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European Observatory of Service-Learning in Higher Education (EOSLHE) https://www.eoslhe.eu/
was created in January 2019 as a permanent space for cooperation and exchange among the members of the European Higher Education mapping the use of, collecting data and evidences and promoting the use of service-learning methodology as well as its institutionalising processes.
https://youtu.be/BE8y3kkrdH0

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These guidelines were built upon substantial evidence in different European higher education institutions gathered by the European Observatory of Service-Learning in Higher Education (EOSLHE).

The guidelines can be used to guide service-learning providers throughout the performance processes of institutionalizing service-learning in European higher education, but also may provide a general overview on how to proceed in situations where there are no specific policies that guide the steps to follow.
Available is several languages

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European Observatory of Service-Learning in Higher Education - EOSLHE

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To enhance and disseminate the knowledge of service-learning in higher education in Europe, as a pedagogical approach that builds up students' civic engagement while allowing them to work in a real environment.

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Assam Don Bosco University, Sonapur, Tepesia, Assam

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Assam Don Bosco University, Sonapur, Tepesia, Assam

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Assam Don Bosco University, Sonapur, Tepesia, Assam

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With many families being forced to stay at home to prevent further spread of Covid19, a new challenge was afoot – shortage of food. The Assam Don Bosco University got permission from local authorities to distribute food packages to those who needed the most. Families were identified by the local authorities, food packages were prepared by volunteers from the University and were distributed to 1500 families. Due to the outbreak of COVID-19, the concern for mental health rises sharply due to the unprecedented stress, anxiety and uncertainty among people of all walks of life. As a response to this situation, the University’s Department of Psychology and Counselling stepped up in providing mental health services through tele-counseling in collaboration with DHARA HELPLINE, receiving calls from the COVID19 front liners fraternity. The link of website https://web.dbuniversity.ac.in/. The link for Facebook post: https://www.facebook.com/AssamDonBoscoUniversity/posts/2973003979426967

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Assam Don Bosco University is ranked among the top 200 Universities in India and it is the only Private University in North East India that made it to the top 200 by National Institutional Ranking Fra

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Université Catholique d'Afrique Centrale - Cameroun

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Université Catholique d'Afrique Centrale - Cameroun

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Créée en 1989 par les Évêques Catholiques d'Afrique Centrale, l'Université Catholique d'Afrique Centrale est un établissement sous régional d'enseignement supérieur qui, en alliant le souci de l'excellence académique avec celui de la responsabilité éthique, vise la formation intégrale d'une nouvelle génération d'hommes et de femmes capables d’œuvrer pour la renaissance sociale, politique, économique, morale et spirituelle de l'Afrique. D'où sa devise programmatique "Au service de la Vérité et de la Justice". Telle est la mission qu'elle se donne et compte sur ses diplômés pour l’accomplir dans la cité. Dès le départ, il y a un lien fort entre les personnes formées à l'UCAC et leur potentiel impact positif dans la société.
La pandémie du COVID 19 nous a conduit a changer nos comportements avec particulièrement l'introduction de nouveaux comportement tels que : le lavage des mains à tous les coins d'entrée de nos différents campus, la distanciation physique, la suppression de toutes les activités exigeant un grand public et le port du masque.
Lors du confinement au second semestre 2020, nous avons basculé dans la formation à distance via Internet pour sauver l'année académique 2019-2020.
Le Service Learning étant seulement en voie d'implémentation dans notre Institution la pandémie n'a pas eu un effet sur nos activité. Nous avons eu une rencontre avec les responsables du HUB en août 2021. Nous avons également eu une rencontre entre membres de l'équipe locale du SL en septembre dernier pour mettre en place une stratégie d'information de la communauté université sur ce nouveau concept.

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Assam Don Bosco University, Sonapur, Tepesia, Assam

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Assam Don Bosco University, Sonapur, Tepesia, Assam

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Assam Don Bosco University, Sonapur, Tepesia, Assam

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Students rejoined the campus as per the government order on September 6th, 2021. Campus Protection Committee of the university undertook measures like sanitisation of the entire academic blocks and hostels of the campus, students present COVID19 test report at the time of rejoining,Mandatory use of masks and sanitisers, thermal scanners and oximeters were facilitated in the campus, Maintaining social distance, Hygiene in canteen and food courts, Display of banners and posters on safety from COVID-19 and students with single dose of COVID vaccine can join for on-campus classes by producing vaccine certificate.

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Georgetown, Washington D. C., Distrito de Columbia, EE. UU.

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Georgetown, Washington D. C., Distrito de Columbia, EE. UU.

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Georgetown, Washington D. C., Distrito de Columbia, EE. UU.

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Georgetown University is the nation's oldest Catholic and Jesuit university and we have a deep history of education in the Jesuit tradition. Our commitment to the common good-to engaging productively and positively with our communities locally and globally-is at the heart of this tradition.

The Office of Community Engagement helps to fulfill Georgetown's commitment to the common good in the District of Columbia and the metropolitan region. The office supports the university's growth and economic development efforts, including master planning; facilitates and develops relationships with community organizations, local governments, and civic organizations; supports community-based research and scholarship; and strengthens the university's partnership with our neighbors.

Newsletters

For assistance or more information about the University's partnerships and community engagement, please reach out to the Community Engagement staff or email communityengagement@georgetown.edu.

Tweets by GeorgetownInDC

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Home Page - Office of Community Engagement

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Georgetown University is the nation's oldest Catholic and Jesuit university and we have a deep history of education in the Jesuit tradition. Our commitment to the common good-to engaging productively and positively with our communities locally and globally-is at the heart of this tradition.

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https://engagement.nd.edu/

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ENR,ZCR // Marketing Communications: Web // University of Notre Dame

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Home // Community Engagement // University of Notre Dame

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The Community Engagement Coordinating Council seeks to establish and deepen a culture of community engagement at the University of Notre Dame.

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College of the Holy Cross
Donelan Office of Community-Based Learning
We have continued to have students engage in service-learning remotely during the pandemic. We also worked collaboratively with a number of offices around campus to develop what we called the Civitas Community Engagement Leadership Institute.  Please see our website for more details.

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Through CBL courses, students gain a deeper understanding of course content by integrating the theories they learn in the classroom with real-world practice. Consistent with the Holy Cross tradition of preparing students for a lifetime of learning and moral citizenship, CBL courses invite students to reflect upon moral and ethical questions of social responsibility, while simultaneously considering how their unique gifts can be used to positively contribute to society. Concurrently, communities gain access to volunteers, resources, and the wide-ranging research and scholarly expertise housed in the College's many disciplinary departments.

The structure of each CBL course, whether project- or placement-based, can vary tremendously. CBL project courses typically involve the whole class engaging with the same research project or community engagement activity; while CBL placements typically involve weekly off-campus community service. Both CBL structures, which join the efforts of students, faculty, and community agencies, lead students to become more deeply invested and engaged in their course subject matter as they see course content employed to support the greater community in a real and purposeful way.

Why CBL?

90% of students said that CBL helped them to learn more deeply than they otherwise would have

92% of students said that CBL helped them to connect their course material to the real world

88% of students said that CBL was valuable for their personal growth

89% of students gained a deeper understanding of problems facing society through CBL

94% of faculty said that CBL increased students' interest in the subject matter as well as student engagement in the class
*Data from 2012-2017 CBL Assessments

For more information on how the Donelan Office can support your involvement with community-based learning, please visit the following pages:

The Donelan Office of Community-Based Learning helps students make connections between their courses and community sites thanks to a generous endowment established by Joseph P. Donelan II '72. The Donelan Office is a part of the J.D. Power Center for Liberal Arts in the World at the College. The J.D. Power Center helps students identify and pursue experiential learning opportunities, as well as to better articulate the value of these opportunities as a part of a Holy Cross education.

Related Information

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Donelan Office of Community-Based Learning

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Through CBL courses, students gain a deeper understanding of course content by integrating the theories they learn in the classroom with real-world practice. Consistent with the Holy Cross tradition of preparing students for a lifetime of learning and moral citizenship, CBL courses invite students to reflect upon moral and ethical questions of social responsibility, while simultaneously considering how their unique gifts can be used to positively contribute to society.

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Pontificia Universidad Católica de Chile - Campus San Joaquín - Vicuña Mackenna, Macul, Chile

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Pontificia Universidad Católica de Chile - Nodo Regional LATAM
La Pontificia Universidad Católica de Chile fue fundada en el año 1888. La universidad aspira a lograr la excelencia en la creación y transferencia de conocimiento y en la formación de las personas, inspirada en una concepción católica y siempre al servicio de la Iglesia y de la sociedad.
El programa A+S, UC, partió en el año 2004, historia iniciada por estudiantes y docentes muy comprometidos con una educación comprometida con el país.
El año pasado, en contexto de pandemia, 146 equipos docentes asumieron el desafío de implementar A+S, con el apoyo y creatividad de socios comunitarios y estudiantes de 31 carreras diferentes.
Les compartimos este video que habla de toda la rigurosidad y cariño que que transmitimos cuando implementamos el Programa Aprendizaje Servicio, UC.

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Aprendizaje Servicio UC para socios comunitarios

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Webinar on Risk Communication and Community Engagement (RCCE) and Combating Stigma Related to COVID-19 through partnership in North Eastern States.docx

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Community engagement at DePaul University was deeply impacted by COVID-19 in 2020. In March 2020, service-learning activities quickly shifted to remote project- and research-based community engagement. In some cases, students that needed to complete the university's Experiential Learning (EL) requirement in the undergraduate core curriculum received alternative assignments, however, the Steans Center for Community-based Service Learning quickly established a program called Online Community Engagement to support the EL and other students (OCE). The Center built 13 online modules and developed weekly events on key issues including immigration, food and housing security, and mental health, among other topics. The modules are focused on self-directed learning and videos and live events bring in community partners to keep students and faculty updated on how the university can be supportive. Students have the opportunity to reflect on the events in an online space once a week coordinated by graduate service learning coordinators.

In Fall 2021, we are hopeful to return to some level o onsite community-based service learning placements and projects that typically includes some 1000 students working in Chicago communities every quarter. Vaccines are mandated by the university for all returning students and we will work closely with our community partners to ensure that they feel comfortable returning to some level of in-person collaboration. Meanwhile, the OCE as a product of the past year will continue as a resource for students, faculty and the public.

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Laura Aranda, Steans Center Community Service Scholars Program Coordinator in front of public art by PO Box Collective

Spring Quarter 2020 was like no other in the two-decade history of the Steans Center. Practically overnight, Center staff were faced with addressing the question of how the university can take action to engage communities while educating students remotely.

In the weeks since COVID-19 changed daily life, the Steans Center, Egan Office and the affiliated Asset-based Community Development (ABCD) Institute responded by adapting and developing new approaches to community engagement, both inside and outside DePaul. In doing so, staff transformed service learning pedagogy, support of Community Service Scholars, coordination of internships and community-based employment, and the delivery of trainings in community engagement.

"Staff were extremely creative in coming together to create new ways for delivering remote community engagement opportunities for students while maintaining connections to DePaul community partners" says Howard Rosing, Executive Director of the Steans Center. "This year more than ever we need to celebrate the talents and skills of our community engagement staff, as they quickly reorganized in response to the pandemic in support of students, faculty and community partners.

In the span of a couple of weeks, DePaul switched to remote teaching, learning and administrative support.Community engagement was characterized more by Zoom meetings rather than direct face-to-face experiences, as DePaul partners struggled to stay open to respond to increasingly urgent challenges faced by the people they serve.

We're fortunate to be at a mission-centered place where people care about doing it right.

In a typical year, the Steans Center supports about 4000 students in community engagement activities. During Spring 2020, the Center focused on supporting students and faculty in developing new ways to further DePaul's Vincentian mission through courses, internships and scholarships."There are as many ways of approaching the challenge of service learning in these circumstances as there are people," says Helen Damon-Moore, Associate Director for Community Engagement Leadership at the Steans Center. 'We're fortunate to be at a mission-centered place where people care about doing it right."

Support for Community-Engaged Courses

In March 2020, it became apparent that service learning at DePaul would mean something very different in the age of COVID-19. "The vast majority of connections we rely on have not been feasible, since students can't be in the community in the same way and we can't meet face-to-face with community partners," says Ruben Alvarez Silva, who has an undergraduate and graduate degree from DePaul and is the Associate Director for Academic Service Learning at the Steans Center. "We had to offer students a way to get content and pair that with actions they could take remotely."

In about a week's time, Alvarez Silva says, the Center's academic service learning team built out 13 online modules and developed weekly events on key issues including immigration, food and housing security, and mental health, among other topics. Online Community Engagement (OCE) modules were designed with community-based service learning students in mind, and featured self-directed learning and videos. One component of the modules is a once-a-week online event that encourages dialogue on selected topics. In addition, students had the opportunity to follow up on these events and engage in a reflective online space once a week with Center graduate service learning coordinators. Alvarez Silva stressed what he calls maintaining "the feedback loop of service learning" that connects students, faculty, and community partners.

David Pintor

David Pintor works with Alvarez Silva on the Academic Service Learning (ASL) Team as Student Engagement Program Manager. "The spring quarter started about a week after the quarantine," he says. "So we really had very little time to create these modules. However, we've realized that we can use them well beyond the quarantine. These virtual workshops can remain relevant because they reach so many students, and we are also able to record and archive them." One example, he says, is a module on homelessness. "There is a list of things students can watch or listen to - video clips, movies, podcasts. They can also read articles, reports and studies. It gives students another tool for experiential learning."

