thanked us at the end of each volunteer shift and she always told us we did a great job." (Sarah Sable, Loaves & Fishes, Spring 2001)

My co-workers were very nice and open to explaining any situation that I was unsure of." (Rebekah Ward,  SUNY Day Care, Spring 2001)

"My supervisor was easy to get along with and very understanding when it came time to make a schedule." (Liz McNabb, Barry Elementary, Spring 2001)

Quality of Agency
"NYPIRG is a very quality place to have a Service Learning project...Many of their issues affect college students." (Jesse Hamilton, Fall 2000)

"Very good place for service learning. Flexible hours, assignments fun and not hard to complete." (Amy Zambardino, Cortland Area Child Care Council, Fall 2000)

"Excellent agency, but a lot of commitment is involved."
(Nicole Dardia, Bridges for Kids, Fall 2000)

"It helped me to recognize more of what I want to do with my life." (Rebekah Ward, SUNY Day Care, Spring 2001)

Understanding the Objectives of Service Learning
"I think it is to help the community or make a difference in someone's life. You have to help and learn at the same time." (Anon., Fall 2000)

"I have come to understand that the objective of Service Learning is preparation for the future." (Anon., Fall 2000)

"The objectives were clear. This was for us to learn something from our service." (Jill Adams, Bridges for Kids, Fall 2000)

"To help others; promote a global community; to write with emotion." (Tina Marie Munroe, Bridges for Kids, Spring 2001)

Instructor's Support of Service Learning
"He made it known that we could talk to him with any problem concerning Service Learning." (Lisa Young, Campus Day Care Center. Fall 2000)

"The instructor was very supportive and that was a key to success." (Erin Holl, Fall 2000)

"There was great support from my instructor and he was willing to listen to my experiences as well as my concerns" (Amy Wyman, Bridges for Kids, Fall 2000)

"Great support! Always made everyone in the class feel they were doing a good job." (Meghan Barzee, Bridges for Kids, Fall 2000)

The Benefits to Yourself
"I learned lots of skills needed to teach." (Erin Holl, Fall 2000)

"Gave me a sense of satisfaction that I helped out people other than myself and my friends." (Brendan Coyne, Loaves & Fishes, Fall 2000)

"I learned to appreciate the things I have to a greater extent." (Andy MacWilliams, Loaves & Fishes, Fall 2000)

"To be honest, it takes stress out of my life when I am with him. All the bad just disappears." (Chris Iorio, Bridges for Kids, Fall 2000)

"I learned it is important to give others chances they wouldn't normally have, and I have learned to view things that occur every day through someone else's eyes." ( Bryan Lee, Bridges for Kids, Fall 2000)

The Benefits of Service Learning to Others
"I provided a good role model to my little sister." (Christina Coccimiglio, Bridges for Kids, Fall 2000)

"The kids love the time we spend together." (Theresa Dyer- Servais, Southern Cayuga Schools, Fall 2000)

"I think I have influenced this child's life." (Jessica Billard, Bridges for Kids, Fall 2000)

"I honestly think I helped (child) with some of his problems. He became better behaved and I was proud of that. I am sure it helped out the teachers a lot, too." (Lauren Neely, Cortland Elementary Schools, Fall 2000)

"I helped a young student who clearly needed a role model, and gave his mother the satisfaction of knowing her child was with a trustworthy person."  (Sean Knipe, Spring 2001)

Amount of Credit Given for Service Learning
"Fair credit given." (Amy Zambardino, Cortland Area Child Care, Fall 2000)

"I feel for the amount of time we put in, we should get at least two credits." (Stephanie Boothby, Loaves & Fishes, Fall 2000)

"I think it's fair." (Megan Powers, Bridges for Kids, Fall 2000)

"I think volunteers shouldn't be rewarded." (Bryan Lee, Bridges for Kids, Fall 2000)

"I feel that one credit is sufficient and necessary." (Amy Wyman, Bridges for Kids, Fall 2000)

Overall Time Spent in Class on Service Learning
"Good! It was nice to hear what other students were doing." (Susan Tonnessen, Loaves & Fishes, Fall 2000)

"Could have done more in-depth reporting, like a presentation to the class." (Jamie West, Cortland Schools, Fall 2000)

"In the beginning, we talked a lot about how how programs were coming along and if we had any problems. After we were set and adjusted, it was our responsibility to report and keep track of things." (Jill Adams, Bridges for Kids, Fall 2000))

"I think there should be around-the-room class discussion on you and your agency. I like to hear people discussing their experiences." (Wesley Block, Bridges for Kids, Fall 2000)

Scheduling & Communication
"...I made my own schedule." (Juna Lamour, NYPIRG, Fall 2000)

"I had no specific scheduling and communication was hard." (Casey Brown, Roots n Shoots, Fall 2000)

"I had the same schedule every week...It worked out really well." (Lauren Neely, Barry Elementary, Fall 2000)

Campus Support
"There was no campus support." (Maureen Murphy, Bridges for Kids, Fall 2000)

"I didn't feel like most of the campus knew about it (Service Learning)." (Nicole Dardia, Bridges for Kids, Fall 2000)

"I think there should be more support of this program on campus." (Jessica Billard, Bridges for Kids, Fall 2000)

"Not very strong because people don't know about it." (Joe Weresynski, Spring 2001)

"Not much." (Kevin Zogg, Bridges for kids, Spring 2001)

Your Future Involvement or Interest in Volunteerism
"I am going to volunteer there next semester, hopefully." (Lisa Young, Campus Day Care Center, Fall 2000)

"I may continue working for Loaves & Fishes even after the course is over." (Stephanie Boothby, Fall 2000)

"If I volunteer, I want to work with people who receive the services so I can see the benefits." (Kyle Achtyl, Fall 2000)

"I am going to stay with my little brother for the duration of college." (Wesley Block, Bridges for Kids, Fall 2000)

"I was very happy I was exposed to this. I will continue to graduation." (Tina Marie Munroe, Bridges for Kids, Fall 2000)

"I will continue with Ashley." (Tina Marie Munroe, Bridges for Kids, Spring 2001)

Other Comments
"My friends even enjoyed hanging out with my "little brother." Plus, when they found out I was getting an extra credit for it, they wished they were doing it." (Mike Gregory, Bridges for Kids, 2000)

"I do not feel that I had enough responsibility or that my abilities were utilized. I would have liked to work more with the students." (Jamie West, Cortland Schools, 2000)

"I liked how Service Learning and CPN (Composition) interrelated." (Wesley Block, Bridges for Kids 2000)

"It was a wonderful experience that I consider priceless. I am honored to make the acquaintance of such a wonderful child." (Tina Marie Munroe, Bridges for Kids Fall 2000)

"I hope the campus and other teachers support Service Learning." (Chris Stalker, Loaves & Fishes, Fall 2000)

"Maybe try to get some different projects, like in hospitals." (Torrance Walley, Spring 2001)