Dwight Hall, 50 College Street, South Hadley, MA 01075 Tel. 413-585-3072 www.mtholyoke.edu/cbl

COMMUNITY BASED LEARNING PROGRAM

CBL STUDENT STAFF

ORIENTATION MANUAL

FALL 2016

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Table of Contents

Welcome ………………………………………………………………………………………….3

About the CBL Program…………………………………………………………………………..4

Eligibility, Expectations, and Requirements...………………………………………………….5-6

Principles of Practice: Reflection, Reciprocity……………………………………………………7

Holyoke Campus Community Compact……………………………………………………….8-10

Professionalism: Appropriate Attire and Best Practices for CBL Staff……………………...10-11

Useful Tips for Entering to Work in Communities....………………………………………..12-14

Resources and Forms: Web Resources for Starting and Conducting Your Fellowship……...15-17

GUIDE TO COMMUNITY BASED PARTNERSHIPS

GUIDE TO COMPLETING THE LEARNING AGREEMENT

CBL FELLOWSHIP ORIENTATION MANUAL

UPCOMING WORKSHOPS & TRAININGS

COLLEGE ACCESS PROJECTS

TRANSPORTATION

CBL STUDENT PAYROLL PROCESS

o IMPORTANT REGARDING I-9 FORMS & ID:

o STUDENT DIRECT DEPOSIT INFORMATION

o TIMESHEETS

CBL FORMS SECTION

o STUDENT REIMBURSEMENT FORM

o STUDENT REQUEST FOR CASH/CREDIT FORM

CBL CALENDAR OF PROGRAM EVENTS

Learning-In-Action Workshop Series Flyer …………………………………………………….18

Holyoke Bound Flyer Spring 2016………………………………………………………………19

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The Weissman Center for Leadership and Liberal Arts

The Community-Based Learning Program

Mount Holyoke College

September 2016,

Dear Community Fellows, CBL Mentors, and CBL Administrative Fellows;

Welcome to the Community Based Learning Program Fall 2016!

To those of you who are new to the CBL student staff, you are about to spend the coming year

experiencing intensive growth as you embark upon a key role in connecting Mount Holyoke,

fellow students, and resources to local communities. Look around you and you will find some

amazing leaders - many new to the program like you, and others returning to CBL from whom

you can learn much and to whom you bring new energy and creativity.

To those of you returning to continue as Community Fellows, thank you for your enduring

commitment to social action, to local partners, and to the CBL Program. You bring invaluable

experience and learned local knowledge to the effort of advancing social action and social justice

through capacity-building work with community partners. Please share your skills and experience

with the newbies around you, and look to them to sustain and expand the good work you have

begun.

All of you are "agents of campus-community partnership," making important learning about

social issues possible for others as well as for yourselves, as you facilitate healthy relationships

with local organizations from whom we all learn and, in the best of circumstances, to whom we

provide our labor and intellects. Together we can respond to urgent community needs, and

through that process, you get to apply and deepen your academic learning at Mount Holyoke. This

is what preparing for being a citizen in today's world looks like when done well - connecting

academic knowledge with society's important challenges, and making a meaningful contribution

to social change as you develop your own sense of civic responsibility. Go to it!

Alan H. Bloomgarden, Ed.D.

Director of Community Engagement, CBL Program

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ABOUT THE CBL PROGRAM

Mount Holyoke’s CBL Program was

established in the early 1990s to connect

academic learning with social change,

community service, and preparation for

citizenship. Led in succession by faculty

members Martha Ackmann (Gender Studies)

and Preston Smith (Politics), the program

supported Mount Holyoke faculty to develop

over a dozen courses connecting to numerous

community partnerships in area communities

such as Holyoke, South Hadley, Springfield,

and Amherst. Many of these partnerships built

productive, mutually-beneficial relationships between faculty, students, and community partners

which are now well-established and continue to be supported by the CBL Program’s operating

budget and dedicated endowed funds.