In addition to OCE modules, some faculty chose to pursue remote service learning projects with community partners. One example involved former Steans Center Community Service Scholar and DePaul alum Drew Edwards ('13) who conceived of a nonprofit organization while studying at DePaul. Since then, Edwards turned his concept into Pangea EducationalDevelopment Group (PEDG). During Spring term, PEDG engaged DePaul students in a project that assisted youth in processing their experience during COVID-19. Edwards connected with his former DePaul professor Melinda Wright in the School of Public Service who now sits on the board of PEDG. Together they integrated the project into Wright's Introduction to Nonprofit Management course. The project supported publishing of a book,The Unwelcome Stranger, to assist parents with explaining COVID-19. The book, which is also in audio, includes project-based learning activities that parents can complete with children while schools are closed.

Jonathan Handrup

Jonathan Handrup, a Program Coordinator on the ASL team with two DePaul masters (MS '15, MSW'20), works to pair academic courses with community organizations to enhance course and student learning. His job includes working with DePaul's graduate nursing students and faculty. "Every quarter, I know that this program admits about 50 students who are looking for placements with organizations that are relevant in terms of community health. This year, because of COVID, our challenge was to see if we could locate enough partners to sustain the graduate nursing cohort. And we did!" Handrup said it happened because of an online Zoom placement fair in which organizations pitched what they do to students who were looking for a placement. "This fair saved everyone a whole day - and gave students an opportunity to have a conversation with organizations they could be placed in for two years."

Kaliah Liggons (MPA '18), Community Development Program Manager on the ASL team, reflects on how Steans responded to the current challenge. "We were very conscious of the current climate and knew there would not be direct interaction between students and partners," she says. "We only had a week in between winter and spring quarter - there was little time to transition. This time there was no blueprint - but we found a way to engage with community partners. We really learned how to be adaptable."

Kaliah Liggons

Liggons typically works with 8 to 11 DePaul courses per quarter, each having 25 to 30 students that she connects with three to six community partners. She typically meets with representatives of community partner sites to explore opportunities for how service learning students will support them. "In this case, we could not do that in the same way," she says. "We had to find other options." Online community engagement on specific topics along with opportunities for project-based service learning, she says, proved to be valuable tools for reaching community partners while providing a mission-oriented faculty resource for educating students

"The creativity of the staff during this time was unprecedented," Rosing says. "They truly stepped up and found ways to meet the challenges of communities, faculty and students." Rosing himself taught GEO 351 Geography, Food and Justice, which typically engages students in activist learning with food justice campaigns. During this Spring, students in the course campaigned to promote sick leave for restaurant and food service workers, advocated for farmworkers risking their lives to harvest food, and researched ways to assist small Chicago food businesses and nonprofits impacted by the pandemic. "I really watched as students took the lead and pushed through a difficult term while still practicing the mission," Rosing says.

Supporting Student Leadership

Promoting student leadership is the central focus of Community Engagement Leadership (CEL), a team of staff that support internships and scholarships. For example, the Community Service Scholars program typically supports 70-80 students working 30 hours per quarter with community partners across Chicago. Their work was quickly disrupted by COVID-19 says Laura Aranda, Community Service Scholars Program Coordinator. She notes "students didn't know whether they will be on campus in the fall, or what the world will look like. We work withstudents as they try to navigate next steps." For some Community Service Scholars, Aranda explained, service continued just shifted to remote activities. One student, Aranda describes, served as an online volunteer teacher at a community mosque where she created curriculum and activities for kids. Another did data entry for a volunteer group of doulas. During Spring term, CEL held weekly reflection sessions giving scholars the opportunity to share their service experiences with other students and discuss ways of coping in general.

"We just wanted to be able to give students time and space to talk to each other and see that they aren't alone," adds Angelica Chestleigh (MA, '16) Assistant Director for Internships and Scholarships in CEL. In addition to overseeing the Community Service Scholarship program with Aranda, Chestleigh develops opportunities for student leadership through the Community Partners Internship, the McCormick Community Internship, and a variety of other internship and scholarship programs. Similarly to service learning, Chestleigh explains how she and her students adapted. One intern, for example, worked with Telpochcalli Education Project, a longtime Steans Center partner, to create a spreadsheet that the organization's volunteers could use when dropping off baby formula, food, and other supplies to neighborhood residents.

Angelica Chestleigh

Chestleigh adds, "a lot of the nonprofits we worked with were overwhelmed with needs from their communities, and everyone is under stress now. At the same time, we always remember that when we work with communities, we focus on mutually beneficial relationships. I keep reminding myself that 'It's Okay,' we will eventually get through this and it's okay to lean on other people." Furthermore, she acknowledges, "we definitely can continue this work and learn from what we've done. That's the silver lining - we've become more engaged with students."

Meanwhile, with guidance from Associate Director Helen Damon-Moore, CEL and other Center staff spent Spring rethinking the Center's longstanding annual Service Speaks Conference that highlights the work of students, community partners, and faculty in their efforts to advance DePaul's mission. This year, Damon-Moore explains, Service Speaks will feature an online collection of student community engagement presentations that highlight student leadership in community engagement through stories of both challenges and successes.

More Intentional Community Partnerships

Creating leadership opportunities for DePaul students is central to the work of the Egan Office for Urban Education and Community Partnerships. Egan Office Director, John Zeigler, reflects on how the Center responded to COVID-19. "There's a resiliency and an acceptance to adapting to this new norm," he says. "That's what's emerging now."

To further explain, Zeigler shared a unique example of a partnership with the Stein Learning Garden at St. Sabina in the Auburn Gresham neighborhood of Chicago. "We are involved in getting sunflower seeds to parents that they can plant in front their homes. It's symbolic of new life and connectivity and the spirit.Our larger idea is that we are thinking about different cultures in communities, and working with parents and school principals on how to bring in service learning." Other Egan school projects engaged DePaul graduate and undergraduate students in neighborhood asset-mapping and retooling a manual for working virtually with schools and parents.

Dr. Monica Ramos

Dr. Monica Ramos, Assistant Director at the Egan Office, oversees school internship programs in public and Catholic schools. She reinforces the importance of community strengths as a pillar of the Center's work - before and since COVID-19. Ramos works with DePaul graduate students who serve as community organizers, bringing resources to schools, and undergraduates, who work as tutors and learn how to collaborate to build resources to improve upon the existing work of schools and parents.

"We come from the mindset of assets - our graduate students identify the assets in the community and connect those assets to schools," says Ramos. "Meanwhile, principals have been accessible, open and flexible - and they definitely see us as an asset to the continuous learning of the kids and engagement with families." Ramos says that the team at the Egan Office, along with several professors, came together during the pandemic to "learn about topics and dig a little deeper. We had a conversation about gentrification and how it's even happening during COVID-19. We asked how communities can be informed about grant relief, about their rights, how people can pay for their rent, the well-being of kids, and other issues."

We are trying to figure out ways to be creative, while also understanding that these schools and communities are dealing with a crisis as well.

Additionally, Egan Office students put together a packet of e-learning resources for families and caregivers as well as information about COVID-19 in different languages. Sol Logsdon, Program Coordinator for Egan's Schools Team suggests that changes happening now in the school partnership programs can have a positive impact down the road. "I think schools will be more open to e-learning," she says. "We are trying to figure out ways to be creative, while also understanding that these schools and communities are dealing with a crisis as well." She says, "we continue to meet online with our tutors. And our tutors have been in touch with teachers in the schools, helping with e-learning. Some of our students have also created materials for students and parents."

Creating resources for schools has always been the goal of tutors from the Egan Office's early education partnerships division, funded by JumpStart Inc since 2004. DePaul JumpStart Corps members make personal connections to children and teachers at preschools. Students are trained in JumpStart's curriculum and spend 300 hours a year in the program. About 40 students in seven teams typically go to five preschool centers around the city. That changed with COVID-19.

Jeanette Estrada

"Teachers asked if we could make a video just to say hi to the children," says Jeanette Estrada, DePaul Site Manager for the JumpStart Program who began in the program as a DePaul student. "One student also made an online video tutorial for teachers who were getting acclimated to online learning. We also reached out to teachers and gave them concrete ways we could help them with reading and literacy." The key, Estrada says, was for students and the program to be proactive, flexible, creative, and maintain personal relations with teachers and schools.

Supporting Those Who Served

Creativity and proactivity are implicit in the Egan Office's innovative approach to community engagement. This approach, the Egan Way, is exemplified by Egan's Multi-Faith Veterans Initiative (MVI). Funded by the Robert R. McCormick Foundation since 2014, MVI has worked citywide and now in nearby Waukegan to integrate mental and behavioral health with faith institutions, linking veterans and families to local services and resources in their communities. The community-based program has grown to include nine sites in 18 communities.

Walidah Bennett

Walidah Bennett, MVI founder and Director, explains how they immediately pivoted to bi-weekly Zoom conference calls where partners in the veteran services community talked about what they see on the ground, how they are engaging with veterans and families, and their primary challenges. "Early on, we found out that partners didn't have enough masks and gloves," Bennett says. "We asked, 'How can we connect partners with other wraparound or rapid response services that source some of the equipment they need?"

A primary goal of MVI is to provide partners within the veteran community with information about resources. To this end, in the midst of the pandemic, Bennett launched a Women's Project, starting with a series of Zoom meetings focusing on the rising population of female veterans. "We decided to figure out what's going on with female vets - and bring together service providers, policymakers, and others to hear about housing, employment, health care and other issues affecting this group. We're trying to understand what are the differences between male and female transition issues. We know that a lot of it is related to military sexual trauma."

We are asking, 'How can the university be more intentional as partners than before?'

Finding ways to connect community partners to resources, knowledge, and ultimately power is central to the work of Egan Office, named in honor of the late priest and activist Monsignor John "Jack" Egan. To this end, at the outset of the pandemic, Zeigler co-hosted a global conversation in collaboration with the Goldin Institute, a Chicago-based organization that connects grassroots leaders globally. Zeigler, Rosing and other staff sensed the need to quickly highlight exemplary models of community organizing in response to COVID-19. In turn, they organized an international conversation between organizers in the Rogers Park neighborhood of Chicago and a Bedouin community in the Negev. Then, along with Ramos, they hosted another conversation with a renowned scholar of health in Mexico. "It was powerful," Zeigler says. "The content was not so much looking at what's wrong, but what is working - what are the blessings and gifts in what we do on a local level. And how do you 'glocalize' these conversations?" Zeigler says that the question keeps coming up about how people at the Steans Center and Egan Office are responding to COVID-19. "We are asking, 'How can the university be more intentional as partners than before?'

Tracking Community Engagement

A primary challenge of community-engaged institutions like DePaul is documenting and telling their stories. This challenge is the focus of Barbara Smith, Steans Center Associate Director for Compliance and Partnership Management. Smith administers the Collaboratory, a software-based project that DePaul, along with numerous universities across the country, employs to track community engagement and public service

"We ask a series of questions and collect data to be able to get a broad view of how DePaul is engaging and if we are living our mission - which is about community engagement," says Smith. Faculty, staff and community partners utilize Collaboratory to piece together engagement activities that bring DePaul's mission alive. One of the challenges related to COVID-19, Smith says, is continuing to gather information.

We want to get your story and are available to connect with you

"Face-to-face contact is always good, but Zoom is also becoming a very effective way to keep our work in Collaboratory moving forward with faculty and staff. We've found that once people are familiar with the Collaboratory, they get more comfortable with it." Sometimes it's also about reaching out in a direct and personal way. Smith explains, "I tell faculty that 'I see you're teaching a course and that we're tracking our community engagement activity.' We want to get your story and are available to connect with you." Community engagement doesn't stop because there's a pandemic, she adds. "It's so valuable now to tell our stories, and that's what this is about."

Linda Bendixen

Linda Bendixen, the Steans Center's Department Assistant who supports a range of operational and financial responsibilities, is also behind-the-scenes working to support Collaboratory. Bendixen ('95), who earned her MBA at DePaul, started at the Steans Center in January. She recalls that when the Center first responded to the pandemic, "I never heard a question about 'if' - just a question of 'how' the Center would respond." Rosing notes that Bendixen plays a critical role by keeping staff connected to the rest of the university. Furthermore, he notes, "we have seen how untapped talents and skills of staff like Bendixen, who has a rich career in communications, have proved incredibly important in a remote working context."

Innovative Community Engagement through an Assets Framework

Tapping skills and talents of individuals in communities is at the core of the Steans Center's engagement approach, developed through partnership with the nonprofit Asset-based Community Development (ABCD) Institute. Housed within the Center since 2016, the ABCD Institute replaced in-person trainings with remote trainings during the Spring which brought people together from across the country.

"We have found that technology is good enough so we can do so much more than we could have done a year ago," says Kim Hopes, Assistant Director for ABCD Partnerships at the Steans Center. "For one training, the first day people weren't talking all that much - maybe they felt funny about it. But the second day people spoke up right away and offered stories about their work." It helped, Hope adds, to add virtual breakout rooms to training - and have a trainer go from "room to room" to facilitate conversations and keep them on topic.

In addition, the ABCD Institute introduced a newsletter that shares responses to the pandemic. The publication features news and stories that reflect on an asset-based approach to community development in the U.S. and across the world. Capping off the Spring , along with the Steans Center, the Institute collaborated with groups across the world to co-host a 48-hour (un)conference, Co-Creating our Future Stories of Hope and Action: A "Glocal" Assets and Strengths-based (Un)Conference, including 39 contiguous sessions across 22 countries.

"The tools of ABCD directly contributed to the innovative ways staff responded to COVID-19 during Spring 2020," Rosing confirms. The Stean Center, Egan Office and the ABCD Institute took action by identifying untapped internal and external assets to craft experiences for students and teaching opportunities for faculty that in turn benefited communities. These reciprocal and creative forms of community engagement started with the question"how can the Center respond?," to paraphrase Bendixen, and are thus a direct response to a deeper DePaul question: "What must be Done?"

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Community Engagement Rethought | News | About | Steans Center | DePaul University, Chicago

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Spring Quarter 2020 was like no other in the two-decade history of the Steans Center. Practically overnight, Center staff were faced with addressing the question of how the university can take action to engage communities while educating students remotely.

