Service-learning aligns with NACE (National Association of Colleges and Employers)
career readiness competencies as well as Missouri State's general education goals.
identify they learn better when courses include service-learning experiences.
understand the connection between their academic learning at this university and real-life
experiences.
be committed to finishing their educational goals (either completing a degree or taking
all of the classes that they had planned on taking when they first enrolled at this
university)
Scholarship, faculty review, promotion, and tenure process
Opportunities for scholarship are essential for the success of faculty in the review,
promotion, and tenure process. Below are resources that may assist in leveraging SL
research for the RPT process.
General resources
Faculty Development Advanced Toolkit (http://www.compact.org/advancedtoolkit/faculty.html) -- This resource on the Campus Compact website focuses on creating faculty reward
and evaluation systems that take faculty community based work into account. The website
contains examples of task force reports, policies and forms from campuses that have
sought to embrace Boyer's expanded definition of scholarship.
East/West Clearinghouses for the Scholarship of Engagement (http://www.scholarshipofengagement.org/) - The East/West Clearinghouses for the Scholarship of Engagement sponsor the National
Review Board for the Scholarship of Engagement, which provides external peer review
and evaluation of faculty's scholarship of engagement. The Clearinghouses also provide
consultation, training, and technical assistance to campuses that are seeking to develop
or strengthen systems in support of the scholarship of engagement.
Community-Campus Partnerships for Health Mentor Network (http://depts.washington.edu/ccph/pdf_files/summer-mentorntwk.pdf) - CCPH's Mentor Network provides consultation, training and technical assistance
to campuses that are seeking to develop or strengthen their support of community-based
scholarship (e.g., service-learning, community-based participatory research).
Articles & publications
Chang, Yu-bi, Evaluation of Outreach for Promotion and Tenure Considerations: Views
from University Faculty, Journal of Continuing Higher Education, 2000, 48:3, 5-13. - Yu-bi Chang examined the evaluation of university outreach from
the perspectives of faculty members, particularly those who had engaged in outreach
activities. It utilized a survey to determine criteria for judging the quality of
outreach; types of performance indicators for evaluating teaching, research, and service
elements of outreach; and who should evaluate outreach. The article concludes that,
in the opinion of faculty, an adequate evaluation mechanism should include both criteria
specific to outreach and more traditional standards for scholarship and rigor.
Sandman, Lorilee R., Pennie G. Foster-Fishman, James Lloyd, Warren Rauhe, and Cheryl
Rosaen. Managing Critical Tensions: How to Strengthen the Scholarship Component of Outreach.
Change: The Magazine of Higher Learning, January/February 2000, 32:1, 44-52. - This article examines ways that faculty can
balance the community demands for scholarship of engagement and their institution's
expectations regarding teaching and research with their own scholarly interests. It
also explores the different perspectives among community, institution, and scholar,
which create tensions in the implementation and design of outreach scholarship programs.
Explore how service-learning can be done anywhere
From grant writing to research, program development to creating education material.
Indirect Service-Learning
Advocacy-based Service-Learning
Research-based Service-Learning
1. Identify the problem/issue that you are currently working to address (Example:
Access to healthcare; Environmental Issues in communities; Child Abuse and Neglect;
Citizen Engagement in Communities; Hunger, Homelessness, Pollution in the water due
to incorrect disposal of medications; lack of cultural knowledge and language for
first responders; etc., etc.)
1. Work with your assigned community learning site partner to develop an advocacy
campaign to address a topic important to that partner (Examples: Healthy Eating; Stop
Smoking; Drunk Driving; Clean Water)
1. Conduct research about a topic or problem/issue (Examples: Vision Deficiencies
and Congestive Heart Failure – Is there a relationship or correlation?; Healthy Eating
and Vision Deficiencies; Stroke Victims and Vision Deficiencies; Addressing how Medications
are Disposed of – the Impact on Clean Water; etc., etc.)
2. Review current literature on the issue in your community (Reading the Community
Focus Report is a great place to start)
2. Creating Educational Material to be used for Classroom Learning (lesson plans;
activities; etc.)
2. Conduct research to map areas of food insecurity, or drugs, or crimes, or lack
of educational facilities, or afterschool programs, etc., for a community
3. Identify at least two articles that discuss the issue or problem in a community
that you have identified
3. Writing a Grant or looking for/identifying potential grants for an organization/community
learning site partner
3. Impact of vision deficiencies on learning
4. Critically think about how you would work to address this problem in a community
4. Writing a business plan for a new program
5. Write a plan that discusses elements 1-4 and submit in a report form fashion that
can be provided to your community learning-site partner
5. Developing a new program
Use this criteria for getting one-credit service-learning classes approved
A service-learning component course is created. Then, it passes through all the required
“new course approval” procedures.
After that, a faculty member can attach the one-credit component to a 100-level or
above content-based course and "designate" it as a service-Learning course.
The approval process for service-learning designation is initiated by faculty members
at the departmental level. It includes the department head, dean, Faculty Oversight
Committee, and CASL director.
All courses must meet the criteria listed in the Faculty Senate Action that identifies
the requirements of the Citizenship & Service-Learning program.
The following criteria are to be used to evaluate and potentially approve the course.
1. Community partner requirements
The organization must be an external government or service organization.
The service must relate to the course content.
2. Service requirements
The service must represent sustained work over the time span of the course.
The service should not be a “one-shot” situation where students work intensely for
one or two weeks to meet their 40-hour requirement.
The service provided for the not-for-profit organization must be unpaid.
Graded course assignments will assess the activity-related learning.
3. Syllabus requirements
The syllabus must include a section describing how the service-learning option is
related to the goals of the course.
A list of appropriate service-learning community partner sites must be listed.
List information identifying how the student’s learning from the service activity
will be assessed.
The instructor must make a case for explaining the relevance of the service activity
to the course.
SOTL (Scholarship of Teaching and Learning)-based resources