In 2008 the program hired its first full-time coordinator, Alan Bloomgarden. The CBL program

has expanded course and fellowship partnerships and projects in area communities, now

supporting between 25-30 CBL courses each year enrolling 350-400 students annually and 35-45

students in fellowship and mentorship positions, and in independent study projects.

CBL MISSION

The Community-Based Learning Program encourages and equips Mount Holyoke College

students to purposefully engage with the world as leaders, citizens and advocates, by integrating

academic with experiential learning to advance positive social change, build sustainable and

reciprocal community partnerships, and foster commitment to social justice.

Mount Holyoke's Community-Based Learning Program engages students with communities

through courses, internships, work-study, independent study, research and service projects that

combine learning, social analysis, and action for positive social change.

CBL VISION

The Community-Based Learning Program seeks to cultivate Mount Holyoke graduates prepared

to understand complex social issues, empowered to respond with the skills of collaboration,

advocacy and analysis, and committed to advancing social justice through engaged leadership

and partnership.

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CBL FELLOWSHIP & MENTORSHIPS

Eligibility, Expectations, and Requirements Community Fellowships are paid academic-year internships with the CBL Program. Fellows are

driven, community-minded students who develop citizenship, advocacy and nonprofit career skills

through year-long projects with area community partners that advance social justice, education and

community development aims. Students make a significant commitment to supporting community

partnership projects, and in exchange, are given valuable responsibilities, leadership roles, and

learning opportunities.

Eligibility for Fellow and Mentor Positions

Applicants must have taken a CBL course (at MHC or locally at another of the Five Colleges) or

held a significant volunteer or work-study leadership position with an area community

organization

Applicants must be eligible for Mount Holyoke College employment

Applicants must be in their first year, sophomore or junior year. Students entering their first

semester of senior year will be considered only if they are selected and endorsed by a community

partner with whom they are already working in some capacity (e.g. from a summer internship,

volunteer, CBL course, or work-study project). Second-semester seniors may serve as CBL

Mentors, but cannot apply for paid fellowships. All students are welcome to explore other credit-

bearing (unpaid) independent study projects as appropriate.

Expectations for Fellows and Mentors

Fellows and Mentors carry out their CBL placements with the highest levels of professionalism,

responsibility, and reliability

Fellows and Mentors are expected to contribute to a vibrant campus network of community-based

learners, as active participants of the CBL community

Fellows and Mentors are expected to maintain consistent and thorough communications with CBL

Program staff. It is vital that CBL staff be aware of and are consulted on initiatives taken by

Fellows and Mentors involving other campus and community partners and resources

Fellows and Mentors commit to providing clear and substantial documentation regarding their

projects to their community partners and to the CBL Program at the close of their projects. Leaving

a “legacy” – a concrete and clear representation of the resources you and your supervisor put into

collaborating – is a critical component of the Fellows’/Mentors’ commitment to reciprocity and

ethical practice in community-based learning.

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Requirements for Fellows and Mentors Positions

Fellows and Mentors commit 6-8 hours per week to community organizations/projects, CBL

course support, and/or other CBL Program administrative duties

Fellows and Mentors contribute to initiatives and projects of all CBL Program staff, participate in

community-building trainings/orientations, lunch and reflection meetings, events, and represent the

CBL Program on- and off-campus as needed

Community Fellows and Mentors write monthly postings on social media sites (e.g. the CBL

Blog and Facebook pages), and write reflections to share with other fellows or the Director about

project experiences (Administrative Fellows are exempt from writing blog entries)

Specific Requirements for Fellows

Enroll in 2-credit CBL Program Courses: (CUSP 202) Networking, Reflection and Meaning (Fall);

and CUSP 203: Integrating Learning, Service And Social Action (Spring)

Must complete a Community Fellow Learning Agreement with their community partner, which

sets out placement expectations including scheduling, project aims and methods

Commit to a two-semester placement (this can be two non-consecutive semesters, as may be

needed to accommodate study abroad, by mutual agreement with the community partner).

