Community Partners

• Community Partner sites should be located in Fairfax, Prince William or Arlington counties;  
• Partner sites must have a substantial project or program for the fellow to focus on throughout the year that will contribute to the mission and goals of the organization. Projects can be direct or indirect service projects;   
• Community Partners sites must have the capacity to supervise the fellow during the duration of the 14-week (per fall and spring semesters) service and offer guidance, direction, and mentoring;  
• Partners must provide orientation to students about the organization - sharing the history, mission, and scope of the organization’s work;  

• The partner supervisor or their alternative must attend the Civic Fellow Training and end of the year celebration;  
• Partners must provide an evaluation of the fellow during the course of the program and at its completion;  
• Partner sites must provide and create a safe and supportive environment for student volunteers.  

• As a convener of the Civic Fellows Program, the CECiL office will work with community partners to match Civic Fellows student volunteers;  
• CECiL will conduct training sessions for students to prepare them for their experiences at partner sites; 
• CECiL will communicate regularly with community partners and work to build mutually beneficial relationships; 
• CECiL will oversee student awards and volunteer hours during the duration of the program;  

• CECiL will seek and provide feedback with community partners and Civic Fellows regarding the service experience. 

• Projects should meet specific needs of the community organization;  
• Projects can be direct or indirect service opportunities. Civic Fellows can spend time working directly with constituents or on administrative duties that support constituent services and programs.  

• Projects can be ongoing but should have a specific deliverable that fits within the program calendar to help assess the development of the project and the experience of Civic Fellows and Community Partners. 
   

Some examples of potential projects might be, but are not limited to:  

• The planning and execution of a program event, like a fundraiser or community celebration  
• The translation of guides or resources 

• Tutoring of K-12 students  
• Office administration with a specific project that the Fellow is responsible for, like updating a database, or collecting resources for community members 

In order to ensure the most positive experiences for both students and community organizations, we encourage you to follow these helpful practices:

• Orientation: Students should receive an orientation to your organization. This can include background on the issue(s) your organization addresses, programs your organization provides, and the experiences of clients your organization serves.
• Review Expectations: You should have an initial conversation with students about what to expect over the course of the project, as well as goals, needs and communication plans.
• Supervision: Discuss what supervision looks like with the student and develop a plan for reviewing progress.
• Communication and Problem Solving: You can communicate with the course instructor or CECIL whenever problems arise. Please know that although a student may be required to participate in service for a course, you are not obligated to host them. While students may have much to learn, your partnership with them should be a positive one. 
• Co-Instructors: Encourage your staff and volunteers to consider themselves co-instructors of the course. Take advantage of opportunities to demonstrate the complexities involved in the issues you address.

• At the beginning of the semester, either the instructor or the students will provide a Community Based Learning Agreement Form. This form is intended to foster a good initial discussion about the expectations of the project and the intended learning objectives. 
• Mid-semester your organization will be contacted to confirm the student(s) are meeting the expectations of the planned project.
• At the end of the semester, the primary supervisor of the student(s) involved will be asked to complete an evaluation form. This information helps students assess their performance and helps faculty with continual course improvement. 
• If the project was a positive one for you, and the course is offered again in the future, the process can continue its cycle again in subsequent semesters.