Next Steps:

1. Next Steps: Service-Learning from Concept to Classroom Averett University Interdisciplinary Day 2013 Toni Gazda, Service-Learning Coordinator

2. Service-Learning atAverett University • Our recently adopted definition: “Service-Learning brings learning alive in exciting new ways inside and outside of the classroom by combining theory with experience and thought with action to transform our students and our communities.”

3. Taking Service-Learning from Conceptto ClassroomStep #1: Brainstorm (existing course) • Review courses you’ve previously taught and consider adding a service-learning component to one of them. • Identify an appropriate service activity that you feel will complement the academic component of the course. • Consider a community organization that can both benefit from student interaction and also help students gain subject knowledge, insight, and experience outside of the classroom environment (the DR Center can/will assist you with this step). • Think about an appropriate amount of service hours that the students must complete spanning the semester (service-learning courses adhere to the federal guidelines set forth in Averett’s Academic Credit Hour Policy and Guidelines).

4. Taking Service-Learning from Conceptto ClassroomStep #1: Brainstorm (new course) • Devise a new course that interests you intellectually and academically, but also appears to be a good fit for a service-learning component. • Likewise, identify the service activity, a suitable community partner for student engagement, and an appropriate amount of service hours for the students to complete during the semester (remember: the DR Center can/will assist you with targeting community partners).

5. Taking Service-Learning from Concept to ClassroomStep #2: Address Learning Outcomes for the Proposed Course • If you’re considering a previously taught course as your starting point, adjust the already established learning outcomes to include service-learning objectives. • If developing a new service-learning course, identify firm, measurable learning outcomes for it (just as you would for any new course). • *Note: This is not as difficult as it seems.

6. Taking Service-Learning from Conceptto ClassroomStep #3: Write a Preliminary Course Description • Draft a traditional course description. • Add a brief sentence or two tying the course work to a targeted community organization and specified service activity. • *Note: Academic rigor should NEVER be sacrificed in a service-learning course.

7. Taking Service-Learning from Conceptto ClassroomStep #4: Consult with your Department Chair • Schedule a meeting with your department chair to review your concept, course description, learning outcomes, and timeline for implementation. • With very few exceptions, the course will require approval from the curriculum committee before implementation (so allow enough time for the “wheels of academia to turn”).

8. Taking Service-Learning from Conceptto ClassroomStep #5: Begin Drafting a Course Syllabus • If you’re planning to imbed a service-learning component into a previously taught course, then obviously, use your prior syllabus as a guide. • If developing a new service-learning course, write your syllabus as you would for any new course (and of course, include the service-learning elements within it).

9. Taking Service-Learning from Conceptto ClassroomStep #6: Recommended Additions to a Service-Learning Syllabus • Service-Learning definition • Statement indicating the course meets GenEd requirements • Explanation of how the service-learning component is/will be integrated into the course • Learning outcomes that include service-learning components • Clear expectations and protocols regarding interaction/assignments with the community partner

10. Taking Service-Learning from Conceptto ClassroomStep #6: Recommended Additions to a Service-Learning Syllabus • Clear indication as to how the service-learning activities will be evaluated • Section setting forth the required hours of service (perhaps as part of the grading scale & calculations sections) • Service-learning activities/assignments should be worked into the syllabus schedule, including Moodle (with important due dates noted thereon) • Brief explanation of Averett’s involvement with Engage DRR, the DR Center, & the DRF

11. Taking Service-Learning from Conceptto ClassroomStep #7: Rely on Samples ofService-Learning Syllabi • The Internet: • Learn and Serve America www.learnandserve.gov • National Service Learning Clearing House www.servicelearning.org • Elon University’s Kernodle Center for Service-Learning and Civic Engagement www.elon.edu • Averett colleagues: Joan Kahwajy-Anderson, Michelle Liu, and • For additional resources, contact Toni Gazda, Averett Service-Learning Coordinator, at X17101 or at agazda@averett.edu • *Final Note: When advising students, please review upcoming service-learning course offerings with your advisees so together, you can make informed decisions.

12. Now, teach, learn, explore, and engage with your students and the community! Service-Learning from Concept to Classroom Averett University Interdisciplinary Day 2013 Toni Gazda, Service-Learning Coordinator Questions?