Below is information each student should know. Please click a link below to learn more.
Beginning in Fall 2010, all incoming first-year students at Quincy University must perform 30 hours of approved
service learning activities before being certified for graduation.
Students are strongly encouraged to complete the required service learning hours by the end of the junior year.
Students are also required to complete these hours in at least THREE different service activities.
Undergraduate students (excluding PDP students) who transfer to Quincy University must meet the following requirement:
Transferred semester credit hours:
- 0-23.9 hours – 30 service learning hours (at least THREE different experiences)
- 24-47.9 hours – 20 service learning hours (at least TWO different experiences)
- 48 hours or more – 10 service learning hours (at least ONE different experience)
- Enhance learning
- Connect theory to practice
- Promote critical thinking
- Provide experience
- Explore majors and careers
- Foster civic responsibility
- Encourage life-long commitment to service
- Enhance employability
- Break down barriers/promote understanding
- Service Learning: Service-learning is a combination of community service and academic study. Through the assignment of a project that addresses community needs, students learn from community members and develop leadership skills while practicing theoretical knowledge gained in class.
- Community Service: Voluntary community service may be a one-time, short-term project or a lengthy, on-going commitment by a group or an individual. Community service is not compensated monetarily (i.e. money, room, board, etc.). Examples of voluntary community service: food drives, coaching an athletic team, participating in a blood drive, AIDS Walk, fundraising to donate to another organization, etc.
- Volunteerism: where the primary emphasis is on the service being provided and the primary intended beneficiary is clearly the service recipient.
- Internships: engage students in service activities primarily for the purpose of providing students with hands-on experiences that enhance their learning or understanding of issues relevant to a particular area of study.
- Field Education: that provides students with co-curricular service opportunities that are related, but not fully integrated, with their formal academic studies.
- Singing or reading at Mass
- Orientation leader
- Student Ambassador
- Fundraisers for student organizations
- Playing on a sports team
- Participating in a club or organization
- Resident assistant
- Work study
- Most clinical projects
- Paid internships
Prior to the service activity, students will participate in a brief orientation. The orientation may provide information about the
course content, the community service activities, the roles, responsibilities, and expectations for the student.
Reflection describes the process of deriving meaning and knowledge from experience and occurs before, during and after a service-learning project. Effective reflection engages both service-learning leaders and participants in a thoughtful and thought-provoking process that consciously connects learning with experience. It is the use of critical thinking skills to prepare for and learn from service experiences.
The process of reflection is a core component of service-learning:
To critically reflect upon the experience.
To enable a student to examine and form his/her:
- informed opinions
To gain a deeper understanding of oneself.
To make connections between the student's learning and the service experience.
- Reflection is the process of deriving meaning from service experience.
- Reflection engages students in conscious, intentional, and critical thinking for the examination of their service experience.
- Reflection is what makes service, Service Learning.
Campus Compact Student Resources
National Service Learning Clearinghouse Student Page