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Catholic University of Central Africa / Catholic Institute of Yaounde, Yaoundé, Cameroun

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Catholic University of Central Africa / Catholic Institute of Yaounde, Yaoundé, Cameroun

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Catholic University of Central Africa / Catholic Institute of Yaounde, Yaoundé, Cameroun

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Tapesia Garden Rd, Tepesia, Assam 781027, India

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Tapesia Garden Rd, Tepesia, Assam 781027, India

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Tapesia Garden Rd, Tepesia, Assam 781027, India

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Assam Don Bosco University
The University has adopted blended mobility way of teaching and learning. This has enabled the University to continue its academic engagment despite Covid Pandemic. The Covid situation has greatly limited direct community engagement therefore, the students get involved in online platforms to provide something positive to their peers and the target group.

https://www.dbuniversity.ac.in/
https://www.youtube.com/watch?v=2c4yBjNXHsY

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Pontificia Universidad Católica del Ecuador, Avenue 12 de Octubre, Quito, Ecuador

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Pontificia Universidad Católica del Ecuador, Avenue 12 de Octubre, Quito, Ecuador

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Pontificia Universidad Católica del Ecuador, Avenue 12 de Octubre, Quito, Ecuador

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En el marco de contexto generado por la COVID 19 la PUCE continuó sus actividades de servicio comunitario a través medios telemáticos lo cual permitió dar soporte a procesos que han ayudado a enfrentar la pandemia de manera efectiva. Desde un punto de vista más técnico en cuanto al rol de la Universidad frente a la COVID 19 vale destacar dos iniciativas puntuales: el proyecto "Psico escucha PUCE" agenciado por el Centro de Psicología aplicada y que tiene como fin brindar acompañamiento psicológico a quienes, producto del confinamiento y lo provocado por la pandemia, lo requieran. En segundo lugar, es importante también el papel de la PUCE como institución que realiza pruebas PCR. Aquí un link donde se amplia esta noticia.  https://www.puce.edu.ec/la-puce-procesado-60000-pruebas-pcr/

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During Spring Quarter 2020, the Steans Center at DePaul University was faced with addressing the question of how the university could continue to engage communities while educating students remotely. Staff created new ways to deliver remote community engagement opportunities for students while maintaining connections to DePaul community partners. In a typical year, the Steans Center supports about 4000 DePaul students in community engagement activities. Service learning courses at DePaul would mean something very different in the age of COVID-19. The goal was to offer students a way to get content and pair that with actions they could take remotely. The Center’s academic service learning team built online modules and developed weekly events on key issues including immigration, food and housing security, and mental health, among other topics. Online Community Engagement (OCE) modules were designed with community-based service learning students in mind, and featured self-directed learning and videos. In addition to OCE modules, some faculty chose to pursue remote service learning projects, including COVID-19 related community-based research with community partners.

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OCE Live Events: Panels & Workshops with Chicago Non-Profit and Activist Leaders

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The Mercy Action Project (MAP) is a defining element of a Trocaire education in the spirit of the Sisters of Mercy and a signature program of the college.

MAP is a tuition-free, non-credit, value-added, co-curricular learning experience required of all students prior to graduation. Its overarching purpose is to promote a culture committed to personal enrichment and transformation through service in keeping with the mission, values, and traditions of Trocaire College. Additionally MAP:

·         Engages students with the college’s Catholic identity and Mercy heritage

·         Supports student learning while meeting community needs.

·         Promotes student success via meaningful civic engagement followed by reflection.

·         Encourages a college-wide culture of service.

·         Fosters responsible citizenship and the practice of Mercy values.

The MAP process entails three distinct steps, each related to our mission and its deepening integration into the lives of our students.  All of the steps in the Mercy Action Project were immediately made available online through Trocaire College’s Learning Management System to students who were registered in the co-curricular during Spring 20, Summer 20, Fall 20, and Spring 21 due to COVID-19.

Step 1. Understanding the Mission: Mission Workshop

Introduces the Trocaire mission, vision, and core value outcomes drawing on key concepts and perspectives from our Catholic and Mercy heritage,

especially the life and legacy of Catherine McAuley.  During COVID, MAP has made the Mission workshop available online, so that all students could complete safely from their homes.  The Mission workshop includes the following video:

https://www.youtube.com/watch?v=o5KbpLACkUA

Step 2. Living the mission: Service in the community

During COVID-19 MAP has offered Volunteer Collection Coordinator group projects to ensure we were assisting community partners who were affected by the pandemic.   Students were able to coordinate collections safely by developing a marketing piece, setting up Amazon wishlists, and fundraise through social media platforms and with family and friends.  Students also have the opportunity to learn more about Catherine McAuley and the Sisters of Mercy by watching “In God Alone”, found here:

https://www.mercyworld.org/film-in-god-alone/

Step 3. Integrating the mission: Post-Service Debrief

Discusses student experiences of service within the context of an   interpretative model for personal/spiritual growth drawn from the Catholic Intellectual Tradition. The session is intended to help enhance student reflection as an aid to writing and submitting their final paper.  The debrief concludes with a video highlighting the work of the Sisters of Mercy throughout the world.

Students are able to submit a reflection paper through the online Learning Management System.

comments from students are below:

“Learning more about Trocaire's mission helped me understand the connection between the mission statement and the reason for completing service learning. I will appreciate volunteering, and look forward to making an impact in the community.”

“I was shown how important it is to really carry out the name of Mercy and to carry that pride of going to Trocaire College.”

“It taught me why service learning is important not only for our careers as nurses, but to give back to the community, because that's what Mercy is about.”

“It is an honor being a student in a Catholic institution that continues to recognize the mission of Catherine McCauley and all the nuns that followed her into a life of nursing so unique.  Your mission

workshop was a beautiful testament to her name and to our mission as nursing students. God Bless you for reminding all where this school started and what our mission and goal is and that is to serve

our fellow human beings in any and all vocations in life.”

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The Mercy Action Project (MAP) is a tuition-free, non-credit, value-added, co-curricular learning experience. MAP provides service opportunities that integrate the College's mission through an action-reflection approach that connects service to a student's career path.

The purpose of MAP is to promote a campus culture committed to personal enrichment and service in the spirit of the Sisters of Mercy.
In keeping with the mission, values, and traditions of Trocaire College, students in all programs (Certificate, Associate, Baccalaureate) must complete at least one (1) MAP learning experience prior to completing their program in order to be eligible to graduate.
MAP is a program of the Student Affairs Division and a signature program of Trocaire College.

The Mercy Action Project:

Supports student learning while meeting community needs in ways that uphold the mission of Trocaire College

Promotes student success by enhancing civic engagement, personal reflection, and academic growth

Encourages a college-wide culture of service

Fosters responsible citizenship, academic and social skills, and Mercy values

Is mutually beneficial to the student, the community partner, and the recipients of service.

MAP's three components include:

I. Understanding Our Mission (1 hr. Mission Workshop)

Covers College mission, vision, core value outcomes, our Catholic

identity and Mercy heritage.

II. Living Our Mission (12 hours of Service in the Community)

Service is related to student's academic program as far as possible.

III. Integrating Our Mission (1 hr. Reflection/Debrief)

The post-service debrief is facilitated by the Coordinator of
Community-Based-Learning.

Students will also complete a final reflection piece for assessment purposes.

All components of the MAP process must be completed during one cohesive semester while the student is registered in MAP.

If MAP is not completed in the semester that the student is registered in MAP the student

will receive an incomplete and be required to retake the Mercy Action Project in a future semester.

MAP runs all-year-long (fall, spring, and summer semesters).

Talk with your adviser about enrolling in MAP.

Coordinator of Community-Based-Learning

Colleen C. Steffen

716-827-2493
[email protected]

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Mercy Action Project (MAP) - My Trocaire

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The Mercy Action Project (MAP) is a tuition-free, non-credit, value-added, co-curricular learning experience. MAP provides service opportunities that integrate the College's mission through an action-reflection approach that connects service to a student's career path. The purpose of MAP is to promote a campus culture committed to personal enrichment and service in the spirit of the Sisters of Mercy.

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Pontificia Universidad Javeriana.
La respuesta de la Universidad desde los espacios académicos
de servicio ha sido continuar trabajando de manera sostenida con los
territorios a través de la modalidad remota. La apuesta por continuar el
desarrollo de las iniciativas en curso, obedece al compromiso con el país en
épocas de retos a través del accionar coordinado entre profesores, estudiantes
y organizaciones sociales. Facultades como Ingeniería, Ciencias Económicas y
Administrativas han adecuado el acompañamiento tanto institucional como en las
organizaciones para que sean posibles las interacciones y el desarrollo de
proyectos sociales que se enmarcan en estas asignaturas haciendo uso de las
TICS. El Consultorio Javeriano Contable, iniciativa que aglutina diferentes
asignaturas del Programa de Contaduría Pública para ponerlas al servicio de
comunidades en situación de vulnerabilidad social, amplió la cobertura que
tenía en el año 2019 que estaba focalizada en la ciudad de Bogotá y municipios
aledaños a gran parte del territorio nacional incrementando sustancialmente el
número de beneficiarios de este proyecto que pasó de 4.236 personas en el 2019
a 13.200 en el 2020. También se destaca desde el Programa de Prácticas Sociales
con Obras de la Compañía de Jesús que estudiantes de últimos semestres de todas
las carreras realizaron sus prácticas con diferentes Obras del apostolado
social de la Compañía en las regiones más apartadas de Colombia a través de
medios virtuales y sirviendo a proyectos de apoyo a población en situación de
migración forzada, iniciativas campesinas, víctimas del conflicto armado
colombiano, entre otras.

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El 1° de febrero iniciaron su práctica social 28 javerianos en las diferentes Obras de la Compañía Jesús. Al igual que el año pasado, su gestión se desarrollará principalmente de manera remota.

A través de estas prácticas se busca conectar las regiones de Colombia en dónde hacen presencia las Obras de la Compañía de Jesús con a la Pontificia Universidad Javeriana. Esto con el fin de contribuir desde el ámbito profesional y académico con el desarrollo de las diferentes comunidades involucradas, desde las posibilidades de co-construcción que posibilita este componente curricular. Las Obras de la compañía de Jesús que tendrán presencia javeriana en este primer semestre del 2021 son las siguientes.

Corporación de Desarrollo y Paz del Magdalena Medio

Fundación Suyusama

Fundación Fe y Alegría

Servicio Jesuita a Refugiados Colombia

Servicio Jesuita a Refugiados Latinoamérica y Caribe

Centro de Investigación y Educación Popular CINEP

Una de las preguntas más frecuentes de los estudiantes es ¿cómo puedo contribuir en una comunidad si no estoy allí? Alexandra Barbosa, profesional encargada de coordinar las prácticas sociales con las Obras de la Compañía de Jesús, sostiene que se está inmerso en una coyuntura donde las relaciones en todo el país y el mundo se han transformado y esta importante estrategia de la Universidad no es la excepción. "El mantenernos conectados con las comunidades, con las Obras S.J. y continuar colaborando se hace particularmente importante ya que las problemáticas de estas comunidades siguen vigentes y en muchos casos se han agudizado". Además, Alexandra resalta que se ha visto una manifestación de creatividad y recursividad por parte de los profesionales en práctica que les permite seguir adelantando labores en las diferentes Obras y contextos a pesar de las condiciones actuales.

Por otro lado, María Fernanda Urrego, estudiante de Relaciones Internacionales, realizó su práctica social el semestre pasado en el CINEP y formó parte del primer grupo de estudiantes que se tuvieron que enfrentar a los desafíos de la virtualidad el año pasado. "Los principales retos de realizar la práctica de manera remota fueron la conexión a internet, la limitación respecto a las actividades que se pueden hacer a distancia dentro de las comunidades y el desconocimiento colectivo sobre las diferentes herramientas tecnológicas".

Sin embargo, esto no significa que sea imposible contribuir con los objetivos y actividades planteadas por cada obra. De hecho, María Fernanda sostiene que la creación de confianza y conocimiento en los medios tecnológicos por parte de las comunidades le permitió generar vínculos con mujeres rurales a través de talleres desarrollados por el CINEP, un logro muy importante si se tiene en cuenta que, a pesar de la distancia, se conectó exitosamente con el público deseado.

Por último, la estudiante aseguró que pudo aplicar diferentes conocimientos adquiridos en la carrera de Relaciones Internacionales para contribuir en la solución de problemáticas internas. Este caso, al igual que el del resto de practicantes sociales, refleja la misión de la Pontificia Universidad Javeriana que busca contribuir en la construcción de una sociedad justa y sostenible

El proceso de inducción de los nuevos practicantes se efectuó el 26 y 27 de enero a través de la plataforma Zoom. En este espacio se realizaron diferentes actividades de socialización e integración y se sostuvo un conversatorio con varios expertos entorno a los temas del panorama del conflicto en Colombia, 4 años después de la firma del Acuerdo de Paz y la crisis humanitaria producto de la migración forzada. Así mismo, se reflexionó sobre diferentes herramientas para facilitar el trabajo participativo con las comunidades y las posibilidades que ofrecen los ambientes virtuales para continuar acompañando los procesos sociales.

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Noticias | Pontificia Universidad Javeriana

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El 1° de febrero iniciaron su práctica social 28 javerianos en las diferentes Obras de la Compañía Jesús. Al igual que el año pasado, su gestión se desarrollará principalmente de manera remota. A través de estas prácticas se busca conectar las regiones de Colombia en dónde hacen presencia las Obras de la Compañía de Jesús con a la Pontificia Universidad Javeriana.

