From left: Lauri Lott, Angel Sanchez, Larry Herndon, Robyn Brighton, and Deb HallBenefits of Service Learning for Faculty
- Develop more powerful curricula by providing students with a "real world" context for theory and discipline-specific knowledge.
- Provide opportunities to accommodate different learning styles.
- Enhance teaching effectiveness by becoming a "facilitator" rather than a "giver" of knowledge.
- Engage and motivate students, leading to student retention in courses.
- Raise awareness of current social issues as they relate to academic areas of interest.
- Foster a culture of student participation and leadership on campus.
Getting InvolvedIntegrated Service Learning
These are traditional courses that have been integrated with service hours throughout the semester. For example, students enrolled in a web design class can choose to design and implement a website for a non-profit agency. The number of service hours varies by course and are up to the professor’s discretion. Faculty interested in integrated a course with service hours should complete the Faculty Development course: Service Learning Across the Curriculum.
Faculty Development | "Service Learning Across the Curriculum"
Faculty are provided a detailed overview of Service Learning and given strategies for integrating their course with service hours. Faculty are awarded 20 professional development hours for successful completion of the course. For available course dates, please visit: How to Register for Courses.Integrated Course Approval Form
Faculty that have successfully completed Service Learning Across the Curriculum are eligible to teach an integrated Service Learning course. Faculty can download the approval form here and have their Dean approve the form before sending it to the office of Curriculum Initiatives.
Deadlines for integrated course approval:
- Fall Course: May 1st
- Spring Course: October 2nd
- Summer Course: February 1st
Faculty Mentors periodically meet with students and guide them throughout their service experience. Faculty Mentors can be requested by students or paired with students if they have a level of expertise in the student's major and/or career pathway. If you are interested in becoming a Faculty Mentor, please contact Robyn Brighton at email@example.com to complete a one-time informational session.SLS2940 & SLS2940H Course Materials
- Course Syllabus
- Syllabus Statement
- Detailed Course Schedule
- Listing of Community Partners
- Student/Community Partner Agreement Form
- Attendance Sheet
- Goal Setting
- Pre-Service Assignment
- Post-Service Assignment
- Journal Assignments and,
- Community Partner Evaluation
The offices of Curriculum Initiatives and Study Abroad and Global Experiences are excited to now offer International Service Learning trips. Four students will be traveling to a remote part of Spain in the summer 2016 term with Professor Sarah Melanson to partner with elementary schools in the region. In addition, we are in the process of planning trips to Central and/or South America for the 2017 year. More information will be provided on our website soon.
Service Learning & General Education Outcomes
Cultural and Historical Understanding: Demonstrate understanding of the diverse traditions of the world, and an individual's place in it.
- International service learning fosters genuine understanding of diverse traditions of the world.
- Local service learning develops understanding of the different cultures in the area.
- Both types of service learning foster civic responsibility to meet the needs of the global and local community.
Quantitative and Scientific Reasoning: Use processes, procedures, data, or evidence to solve problems and make effective decisions.
Service Learning includes identifying a community need and through the analysis of data and evidence to devise a project to meet the needs of the community through problem solving.
Communication Skills: Engage in effective interpersonal, oral, written communication.
Through service learning, students communicate with community partners in both oral and written form.
Ethical Responsibility: Demonstrate awareness of personal responsibility in one's civic, social, and academic life.
The foundation of service learning is to invoke the sense of civic and social responsibility.
Information Literacy: Locate, evaluate, and effectively use information from diverse sources.
Because of the nature of service learning, students use various resources to identify the nature of the problem. They use interviews, technology, and print materials in the research stage of service learning.
Critical and Creative Thinking: Effectively analyze, evaluate, synthesize, and apply information and ideas from diverse sources and disciplines.
In a service learning project, students meet community needs through the development of a service project. In order to identify the problem and possible solutions, students must analyze, evaluate, synthesize, and apply information and ideas from diverse sources and disciplines.