GUIDELINES FOR DESIGNATION OF SERVICELEARNING COURSES PAGE 1 –

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Guidelines and Criteria for Designation of a Service Learning Course:

Guidelines for Designation of Service-learning Courses

Page 1 – Overview

Page 2 – Application

Page 3 - Definitions

I. Definition of Service-learning

Academic Service Learning is a credit-bearing experience and pedagogical approach that links academic study and community-based service so that each is strengthened and both are transformed. Students may do direct service with populations in the community, work in offices of non-profit agencies, or conduct research in and with the community—all related to the specific learning objectives and disciplinary perspectives of the course.


The credit/grade is for the learning, not the service. Course learning objectives are intentionally linked to and enhanced by meaningful and relevant service developed in collaboration with community organizations. Opportunities are built into the course for students to critically reflect on the service experience in relation to their conceptual, civic, and personal learning. The service activities for the course can be seen as similar to the readings, lectures, class discussions, and other assignments; that is, all are contexts for realizing the learning objectives of the course as well as achieve common goals identified with the community.


II. Rationale for Designation:

To help students to


To help the Office of Service Learning (OSL)


III. Procedures for Designation (new and renewal for Fall 2012):

  1. Faculty complete and electronically submit new course applications or renewal notices to the Office of Service Learning by February 15, 2012 (see page 2 for more details). Please note: SerL designation is for faculty & course pairings. If a course has been previously designated but is now being taught by a different faculty member, that faculty member will need to resubmit the course for designation (not renewal).


  1. The Director of Service Learning, the Faculty Chair of the Service Learning Advisory Committee, and a subset of faculty members on the Advisory Committee will review applications


  1. Faculty will be notified of designation status by late February and the OSL will forward a SerL designation to the Registrar’s Office so that it will appear in the schedule of classes.


FOR RENEWALS: Approved courses can carry the SerL designation for 3 full academic years. Faculty will need to send a memo to the OSL each semester that the course should be designated (see page 2, for more details). Any significant changes should be noted in the memo. At the end of 3 years, faculty will be asked to resubmit a full application for course designation.


IV. Resources available to faculty through the Office of Service Learning


IV. Application


Submission details:


Please note: responses to the questions below must contain enough detail to provide the review committee with a clear understanding of the course goals and plan.


NEW DESIGNATION guidelines


  1. Include a copy of your service-learning course syllabus. Please highlight the portions of your syllabus that most directly relate to the service learning. A detailed course outlines that includes course learning objectives, information on how service learning will enhance the course, and community service plans/ideas are acceptable for new courses if you do not have a syllabus fully prepared.


  1. Letter of support from your academic Department Chair that speaks to the value of the course in the department’s curriculum and the appropriateness of your specific approach to the course in relation to department objectives.


  1. Brief (but complete and detailed) responses to the following questions


  1. What service activity will students be doing in conjunction with your course and how does this activity provide a service to the community?


  1. How will the service enhance the expected learning outcomes?


  1. Will the service component be optional or required? Will the service will be a major or minor component of the course? What is the total number of hours of service expected?


  1. What civic awareness, diversity awareness, and/or other general learning do you expect your students to achieve?


  1. How will students reflect upon their service experience? Please provide a sample reflection assignment or outline that you will use or that reflects an approach that you will take.


  1. What community partner(s) are or might be involved? Have you already begun developing these partnerships? How do you envision engaging the community partner as a co-educator?


  1. Would you like the Office of Service-learning to assist you with any aspect of your course? If so, please indicate which/how.


*RENEWING the Service-Learning designation of an approved course

  1. Course number, name, and semester of prior designation (indicate SerL course renewal)

  2. Updated syllabus

  3. Indication of any significant changes

* If this course has been renewed for 3 consecutive years, in addition to sending a confirmation email and updated syllabus, the OSL will contact you requesting a brief reflection on the evolution of your course and teaching experience over time as part of the application for a new 3-year renewal.


VI. Description/Explanation of Service-learning Courses that will appear in the

Schedule of Classes



Service Learning is a kind of experiential education that connects classroom learning with community service. In collaboration with community organizations, students learn about and apply tools of the academic discipline and specific course concepts in their service experiences. This combination enhances academic learning and civic awareness. Course credit and grading are for the learning not for the service. The service activities for the course are similar to the readings, lectures, class discussions, and other assignments—all are contexts for student learning.

Approved courses will carry the notation SerL in the right-hand column of the schedule of classes




Please note:


In addition to the SerL designation, the Office of Service Learning encourages all faculty teaching service-learning courses to indicate clearly in the course description that it is a service-learning course and thus community service or community-based research outside of the classroom is expected. This will further help students in identifying and making choices about service-learning courses.



There is no requirement for faculty who use community-based learning to submit their courses for SerL designation. The process exists to help foster the development of best practices in service-learning pedagogy, facilitate faculty collaboration with the OSL, recognize faculty work in community-based learning, and to raise student awareness to service learning. We are receptive to the unique approach of each instructor and the manner in which s/he involves service-learning experiences in her/his courses/course, and will support the development of sound service-learning pedagogical practices for all courses.






Any questions on the course designation guidelines or process should be directed to Melissa Quan, Director of Service Learning at ext, 3455 or [email protected]

1

Updated January 2012


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