Service-Learning Syllabus Template
Items listed below are suggestions for faculty members to include in your syllabus. Choose whichever format you see as a best fit for your preferences, course, and service-learning projects. The only items that the Center for Service-Learning requires faculty to include in their service-learning course syllabi are the Service-Learning Outcomes (S-LOs) listed in the QEP S-L Model, Objectives, & Outcomes. Be sure to follow guidelines set forth by Academic Affairs, your Academic School, and your Department.
COURSETITLE & NUMBER:
INSTRUCTOR: OFFICE:
PHONE:OFFICE HOURS:
E-MAIL:FAX:
CCGA Website: Service-Learning Website:
CCGA CATALOG DESCRIPTION:
PRE-REQUISITES: If applicable.
SERVICE-LEARNING COURSE INTRODUCTION: Briefly introduce the service-learning component, and explain the relevance of the service to the course. Describe how service-learning will shape the educational outcomes of the course. Include a general statement explaining that the course has been designated as a service-learning course. Define service-learning, and explain how it differs from community service and volunteerism—along with its ties to the College’s mission.
*COURSE OUTCOMES: List the course outcomes and competencies. Combine course outcomes and service-learning outcomes when possible.
*SERVICE-LEARNING OUTCOMES (S-LOs): List aminimum of at leastone outcome from each of the three service-learning objectives that are addressed through the service experience (i.e. one outcome from Academic Enhancement, one outcome from Personal Growth, and one outcome from Civic Learning).Describe how the service-learning outcomes will complement the course outcomes, thus enhancing student learning.
COURSE REQUIREMENTS: Outline thecontent that will be covered in the course.Describe the nature of the service placement and/or project. Define the community needs or interests that will be met. Specify the service-learning roles and responsibilities of students (e.g., transportation, time requirements, community contacts, etc.).
EVALUATION METHODS: Specify how students will be expected to demonstrate what they have learned through the service-learning project or placement (e.g., journal, evaluative reports, research papers, presentations, etc.). Define the role of reflection in the course. Present relevant course assignments that link the service experience to the course content. Specify how the service-learning assignment will be graded and/or evaluated.
Examples:
Class Participation/Discussions
Service-Learning Activity (suggested minimum of 12 - 15 hours)
Research Project
Reflection Journal/Presentations
Service-Learning Symposium Poster Project
Quizzes, Quarter Exams, and Final Exam
WEIGHTING THE SERVICE-LEARNING COMPONENTS OF THE GRADE:
You may choose to utilize the service-learning outcome (S-LO) grading rubrics for each of the three service-learning objectives/outcomes, you can alter the existing S-LO rubrics to meet your course/assignment requirements, or you can use your own grading method.Be sure to explain that students will be graded based on the learning evidenced in their assignments, not for completion of the service itself.
COURSE CALENDAR:
Be sure to infuse the service-learning component into as much of the course as possible. Inviting the community partner into the classroom is a good practice to build trust between the partner and students, and to stress the importance of the partner’s contribution to the academic enhancement of the student experience. Also list any planned course dates that will be used specifically to work on service-learning projects.
SERVICE-LEARNING SYMPOSIUM (Annually in April)
For spring or fall semester courses, the Service-Learning Symposium is an opportunity for students to present their final reflection project as a poster or presentation.