Covering student outcomes, research, tracking and forms, explore the page below for the resources you need to offer meaningful, experiential learning in the classroom.
Definition: Career readiness is the attainment and demonstration of requisite competencies that broadly prepare college graduates for a successful transition into the workplace.
Those with relevant work experience get 50% more interviewing opportunities and offers; and a $7,500 higher starting salary.
- Missouri State Career Center
Missouri State | Service-Learning Outcomes
|Gen Ed Goals|
Critical Thinking: (1) identify problems/issues, (2) understand the root cause of the problem/issue, (3) generate alternative solutions
✓ Critical Thinking/Problem Solving
|1, 2, 5, 6, 12, 13, 14, 15|
|Career and Teamwork: (1) demonstrate strong leadership skills, (2) be able to work well in teams and with others, (3) obtains the skills to work in a career, (4) recognize that what you do in your job or work might have an implications beyond the local community||
✓ Career Management
✓ Professionalism/Work Ethic
|7, 8, 13, 14, 15|
Communication: demonstrate the effective use of oral, written and listening communication skills
✓ Oral/Written Communications
✓ Digital Technology
|3, 4, 5, 6, 12, 15|
Public Affairs Mission: (1) recognize the importance of contributing knowledge and experiences to your community, (2) recognize the importance of scientific principles in the generation of sound public policy, (3) recognize and respect multiple perspectives and cultures, (4) articulate your value systems, act ethically within the context of a democratic society, and demonstrate engaged and principled leadership
✓ Professionalism/Work Ethic
✓ Global/Intercultural Fluency
|1, 2, 6, 8, 9, 12, 13, 14, 15|
|Sustainability: understand how your work is connected to sustainable efforts (socially, economically and environmentally)||
✓ Global/Intercultural Fluency
✓ Critical Thinking/Problem Solving
|8, 10, 11|
Consider service-learning as your teaching pedagogy
Tenure and promotion information
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.
- 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.
Publications that feature community-based research, research on civic engagement, and engaged teaching and learning:
Academic Exchange Quarterly
Academic Exchange Quarterly was founded in 1997 and is an independent peer-reviewed print journal. It is a publication outlet for a multitude of faculty and disciplines in the United States and internationally. Several volumes have been devoted to the topic of service-learning.
Active Learning in Higher Education
Published three times per year by the Institute for Learning and Teaching in Higher Education, this international journal focuses on all aspects of developments, innovations and good practice in higher education teaching and learning worldwide. The journal includes accounts of research by those active in the field of learning and teaching in higher education, and overviews of topics, accounts of action research, outputs from subject-specific project teams, case studies and theoretical perspectives.
Advances in Service-Learning Research: Volumes 1-7
Founded in 1999 by George F. Johnson, IAP is a social science publisher of academic and scholarly book series and journals. IAP's goal is to develop a comprehensive list of book series, monographs and journals that break down and define specific niches that lack high-level research material in the fields of Education and Management.
American Education Research Journal
American Educational Research Journal has as its purpose to publish original empirical and theoretical studies and analyses in education. The editors seek to publish articles from a wide variety of academic disciplines and substantive fields. They are looking for contributions that are significant to the understanding and/or improvement of educational processes and outcomes.
American Journal of Education
Founded as School Review in 1893, the American Journal of Education acquired its present name in November 1979. The Journal seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship, and to encourage a vigorous dialogue between educational scholars and practitioners. To achieve that goal, papers are published that present research, theoretical statements, philosophical arguments, critical syntheses of a field of educational inquiry, and integrations of educational scholarship, policy, and practice.
Education for Health: Change in Learning and Practice
This journal invites reports on qualitative and quantitative research that can enhance educational practice, especially if it will help enhance clinical practice. It also invites thoughtful analyses, innovative ideas, and conceptual statements that may not necessarily be the product of research but which have implications for the decision-making of teachers and educational leaders.
eJournal of Public Affairs
The eJournal of Public Affairs is a peer-reviewed, multidisciplinary, open-access journal published by Missouri State University and affiliated with the American Democracy Project. By providing an academic, nationally refereed venue for such work, the eJournal aims to advance the status of public scholarship. The journal publishes scholarly articles, with or without embedded multimedia in the articles, including research studies, best practices, reviews of the literature, and book reviews. The journal will also consider publishing scholarly and creative endeavors in alternate forms of media (e.g., videos).
Journal of Public Service and Outreach
The Journal of Public Service & Outreach is a peer-reviewed journal which publishes research articles, essays, commentary, reviews, and information on public service in its broadest interpretation -- reflecting its scope, interdisciplinary nature, and vital role as the third mission of the academy.
Michigan Journal of Community Service Learning
This is a peer-reviewed journal consisting of articles written by faculty and SL educators on research, theory, pedagogy, and issues pertinent to the SL community. The journal aims to: widen the community of SL educators; sustain and develop the intellectual vigor of those in this community; encourage research and pedagogical scholarship related to SL; contribute to the academic legitimacy of SL; and increase the number of students and faculty who have a chance to experience the rich teaching and learning benefits that accrue to SL participants. Contributing authors are associated with a wide range of academic disciplines and professions.
Nonprofit and Voluntary Sector Quarterly
The nonprofit sector is a rapidly growing area of research, social policy and social action. This dynamic field is at the center of such contemporary public policy debates as the future of federal social policy, the changing role of religion in public life, national service, and the privatization of public services. Nonprofit and Voluntary Sector Quarterly (NVSQ) provides cutting-edge research, discussion, and analysis of the field and leads its readers to understanding the impact the nonprofit sector has on society.
GEP 101 students and instructors serve alongside the Springfield community.
Introduction to Service-Learning courses engage students in 4 hours of service related to their course and/or the Public Affairs mission.
Service-learning is embedded into a course and all students participate, providing a minimum of 15 hours of service related to coursework.
Students have the option to earn an additional hour of academic credit by providing 40 hours of service with a nonprofit, government, or public benefit agency. Similar to a mini-internship.