The Service-Learning (SL) designation indicates that a course meets the University’s criteria. The SL designation can correspond with any course level (100 through 400/500).
The SL designation presumes that a course utilizes a methodology that combines academic instruction, community engagement, and critical reflective thinking to promote student learning and civic responsibility.
SL Proposal Submission Guidance
To submit a proposal for a course to carry the SL designation, we encourage you to follow these steps:
- Garner support from your department chair and/or dean to propose a class for the SL designation.
- Review the current University Core Criteria for Service-Learning Classes and the review rubric the SL committee uses when making decisions.
- Review the resources the Center makes available for service-learning course design.
- Review the additional guidance offered by the Advisory Committee on appropriate community partners and student preparation for community work.
- Feel free to email the Director of the Center for CETR or any one of the review committee members to discuss your proposal.
- Verify that your proposal includes a copy of the course syllabus and any other documentation that describes the service-learning component (e.g., Blackboard documents, additional handouts, web pages).
- Email your completed proposal to Dr. Lina Dostilio, who will forward your submission to the designation subcommittee.
SL Proposal Review Process
The designation subcommittee is a part of the Center's Advisory Committee. It is comprised of voting faculty members with the Director of the Center serving as an ex officio member.
- Faculty members are welcomed to attend review meetings to further clarify their submission.
- The review committee will communicate its decisions in writing to the applicant.
- Any submissions not awarded the designation are encouraged to work with the Center to resubmit during the next review period.
2014-2015 Review Committee Members
Kathy DeRose, Mylan School of Pharmacy
Erik Garrett, Department of Communication and Rhetorical Studies, McAnulty College of Liberal Arts
Sarah Wallace, Rangos School of Health Sciences
Connie Moss, School of Education