Academic Service-Learning
Course Component Designation Form

“Service-learning is a credit bearing, educational experience in which students participate in organized service activity that meets identified community needs and reflects on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility.”

Robert Bringle & Julie Hatcher, Office of Service Learning, Indiana University-Purdue University Indianapolis

  • credit bearing: The service-learning must be tied to an academic course
  • organized service activity: Activities are thought out and organized with community partners so that there is a deliberate relationship connecting the service opportunity with course material.
  • identified community needs: Projects meet need(s) identified or affirmed by community partners. Communication with community partners is essential.
  • reflects: Time is spent specifically on reflecting and analyzing the service experience in relation to course content and personal experience.
  • course content: Service is not simply an added component of a course, but integrated into the course as a tool used to reach course goals.
  • civic responsibility: Explores the social connections to scholarly research and academic inquiry.

Please complete a separate form for each course with a service-learning component that you are teaching.
If you require assistance, please contact Professor Isolde Mueller, Faculty Liaison for Service-Learning at 320-308-3898.

Instructor Information

Name:

Phone:      Email:

Course Information

Course Number and Title of class with a service-learning component

Students in the couse (check one) Undergraduate     Graduate     Both

Is this a Liberal Education Course (check one) No     Yes

Semester(s) in which this course is being taught with a service-learning component: (Odd Fall, Fall, Spring, Even Spring, Summer, etc.)

Service Learning Component Information

The service-learning component of the course may be an individual or group activity.

Community partner(s) in service-learning.  List community organization name(s)

What identified community need(s) are met through this service project (please list)? (ex. poverty, environment, tutoring, etc.) AND how does your service project address these community needs?

Is the service-learning component (check one) Manditory     Optional

Number of service-learning hours engaged in per student (estimate)

Indicate how the structured reflection(s) link the service to the course content, the discipline and/or civic responsibility by checking one or more of the methods used below:
Journal Presentation Discussion
Paper Display Other- Please specify

Choose the Student Learning Outcomes (SLOs) related to the service-learning component of this course. Refer to Student Learning Outcomes examples in the Policy associated with this designation form.

Tolerance

Briefly describe how the Student Learning Outcome: Tolerance is related to this course.

Description
 - Growth in the appreciation of other cultures
 - Reduction in stereotyping
 - Sense that the people they work with are “like me”
 - Positive view of the people they work with

Example: Students will, through a reflection paper, describe any change in tolerance they experienced or witnessed via the service-learning component in this class.

Personal Development and Interpersonal Development

Briefly describe how the Student Learning Outcome: Personal Development and Interpersonal Development is related to this course.

Description
 - Self-knowledge
 - Spiritual growth
 - Sense of reward in helping others
 - Sense of personal efficacy
 - Desire to include service to others in one’s career plans
 - Ability to work well with others
 - Leadership skills
 - Communication skills

Example: Students will, through weekly journal assignments, demonstrate inter/personal development achieved via the service-learning component in this class.

Understanding and Applying Knowledge

Briefly describe how the Student Learning Outcome: Understanding and Applying Knowledge is related to this course.

Description
 - Depth in understanding/learning of subject matter
 - Understanding of the complexity of social issues within course context
 - Ability to apply material learned in class to real problems

Example: Students will identify, discuss and apply material learned in the course, to new/relevant situations in the community, via the service-learning experience.

Course Specific Example: Students will identify, discuss and demonstrate their understanding of environmental issues by working with their community partners on a project dealing with food or water.

Engagement, Curiosity, and Reflective Practice

Briefly describe how the Student Learning Outcome: Engagement, Curiosity, and Reflective Practice is related to this course.

Description
 - Motivation to learn/know more
 - Desire to engage/do more
 - Ability to generate more thoughtful/informed questions and opinions

Example: Students will, through reflective practice, describe the complexities of social issues and actively attempt to apply the knowledge to community situations.

Course Specific Example: Students will through reflective practice analyze the intersection of elder care and larger social issues such as agism, ablism, etc.

Critical Thinking

Briefly describe how the Student Learning Outcome: Critical Thinking is related to this course.

Description
 - Ability to connect learning to personal experience
 - Ability to identify social issues
 - Ability to see consequences of actions
 - Openness to new ideas

Example: Students will demonstrate an ability to analyze (controversial) issues, evaluate competing claims, and justify their positions.

Course Specific Example: Students will demonstrate their understanding of health care issues as they pertain to older adults by analyzing the health care proposals of the various political parties, evaluate competing claims of the various parties in a presentation at the Whitney Senior Center.

Perspective Transformation

Briefly describe how the Student Learning Outcome: Perspective Transformation is related to this course.

Description
 - Ability to perceive the root of social problems
 - Need to influence political structure
 - Understanding of the importance of social justice

Example: Students will examine what they currently know, and through the service-learning experience, learn to reframe their understanding of social issues and social change.

Course Specific Example: Students will interact effectively with a population different from themselves.

Course Specific Example: Students will evaluate gender (or gender identity) through the lens of service-learning experiences and class material.

Citizenship

Briefly describe how the Student Learning Outcome: Citizenship is related to this course.

Description
Attainment of the elements of the Citizenship Model:
 - Values- “ I ought to do”
 - Knowledge – “I know what I ought to do and why”
 - Skills – “I know how to do”
 - Efficacy – “I can do and it makes a difference”
 - Commitment – “I must and will do”

Example: Students will commit to using their knowledge and skills to become effective, contributing members of society.

Example: Students will connect scholarly research and academic inquiry to actions that will improve society and serve their communities.

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