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Pontificia Universidad Católica Argentina, Sede Paraná

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Pontificia Universidad Católica Argentina, Sede Paraná

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La Pontificia Universidad Católica Argentina es una institución de la Iglesia fundada en 1958 por el Episcopado Argentino. Es una comunidad académica, dedicada a buscar la verdad y cultivar la sabiduría en las distintas disciplinas y ramas del saber. La Dirección de Compromiso Social y Extensión, como área transversal, tiene como propósito motivar y acompañar la búsqueda de la verdad a través de iniciativas pedagógicas de aprendizaje experiencial que permitan reflexionar y concientizar sobre la importancia de una presencia universitaria en la sociedad y, de manera particular, con los sectores más vulnerables.
El 20 de marzo, cuando se decretó en Argentina el aislamiento social, preventivo y obligatorio, desde la Dirección nos propusimos acrecentar las posibilidades de encuentro con nuestros prójimos; aprendiendo nuevos modos de ser y estar en el mundo. La realidad, nos desafió a buscar y descubrir nuevas formas de intervención comunitaria que den respuestas a las nuevas demandas que estaban surgiendo tanto en la comunidad universitaria como en la sociedad.
Por ello, comenzamos a desarrollar diversas iniciativas de aprendizaje y servicio de manera virtual junto a la comunidad con el propósito de realizar un aporte al contexto actual, descubriendo nuevas formas de fraternidad y solidaridad y tomando la situación actual “para que germine un ser humano diferente”.
En este tiempo queremos contribuir a que la UCA siga formando “expertos en humanidad”, siendo una comunidad que se brinde a los demás y al brindarse se encuentre, forme y enriquezca en el diálogo con los otros.
Durante este tiempo se han llevado adelante los siguientes proyectos de aprendizaje y servicio: Orientación Vocacional Ocupacional, Herramientas psicoafectivas para docentes y estudiantes, Seminarios vinculados a Compromiso Social, Laguna Escondida o Laguna Grande, Diagnóstico y recomendaciones estratégicas en los Talleres del Hogar de Cristo de Paraná, Abordaje comunitario en personas en situación de vulnerabilidad social y/o consumo problemático de sustancias, “Recreando bibliotecas: la Biblioteca de la Escuela de Gestión Social “Pablo de Tarso” y Observación organizacional Cooperativa de Trabajo Familia Hogar de Cristo-Lourdes.

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Pontificia Universidad Católica Argentina - Sede Rosario

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Pontificia Universidad Católica Argentina - Sede Rosario

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La Pontificia Universidad Católica Argentina es una institución de la Iglesia fundada en 1958 por el Episcopado Argentino. Es una comunidad académica, dedicada a buscar la verdad y cultivar la sabiduría en las distintas disciplinas y ramas del saber. La Dirección de Compromiso Social y Extensión, como área transversal, tiene como propósito motivar y acompañar la búsqueda de la verdad a través de iniciativas pedagógicas de aprendizaje experiencial que permitan reflexionar y concientizar sobre la importancia de una presencia universitaria en la sociedad y, de manera particular, con los sectores más vulnerables.
El 20 de marzo, cuando se decretó en Argentina el aislamiento social, preventivo y obligatorio, desde la Dirección nos propusimos acrecentar las posibilidades de encuentro con nuestros prójimos; aprendiendo nuevos modos de ser y estar en el mundo. La realidad, nos desafió a buscar y descubrir nuevas formas de intervención comunitaria que den respuestas a las nuevas demandas que estaban surgiendo tanto en la comunidad universitaria como en la sociedad.
Por ello, comenzamos a desarrollar diversas iniciativas de aprendizaje y servicio de manera virtual junto a la comunidad con el propósito de realizar un aporte al contexto actual, descubriendo nuevas formas de fraternidad y solidaridad y tomando la situación actual “para que germine un ser humano diferente”.
En este tiempo queremos contribuir a que la UCA siga formando “expertos en humanidad”, siendo una comunidad que se brinde a los demás y al brindarse se encuentre, forme y enriquezca en el diálogo con los otros.
Durante este tiempo se han llevado adelante los siguientes proyectos de aprendizaje y servicio: Somos vos/z, Educación ambiental, Proyecto + Biogás, Contaminación del Puerto en barrio Tablada y Pañales Ecológicos - Familia sustentable.
www.uca.edu.ar

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Pontificia Universidad Católica Argentina - Sede Buenos Aires

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Pontificia Universidad Católica Argentina - Sede Buenos Aires

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La Pontificia Universidad Católica Argentina es una institución de la Iglesia fundada en 1958 por el Episcopado Argentino. Es una comunidad académica, dedicada a buscar la verdad y cultivar la sabiduría en las distintas disciplinas y ramas del saber. La Dirección de Compromiso Social y Extensión, como área transversal, tiene como propósito motivar y acompañar la búsqueda de la verdad a través de iniciativas pedagógicas de aprendizaje experiencial que permitan reflexionar y concientizar sobre la importancia de una presencia universitaria en la sociedad y, de manera particular, con los sectores más vulnerables.
El 20 de marzo, cuando se decretó en Argentina el aislamiento social, preventivo y obligatorio, desde la Dirección nos propusimos acrecentar las posibilidades de encuentro con nuestros prójimos; aprendiendo nuevos modos de ser y estar en el mundo. La realidad, nos desafió a buscar y descubrir nuevas formas de intervención comunitaria que den respuestas a las nuevas demandas que estaban surgiendo tanto en la comunidad universitaria como en la sociedad.
Por ello, comenzamos a desarrollar diversas iniciativas de aprendizaje y servicio de manera virtual junto a la comunidad con el propósito de realizar un aporte al contexto actual, descubriendo nuevas formas de fraternidad y solidaridad y tomando la situación actual “para que germine un ser humano diferente”.
En este tiempo queremos contribuir a que la UCA siga formando “expertos en humanidad”, siendo una comunidad que se brinde a los demás y al brindarse se encuentre, forme y enriquezca en el diálogo con los otros.
Durante este tiempo se han llevado adelante los siguientes proyectos de aprendizaje y servicio: Acompañamiento Educativo virtual, Emprende, Problemáticas Sociales y Compromiso Social, Oportunidades de Aprendizaje para la primera infancia, UCA te da la Mano, Comunicando en barrios vulnerables, Introducción al mundo radial, Campaña Volver a Jugar, Proceso intensivo de Orientación Vocacional, Saber- saber hacer - saber ser, Atención Psicoterapéutica con modalidad virtual, para poblaciones vulnerables en el contexto de pandemia COVID19 y Acompañamiento a dispositivos de Puerto Madero y Rodrigo Bueno.
http://uca.edu.ar/es

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The Catholic University of Pernambuco - UNICAP, began its activities with the Faculty of Philosophy, Sciences and Letters Manoel da Nóbrega, in 1943, and its formalization as a university took place on September 27, 1951. Inspired by the charism of the Society of Jesus (Ordem de los Jesuítas), Unicap is a Catholic and community university, located in the northeast of Brazil, a region with many challenges and potentialities. With the motto "The campus is the city", Unicap, which has the highest quality rating granted by the Ministry of Education of Brazil, seeks, through community actions, education and research, to promote the comprehensive training of its most of 10 thousand students who work in dozens of undergraduate and graduate courses and positively intervene in reality through actions that promote bridges and exchanges of knowledge, wisdom and experiences, anchored in collective construction and in Christian humane values.

·       Instagram: https://www.instagram.com/unicap.imagem/?hl=pt-br

·       Web: https://portal.unicap.br/

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St Bonaventure University, the Franciscan Center for Social Concern

St. Bonaventure, NY

The Franciscan Center for Social Concern (FCSC) seeks to encourage in all members of the St. Bonaventure University community to yearn for justice and peace, a greater respect for life, and a deeper reverence for all of creation. This journey begins with serving others, but also includes reflecting on that experience with the lens of faith and Franciscan values, integrating it with our studies and becoming agents of positive change. We trust that such a journey will change lives, transform our campus and create a better world.

The Warming House, one of the oldest student run soup kitchens in the nation started as a drop-in center for elderly adults in 1974, and in the early 1980’s began offering one meal a day to the most vulnerable of the Olean area. In a typical year, it serves approximately 6,000 meals annually. During COVID-19 pandemic, numbers soared and last year we served over 12,000 meals. When the pandemic first started, we knew we had to make significant changes to the way that we served meals at the Warming House. Typically, our guests eat in our dining room and once the meal is served, guests and volunteers sit down together and engage in conversation. March 13, 2020, in response to the COVID-19 pandemic, we began a take-out meal service.

Bona Buddies, the largest youth mentoring program in the county offers a one-to-one relationship between St. Bonaventure University students and local children, ages 5-15. All of these children need the friendship, special attention, and interest of an older person. These relationships often fill the gap in the life of a youngster who needs positive role models and experiences. When the Fall 2020 semester began with a new campus wide “no visitors” policy to ensure the safety of the campus community, Bona Buddies had to make changes. For many years, the buddies came to campus each week to meet with their mentors. Many people would take the new ban on campus visitors as a sign to put the program on pause for a semester or two. Instead, the Bona Buddies student leadership team went straight to work. The student leadership team came up with a plan that continued to engage the buddies and mentors despite the COVID-19 pandemic. The COVID-19 Bona Buddies program is working with three ways to engage our buddies (old-school letter writing, monthly activity bags and an hour of tutoring/homework help each week families can opt-into), although we look forward to the day when our buddies can return to campus.

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The FCSC is your headquarters for service learning at St. Bonaventure. We welcome all members of the university community who have a yearning for justice and peace, respect for life, and a deep reverence for creation.

The journey begins with serving others, but also includes reflecting on that experience in the light of faith, integrating it with our studies, and becoming agents for positive change in the Catholic-Franciscan tradition. We believe that such a journey will change lives, transform our campus, and create a better world.

The good you can do through the FCSC

Direct Service
We aid members of the local community who are in need or who suffer from some form of injustice, and join in regional efforts to address social and environmental concerns.

Education
We help foster a consciousness that focuses on the human and spiritual needs of all people, that evokes compassion for those in need, and that instills in people a greater sense of responsibility and an urgency to right wrongs.

Advocacy
We help bring about structural changes that lead to a more just society and church. We stand with those struggling to reclaim their dignity or rights, and we take public stands on matters of justice and peace.

Franciscan Center for Social Concern Programs

The Warming House
Our students, campus and community volunteers serve up nourishment, fellowship and dignity every single day.
The Warming House is one of the oldest student-run soup kitchens in the nation.

It started as drop-in center for lonely adults in 1974, and in the early '80s began offering one meal a day to the hungry, homeless and disadvantaged. Today, the Warming House serves more than 10,000 Olean-area residents annually.

Located in a large storefront at 164 N. Union St. in downtown Olean, the Warming House is open six days a week year-round, and has a support team of more than 300 student volunteers and almost 100 community members.

A United Way agency, the Warming House has grown into a true community center and a valuable resource to Olean-area residents, offering services that include a classroom for developmental education and related workshops.

The Warming House offers service and internship opportunities for St. Bonaventure students as it continues its mission to provide nourishment, fellowship and dignity to its guests.

Bona Buddies
A youth mentoring program where one-to-one relationships are established between SBU students and local children, ages 5 to 15.
All children need the friendship, special attention, and interest of an older person. These relationships often fill the gap in the life of a youngster who needs positive role models and experiences.

By agreeing to give a few hours of your time each month, you can make a difference in the life of a child. It's a great way to get to know others in the community, to help a child, and to have fun.

SBU @ the SPCA

Members of SBU@SPCA participate in weekly trips to the SPCA in Cattaraugus County, a not-for-profit animal shelter dedicated to saving the lives of animals and providing adoption services for homeless and neglected animals.

Students visit the shelter in nearby Olean to walk dogs, play with cats, groom animals, and help with facility cleaning and upkeep.

To learn more about SBU@SPCA, email Harjaap Kathuria or Katie Heitzman.

St. Bonaventure Food Pantry

The SBU Food Pantry began in October 2019 after it became obvious to the campus community that food insecurity is an issue on college campuses across America. We stock fresh and frozen foods (fruits, vegetables as well as proteins) as well as shelf-stable food.

The SBU Food Pantry is located in Room 113 of the McGinley-Carney Center for Franciscan Ministry, right in the center of campus. All members of the SBU community are welcome to visit daily, helping themselves to five food items per day. Pantry hours are 4-8 p.m. Monday-Thursday and 4-6 p.m. on Friday.

If you have questions about the food pantry, please feel free to call (716) 375-2396 during pantry hours, or Alice Miller Nation at (716) 375-7813.

Silver Wolves & Friends with Sisters
Outreach ministries provide companionship to elderly residents in the Olean area.
Students who participate in Silver Wolves develop relationships with residents of two assisted living facilities: Field of Dreams in Allegany and Eden Heights in Olean.*

Friends with Sisters began in 2018 as a pilot program with the Franciscan Sisters of Allegany. Partnering St. Bonaventure University students with Allegany Franciscan sisters allowed each to peek into one another's lives and offer the opportunity for young people to develop a relationship with a vowed religious woman.

For more information about these programs, email Valentina Cossio or Brigid Insley.

*During the COVID-19 pandemic, outreach for these programs is limited to letter writing, phone calls and video conferencing.

Break the Bubble

The St. Bonaventure University community is sometimes referred to as the Bona Bubble, a place where, like any college campus, students feel comfortable, connected, and perhaps somewhat isolated from the rest of the world as they focus on their studies.

Break the Bubble is an opportunity for students to leave campus during mid-semester and holiday breaks, as well as between semesters, to participate in service trips to assist disadvantaged and under-represented populations.

Service-related internships & fellowships

Students may apply for the Robert C. Conroy Memorial Parish Internship or the Mary Yankelovich Endowed Scholarship, awards that allow students to develop their interest in peace, service and social justice.

Sustainability at SBU
As a campus community, we joyfully embrace the challenge to live in "right relationship" with the environment, with one another and the surrounding communities.
In the spirit of Francis of Assisi, we are committed to:

encouraging all constituents, by teaching and through example, to care for and commit to building a more sustainable environment

raising the consciousness of our constituents with regard to the fragility of the environment and all beings

celebrating the gift, goodness and beauty of all creation.

