Courses based upon the service learning instructional method are designated as Service Learning courses in each semester's Schedule of Classes and Course Offering Directory. These courses are also designated as Service Learning courses on student transcripts. ELCS works with faculty, students and community partners to incorporate and support service learning endeavors.
UM's Faculty Senate approved the Service Learning Course Designation in 2008. Faculty may request this special designation for their courses from ASCRC. In order to receive the course designation, faculty must submit a completed Service Learning Course Form to the Faculty Senate Office (UH221) in late September. Please contact Andrea Vernon, email@example.com, or 243-5159, with any questions.
The Service Learning Course Designation at UM provides the following benefits:
- Recognition and legitimization of service learning as a valued pedagogy: Through faculty review and approval of course syllabi the value and academic rigor of service learning will be acknowledged.
- Increased visibility of Service Learning on campus: All service learning courses will have a common designation as part of the course title, e.g. SW 423: Addiction Studies/Service Learning, and will be listed in university publications such as the course catalog and schedule of classes. Student transcripts will reflect service learning experiences, and academic departments can use the designation to recognize and reward faculty and student participation in service learning.
- Greater consistency among service learning courses: Service learning will be operationally defined and all service learning courses will meet well-defined standards.
- Easier student access to the courses: Civic Engagement will serve as a clearinghouse for students seeking to enroll in a service learning course. There is an increasing demand from students to know which courses contain service learning experiences.
- Enhanced opportunities for UM/community partnerships: Community partner organizations will have improved communication with departments and/or faculty who teach service learning courses that could meet their identified needs.
- Increased ability to evaluate and assess service learning impacts in the classroom and the community: Methods of assessment will be identified and incorporated by faculty to gain input and feedback from students and community partners about the experience and how it met the course learning objectives.
Read this example of an international service learning case study