Specific Requirements for Mentors

Participate in a program of ongoing professional development including workshops, trainings, and

reflection sessions

Must complete a CBL Mentor Agreement with their supervising faculty member, which sets out

mentorship roles and expectations, including schedules and responsibilities

Commit to supporting a CBL course for the fall and/or spring semester

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PRINCIPLES OF PRACTICE

There are Principles of Practice which govern CBL Program work, drawing upon research and

experience. Please review them in full at http://www.mtholyoke.edu/cbl/principles_of_practice.html.

Please also review the Holyoke Campus Community Compact which follows below.

Two critical themes found within these principles are Reflection and Reciprocity.

This document explains these principles.

REFLECTION:

Reflecting upon experience is what enables the “learning” in community-based learning.

Reflection involves introspection and analysis that describes and critiques what one experiences in

community work – challenges as well as successes, asking where and why those experiences create

meaning, whether and how problems can be addressed or solved, etc.

Reflection is something CBL Student Staff do formally in their writing, either in the accompanying

CUSP class assignments, emails to each other or CBL Program staff.

Reflection also is part of the informal gatherings of CBL staff, at luncheons, classes and

workshops, where discussing problems of the field becomes a process of connecting experience

with formal learning, problem-solving and critical thinking.

RECIPROCITY:

Reciprocity in CBL is shorthand for describing the CBL Program’s commitment to ensuring

mutual benefit from campus-community partnership. Broadly, this means ensuring balance

between what students and Mount Holyoke gain and what community partners receive from CBL

partnerships.

Reciprocity is more difficult to deliver than one might think. Meeting this commitment requires

special effort not only to creating projects that respond to community needs, but also to ensuring

that fruits of partnership efforts (project materials, documents, products, resources, etc. that emerge

from collaborative work) are accessible and/or returned to community ownership and use.

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HOLYOKE CAMPUS COMMUNITY COMPACT

See http://www.holyokec3.org/index.php/aboutholyokec3 for the history and context for this

important document

PREAMBLE: The purpose of this compact is to articulate key principles to provide guidelines

for the construction and maintenance of campus-community partnerships that lead to productive

and mutually beneficial relationships. This compact aims to guide signatories in developing and

implementing strategies and action plans that represent the most sustainable, ethical, and

reciprocal practices in a campus-community partnership. This document is intended to be a living

document to evolve through the learning and input of the compact partners over time.

This document came out of a year-long process of campus-community forums to explore the

challenges and best practices of the relationship between the area institutions of Higher Learning

and Community Organizations and residents in Holyoke. The forums included Directors and Staff

of Community Based Organizations, community leaders, youth and residents of Holyoke,

representative of the City of Holyoke and College faculty, staff, administrators and students.

There were five community forums. The outcome was twenty seven principles, guidelines and

action steps that the participants all agreed on. The Campus-Community Compact condenses

these down to five Key Principles, each with some clarifying guidelines.

STATEMENT OF PRINCIPLE 1 We seek to ensure that campus-community collaborations

reap reciprocal benefits for participating partners.

● Every campus community partnership will strive to produce concrete results and, when

possible, lasting change on issues that is identified by community participants in the

partnership. Campuses will do their work in ways that build the capacity of community

leaders.

● At the outset the partners will establish clear, mutually agreed upon ground rules and

expectations. All parties will be honest about their interests, intentions and motives.

Ideally partners will develop a written contract that details the roles of each party in the

partnership, describes intended outcomes and specifies a process for evaluation both along

the way and at the end of the project. Proposed outcomes will be realistic so that false

hopes are not created.

● Campuses need to recognize the investment that the Community Based Organizations and

residents are making in the partnership in terms of staff time, money and other resources.

Campuses will also recognize and accommodate to the constraints on community

resources.

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● The benefits of working together collaboratively need to outweigh the resources, costs and

time put into the collaboration. There needs to be a balance over time so that both

campuses and the community benefit from the relationship. Partnerships will also strive to

avoid duplication of efforts to address community issues.