We work to minimize our campus impact on the environment. Our newer facilities incorporate a number of progressive features for conservation. Of course, sustainability is not just about consumption of fossil fuels. We build and maintain our campus with a view toward long-term durability.

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Franciscan Center for Social Concern | St. Bonaventure University

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The FCSC is your headquarters for service learning at St. Bonaventure. We welcome all members of the university community who have a yearning for justice and peace, respect for life, and a deep reverence for creation.

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LUMSA (Libera Università degli Studi Maria Ss. Assunta di Roma)  is a public non-state Italian university formed on Catholic principles. It is the second oldest university in Rome after Sapienza, and was founded by Luigia Tincani in 1939.
University teaching is distributed across three departments: Law, Economics, Politics and Modern languages - Rome campus; Law - Palermo campus; Social Sciences - Communication, Education and Psychology.
Students are the lifeblood of the university. The teaching staff maintain a direct and ongoing relationship with their students, and programs are designed to deliver specific high-level technical and cultural skills. With around 7.200 students, LUMSA is not just a high profile internationally recognised academic institution, it is also a place for personal development.

Service-Learning activities started in 2014 with a small group of students of the faculty of Education. Today SL activities are institutionalized, with different courses offering opportunities for Service-Learning and with an interdisciplinary Laboratory for SL putting together students of different background solving problems that they identify in the community. We are part of different networks, including the Italian network of SL and the European Observatory of Service-Learning in Higher Education.
The online transition of some activities, forced by the Covid-19 emergency, did not stop the SL activities but was useful to discover and test further possibilities of active learning in online environments.

In 2020 we also carried out a research, in collaboration with the Congregation for Catholic Education, focusing on different initiatives, carried out by academic institutions, associations, religious movements and congregations, on  key themes of Pope Francis' Global Compact on Education.

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Università LUMSA | Roma - Palermo - Taranto

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L'Università LUMSA offre, a Roma, Palermo e Taranto, corsi di laurea, master e dottorati di ricerca in area umanistica, economica, psicologica, giuridica, sociale.

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https://ucu.edu.ua/en/news/mayemo-serjozno-pratsyuvaty-ne-tilky-v-kabinetah-j-vyhodyty-nazovni-rektor-uku-o-d-r-bogdan-prah/

https://ucu.edu.ua/en/news/rezultaty-misyatsya-suspilno-oriyentovanogo-navchannya-v-uku-proyekty-vykladachiv-ta-najblyzhchi-plany/

https://ucu.edu.ua/en/news/otets-andrij-shestak-universytet-majbutnogo-maye-sluzhyty/

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Why should education be socially-oriented? - UCU

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«Кожен може зробити свій внесок у загальне благо, яким би молодим, «бідним» чи «особливим» він не був», – зазначила експертка Латиноамериканського центру

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Largo Giovanni Berchet, 2-18, 00152 Roma RM, Italy

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Australian Catholic University, Rome Campus

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Australian Catholic University, Rome Campus

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Australian Catholic University was impacted heavily by COVID-19 in 2020 with many service-learning placements being cancelled. There existed a need to pivot many of these placements to online opportunities where possible, however given the size of the service-learning program at ACU nationally, many students needed to complete an alternative assessment where students reflected on hypothetical community engagement experiences. We also pivoted reflective and debriefing opportunities at the end of semester for students who could not complete a physical placement through the prism of COVID-19 and its effect on community groups who experience disadvantage and marginalisation. This was a useful and poignant adjustment given the impact of COVID-19 on these groups.

Moving forward into 2021, we are optimistic that conditions will be more like ‘business as usual’ as students return to service-learning placements en masse (with minor variations from state-to-state). The first vaccinations have begun, and the Australian government is optimistic about vaccinating the nation within 12-months.

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Public transport tickets are valid on all of Rome's bus, tram and metro lines, except for routes to Fiumicino airport. These tickets are not valid on trains.

The closest bus stops are the No.44 and the No. 75 stops Bonnet/Carini.

No.44 stop is a 400m walk from ACURome campus, see map below. This bus route will take you from the centre of Rome into Trastevere.

The No. 75 bus stop will take you from Trastevere all the way until the last stop, Roma Termini train station.

Public-transport tickets can be purchased from newsstands, tobacconists and vending machines at metro stations and on buses. You can also purchase tickets on your Smartphone by downloading the MyCicero or Tabnet app to use the BiPiù service that allows you to buy individual tickets or monthly passes. Tickets on BiPiù can be purchased as one-day, multi-day or monthly passes and may be used on either buses or the metro. Individual tickets must be activated on the app before boarding; however, monthly passes do not need to be activated before boarding. Simply scan the QR code on your digital ticket as you board and you are good to go!

For more information please see;
https://romevacationtips.com/how-to-use-romes-public-transport/
and
https://www.moreofrome.com/bipiu-app-in-rome/

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Public transport tickets are valid on all of Rome's bus, tram and metro lines, except for routes to Fiumicino airport. These tickets are not valid on trains. The closest bus stops are the No.44 and the No. 75 stops Bonnet/Carini. No.44 stop is a 400m walk from ACURome campus, see map below.

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In 2020 the global pandemic has forced each and every one of us to re-evaluate our ways of teaching and learning, our lives, and our ideas about the future. Whenever possible, KU has tried to offer classes on campus, but due to the circumstances most of our work and study has been taking place online for many months. While this makes it harder for students and teachers or co-workers to get to know each other, it has also offered many new opportunities for change: we are forced to re-think and improve our teaching concepts, not just for the current situation but also for the future. There is a much needed boost in digitalization, which further enables us to develop new opportunities for global collaboration. We have learnt that in times of crisis people are becoming more supportive of each other, which can be seen in the many initiatives that have developed nation wide: grocery shopping for high risk groups, supporting farmers when there was a lack of seasonal workers, looking after children whose parents are essential workers, etc. At KU we have noticed several changes related to SL as well. On the one hand, there has been an influx of students into several political and environmental groups, but on the other hand, out of all the students who have enrolled in our course for societal improvement and collaboration, only 12% have completed the course - however, the remaining students have expressed their willingness to complete the course on campus, albeit not in a digital format. In addition to this, our ways of collaboration with society have changed from an in person to a digital setting, as the majority of our students is currently not on site in Eichstätt, while our project partners are in the area. In summary, the COVID-19 pandemic has presented us with a much needed push to update and improve our ways to collaborate and interact with each other and rethink our ways of educating each other, but at the same time it has also slowed down some of our progress in regards to SL.

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https://www.ku.de/en/
In 2020, whenever possible, KU has tried to offer classes on campus, but due to the circumstances most of our work and study has been taking place online. While this makes it harder for students and teachers or co-workers to get to know each other, it has also offered many new opportunities for change: we are forced to re-think and improve our teaching concepts, not just for the current situation but also for the future. There is a much needed boost in digitalization, which further enables us to develop new opportunities for global collaboration.

At KU we have noticed several changes related to SL as well. On the one hand, there has been an influx of students into several political and environmental groups, but on the other hand, out of all the students who have enrolled in our course for societal improvement and collaboration, only 12% have completed the course - however, the remaining students have expressed their willingness to complete the course on campus, albeit not in a digital format. In addition to this, our ways of collaboration with society have changed from an in person to a digital setting, as the majority of our students is currently not on site in Eichstätt, while our project partners are in the area.

In summary, the COVID-19 pandemic has presented us with a much needed push to update and improve our ways to collaborate and interact with each other and rethink our ways of educating each other, but at the same time it has also slowed down some of our progress in regards to SL.

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Université Catholique de Lille

Founded in 1875, the Université Catholique de Lille is a multidisciplinary institution unique in France. From its very beginnings, what is now France’s largest private, not-for-profit university has distinguished itself within the fields of higher education, research, and health, through its commitment to mutual care as a central value. The institution both supports and is supported by the local region and community, and is open to diversity, and to the world.

About 35,000 students are enrolled in educational programmes offered in 5 faculties and 20 schools, institutions, and Grandes Ecoles (colleges) covering a wide variety of fields of study (Law, Economics, Business & Management, Innovation & Desing Thinking, Arts, Humanities, Theology, Ethics & Education, Health & Social Care, Science & Technologies, Political Science & International Relations).

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L'Université Catholique de Lille est une université pluridisciplinaire qui associe Facultés, Grandes Ecoles, Ecoles Supérieures et Instituts dans 6 disciplines : Lettres et Sciences Humaines, Droit, Économie-Gestion, Sciences et Technologies, Médecine, Théologie.

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Université de Namur

The university of Namur(moren than 6,000 students), anchored in the capital city of Wallonia, puts the human in the core of its activities. This human dimension is the link that transcends the values inherited from the Jesuit tradition: openness, excellence, sustainability and freedom.

In order to concretize its mission of service to society, the University of Namur actively collaborates with local, regional, national and international actors. It makes its knowledge and the know-how of the departments of its six faculties available to citizens in order to provide answers to major societal challenges.

Taking into account their specializations, their histories and their recent developments, the six faculties of the University of Namur actively contribute to this third mission: Faculty of Philosophy and Letters, of Law, of Economics, Social Sciences and Management, of Computer Science, of Science, and of Medicine.

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P r o g r a m m e s t a u g h t i n e n g l i s h

The University of Namur offers five programmes in English:

U N a m u r a t a g l a n c e

Meaningful teaching

Human-centred and ethical

Meaning and a focus on the human person are the guiding principles at UNamur. You will be trained to take responsibility. The commitment of the professors to their teaching role is a priority. You will be central to their concerns !

Open to the world

40% of students complete an internship or take part of their course abroad (in Europe, the USA, Japan, Brazil... and also developing countries). Language training will help turn you into citizens of the world.

Value-based research

Interdisciplinarity and aim for excellence

The UNamur research institutes bring together and interweave various skills around a global topic. This way of functioning favours transdisciplinary collaboration and original approaches for research as well as for teaching.

These research institutes are centres of excellence in their fields of expertise, including Energy and the Environment, Materials, Social Sciences and Humanities, Life Sciences and ICT.

An exceptional setting

At the heart of the city

Ten minutes' walk from the train station, next to the pedestrian zone and the high street, and overlooking the River Sambre and the Louise-Marie Park, the university campus is a vibrant place and is ideally located.

Capital of Wallonia

Namur occupies a strategic position. Situated at the intersection of numerous rail and motorway routes, it is Wallonia's most accessible city.

A rich and varied student life

University life is also a unique time for personal fulfilment through cultural activities, sports, festivals and social life.

Namur has everything you need to express your talents and beliefs! Each year, the Assemblée Générale des Etudiants (Students' Union) organises a number of events, and you can become involved in a range of different projects.

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Welcome to the University of Namur - University of Namur

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The University of Namur offers five programmes in English: Human-centred and ethical Meaning and a focus on the human person are the guiding principles at UNamur. You will be trained to take responsibility. The commitment of the professors to their teaching role is a priority. You will be central to their concerns !

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This is to announce that the 5th Graduation Ceremony for students who will have fulfilled all requirements (financial, academic etc.), for their respective academic programs, is expected to be held on Friday 9th, April 2021. Considering that, the number of

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University of Kisubi - In Virtue We Educate

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This is to announce that the 5th Graduation Ceremony for students who will have fulfilled all requirements (financial, academic etc.), for their respective academic programs, is expected to be held on Friday 9th, April 2021. Considering that, the number of

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The University suffered the effects of the lock down that brought business to a standstill. In particular, it affected all the practicum, internship and fieldwork activities, which we are so far implementing as our Service Learning programmes. Meanwhile, we continued pursuing some of them in an improvised manner through the virtual platforms.

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This is to announce that the 5th Graduation Ceremony for students who will have fulfilled all requirements (financial, academic etc.), for their respective academic programs, is expected to be held on Friday 9th, April 2021. Considering that, the number of

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University of Kisubi - In Virtue We Educate

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This is to announce that the 5th Graduation Ceremony for students who will have fulfilled all requirements (financial, academic etc.), for their respective academic programs, is expected to be held on Friday 9th, April 2021. Considering that, the number of

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At the beginning of the COVID-19 outbreak, the Taiwan government made border control policies to keep the virus out and prevent the disease from spreading in Taiwan. Besides, The Executive Yuan approved the establishment of the COVID-19 Central Epidemic Command Center (CECC) as a level 3 center on January 20, 2020.

Our country implements the major policies are:

(1) Creating a line of defense at the border and keeping the virus out

(2) Provide a steady supply of disease prevention supplies to reassure society and the people

(3) Safeguarding the community line of defense to create a positive new lifestyle for disease prevention

(4) Secure the Medical System and Complete the Power of Medical Care

(5) Adequate testing capacity and precisely locate potentially infected individuals

(6) International cooperation

(7) Personal Data Protection

The detailed information could be referenced the following website: https://covid19.mohw.gov.tw/en/mp-206.html

Focus on the impact of COVID-19 on education, it actively prepares multiple and comprehensive distance teaching for teachers and offers online teaching courses in FJCU. Besides, the epidemic has slowed down in Taiwan with the efforts of the government. Courses with SL components are continued and implement prevention measures in the curriculum planning.

Although the international service-learning projects were not implemented, we still contacted the institutions overseas by email and social media to understand the situation of the epidemic and other news local. Also, we held lectures on cultural understanding of overseas countries and continue to pay attention to local issues.

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As of 17th February 2021, India reported 10,937,320 COVID-19 cases and it has impacted the work of the University immensely:
- All students left home because of the lockdown.
- Teaching changed from the offline mode to the online platform
- All faculty were advised to work from home
- For the initial month, community services were on pause as it was not advised to go out.

