2013-14 SOURCE Service-Learning

Faculty Fellows Program

SOURCE is announcing applications for the 2013-14SOURCE Service-Learning Faculty Fellows Program (FFP) to assist faculty in integrating service-learning into new or existing courses. FFP will engage 6-9 faculty members from across the Johns Hopkins University Schools of Medicine, Nursing, and Public Health for a one-year term and then will become part of a JHU community of faculty who use service-learning pedagogy. Funding for this program is provided by JHU President Daniels’ office.
Service-Learning Definition

“Service-learning is a structured learning experience that combines community service with preparation and reflection. Students engaged in service-learning provide community service in response to community-identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens.”
Seifer S.D. (1998). Service-learning: Community-campus partnerships for health professions education. Academic Medicine, 73(3): 273-277.
More information on service-learning in the health professions can be found at:

Community-Campus Partnerships for Health,

SOURCE is now accepting applications for the 2013-14Faculty Fellows cohort. Applications are due by Monday, April 8that 12:00pm(submission information is found at the end of the application).

Program Goals:

  • Assist faculty as they createnew or transform existing courses to incorporate service-learning as the pedagogy used.
  • Create and expand the network of service-learning faculty who engage in service-learning pedagogy and research.
  • Increase the number of experiential learning coursesfor students in the Schools of Medicine, Nursing and Public Health. Some of theseJHSPH courses may also fulfill CEPH practicum requirements.
  • Strengthen the connection between the Johns Hopkins University health professional schools and SOURCE community partners in Baltimore City.
  • Ultimately, contribute to improving the health—defined broadly—of Baltimore residents.

Example Service-Learning Courses:

  • Program Planning for Health Behavior Change: Students work in teams to apply skills in strategies for health behavior change through targeted projects such as with theRecess Baltimore programthrough the American Heart Association and International Rescue Committee (IRC) – Women’s Protection and Empowerment Unit.
  • Baltimore Food Systems: Students will serve at local organizations involved in the local food movement. Additionally, they will conduct interviews with local leaders in the food movement and community-based organizations.

The 2012-13 FFP Cohort Pagecontains other course examples. Examples from others universities and programs can be found at

Objectives:

As a result of the FFP, faculty will be able to…

  • Understand and utilize service-learning pedagogy, engaging students in critical reflection around power, privilege and ethics in the health fields.
  • Design and implement an academically rigorous course that integrates student learning with community-identified needs. Plan and implement a new or revamped course using service-learning.
  • Build new and/or strengthen existing partnerships with a Baltimore-based health and human services organization or non-profit.
  • Engage in critical dialogue with colleagues regarding the role of service-learning in higher education and the health professions. Network and collaborate with colleagues engaged in service-learning pedagogy.
  • Understand and explain service-learning to students, colleagues and community partners.
  • Develop plans to incorporate scholarship in their service-learning work.
  • Participate in a community of colleagues who are dedicated to working with and for communities.

Service-Learning Faculty Fellows Commitments:

  • Participation in a 2.5 day training seminar (scheduled for Monday evening June 10th; Tuesday, June 11th; and Wednesday, June 12th, 2013). The workshop will include (but is not limited to) the following topics: Service-Learning & SOURCE Overview; Service-Learning & the Health Fields; Models of Community Partnerships & Projects; Service-Learning Course Design; Critical Reflection and Critical Pedagogy; Evaluation & Assessment in Service-Learning;Action Planning; Scholarship applied to Service-Learning.
  • Design a new course or revamp an existing course so that it uses service-learning as its primary pedagogy. SOURCE will connect interested Community-Based Organizations (CBOs) to relevant courses for service-learning’sexperiential element.
  • Attend 3 additional check-in meetings with the FFP cohort and SOURCE staff throughout the academic year.
  • Meet one-on-one with SOURCE staff on an as-needed basis regarding consultation of course development and implementation.
  • Implement newly designed service-learning course within one year of completion of FFP (timeline depends on the specific course and faculty member).
  • Participate in assessment and evaluation of students involved in the service-learning course and for FFP outcomes.
  • Help recruit and mentor new Faculty Fellows.
  • Present on experience in year-end panel, presentation and celebration.

General Timeline – 2013-14 Academic Year

March 15, 2013: Application Due Date

April 1, 2013:Notifications for Accepted Fellows

April 2013 (date TBD):FFP Presentations from previous cohort

June 10-12, 2013:2.5-Day Faculty Fellows Training Seminar

August 2013: First Check-in Meeting

November 2013:Second Check-in Meeting

January 2014: Third Check-in Meeting

April 2014: Presentations and Celebration

*Note: The previous cohort elected to meet monthly to reflect about the process. This is an option open to the 2013-14 cohort for those who are interested.

Benefits

  • $2,000 award (funds can be used to support community-based and service-learning efforts)
  • Valuable professional development opportunity to go beyond traditional teaching methods through service-learning curriculum and reflective pedagogy.
  • Opportunity to learn from and work with nationally recognized service-learning scholar from the Community-Campus Partnerships for Health (CCPH) Consultancy Network through the FFP Seminar in June.
  • Develop plans to incorporate scholarship into teaching and education.
  • Potential to be a leader in service-learning and community-engaged scholarship.
  • Streamlined process for finding relevant experiential opportunitiesfor students through SOURCE’s CBO partnership network.
  • Fulfill community-identified needs through service-learning projects.
  • Enhance student learning of academic content through real-life exposure to context and application of theoretical constructs.
  • Increase student awareness and value of diversity through service-learning projects and exposure to multicultural environments.
  • Enhance understanding of ways in which reflection can be incorporated into course work and then assessed to gauge student learning.

SOURCE (Student Outreach Resource Center)

Johns Hopkins University Schools of Medicine, Nursing, and Public Health

SOURCE Service-Learning Faculty Fellows

Program Application

Please send a completed application with a current CV to

by Monday, April 8th, 2013 at 12:00 pm

Name: ______

School: ______Department: ______

Phone: ______Email: ______

Faculty Rank/Title: ______

How did you hear about this program? ______

PLEASE NOTE: If selected for FFP, you will need to provide a letter of support from your Department Chair.

Provide brief answers to the following questions:

  1. Why are you interested in becoming a Service-Learning Faculty Fellow?
  1. Are you creating a new course or integrating service-learning into an already existing course? Please describe the course and how you see service-learning fitting into the course. What terms do you teach – or plan on teaching – the course, and when is the first term you would like to implement the revised or new course? How many students can register for the course (if known)?
  1. Whatexperience, if any, do you have with service-learning?
  1. Do you foresee any challenges with implementing the course within your school or department? If so, please indicate what those challenges might be and how you might overcome them.
  1. Faculty fellow must commit to the following.
  • Attending the FFP Seminar June 10-12, 2013
  • Creatingor revisinga syllabus for a service-learning course
  • Participating in additional check-in meetings throughout the academic year
  • Submitting a brief end-of-year work summary and program evaluation
  • Presenting at an end-of-year event
  • Mentoring faculty in the 2014-15 FFP

Are you able to commit to all of these requirements? Yes/No

If no, Please provide an explanation.

Endorsed by JHU School of Nursing Office for Teaching Excellence

and the School of Medicine Office of Faculty Development

© Copyright 2012, Johns Hopkins University SOURCE