● Campuses will, where appropriate, make long-term commitments to community partners

and balance short-term involvements (semester-long courses and projects) with the

community’s need for long-term solutions.

STATEMENT OF PRINCIPLE 2 We seek to ensure that campus-community partnerships are

characterized by shared respect, trust, and decision-making.

● For campuses and community organizations to work together effectively all partners need

to develop an environment of trust and mutual respect including recognition of and

sensitivity to cultural, racial, class, age and gender differences.

● Power needs to be shared between the campus and the community. There needs to be a

decision making body that includes community and campus members with equal say.

Particular attention will be paid to how decisions are made and resources are shared and

this will include the voices of CBO Directors and staff, residents, youth and community

leaders, faculty, students, and administrators.

● Campuses and Community Based organizations need to work with the community not for

the community. Colleges and community agencies will come to residents to learn from

them about their community needs and resources and to decide jointly how they can work

together to address those needs and utilize the resources of the academic institutions and

the community.

STATEMENT OF PRINCIPLE 3

We seek to ensure that campus-community partnerships

define needs and clear expectations for mutual benefit.

● It is important for both sides to be able to “tell their stories” and to do so in language that is

clear and mutually accessible.

● Community leaders need to have access to campus leaders to discuss campus and

community priorities and have an opportunity to shape those priorities.

● Partners will establish and maintain clear, consistent, and high-quality communications.

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STATEMENT OF PRINCIPLE 4

We seek to ensure that students, faculty and staff who engage in all forms

of community partnership in Holyoke are appropriately

prepared, oriented, trained and supervised for such work.

● Every campus will have a clear and publicly understood process to recruit, orient and train

college students that work in the community.

● Faculty and students need to have institutional support to be able to work in community.

Campuses need to build a culture and commitment to community engagement. Campuses

need to take responsibility for organizing their end of the partnership so the burden does

not fall on community partners.

STATEMENT OF PRINCIPLE 5

We seek to build capacity among community agencies, residents,

and campuses, and assure sustainability of partnerships to create measurable change.

● Benefits of working together collaboratively need to outweigh the resources, costs and time

put into the collaboration. There needs to be a balance over time so that both colleges and

the community benefit from the relationship. Partners will address each other’s needs in

sustainable ways. Campus partners will consider CBO capacity to “educate” students.

● Organizations need to work with the community not for the community.

● Partners will address challenges of institutional change at campuses and among CBOs to

better support campus-community partnerships.

PROFESSIONALISM

APPROPRIATE BEHAVIOR, ATTIRE, AND BEST PRACTICE Please remember you are a guest; invited to learn from the organization with whom you are

placed. You pave the way for future projects and constructive social change through your

positive behavior, attitudes and results. This advice is not meant to stifle personal freedom of

expression, but rather to guide students toward successful, professional experiences. We are

providing advice drawn from previous CBL Fellows experience on how to maintain a

professional and responsible image that conveys to your Community Partner that you take your

work seriously and respect the people and setting that you’ve chosen to work with.

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ATTIRE Clothing should suit the type of work in which you will be engaged, while maintaining your

professionalism. Articles of clothing that may appear offensive or inappropriate are:

Ripped/torn clothing, sweat pants, exercise or beachwear

Baseball hats

Revealing clothing (low rise pants, midriffs/crop tops, plunging necklines)

Flip-flops

T-shirts with writing

Observe what co-workers are wearing, as this will indicate what is appropriate for that job site. If

jeans are appropriate to your particular workplace, you may want to make sure they are clean and free

of holes. Please note: many schools ask that staff and volunteers refrain from wearing jeans except on

designated days. The term “business casual” is often used to describe dress that is neat but not formal,

and generally applies to the non-profit, education, and municipal agency contexts most CBL fellows

and students work and study in.

PERSONAL HYGIENE: Good personal hygiene and grooming habits are also very important in the workplace. Poor personal

hygiene (excessive perfume, body odor) may not only cause embarrassment, but present an offensive

working environment for those around you.