After a month of the lockdown, the university community started responding to the needs of the people and the State as a whole through relief distribution,  mask production, and promotion of mental health through online counseling, awareness videos, and sessions on a virtual platform.  The department of Psychology
The Academic Block 2 of the University was also utilized by the Government as a COVID Care Centre with 350 beds.
The University Faculty and students also developed a Covid-19 tracker and information Website for Assam that features the latest news articles, related to Covid-19 in the State.
The pandemic has also led to the start of a project aiming at Bridging the Digital Divide by installing ICT Tools and developing digital content for children in 9 schools and 1 Early Childhood Education Center (Anganwadi Centre).The Counselling Community Cell anchored by the Department of Psychology took initiative towards promoting mental health during the Pandemic, by providing tele-counselling sessions through DHARA HELPLINE (under Global Pandemic Response Forum), to COVID-19 front liners, the general public, and the students. Links for SL Programmes:
https://www.youtube.com/watch?v=-96ImKuYWaM
https://www.youtube.com/watch?v=-96ImKuYWaM&t=13s
https://www.youtube.com/watch?v=HMNYwqqgBdA
https://web.dbuniversity.ac.in/certificate-of-appreciation-from-health-department/
https://web.dbuniversity.ac.in/international-yoga-day-2020/
https://www.youtube.com/watch?v=9SGv176XeaM
https://www.facebook.com/cdsi.dbuniversity https://drive.google.com/file/d/19Qzk5wP82V8P-kjlXN-fFV4BQmy4zF1G/view?usp=sharing

The majority of the outreach programmes in the year 2020 were centered around  COVID-19.

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Aquinas College

Aquinas College has successfully maintained in-person and virtual instruction during the 2020-2021 academic year.  Although we have not been able to travel off campus for service opportunities, we have been able to strengthen our partnerships in the community.  At least monthly students have virtually gathered with local non-profit leaders to learn about different organizations' missions and what the most pressing needs of our community are in the present situation.  We have organized supplies drives, hygiene kit making, baby blanket making, pen pal card writing for our quarantined Sisters, and advocacy workshops concerning different areas of justice according to the principles of Catholic Social Teaching.  During New Student Orientation every new student participated in a day of service that partnered with an organization which provides food for local school aged children.  The impact of our first year students resulted in five local children receiving fresh and nutritious food, every day for an entire year.

Also, please add a link to your website:

https://www.aquinas.edu/service-learning

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"A form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development" -B. Jacoby

Service Learning engages students in civic responsibility, critical thinking, and structured reflection by actively involving them in organized community service. This, in turn, prepares students for a lifetime of personal growth and social responsibility.

AQ Service Learning trips allow students to put their faith into action and practice the Dominican charisms of prayer, study, community and service.

Aquinas students to provide assistance in areas affected by recent hurricanes

Several students participating in the college's upcoming service learning trips this fall break will be providing assistance to areas that have been affected by recent hurricanes.

Approximately 64 total students will participate in Aquinas' annual service-learning trips October 20-28. Those areas include St. Peter Claver Church and School in New Orleans, Louisiana, and El Llano in the Dominican Republic through the Building Bridges of Hope partnership. >Read More

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"A form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development" -B. Jacoby Service Learning engages students in civic responsibility, critical thinking, and structured reflection by actively involving them in organized community service.

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The University of Dayton has been especially restrictive in terms of keeping students on campus during this academic year in order to decrease the risk of spread of COVID-19 on both our campus and in the community. Because of this, all of our in-person service and civic engagement programs have been cancelled. Nevertheless, with some creativity, some programs have been adapted to move online and some have been newly created. Secondly, these restrictions have also enabled the University to spend more time teaching and learning about the social justice issues that are discussed in Catholic social teaching. Here are a few examples:

SERVICE--starting with the needs of our local, national and international community partners

Helping local partners with digital resources such as creating and updating websites, social media, videos and marketing plans

Online tutoring and mentoring

Making cards and such to be delivered to residents of nursing homes or placed in food packages for children

Online Rosary for Life

Online legislative meetings with elected officials on social justice issues rooted in Church teaching

LEARNING--

Online social justice-focused retreats, one on Faithful Citizenship and one on racism

Small faith communities on CST issues meeting by Zoom

Virtual delegation to El Salvador with CRISPAZ

Participation in the virtual Catholic Social Ministry Gathering

Online discussions with local leaders and community partners to learn about the needs of the greater Dayton community

Speakers and panels of experts on Catholic social teaching and the issues it addresses brought in by Zoom

Posts about CST placed on our social media platforms

Virtual dialogues on CST issues

You can find out more information at https://udayton.edu/ministry/csc/index.php. A video created early in the fall on plans, most of which have come to fruition, can be found at https://youtu.be/UIgn5vekTvs

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EL Conversations with Campus Partners - Center for Social Concern

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To protect yourself and limit the spread of infection, prevention remains the most effective weapon. Access to, stay at and exit from the University campuses require specific measures to be taken to ensure the protection of one's own health and that of the entire university community. The rules to be complied with are detailed in the Protocollo di emergenza epidemiologica da SARS-CoV-2 guidelines, which all those who enter Università Cattolica must read in detail. For the sake of effectiveness, the main measures to be followed are summarised here.
Before entering the University you must:

Measure your body temperature and do not go to the University in case of a respiratory infection characterized by fever above 37.5 °C and/or other symptoms related to COVID-19, following the instructions of your physician and of the health authorities.

Comply with the regulations and the reference indications in the home - University route, also with reference to the use of means of transport, sanitising your hands before entering Università Cattolica.

Access the campuses according to the modalities established by the University competent structures and disseminated through institutional communication channels.

Access activities (such as lectures) and academic and administrative services (such as library, student secretariats) in presence and, where necessary remotely upon booking, using the rotation systems defined by the competent structures.

Keep with you certificates (digital receipts, app notifications, e-mails) authorising attendance at the University, to be shown if required.

During your access and stay at the university, you must:

Wear a suitable facial mask (the use of the so-called 'community masks' is not allowed).Keep with you your own equipment of suitable face masks, also considering the need for replacement due to wear and tear during your stay at the University.

Access the campus only from the allowed accesses, in an orderly manner, respecting the interpersonal distance of 1 metre, paying particular attention to any indications given by the personnel in charge (such as the person in charge of body temperature detection, also by means of thermo-scanners).

If your body temperature detected at the entrance is higher than 37.5 °C, access to the University will not be allowed. Follow the instructions that will be given to you in this case and promptly contact your family doctor.

If symptoms develop during your stay at the University, please inform the staff of your conditions. If your temperature is higher than 37.5 °C and/or there are other symptoms of COVID-19, go, accompanied by the staff in charge, to specific areas where you can stay until further notice, providing your personal details, and information about the areas you have been to and close contacts you might have had with other people. If your body temperature exceeds 37.5 °C and you have symptoms of COVID-19, contact your family doctor, who will also advise you about returning to your home, as soon as possible.

Maintain an interpersonal distance greater than or equal to 1 metre and respect the signs and markings relating to distance, avoiding gatherings. Access and leave the classrooms in an orderly manner, avoiding unnecessary stationing and gatherings in or around the classrooms (e.g. in the corridors and courtyards). During the breaks between the activities scheduled at the University, use the spaces available for this purpose, if provided for and specifically indicated. In the classrooms with a fixed position, occupy the "chequered" positions in the classrooms, respecting the minimum distance of 1 metre, with a margin of 10%.

Strictly respect the hygienic and behavioural standards established by the University.

Frequently practice hand hygiene, even more so in the case of contact with surfaces and tools of communal use.

Sanitize your hands before entering the classrooms and the rooms where services are provided.

Remain inside the University, including in open spaces, exclusively for the time necessary to carry out the activities in which you are involved.

Conduct meetings limiting the number of participants and favouring the use of remote communication tools, where applicable. Reception with professors/lectures takes place remotely.

Respect the maximum capacity of the rooms used, i.e. the number of simultaneous attendances allowed. If specific situations are foreseen, follow the instructions of the person responsible for the activities carried out in the premises concerned and the competent structures.

Respect your turn to access the services and the premises. Respect the times at which lessons start or at which you have booked services.

Privilege the use of stairs instead of lifts, the use of which is permitted to one person at a time.

Use the appropriate containers for the disposal of disposable masks and gloves.

Use the contacts at the bottom of the page to inform the competent facilities of any Covid-19 symptoms.

When leaving the University, you must:

Please do not leave personal belongings inside the University premises.

Please return to your home respecting the same precautionary measures taken to reach the University.

For any communication regarding the University's SARS-CoV-2 containment measures, contact infocoronavirus@unicatt.it which is available for all the University campuses. For the campuses of Milan, Brescia, Cremona-Piacenza it is also possible to contact the campuses on their telephone numbers:
■ Milan 02 7234 2000
■ Brescia 030 2406 499
■ Piacenza-Cremona 0523 599 111

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Info Covid-19, provisions for the university community | Università Cattolica del Sacro Cuore

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To protect yourself and limit the spread of infection, prevention remains the most effective weapon. Access to, stay at and exit from the University campuses require specific measures to be taken to ensure the protection of one's own health and that of the entire university community.

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KdG University of Applied Sciences and Arts

KdG stands for sustainable development, for students, staff and society.
In a mutual interaction, based on an inviting learning, living and working environment. Driven to let students perform to the best of their abilities and work towards top quality. Driven by values, Christian inspired, open towards other ideologies.
Together, with both feet firmly in the real world, we turn KdG into a warm, sincere and dynamic environment. We aim high, always respectfully, and give anyone a fair chance.

KdG reaches out to over 13,000 students spread over 7 campuses in the city of Antwerp, in 6 fields of study: health care, commercial sciences and commercial studies, industrial sciences and technology, education, visual arts, and social work.
The central question KdG asks its students is 'how will you make a difference?'

The vision is for alumni, students and staff to take their responsibility when it comes to the creation of a sustainable society. Well-thought and confident.

KdG joins Association KU Leuven with regards to the UNISERVITATE project.

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Join our international classroom here in Antwerp, Europe. We offer degrees taught in English that help prepare you for the global workplace.

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Artevelde University of Applied Sciences

Artevelde offers a wide variety of study programmes in the fields of business, teacher training, communication and media, healthcare and social work. It has about 15,000 students spread across 15 campuses throughout the city of Ghent.

Artevelde aims to be a centre of expertise with true added value for the city that hosts them and believes the city with all its neighbourhoods brings added value to the school and the learning of their students. They collaborated with Ghent city officials to initiate a webplatform that offers various opportunities for all students (not only theirs) to engage in service work: gentlestudent.gent. Their aim is to promote this throughout all Flemisch cities as a replicable, open source tool.

Artevelde joins Association KU Leuven with regards to the UNISERVITATE project.

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Artevelde University of Applied Sciences

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Artevelde University of Applied Sciences

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Artevelde University of Applied Sciences

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Catholic University Leuven

25 SERVICE-LEARNING COURSES

KU Leuven is dedicated to education and research in nearly all fields. Its fifteen faculties offer education, while research activities are organized by the departments and research groups. These faculties and departments, in turn, are clustered into three groups: Humanities and Social Sciences, Science, Engineering and Technology (SET), and Biomedical Sciences. Each of these groups has a doctoral school for its doctoral training programmes.

KU Leuven boasts fourteen campuses, spread across 10 cities in Flanders, reaching about 60,000 students.

During academic year 2020-2021, the KU Leuven offers 25 service-learning courses, spread over 4 campuses and 11 faculties. More than 800 KU Leuven students meaningfully engage within their communities, in cooperation with more than 80 community partners.

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LUCA School of Arts

LUCA School of Arts is the only university college in Flanders exclusively dedicated to art and design, making it unique in the region. The art school combines the strengths and expertise of five renowned Flemish higher education institutions for art and design, spread across Brussels, Genk, Ghent and Leuven.
Most of the programmes are taught in Dutch, but LUCA offers six full-English MA programmes on its campuses in Brussels and Leuven.

Catering to over 3,000 students, LUCA offers more than 30 programmes in Audiovisual Arts & Techniques, Interior & Product Design, Construction, Music & Drama, and Visual Arts & Design.

As a School of Arts, the goal is to offer students a very broad professional and personal development, making it possible for them to find a professional path in very varied sectors of work. Only a few will become professional artists. Engaging in community service learning then ensures art students to discover not only various fields of work, but more importantly what they can contribute to society at large, and for all kinds of organisations to discover what added value art and art students can bring them.

LUCA is a member of Association KU Leuven.

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The Nearby Future

After each academic year, LUCA School of Arts invites one or more curators to curate an exhibition of work by recently graduated artists and designers. With this, LUCA wants to give them a boost at the start of their professional career.

No physical exhibition this time. De Markten and LUCA set up a virtual exhibition for the first time. A new experience with new possibilities.

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The Nearby Future After each academic year, LUCA School of Arts invites one or more curators to curate an exhibition of work by recently graduated artists and designers. With this, LUCA wants to give them a boost at the start of their professional career. No physical exhibition this time.

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Odisee

Odisee offers 25 professional Bachelor degree programmes and 3 Bachelor-after-Bachelor programmes in 6 fields of study (Biotechnology, Commercial Sciences and Business Studies, Education, Health Care, Industrial Sciences and Technology, and Social and Community Work) to about 10,000 students, and has campuses located in and around Brussels and in the province of Eastern Flanders (Ghent, Sint-Niklaas, and Aalst).

With co-creation being one of their core-principles, its vision on education specifies community service learning as a  pedagogical approach to ensure the societal dimension is fully integrated in the learning process of each student. Odisee sees learning as co-creating with society.

Odisee is a member of Association KU Leuven.

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With approximately 10,500 students, Odisee is among the largest educational institutions in Flanders. She has 6 campuses in Brussels, Aalst, Ghent and Sint-Niklaas. Odisee is part of the KU Leuven Association.

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Thomas More

Thomas More is the largest university of applied sciences in Flanders, offering more than 30 Dutch-taught and a range of English-taught bachelor degree programmes & postgraduates in the province of Antwerp. Next to that, Thomas More offers exchange programmes in English, for students from partner universities.

About 20.000 students are enrolled in classes spread over 12 campuses (in Antwerp, Geel, Lier, Mechelen, Sint-Katelijne-Waver, Sint-Niklaas, Turnhout en Vorselaar). Within and beyond the province of Antwerp, it is a strategic partner for many large and small businesses, instututions and organisations.

