Skip to main content

Community Engaged Learning Course Designation

 

Courses are now designated as Community Engaged Learning/ Service-Learning (SL) in Banner. Before courses can be listed as SL, faculty must complete a short Community Engaged Learning designation form outlining the learning outcomes, service activity, reflection, and course information. Submitted forms are reviewed by the Community Engaged Learning Advisory Board and can be approved at any time.

Prior to completing a Community Engaged Learning designation form, we highly recommend checking in with the Center for Community Engagement for support identifying a community partner or service activity appropriate for your course. Please click here to complete the designation form on line.

DOWNLOAD COURSE DESIGNATION FORM HERE

DOWNLOAD COURSE UPDATE FORM HERE

Components of Community Engaged Learning

  1. Learning - Community Engaged Learning is tied directly to course material and knowledge gained from that course material. Learning goals and outcomes should be identified while developing the course to ensure the link between the course material and service component is clear. Students should have the opportunity to not only implement course material through service, but also practice more general life skills such as teamwork, communication, and critical thinking.
  1. Meaningful Service Activity - Community Engaged Learning is not adding “volunteer” activities to a course. It is integrating service in such a way that students apply the knowledge and skills they are learning in class to meet community needs. The service activity is incorporated as part of the “out-of-class” work expected of each student registered in the course. The students’ learning experience is graded and is measured through prearranged reflection activities.
  2. Reflection – Reflection is an essential element of a Community Engaged Learning course. It is a structured time for students to recount their experiences and the learning acquired in the community setting. It can be accomplished in a number of different ways, depending upon the instructor’s preference. Some common forms of reflection include journaling with specific prompts, reflection papers, or classroom/small group discussions.