LANGUAGE & BEHAVIOR Please be conscious and respectful of racial, religious, economic, and cultural diversity. If you are

unsure as to how to address any individual, it is best to ask. Please do not assume. IMPORTANT:

Please remember that the MHC Honor Code extends to the community in which you work.

RESPONSIBILITY You are responsible for arriving on time, with all the above considered. In the event of an

emergency, if you are unable to attend a scheduled appointment or commitment, YOU are responsible

for informing the agency contact as soon as possible. DO NOT ASSUME an email is sufficient.

Contact your community partner supervisor by phone and make every effort to reach them personally.

COMMUNICATION: Be sure to COMMUNICATE with ALL STAKEHOLDERS: CBL staff, fellow students, site

supervisors and colleagues. Whether it’s about what you are doing, logistics, problems you’re

encountering – anything and everything. The more people in the loop the better. You should establish

a reliable means of communicating, early on, with your site supervisor (cell phone, email, etc.). Use it

when you’re running late, need to reschedule, and welcome them to use yours.

SCHEDULING: Plan your calendar ahead. Community partners are unlikely to be aware of College breaks and exam

periods. You may not be aware of school holidays, professional development days, staff retreats and

conferences that can change the schedule at your site. Share the semester’s schedule with your

supervisors and ask them to share the organization’s schedule with you at the outset of your

Fellowship.

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USEFUL TIPS FOR COMMUNITY ENGAGEMENT WORK Adapted from: Dunlap, M. R. (2000). Reaching Out to Children and Families: Students Model Effective Community

Service. New York: Rowman & Littlefield Publishers, Inc.

THINK ABOUT WHO YOU ARE & WHAT ASSETS YOU BRING TO THE TABLE

Determine your interests. Envision the kinds of community work that most interest you.

Ask yourself what your community interests are. List the places you might find

rewarding. Rewrite the list in the order of the jobs most desirable to you. See which

placements provide experiences that match your interests.

Consult and draw upon available resources. Take advantage of support services

available to acquaint you with programs and community learning. If documentation is

available that explains the purpose and philosophy of the program where you are placed,

you are advised to read it.

Network and explore within appropriate limits. So that you do not put yourself of

your college at risk for liability, avoid striking out on your own when selecting a

placement. First establish that the agency you are considering is reputable and that it or

its constituents have some past or current history with your college.

Reach out for support and advice. Seek support and advice from the appropriate

professor(s), college staff, or agency staff. Reach out to those who are in place to assist

you in the community service process.

SET YOUR GOALS…

Be practical. When deciding on your placement and designing or negotiating your

placement schedule, consider your daily course schedule and other day-to-day

obligations. Be both practical and efficient in the use of your time. Be realistic about the

amount of time you will or will not have, and the kinds of bonding that may be likely or

unlikely to occur during that time.

Balance desires and realistic expectations. Keep alive your desire to be helpful and to

make a difference in the world. But remember that issues people face are complex and

multifaceted, and whole solutions may require a larger system of support. Keep in mind

that change takes time, and each step in that process is worthwhile.

Be reliable. Once you have negotiated and agreed upon a schedule, commit to being on

time, consistent, reliable, and conscientious in your work at your community service site,

not only for your own reputation but also for the sake of your college’s reputation and

that of your placement.

Have a good attitude. Try to keep an open mind and a positive demeanor. Remember

that you can learn as much from difficult experiences and challenges as you can from

easier or more favorable experiences. Also remember that surrounding yourself with

appropriate support when needed will assist in the adjustment process.

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OPERATING SUCCESSFULLY WITH A NEW COMMUNITY ENVIRONMENT

Remember that you do not have to be an “authority” or an “expert.” Rather, you can

consider yourself a partner in a mutual learning process that, at best, benefits you and

those with whom you come in contact.

Remember that there is not always a set response for every situation. Though

guidelines are available and you should use them, each situation is unique and every

element of a situation may not be addressed in the guidelines or other resources. In some

instances you may have to rely on your common sense and good instincts.

