A Service-Learning course
- uses experiential strategies characterized by student participation in an organized service activity,
- is connected to specific learning outcomes,
- meets identified community needs
- provides structured time for students to analyze and connect the service experience to learning.
Procedure
Addition of S-suffix to existing courses
Course change form is submitted according to existing procedures within the department/school and college. Course syllabus is submitted to the Service-Learning Scholars Roundtable (SLSR) for advice and comment. SLSR response is attached to the course change documents.
Proposal of new course with S-suffix
Course is proposed according to existing procedures within the department/school and college and, at the college level, is sent to the Service-Learning Scholars Roundtable (SLSR) for advice and comment.
The Program Director of the SLSR will convene a committee of 5 university faculty/staff from among the Roundtable and from areas appropriate to the content of the proposed course.
Checklist Service-Learning Courses If the syllabus of course you are proposing does not include all of the following information, please attach a description of that information.
- What is your statement of goals, expectations, and responsibilities
- For faculty,
- For students,
- For community partner
This set of statements is essential and is a product of ongoing conversation and development of understanding of and appreciation for differences in culture and practice.
- What are the service activities students will perform?
How do they connect with the academic content of the course?
How do they meet community partners’ priorities?
With your community partner, develop a plan for service activity with strong connection to academic concepts taught in the course.
- How will you prepare students for service?
Include a clear and accurate description of the activity and goals and objectives and evaluation; time and effort expectations, cultural sensitivity; training for the tasks involved in the service; safety awareness; and introduction to the work of the community partner.
- How will you help students connect course content and service?
Develop class activities and assignments to assist students in making the
connection between course content and service and in applying academic
content to service activity.
- How will you plan for evaluation of the course and achievement of project goals?
- What is your plan for sustainability of the faculty/community partnership with your department and with your community partner (continuing partnership, type(s) of activity, once a year or every quarter, commitment from partner organization and from department)?