Next the the academic training, Thomas More seeks to invest in students's broad personal and relational development among others by implementing the SL pedagogy in all disciplines.

Thomas More is a member of Association KU Leuven.

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Welcome to the international website of Thomas More! Thomas More is the largest university of applied sciences in Flanders, offering more than 30 Dutch-taught and a range of English-taught bachelor degree programmes & postgraduates in the province of Antwerp. Next to that, Thomas More offers exchange programmes in English, for students from partner universities.

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University Colleges Leuven Limburg

UC Leuven-Limburg (UCLL)  is one of the major universities of applied sciences in Flanders with over 14,000 students studying in 5 faculties (Teacher Education, Health, Social work, Management and Technology) spread over 8 campuses (in Leuven, Diest, Hasselt, Diepenbeek, Genk).

Service Learning fits perfectly with its vision on education - the Moving Minds DNA - and their commitment to the SDG's.

UCLL is a member of Association KU Leuven.

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CORONA-UPDATES

Find UCLL coronavirus updates on our Facebook page or more detailed information on our Intranet (students and staff only).

ucll steadies the course...

...even in these strange and for many difficult times. Here's how we tackle the challenges of the worldwide Covid19 pandemic.

all our international programmes remain available

As active member of Association KU LEUVEN we stay committed to offering you the same quality higher education as before the pandemic. Whenever possible, we'll organise your classes on our campuses. But as long as lockdown measures or travel restrictions prevent you to physically attend, we'll provide the highly interactive on-line course alternatives our Belgian and international students currently participate in.

unchanged affordable tuition fees for next academic year

Many aspiring international students face severe budget constraints in the face of soaring prices due to Covid19's economic impact. Partly helped by the heavily subsidized higher education in Belgium, UCLL maintains its high value for money offering.

Welcome @ UCLL

UC Leuven-Limburg (UCLL) is one of the major universities of applied sciences in Flanders with over 14,000 students and 9 campuses.

Our English language degree programmes are offered on our Leuven campuses.

Our degree programmes in English

Overall, we offer 18 professional bachelor's programmes and 13 post-bachelor's programmes, most of which are in Dutch.

Our exchange programmes

We offer exchange programmes on all UCLL campuses.

Brochure

Tuition Fees

We value every UCLL student and do not want to discriminate based on their background, nationality, or origin. That is why we use the same tuition fee rate for domestic and international students.

Housing

Our staff members will provide information and assistance wherever needed. Start your search by visiting our Housing web page for all practical information.

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Find UCLL coronavirus updates on our Facebook page or more detailed information on our Intranet (students and staff only). ucll steadies the course... ...even in these strange and for many difficult times. Here's how we tackle the challenges of the worldwide Covid19 pandemic.

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VIVES University of Applied Sciences

It is the largest of its kind in West Flanders, consisting of 5 campuses (Bruges, Ostend, Kortrijk, Roeselare and Torhout), offering courses in 6 fields of study (Applied Engineering and Technology, Applied Social Studies, Biotechnology, Commercial Sciences, Business Management and Informatics, Education, and Health Care), reaching out to about 16,000 students.

VIVES explicitely aims for students and staff to engage in active dialogue with the workplace  and society as a whole, therefore embracing the concept of service learning.

VIVES is a member of Association KU Leuven.

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Tasty Belgium

Belgium is a country for real gourmands. From sweet to savory, this country has it all with the best quality. Belgium is known for its delicious chocolates, waffles, fries and, of course, world's best beers and many more.

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Belgium is a country for real gourmands. From sweet to savory, this country has it all with the best quality. Belgium is known for its delicious chocolates, waffles, fries and, of course, world's best beers and many more.

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116 George St, Thebarton SA 5031, Australia

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https://www.acu.edu.au/about-acu/community-engagement
Australian Catholic University was impacted heavily by COVID-19 in 2020 with many service-learning placements being cancelled. There existed a need to pivot many of these placements to online opportunities where possible, however given the size of the service-learning program at ACU nationally, many students needed to complete an alternative assessment where students reflected on hypothetical community engagement experiences. We also pivoted reflective and debriefing opportunities at the end of semester for students who could not complete a physical placement through the prism of COVID-19 and its effect on community groups who experience disadvantage and marginalisation. This was a useful and poignant adjustment given the impact of COVID-19 on these groups.

Moving forward into 2021, we are optimistic that conditions will be more like ‘business as usual’ as students return to service-learning placements en masse (with minor variations from state-to-state). The first vaccinations have begun, and the Australian government is optimistic about vaccinating the nation within 12-months.

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Adelaide lifestyle

The 'City of Churches' is now better known for its vibrant arts scene, busy nightlife and mix of multicultural influences. In your free time, you're spoilt for choice with beaches, galleries and gigs on offer. And, when you need some time out, there are peaceful parks, museums and, of course, churches to enjoy.

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Adelaide lifestyle The 'City of Churches' is now better known for its vibrant arts scene, busy nightlife and mix of multicultural influences. In your free time, you're spoilt for choice with beaches, galleries and gigs on offer. And, when you need some time out, there are peaceful parks, museums and, of course, churches to enjoy.

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223 Antill St, Watson ACT 2602, Australia

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Australian Catholic University, Canberra, ACT

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Australian Catholic University, Canberra, ACT

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https://www.acu.edu.au/about-acu/community-engagement
Australian Catholic University was impacted heavily by COVID-19 in 2020 with many service-learning placements being cancelled. There existed a need to pivot many of these placements to online opportunities where possible, however given the size of the service-learning program at ACU nationally, many students needed to complete an alternative assessment where students reflected on hypothetical community engagement experiences. We also pivoted reflective and debriefing opportunities at the end of semester for students who could not complete a physical placement through the prism of COVID-19 and its effect on community groups who experience disadvantage and marginalisation. This was a useful and poignant adjustment given the impact of COVID-19 on these groups.

Moving forward into 2021, we are optimistic that conditions will be more like ‘business as usual’ as students return to service-learning placements en masse (with minor variations from state-to-state). The first vaccinations have begun, and the Australian government is optimistic about vaccinating the nation within 12-months.

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https://www.acu.edu.au/about-acu/community-engagement
Australian Catholic University was impacted heavily by COVID-19 in 2020 with many service-learning placements being cancelled. There existed a need to pivot many of these placements to online opportunities where possible, however given the size of the service-learning program at ACU nationally, many students needed to complete an alternative assessment where students reflected on hypothetical community engagement experiences. We also pivoted reflective and debriefing opportunities at the end of semester for students who could not complete a physical placement through the prism of COVID-19 and its effect on community groups who experience disadvantage and marginalisation. This was a useful and poignant adjustment given the impact of COVID-19 on these groups.

Moving forward into 2021, we are optimistic that conditions will be more like ‘business as usual’ as students return to service-learning placements en masse (with minor variations from state-to-state). The first vaccinations have begun, and the Australian government is optimistic about vaccinating the nation within 12-months.

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The Daniel Mannix Building, Fitzroy VIC 3065, Australia

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https://www.acu.edu.au/about-acu/community-engagement
Australian Catholic University was impacted heavily by COVID-19 in 2020 with many service-learning placements being cancelled. There existed a need to pivot many of these placements to online opportunities where possible, however given the size of the service-learning program at ACU nationally, many students needed to complete an alternative assessment where students reflected on hypothetical community engagement experiences. We also pivoted reflective and debriefing opportunities at the end of semester for students who could not complete a physical placement through the prism of COVID-19 and its effect on community groups who experience disadvantage and marginalisation. This was a useful and poignant adjustment given the impact of COVID-19 on these groups.

Moving forward into 2021, we are optimistic that conditions will be more like ‘business as usual’ as students return to service-learning placements en masse (with minor variations from state-to-state). The first vaccinations have begun, and the Australian government is optimistic about vaccinating the nation within 12-months.

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22 Main St, Blacktown NSW 2148, Australia

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https://www.acu.edu.au/about-acu/community-engagement
Australian Catholic University was impacted heavily by COVID-19 in 2020 with many service-learning placements being cancelled. There existed a need to pivot many of these placements to online opportunities where possible, however given the size of the service-learning program at ACU nationally, many students needed to complete an alternative assessment where students reflected on hypothetical community engagement experiences. We also pivoted reflective and debriefing opportunities at the end of semester for students who could not complete a physical placement through the prism of COVID-19 and its effect on community groups who experience disadvantage and marginalisation. This was a useful and poignant adjustment given the impact of COVID-19 on these groups.

Moving forward into 2021, we are optimistic that conditions will be more like ‘business as usual’ as students return to service-learning placements en masse (with minor variations from state-to-state). The first vaccinations have begun, and the Australian government is optimistic about vaccinating the nation within 12-months.

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The Saint Josephine Bakhita Campus, Blacktown

ACU's Blacktown Campus will be named in honour of St Josephine Bakhita, patron saint of Sudan and of victims of slavery. True to its mission as a Catholic University, ACU Blacktown will be distinctly Catholic but welcoming of people of all faiths and none; inviting them to engage fully in an authentic Catholic university experience in Western Sydney.

Saint Josephine is an inspiration to people everywhere and her prayers and example will help us contribute to the mission and priorities of the Diocese of Parramatta, in which St Josephine Bakhita Campus is located.

Apply for a Blacktown Campus scholarship

We have a range of scholarships on offer at our Blacktown Campus and it pays to check your eligibility. For example, our Jim Anderson scholarships are awarded for leadership, equity or merit and range in value from $5,000 ¬- $20,000.

Check your eligibility and apply now.

Jim Anderson Memorial Leadership Scholarship
Jim Anderson Memorial Equity Scholarship
Jim Anderson Memorial Merit Scholarship
View all scholarships

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ACU's Blacktown Campus will be named in honour of St Josephine Bakhita, patron saint of Sudan and of victims of slavery. True to its mission as a Catholic University, ACU Blacktown will be distinctly Catholic but welcoming of people of all faiths and none; inviting them to engage fully in an authentic Catholic university experience in Western Sydney.

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Australian Catholic University is dedicated to a culture of service through deep and lasting engagement with our communities. Learn how to get involved.

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Campus Dr, Strathfield NSW 2135, Australia

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Australian Catholic University, Strathfield, NSW

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Australian Catholic University, Strathfield, NSW

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https://www.acu.edu.au/about-acu/community-engagement
Australian Catholic University was impacted heavily by COVID-19 in 2020 with many service-learning placements being cancelled. There existed a need to pivot many of these placements to online opportunities where possible, however given the size of the service-learning program at ACU nationally, many students needed to complete an alternative assessment where students reflected on hypothetical community engagement experiences. We also pivoted reflective and debriefing opportunities at the end of semester for students who could not complete a physical placement through the prism of COVID-19 and its effect on community groups who experience disadvantage and marginalisation. This was a useful and poignant adjustment given the impact of COVID-19 on these groups.

Moving forward into 2021, we are optimistic that conditions will be more like ‘business as usual’ as students return to service-learning placements en masse (with minor variations from state-to-state). The first vaccinations have begun, and the Australian government is optimistic about vaccinating the nation within 12-months.

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Vice-Chancellery Building, North Sydney NSW 2060, Australia

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Australian Catholic University, North Sydney, New South Wales

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Australian Catholic University, North Sydney, New South Wales

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https://www.acu.edu.au/about-acu/community-engagement
Australian Catholic University was impacted heavily by COVID-19 in 2020 with many service-learning placements being cancelled. There existed a need to pivot many of these placements to online opportunities where possible, however given the size of the service-learning program at ACU nationally, many students needed to complete an alternative assessment where students reflected on hypothetical community engagement experiences. We also pivoted reflective and debriefing opportunities at the end of semester for students who could not complete a physical placement through the prism of COVID-19 and its effect on community groups who experience disadvantage and marginalisation. This was a useful and poignant adjustment given the impact of COVID-19 on these groups.

Moving forward into 2021, we are optimistic that conditions will be more like ‘business as usual’ as students return to service-learning placements en masse (with minor variations from state-to-state). The first vaccinations have begun, and the Australian government is optimistic about vaccinating the nation within 12-months.

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https://www.acu.edu.au/about-acu/community-engagement
Australian Catholic University was impacted heavily by COVID-19 in 2020 with many service-learning placements being cancelled. There existed a need to pivot many of these placements to online opportunities where possible, however given the size of the service-learning program at ACU nationally, many students needed to complete an alternative assessment where students reflected on hypothetical community engagement experiences. We also pivoted reflective and debriefing opportunities at the end of semester for students who could not complete a physical placement through the prism of COVID-19 and its effect on community groups who experience disadvantage and marginalisation. This was a useful and poignant adjustment given the impact of COVID-19 on these groups.

Moving forward into 2021, we are optimistic that conditions will be more like ‘business as usual’ as students return to service-learning placements en masse (with minor variations from state-to-state). The first vaccinations have begun, and the Australian government is optimistic about vaccinating the nation within 12-months.

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UNIVERSIDADE CATÓLICA PORTUGUESA - Lisboa, Portugal

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UNIVERSIDADE CATÓLICA PORTUGUESA - Lisboa, Portugal

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Established in 1967, UCP is one university with four centers located in different regions of Portugal: Braga, Lisboa, Porto and Viseu.

The pandemic is severely affecting our country and we are currently under lockdown. In higher education, most activities have quickly returned to online teaching. This transition was possible with existing technological resources, optimized to promote students' learning potential, and training opportunities for teachers to ease the transition. Particularly in SL experiences, some were adapted to virtual SL, new SL experiences have been developed, as a response to COVID-19 challenges and other SL experiences, namely involving Health, continued. Católica assured Covid-Safe certification in the four campi, keeping the academic community safe.