Use discretion in all that you say and do. Also use common sense, sensitivity, site

policy, and supervision as guidelines for appropriate behavior, setting of limits, and

redirections.

Observe others for cues. If you are unsure how to respond, watch those around you for

cues. If you are uncertain about expectations and appropriate responses for your site,

study the community learning environment for ideas about building relationships. Decide

with discretion what behavior is appropriate for you and never abandon common sense

and caution. Remember, often the process is as important as the finished product when

working with others. If permissible, work on “breaking the ice” before trying to

accomplish large task demands.

Try not to take things personally. You do not want to over internalize events for which

you are not responsible. At the same time, you do not want to fail to accept responsibility

for learning to behave appropriately and competently in your community work situations

at all times.

Don’t take everything literally. Sometimes people may test you or seek attention, and

they may do so by trying to unnerve you with words. In all circumstances, however,

listen to your gut instincts. If you feel concerned, seek support immediately and as calmly

as possible.

WHO ARE OTHERS? – WHO DO OTHERS THINK YOU ARE?

Do not expect community learning environments to be completely free of racism,

sexism, heterosexism, homophobia, classism, and other forms of oppression. Most

environments are works “in progress” and are continuing to evolve. Allow yourself to

learn as much from what an environment does not offer as from what it does offer. Allow

what you perceive as weaknesses and flaws in the environment to motivate you toward

social and community activism against oppression.

Everyone has expectations, biases, conceptions, misconceptions, and comfort zones

regarding others. Communication and experience can change that, but it can be a time-

consuming process. Focus on ways that you can appropriately model bias-free behavior

in your work and interactions.

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Enter the multicultural community learning setting with a well-informed and open

mind. Familiarize yourself as much as possible with communities and cultures

represented in your setting. What are historical, political, and sociological issues they

have faced? Who are community leaders? What are concerns among community

members? What are the negative and stereotypical images that are associated with the

community?

Be aware of your own racial and cultural development. Consider your own racial

identity stages of development and how they may influence your ideas about race,

socioeconomic status, and meritocracy/ Try to look at things from more than one cultural

perspective, and form more than stage of racial identity, as you try to make sense of your

observations and experiences in the community learning environment.

Don't stereotype. Realize that whatever the statement, problem or trauma that is shared

with you or observed by you, it is an issue that is most likely occurring in every

community. Many issues appear more overt or more obvious in some communities,

whereas the same issues are better camouflaged in other communities.

Seek models and approaches that go beyond the superficial. Challenge yourself not to

adopt a superficial or simple touristic method of learning about others; instead, take a

more in-depth approach.

MAKING THE MOST OF YOUR LEARNING EXPERIENCE

Take verbal reflection seriously. It is during your struggle and others’ struggle to

articulate community work experiences, reactions, issues, concerns, and connections to

your curriculum that you have an opportunity to discover similarities and uniqueness in

your experiences. Such discussions provide an opportunity for people to share ideas and

offer support to one another. Journaling, discussing, and critically processing your

experience can help you connect your experiences to your overall learning and personal

growth.

Appreciate your success. No matter how small, whatever progress is made in terms of

rapport and trust building should be considered an achievement during the relatively short

periods typical for many forms of community learning. Do not discount the fact that

significant connections, rapport, and trust can sometimes occur even in a short period of

time.

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CBL RESOURCES FOR FELLOWS & MENTORS

Found on our CBL Website at

https://www.mtholyoke.edu/cbl/about

GUIDE TO COMMUNITY BASED PARTNERSHIPS CBL Community Fellows should share this document with their community site supervisor. It

contains valuable information for working with college students and specific information helpful

to working with Mount Holyoke College and the CBL Program. Students discussing potential

CBL Fellowship positions with community partners may also share this document with them to

introduce them to this program.

