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• Achieving Official Service-Learning (SVL) Designation

• UNCG standards for service-learning & items to include in the syllabus

• Service-Learning instructor development opportunities

Achieving Official SVL Designation

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Standards for Service-Learning Syllabi at UNCG

Learning Objectives – Is the service component linked to both academic and civic learning objectives?

Links Between In-Class and Out-of-Class – Are there explicit connections regarding how the service component informs and enhances traditional course resources (e.g., textbooks, class discussions, library research, etc.)?

Reflection – Are there opportunities for students to prepare for and process the service component of their course through individual and shared reflection?

Partnerships – Has the course instructor identified community partners who are willing and able to facilitate student learning through service in their organizations?

Reciprocity of Service – Does the type of service provided by the students genuinely serve the community agency in an ethical and useful way? Is the number of hours or sessions that students are involved in at the agency adequate? (Most community partners feel that fewer than 20 hours per student per semester do not serve their needs adequately or is worth the amount of effort required to orient students to their site.)

Leadership – Does the course help students develop their competencies as leaders? Leadership objectives may include goal setting, project management, active listening, motivating others, defining leadership, creating a vision, collaboration and communication.

Dissemination – Do the students share their experiences, findings or reflections with community partners so that partners may benefit from students’ learning, in addition to their on-site service?

Items to include in your syllabus:

1. Introduce the service-learning component in the description of your course and define what it is so students understand how it is academic in nature.
2. Articulate how the service experience will enhance their understanding of the course content and materials.
3. Articulate the approximate number of hours students will be expected to serve and the names of the organization(s) they may serve.
4. Include a schedule for reflection and service-learning based assignments.
5. Explain how service-learning reflection assignments will be assessed.
6. Include a statement regarding the importance of high quality service as students represent their instructors, the OLSL and the UNCG community. (Note: Please do not grade students’ service. The only acceptable level of service is “A” quality work. Providing anything less is disrespectful of the community partner and may damage the relationship between the community partner and the faculty member. The quality of service can be confirmed by the community partner via phone or e-mails throughout the semester.)

Reference: Howard, J. (Ed.). (2001). Service-Learning Course Design Workbook. Ann Arbor, MI: OCSL Press.

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Service-Learning instructor development opportunities

OLSL Services:

• Individual Consultation
  Initiate or redesign a service-learning course (domestic or international)
  Learn strategies for assessing student learning
  Identify, develop and maintain partnerships
• Student Reflection Leaders
  Instructor nominates a student to receive facilitation training for critical reflection in SVL courses
• Faculty Fellow
  An engaged scholar and instructor to support service-learning and community-based research efforts
• Critical Reflection and Assessment of Student Learning
  Tools for deepening students’ reflection
  Connecting service with academic concepts
• “My Service” Database
  Search online for partnership and community-based research opportunities
• Service-Learning Listserv
  E-mail updates include calls for research proposals, new service-learning research and other resources
• Class Visits
  Assistant Director for Service-Learning provides 30-minute orientation

Grants:

• Service-Learning Course Development Grant
  Enhance a course with service-learning
  *Grant provided by the Teaching and Learning Center
• International Service-Learning Course Development Grant
  *As funds are available
• Community-Based Research Grant
  Work collaboratively with a community partner to research questions of common concern
  *As funds are available

Events:

• Service-Learning Course Workshop
  Key components of service-learning pedagogy and practice
  Tools for assessing learning through written and oral reflection
• Finding and Maintaining Community Partners Workshop
  Identify opportunities to partner
  Best practices for partnerships
• Annual Speaker Series
  Guest speakers facilitate seminars to enhance UNCG’s capacity for community engagement and leadership
• Faculty Van Tours
  Visit community partner organizations
  Hear perspectives of community partners on how to develop partnerships for shared learning
• Pathways to Achieving Civic Engagement (P.A.C.E.)
  North Carolina Campus Compact at Elon University
  Spring Semester, registration paid by the OLSL

Groups:

• Community-Based Research Network
  Share strategies, resources and experiences for conducting research with community partners
  Interdisciplinary and inclusive
• Public Scholarship Graduate Student Network
  Discuss public scholarship as it relates to work as student scholars and their future roles as professionals

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