Service-Learning Guidelines for Faculty

Academic service-learning at Texas State University is the application of academic skills and knowledge to meet a community need, issue, or problem that enhances student learning. It supports the university’s goals to “provide a premier student-centered, educational experience that fosters retention and success” and to "provide opportunities for a public university education and contribute to economic and cultural development.” It meets accreditation goals of engagement, impact, and innovation. 

Service-Learning Course Features

  • Credit is given for the learning that takes place, not simply for completing service hours.
  • Service-learning is different from community service, internships, or field study experiences because the service activity is connected to the course learning objectives through reflection and critical analysis. In addition, and importantly, service-learning seeks to balance the benefits to the student with benefits to the community partners.
  • “Reflection” can be through before/after surveys, focus groups, reflective journals, semi-structured discussion group, presentation, or written report.
  • Service-learning is embedded in the course learning plan and applies to all enrolled in the class. This makes it distinct from volunteerism or extra credit options.
  • Service-learning courses are found across the disciplines, collaborating in the non-profit, for-profit, and public sectors.

Faculty Benefits and Expectations

The Service-Learning Excellence Program recognizes faculty that are incorporating service-learning in their courses as Service-Learning (SL) Fellows. The benefits of being a Service-Learning Fellow include: 

  • Recognition and publication of SL courses on our website and press releases 
  • SL Fellows receive a Medallion to wear with regalia at graduation ceremonies 
  • SL Fellows are included in the annual report to the Provost regarding academic SL accomplishments 
  • Service-Learning Fellow recognition can be added to the vita, syllabus, and university digital measures 
  • SL Fellows can apply for SL Mini-Grants 

At the end of each semester, submit:

  • List of community partner(s) 
  • Number of SL hours completed by students and/or class 
  • Numerical estimates of indirect/direct community impact 
  • Quotes you would like to share from reflective assignments 
  • Photos you would like to share from service-learning activities 

STEPS TO BECOME A FELLOW

Email us the following: 

  • Provide us with a copy of your syllabus with the service-learning component highlighted. Each semester that service-learning is incorporated, a statement regarding the service-learning component and definition should be included in the syllabus. 
  • Add the "Service-Learning Section" designation to the CatsWeb course listings (see below). 
  • Include a reflective component to your course, such as: pre/post surveys, focus groups, reflective journals, discussion groups, presentations, and written reports 

Steps To Add The Course Designation

Expand FAQ List

    • After receiving confirmation from the SLE team that the course meets the SLE standards above, the course designation known as SLSD may be applied. 
    • The faculty’s respective department administrator in charge of submission of courses in CourseLeaf may be requested to add the section designation. 
Expand FAQ List

    • After receiving confirmation from the SLE team that the course meets the SLE standards above, the course designation known as SLSD may be applied. 
    • Contact the SLE team to request Registrar’s Office to add the SLSD.