Reflection Transition Plans
Marshall Welch, University of Utah
“it is incumbent upon faculty and students to minimize the potential trauma caused by the termination of the Service-Learning experience. This can be accomplished by developing a transition plan.”
Students, instructors, and even agency representatives recognize the instructional value of the Service-Learning experience. Ideally, the experience is mutually beneficial for the student and the partner. However, from a pragmatic perspective, the temporary nature of the Service-Learning course may inadvertently create problems. In these times of reduced financial and human resources, many cooperating agencies have come to count on the augmented assets provided by Service-Learning students. Unfortunately, these resources suddenly disappear into thin air once the Service-Learning has ended. This situation has an especially profound impact in the area of human services. Senior citizens and disadvantaged children typically have minimal stability in their lives. The abrupt departure of the university student who has been providing support may only add to that instability. Consequently, it is incumbent upon faculty and students to minimize the potential trauma caused by the termination of the Service-Learning experience. This can be accomplished by developing a transition plan.
A transition plan should address two issues. One is the logistical aspect of continuing services after the Service-Learning experiences have been completed. A transition plan utilizes an ecological approach of taking an inventory of an array of resources to be used in continuing the service. Using principles from organizational theory, there are at least five resource domains: human, technological, informational, physical, and financial. The transition plan becomes nothing more than an action plan or blueprint for outlining who will do what and when to ensure continuation of services and minimize disruption. Instructors can easily incorporate this approach into the context of the class. Course discussions, readings, and assignments should include exploration of these resource domains.
The second issue is psychological in nature and is more applicable to Service-Learning courses involved with human services. Students should explore the emotional impact of the transition by discussing strategies with the agency representative and the instructor. This may mean preparing the client in advance by explaining the temporary nature of the Service-Learning experience. This should be accentuated with a “party” or an exchange of gifts when appropriate. Other approaches include leaving a photograph of the student with the client along with a note. Some students continue to maintain contact through periodic visits, letters, or phone calls. Ideally, a student will find a “replacement” who is introduced to the client prior to the end of the Service-Learning experience.
Instructors should require a brief written report outlining which resource domains students will access and utilize during transition. The written report should also articulate how students will address the emotional component of transition. Transition is a complex issue with no easy solutions. It is important, however, that instructors and students are aware of the issue and make conscientious attempts to address the logistical and emotional components of concluding the Service-Learning experience. Developing a transition plan is one important approach to consider.