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Katolicki Uniwersytet Lubelski Jana Pawła II, Aleje Racławickie, Lublin, Polska

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John Paul II Catholic University of Lublin (KUL), Lublin, Poland

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John Paul II Catholic University of Lublin (KUL), Lublin, Poland

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KUL was founded in 1918 by the Polish Episcopate on the initiative of Rev. Idzi Radziszewski. KUL has been entrusted to the Sacred Heart of Jesus. In the years 1954-78 Rev. Karol Wojtyła was a professor of KUL. According to KUL maxim - " Deo et Patriae" – university is a modern place of higher education which conduct research in the spirit of harmony between science and faith. The wide scope of scientific activity includes theological, philosophical, humanistic, law , social, natural and healt siciences. University educates Polish and foreign students, to participate in the public life with foundation of catholic values. KUL plays also important role in public life in local and national level. In UNISERVITATE project KUL will develop, among others, it's services for communities and external institutions in the fields of psychology and landscape planning.

KUL has adapted to the global pandemic covid-19. Safety measures have been put in place: online education, small groups for practice excersises, online research work, mandatory face coverings in university buildings, etc.
We also implemented activities to help citizens during the pandemic, like free psyhological help for young people.
The pandemic has affected our collaboration in the field of spatial planning and public participation: investment processes didn't stop but public participation and control has radically raised down.

We hope, that Uniservitate project will bring us to a new level of participation in public life.
www.kul.pl

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CATHOLIC UNIVERSITY OF CENTRAL AFRICA
https://ucac-icy.net/

COVID-19 INFECTIONS IN CAMEROON

Some updates on the pandemic

Total Cases 33,749.

Deaths 523.

Recoveries 30,609.

No vaccine implementation up to now

COVID-19 IMPACT ON EDUCATION in our UNIVERSITY

Our Institution was closed for 3 months from March 2020 to May 2020. During this period, only online classes were organized. In June 2020, Face to Face teaching and Learning resumed on strict respect of core measures: mandatory face Masks, social distancing, Hand washing points and sanitizers, and thermo guns at every entry point. As for now, online classes are still going on, especially for tutorials.

Service learning activities:

- Development and freely distribution of local treatments and drugs against COVID-19, by the ArchBishop of Douala, His Lordship Samuel KLEDA;

- Hand washing points in the slums through University campuses;
- Advocacy on Covid 19 precautionary measures in collaboration with Catholic radio stations.

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COVID-19 preventives measures at the Catholic University of Central Africa

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Association of Catholic Colleges and Universities (ACCU)
ACCU serves as the collective voice for US Catholic higher education representing approximately 200 Catholic colleges and universities.  During the pandemic, our members have been providing distance learning, in-person learning, and hybrid models depending on their individual location.  Most institutions have continued their SLCE work remotely with their students and community partners.

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association of catholic colleges and universities

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Association of Catholic Colleges and Universities > Home

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Association of Catholic Colleges and Universities homepage; focusing on Catholic identity, ACCU provides voice and vision for Catholic higher education in the United States and in countries around the world.

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The COVID 19 pandemic started in Palestine, in Bethlehem, on the 5th of March 2020 when it was discovered that a small group of tourists was infected. The whole city went on lockdown. Consequently, Bethlehem University immediately resorted to full online teaching and learning. In spite of the unexpected shift and many of us being unprepared, the goodwill of the faculty and students to adapt to the new challenge has been remarkable. Currently,  we are running a protocol of a limited number of students on campus: only courses which require practical and technical training and for first-year undergraduates following the general policy for blended teaching between online and in class lessons.

While our students are involved in community service and volunteer activities, we are new to this project and approach to service learning.

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Bethlehem University - Enter to learn, leave to serve

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Bethlehem UniversityEnter to learn, leave to serve

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Assam Don Bosco University, Assam, India

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Assam Don Bosco University, Assam, India

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As of 17th February 2021, India reported 10,937,320 COVID-19 cases and it has impacted the work of the University immensely:
- All students left home because of the lockdown.
- Teaching changed from the offline mode to the online platform
- All faculty were advised to work from home
- For the initial month, community services were on pause as it was not advised to go out.

After a month of the lockdown, the university community started responding to the needs of the people and the State as a whole through relief distribution,  mask production, and promotion of mental health through online counseling, awareness videos, and sessions on a virtual platform.  The department of Psychology
The Academic Block 2 of the University was also utilized by the Government as a COVID Care Centre with 350 beds.
The University Faculty and students also developed a Covid-19 tracker and information Website for Assam that features the latest news articles, related to Covid-19 in the State.
The pandemic has also led to the start of a project aiming at Bridging the Digital Divide by installing ICT Tools and developing digital content for children in 9 schools and 1 Early Childhood Education Center (Anganwadi Centre).

The Counselling Community Cell anchored by the Department of Psychology took initiative towards promoting mental health during the Pandemic, by providing tele-counselling sessions through DHARA HELPLINE (under Global Pandemic Response Forum), to COVID-19 front liners, the general public, and the students.

Links for SL Programmes:

https://www.youtube.com/watch?v=-96ImKuYWaM

https://www.youtube.com/watch?v=-96ImKuYWaM&t=13s

https://www.youtube.com/watch?v=HMNYwqqgBdA

https://web.dbuniversity.ac.in/certificate-of-appreciation-from-health-department/

https://web.dbuniversity.ac.in/international-yoga-day-2020/

https://www.youtube.com/watch?v=9SGv176XeaM

https://www.facebook.com/cdsi.dbuniversity

https://drive.google.com/file/d/19Qzk5wP82V8P-kjlXN-fFV4BQmy4zF1G/view?usp=sharing

The majority of the outreach programmes in the year 2020 were centered around  COVID-19.

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Ukrainian Catholic University
The Ukrainian Catholic University is an open academic community living the Eastern Christian tradition and forming leaders to serve with professional excellence in Ukraine and internationally – for the glory of God, the common good, and the dignity of the human person.
SL team at UCU: Taras Dobko, Yuliia Kleban, Iryna Krynytska, Olha Matiychuk, Tetiana Rozvadovska, Lyudmyla Kryzhanovska
Studying during quarantine at UCU on pictures
Uniservitate:UCU expectations:

Capacity building (UCU community: teachers, students, partners)

Expanding the S-L practices towards secondary schools in Ukraine (already in demand and as future area of impact)

Produce tangible research in SL area with focus on the service mindset in teachers and students

Regional Hub for resource collection and supporting activities, “train the trainer”

Connecting and integrating SL with Catholic Identity of UCU and its role in serving underprivileged

International perspective for cooperation in HEI social impact scaling

COVID situation and  impact on education at UCU:
At the start of the quarantine, UCU went to a distance format of learning. This was possible, in particular, thanks to the efforts of the UCU Center for Educational and Innovative Technologies, which helps teachers improve their teaching skills and abilities.
The transition to online learning was realized within a few days.  All faculty members have been working with the Learning Management System based on the Moodle platform for several years and already have had their courses at least in a basic format in the LMS. We began to prepare for a full online transition two weeks in advance of the quarantine.
We conducted a survey on students’ experience of distance learning in the second week of quarantine 68 % were highly satisfied with the quality of online teaching.
Traditional big events of UCU were conducted in online format during the summer period as well. Students and friends of UCU took part in the English Summer School. The school was conducted online. Participating were 210 students, 40 volunteer teachers, and 20 invited guests from various countries, including the USA, Canada, and Great Britain. As part of the school, UCU students met with students of various foreign universities. Participants also had a large group of courses offered by the volunteer teachers.
Lviv Data Science Summer School 2020 was entirely online. And so, more than 3500 students from 70 countries were able to participate.
COMMENCEMENT CEREMONIES 2020
Regardless of the pandemic, UCU held its traditional summer commencement ceremonies. More than 400 graduates participated online. The students were addressed with parting words by noted Ukrainians, founders of the university, heads of programs and teachers, and honored friends and benefactors of the university from all over the world.
COVID situation impact on SL activities
UCU successfully conducted Ukraine’s first service learning project (according to the full methodology) in spring 2020, as part of which students worked on a list of more than 130 registered organizations that provide services to
participants of military actions and their families in Lviv and the region and put on the map
80 active organizations. A map of services for participants of military actions and their families is freely available on the site of the UCU Social Work Program. There is a data table with verified information about the organizations, the geographical location, and a list of possible services.
Community: psychological counseling and spiritual life
More than 20 volunteer graduate psychology students are working as consultants in the UCU Consulting Center. With the beginning of the quarantine, the center moved entirely to an online format. This turned to be an excellent opportunity for students of all specialties and programs to maintain their mental health and to function better inside and outside the university during these challenging and stressful times. During the center’s work, 340 consultations were held, 20 consultants and 119 clients were involved, 11 supervisions and 2 webinars were conducted to improve counseling.
Media communications students began to implement the practice of service learning through developing a communications and PR strategy for the Patriarchal Home Hotel in Lviv. As is known, during the quarantine the hotel started to work with a social goal, accepting medical workers of Lviv for observation. The students decided to get involved in the matter and offered their skills. They developed a communications strategy which the hotel will use through the coming years.

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The UK has been severely affected by the Covid-19 global pandemic with over 4 million positive registered cases and over 117,000 deaths at the time of writing. St Mary's has adapted well to these unprecedented and difficult times. Safety measures on campus have been put in place in line with government guidance including mandatory face coverings in university buildings, open-air activities and more bicycle parking. Teaching at St Mary's includes pre-recorded lectures available 24/7, one-to-one online meetings and in-person seminars with small groups in a spacious room. The University encourages students and staff on campus to book lateral flow Covid-19 tests regularly and publishes its positive cases weekly online. St Mary's is committed to the health and wellbeing of its student, staff and community. The pandemic has not greatly affected service learning as such. Many activities are able to go forward in an amended form. However, the pandemic did lead to a restructure with the University and, as a result of this, decisions were made to expand service learning opportunities within the University.

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Online and open-air activities, recorded lectures available 24/7, more bicycle parking - the pandemic might have made some things more difficult, but we've also found opportunities to improve your experience.

We want to make sure our students have a safe London university experience. With lots of green space around us, and a position outside of Central London (with the commuter rush going in the opposite direction), social distancing isn't a problem. And we've made it even easier for you to keep safe with more parking spaces and bike racks, more outside seating and lots of hand sanitiser and hand washing facilities everywhere.

You'll still have a great experience this year. But, of course, things are going to be a bit different for the time being. Find out what you can expect by reading the information on these pages:

Need help to access technology?

As more of your St Mary's experience will be online this year, you'll need a computer and a reliable internet connection. If you can't afford or access these, we may be able to lend you what you need. Find out more about the digital equality fund.

St Mary's University Covid-19 risk assessment (PDF)

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Online and open-air activities, recorded lectures available 24/7, more bicycle parking - the pandemic might have made some things more difficult, but we've also found opportunities to improve your experience. We want to make sure our students have a safe London university experience.

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Tangaza University College, Nairobi, Kenya

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Tangaza University College, Nairobi, Kenya

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Tangaza University College, Nairobi, Kenya

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Total  Corona Virus Cases 103,014. Deaths 1,795. Recoveries 85,250. Government is still negotiating for the Vaccine.
COVID IMPACT ON EDUCATION
Learning institutions closed for 9 Months in March 2020, Face to Face Teaching and Learning resumed in January 2021.Our coping mechanism include: 1. Mandatory face marks, social distancing, Hand washing points and sanitizers, thermo guns at every entry point, University clinic employed extra nurses at the dispensary, and increased operation hours at the clinic. The new normal: online education is still ongoing especially for post graduate classes.
Service learning activities:
Food provision through Tangaza food bank to needy students and communities; Hand washing points in the slums through University Mtaani; Advocacy on Covid 19 precautionary measures in collaboration with community radio stations.

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De La Salle University Manila, Taft Avenue, Malate, Manila, Metro Manila, Philippines

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De La Salle University, Taft Avenue, Malate, Manila, Metro Manila, Philippines

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De La Salle University, Taft Avenue, Malate, Manila, Metro Manila, Philippines

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www.dlsu.edu.ph

The Philippine government is currently ramping up all the necessary preparations and requirements for the upcoming vaccine rollout as the country expects the arrival of the COVID-19 vaccines this February 2021.

Face to face classes in DLSU remains suspended since March 12, 2020. The pure online delivery of courses is being implemented, while faculty and staff work remotely.

Courses with SL components were continued through electronic SL or e-SL. All e-SL courses were done synchronously and asynchronously such as orientations, project planning, and implementation. Highly committed community partners willingly supported the online delivery of service and maintain close coordination with SL faculty, staff, and students. These partner organizations receive online technical training, technological support, and relief assistance.

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Universidad de Deusto, Avenida de las Universidades, Bilbao, España

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Universidad de Deusto, Avenida de las Universidades, Bilbao, España

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Universidad de Deusto, Avenida de las Universidades, Bilbao, España

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El estado de la pandemia en España es grave. La Universidad de Deusto ante la situación sanitaria ocasionada por la Covid-19 ha decidido mantener el modelo de docencia de “presencialidad adaptada” (división en dos subgrupos de los grupos y secciones habituales y combinación de clases presenciales y en remoto), mientras el contexto y las indicaciones de las autoridades sanitarias lo permitan; reforzar todas las medidas higiénico-sanitarias en las aulas y en los espacios de la UD; designar a una persona en cada Facultad que haga de enlace con el coordinador Covid-19 de cada campus para informar de casos positivos tanto de estudiantes como de personal y poder dar inicio al protocolo; y completar y adaptar el plan de contingencia según indicaciones de las autoridades sanitarias y situaciones concretas que se vayan generando; además de preparar todas las comunicaciones necesarias para toda la comunidad universitaria sobre estas decisiones.
Además, la Universidad de Deusto ha creado esta página (www.deusto.es/covid-19) para dar una respuesta actualizada a todas las dudas y preguntas que puedan surgir por parte de la comunidad universitaria, así como para trasladar todas las medidas que se vayan tomando.

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CLAYSS - UNISERVITATE