Increase awareness from “What it is?” to “Pedagogy.” How you incorporate into teaching.
Spell out service type.
- Describe teaching
- Criteria – Quality of research plan
- Promotes scholarship based on service-learning. Although all three elements are important, the priority of the Faculty Fellows Program is to promote research and documentation on the impact of service-learning on learning.
Service-learning must be mutual between the student and the agency. Both MUST benefit from the service or it is not service-learning. With quality service-learning, students are NOT just providing service, they are enhancing their learning by serving.
Methods of assessment vs. course content w/ reflection (weekly).
- Evaluations for impact and confidence to execute skills
- Pre- and post-evaluations: first class and again at the end of the course/last class => evaluate perceptions of experiences.
- Ex: Journals for reflection
- Ex: Letters to “older” self
- Measurement for quantitative measures
Fellows expressed a desire to have done more of the preparatory work before the semester got started. Several mentioned unanticipated obstacles (such as drug-testing, background checks, etc.) that they had not anticipated that cut into time to develop the projects and get students going on them as well as things that students should be told ahead of time that will be required if they sign up for the course.
- Forms signed for confidentiality.
- Contracts with design objectives, milestones
- Signed by student and supervisor
- Waiver of indemnity.
- Code of professional ethics
Faculty may apply for Fellow Mini-Grants. These mini-grants may be used to purchase supplies for your SL course, provide transportation, or other direct costs related to the SL course. You may apply for an SL course mini-grant at any time during the academic year. Mini-grant recipients are required to provide information resources according to the Faculty Fellow guidelines. There is a limited amount of funds available each year, so apply early!
- Reflection activity tied to course grade (reflective journal, presentation, paper, pre/post surveys, guided focus group)
- Review confidentiality, prep work on what to expect, etc.
- How do you monitor students, develop, etc. ?
- Design project with facility and accountability – let them know who is accountable and for what.
Can I put in my syllabus or course outline that students may have to undergo a background check in optional courses?
Yes. If you know this will be required, you should definitely let students know prior to the start of the course. If at all possible, maybe even include it as a note (like the notes that notify students that courses require an Internet component, etc.) in the schedule of classes.
There is no standard number. Faculty have used service-learning in courses with 100 students or more. Most service-learning courses, though, are smaller. Larger classes can utilize service-learning but strategies would need to be used to simplify the process and minimize the time commitment on the part of the faculty member.
As many as make sense, given your course, your learning goals, and the number of students you will likely have in the course and doing the service-learning.
Yes, Education Code, section 51.937, states as follows:
§ 51.937. Immunity From Liability for Volunteers
(a) A volunteer who is serving as a direct service volunteer for an institution of higher education is immune from civil liability for any act that:
(1) is incident to or within the scope of the duties of the volunteer's position; and
(2) involves the exercise of judgment or discretion on the part of the volunteer.
(b) This section does not apply to the operation, use, or maintenance of a motor vehicle.
(c) This section does not limit the liability of a person for intentional misconduct or gross negligence.
(d) In this section, “volunteer” means a person providing services for or on behalf of an institution of higher education, on the premises of the institution or at an activity related to or sponsored by the institution on or off of the property of the institution, who does not receive compensation in excess of reimbursement for expenses.