CTLB03 Introduction to Service Learning is no longer offered in the Summer term. We will begin posting arranged placements for Fall 2018 and Winter 2019 starting late June. Students who wish to create their own placements for Fall 2018 and Winter 2019 are encouraged to start contacting potential supervisors as early as possible.
There are two (simultaneous) parts to the CTL Service Learning experience:
1. Students are enrolled in CTLB03 – Introduction to Service Learning (under 'Teaching and Learning' in the UTSC Calendar)
CTLB03 is our 0.5 credit course with two lecture hours per week. In this course, students are familiarized with service learning concepts and key skills to get the most out of their placement. CTLB03 assignments and evaluations include readings, discussions, a research paper or portfolio, and critical self-reflective writing to continually monitor and assess how their service experience enhances their own scholarship.
Click here to see a sample course syllabus.
2. Students complete a Placement
Placements can be in-reach or outreach (see below) and require 5 – 7 hours/week of active involvement with a placement partner (during the 11 – 12 weeks the student is enrolled in the CTLB03 course).
i. In-Reach: Students who have successfully completed a course can use that experience to return to a placement in the course, to engage with instructors and students to the benefit of current students. Placement students can provide their perspectives on course learning objects, and help students strategize their approach to the course. In this kind of placement, the in-reach student can gain a true and deeper understanding of their discipline, plus new motivation for and appreciation of it.
ii. Out-Reach: Students bring concepts taught in the academic classroom to discipline-related organizations within the non-course/off-campus community. These might include area schools, laboratories, NGOs and government departments. Students learn about the current needs of the communities they are serving and the approaches used to meet these needs. By employing academic knowledge in a meaningful context, students become active learners. Through practice, concepts become solidified and students develop a sense of ownership over self-generated knowledge. Students learn to recognize issues, formulate and carry out initiatives and evaluate progress, and thus become more self-reflective learners. Communication and other skills imperative to professional practice are strengthened and students have direct experience with how knowledge is generated and transferred.
For more information, contact:
Kamini Persaud, Program Coordinator, Service Learning and Outreach
Amelia Seto-Hung, Course and Program Assistant, CTL