GUIDE TO COMPLETING THE LEARNING AGREEMENT This is a guide for Community Fellows to assist them with completing their Learning

Agreement, which is required before students may begin as a CBL Program staff

member. Learning Agreements are completed by Fellows in consultation with their Community

Partner site supervisor.

CBL FELLOWSHIP ORIENTATION MANUAL A resource guide for all CBL staff, containing a wide-variety of information, policies, guidelines,

and essential forms governing CBL employment and practices.

UPCOMING WORKSHOPS & TRAININGS Learning In Action Workshops, Community Service Field Trips and more!

COLLEGE ACCESS PROJECTS Our designated CBL College Access Fellow is here to assist ALL CBL Community Fellows and

Mentors with resources for bringing groups to campus, photography of community partner

events, communication and promotion of events, group transportation, campus visits

programming, and other needs.

TRANSPORTATION The CBL Program cannot guarantee transportation for every project or position. If you have

transportation challenges you should ensure that you can get to your placement/project site via

CBL sustainable transportation options. Please review our CBL Transportation Webpage for all

the program and local transportation options available to you.

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CBL STUDENT PAYROLL PROCESS

IMPORTANT REGARDING I-9 FORMS & ID: Any student applying to work on or off campus MUST go to the Payroll Office located in

Skinner Hall and complete an I-9 form. You will also need an unexpired passport or two

forms of identification: a driver’s license or school ID and birth certificate or social

security card. Students who do not fill out this form and supply ID will not be

permitted to work. If you have worked on campus in the past and completed the I-9

form/submitted proper IDs, you need not do so again.

STUDENT DIRECT DEPOSIT INFORMATION We encourage all students to sign up for direct deposit. Not only is this a convenience for

you but it will also save the College money and resources. Find the form and more

information on the CBL Website.

TIMESHEETS Student web time entry is the online process for student employees to submit their hours

to be paid each bi-weekly pay period. Once the student employee has submitted the hours

worked and checked off the electronic signature on the timecard, the timecard is then

made available to the student’s Supervisor for approval. Web time entry is located in Self

Service in MyMountHolyoke. Instructions & a video can be found on the CBL Website

CBL FORMS SECTION

STUDENT REIMBURSEMENT FORM Students requesting reimbursement for items they purchased on behalf of the CBL

Program must obtain approval from the CBL Director of Community Engagement. In

order to be reimbursed, students must complete this form and submit it to the CBL Sr.

Administrative Assistant in Dwight Hall 217B, within 3 days of the purchase, along with

all original receipts.

STUDENT REQUEST FOR CASH/CREDIT FORM Students requesting cash or credit for purchases on behalf of the CBL Program must

obtain approval from the CBL Director of Community Engagement and submit this form

to the CBL Sr. Admin. Assistant in Dwight Hall 217B, FIVE days PRIOR to when the

funds are needed. A nominal amount of petty cash is kept on hand for such purchases,

therefore these types of requests MUST BE made well in advance so that funds are

readily available for student purchases

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CBL CALENDAR OF PROGRAM EVENTS The Community Based Learning Program maintains a Google Calendar for events, mandatory

trainings and workshops, required CUSP classes, and other important dates. You can view the

updated calendar on our CBL website.

Please submit any important events and dates to Kristine Rose via email at

kristine.rose@mtholyoke.edu for campus visits, workshops, or other key events you want

publicized.

CBL CUSP COURSE 203 CLASSES: 7:00 - 9:00 PM - Dwight Hall Room 202

DAY DATE

Wednesday September 21, 2016

Wednesday October 19, 2016

Wednesday November 16, 2016

Wednesday December 7, 2016

LEARNING IN ACTION WORKSHOPS: 7:00 - 9:00 PM - Dwight Room 202

DAY DATE TOPIC

Wednesday September 28, 2016

Mandatory

Project Management for Fellows

Wednesday October 26, 2016

Ronald McDonald

House

Engaging the Community - Field Trip

Wednesday November 9, 2016 Facilitating a Reflection Session

Wednesday November 30, 2016 Looking Back/Looking Forward