Faculty Support for Service-Learning
Documents for Faculty
- Faculty Manual [pdf]
- Introduction to Service-Learning Faculty Training Seminar [pdf]
- Advanced Service-Learning Faculty Training Seminar [pdf]
- Action Plan and Stipend Application [pdf]
- Mini Grant Application | Grant Instructions and Sample Application [pdf]
- Civic Engagement Grant Application | Grant Instructions and Sample Application [pdf]
- Common Reflection Assignment [pdf]
- Civic Engagement Student Learning Outcomes [pdf]
Faculty Resources and Support
The following resources and support are available to faculty interested in integrating service-learning into new or existing courses.
Faculty Fellow Service-Learning Stipend
Up to $800 stipend for course development is available depending on factors like newness of course, community partners, and number of faculty who have applied.
Mini Grants and Civic Engagement Grants
Mini Grants will be available for students to apply for service-learning project support (e.g. buses, refreshments, thank-you gifts, event prizes, incentives, project supplies). Civic Engagement Grants enable Fisher students to deepen their impact in the community and gain leadership skills through applying for an up to $500 grant to meet a community partner need. Grants are awarded based on quality of the application and demonstration of need.
Lynn Donahue can facilitate the development of community partners, the creation of SL projects, and the development of a work plan and time-line in collaboration with the partner and course instructor. The instructor will then maintain communication with their partner during the semester. Partners can be developed on your own if they meet the SL criteria.
Lynn Donahue can provide consultation on creating service projects, modifying syllabus, and developing reflection exercises, assignments, and assessments. Mid-point and post-semester consultation is available.
One 3-hour training seminar prior to the participating semester is provided and is required for stipend recipients and optional, but suggested, for all others. Mid-semester workshops are often provided on topics of interest to service-learning faculty.
An Introduction to SL Video should be shown to all students to orient them to service-learning definition, expectations, and safety at the beginning of the semester. If requested, in-class student orientation can be provided by Lynn Donahue.
Sample service-learning books, example syllabi, tools, pedagogy, and assessment strategies, and community partner literature are available for "check-out" in the "Service-Learning Library" (Pioch 103C).
Assessment support of SL course outcomes through Student, Faculty, and Community Impact Assessments is available. A paper Student IA will be distributed at the end of the semester. A Qualtrics online Faculty and Community Partner IA will be distributed (the link) at the conclusion of the semester. Results will be shared with participating faculty upon request.
Promotion and Recognition
Recognition of service-learning outcomes can be provided through highlighting work on the Service-Learning Showcase website. Posters can promote new courses before registration. All SL courses are given a SLC Attribute on the Registration page for searching. Civic Engagement Awards and end of year Celebration recognizes the accomplishments of students, faculty, and Community Partners through civic engagement.
Funds are available to faculty interested in presenting on the outcomes of their service-learning experience at disciplinary conferences or for professional development at national or local service-learning conferences.
What Fisher Faculty Say About Service-Learning
"The students get hands-on experience with real-world problems. The students gained knowledge of other careers they could have with their degree."
"It was a more engaging way of teaching essential concepts. We are using results to go to a national conference."
"The overall experience met course goals and created community collaborations at a very high level."
"The quality of the work is better because the questions and data are real and the conclusions drawn make a difference. Students learn concepts better when their application has consequences beyond a grade."