SERVICE-LEARNING
 What is service-learning?
UCF has extensive programming in service-learning and has defined service-learning as:
“... a teaching method that uses community involvement to apply theories or skills taught in a course. Service-learning furthers the learning objectives of the academic course, addresses community needs and requires students to reflect on their activity in order to gain an appreciation for the relationship between civics and academics.”
UCF has also identified the following key components that must be in place for service-learning activities:
- Reciprocity — The service and learning must be worthwhile for both the student and the community. There must be reciprocity between the server and those served.
- Reflection — Intentional, systematic reflection of the experience must take place in order to thoughtfully connect the service-learning experience with the assigned curriculum. Reflection is what transforms experiences into learning.
- Development — Service-learning occurs in different stages: servicing to enabling to empowering; observation to experience to leadership.
- Meaningful Service — Service tasks need to be worthwhile and challenging in order to strengthen students' critical thinking while fostering civic responsibility.
- Diversity — A priority is placed on involving a broad cross-section of students working in a diverse setting and with a diverse population within the community.
Service-learning is aligned with the philosophy of the following well-known Chinese proverb:
- I hear and I forget
- I see and I remember
- I act and I understand
Explore the following Web site to learn more about service-learning at UCF (including how students can earn a Certificate in service-learning and participate in the university's annual Service-Learning Showcase): www.servicelearning.ucf.edu .
What types of service-learning opportunities are available to students in the Department of Communication Sciences and Disorders?
The following courses in the Department of Communication Sciences and Disorders are UCF-sanctioned service-learning classes:
- SPA 4559 – Augmentative and Alternative Communication
- SPA 5559 – Augmentative and Alternative Communication
- SPA 6417 – Cognitive Communicative Disorders
Over the past several years, students taking these classes have participated in a wide range of service-learning activities, including the UCF Service-Learning Showcase. The following is an overview of the types of projects that have been completed by students in the above courses:
 Completing augmentative and alternative communication assessments in the UCF Communication Disorders Clinic / FAAST Regional Demonstration Center- Creating and implementing low-tech AAC systems in the homes of young children with autism
- Preparing and offering workshops on Boardmaker™ and other software programs for local professionals and family members
- Assisting with the delivery of sign language workshops for local families
- Creating sign language curriculum materials to be used with families of children with disabilities
- Creating and distributing "New Parent Information Packets" for families of children with disabilities
- Creating and distributing "fact sheets" for parents on common birth defects
- Preparing printed materials on AAC to be distributed to families of children with disabilities
- Preparing and delivering presentations on speech-language pathology interventions for families of children and adults with disabilities
- Acting as interns for summer day camp programs for children with disabilities.
- Creating and implementing adapted literacy materials for children with disabilities
- Creating and presenting in-service modules about effective communication strategies for persons with memory impairment to retirement centers, assisted living facilities, home health agencies, adult day-care centers and skilled nursing facilities
- Designing appropriate language enriched activities for persons with memory impairment and implementing the use of such activities (Montessori Kits) with personnel in assisted living facilities, home health agencies, adult day care centers and skilled nursing facilities
- Providing screening services for cognitive-communicative abilities to clients and/or residents in assisted living facilities, adult day-care centers and skilled nursing facilities
- Assisting with various community support groups for survivors of traumatic brain injury and/or stroke in providing tutoring and educational materials
- Designing and presenting in-service modules about brain safety on the play ground and with bicycles, sports-related brain injuries, shaken baby syndrome and post-concussive syndrome to athletic coaches and teams, life management skill classes in high schools, juvenile detention centers, and pregnancy classes
- Creating liaison relationships with various non-profit organizations that support services for persons with cognitive-communicative impairment
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