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LET IT BE KNOWN: AN INSTITUTIONAL DESIGNATION PROCEDURE Making it Easier For Students to Identify Academic Service Learning Courses.

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Presentation on theme: "LET IT BE KNOWN: AN INSTITUTIONAL DESIGNATION PROCEDURE Making it Easier For Students to Identify Academic Service Learning Courses."— Presentation transcript:

1 LET IT BE KNOWN: AN INSTITUTIONAL DESIGNATION PROCEDURE Making it Easier For Students to Identify Academic Service Learning Courses

2 Before There is Course Designation... There Needs to be Strong Support for Academic Service Learning

3 Support Needs To Be  Bottom Up & Top Down  Widespread The Goal is a Campus-Wide Buy-In The Process is Usually Incremental

4 Building Support at Northern Michigan University Faculty Moving From a Departmental to a Campus-Wide Initiative Administrative Structure Focus Groups/Support Required Faculty “Champions” Programming – Services – Workshops – “Road Shows” – Mini Grants

5 Building Support at Northern Michigan University Administrative  Administrative “Champions”  Provost  Dean  Campus Compact Visits  “Positives” for the University are not hard to find

6 Benefits of Designating Courses as Academic Service Learning  Students  Faculty  Institutional Research  Marketing and Public Relations

7 Benefits for Students  Assists in course scheduling because of differential workload required in ASL class  Allows students to avoid ASL classes because of workload or learning style issues  Allows students to choose a style of teaching/learning

8 Benefits for Students  Allows students to experience their discipline in a way which helps clarify what the individual could be getting into  Identifies opportunities to attain hours toward certificate programs such as Superior Edge  All courses will be ASL designated on the transcript

9 Benefits for Faculty  Encourages ‘engaged’ students to enroll in faculty member’s ASL course  Generates outcomes which constitute a public ‘good’ by supporting community or non-profit entities

10 Benefits for Faculty  Provides support to faculty members in promotion and tenure cases  Encourages faculty to revisit their traditional classes because real life applications reinforce class based material which permits more in-depth learning

11 Benefits for Institutional Research  Allows easy tracking of the number of students involved in academic service learning classes  Allows easy tracking of the numbers of hours being devoted by students in outreach & community service  Allows easy tracking of the range of academic programs and departments offering ASL classes

12 Benefits for Institutional Research  Provides documentable support as to how the university is accomplishing its public service mission  Provides documentable ‘evidence’ to employers about real-life involvement of students in their learning  Provides metrics for accreditation and program review

13 Benefits for Marketing and Public Relations  Provides ‘feel good’ material about the institution  Provides excellent marketing material which appeals to parents and potential students about the active hands-on, teaching/learning taking place

14 Benefits for Marketing and Public Relations  Provides excellent public relations material about the values of the institution and how it fulfills its civic responsibilities to the greater community  Provides concrete examples to potential donors about the good things that their contributions will produce

15 Definition and Criteria  Created by the ASL Advisory Board and approved by Academic Senate  The documents for the Course Designation Form and Action Grant Application are based on this definition and criteria

16 Definition and Criteria  Academic Service Learning is a course-based, credit-bearing educational experience in which students:  Participate in an organized service activity that meets identified community needs;  Reflect on the service activity is such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of both personal values and civic responsibility.

17 Definition and Criteria  Teaching Methodology Criteria: Academic Service Learning courses must include the following five common syllabus elements:  Community partners or agencies must be involved in the planning of the service projects  Service projects must have clearly conceptualized connection between course objective and service activities

18 Definition and Criteria  Service projects must enrich the learning experience  All parties involved in the service projects must benefit  There must be time built into the syllabus for formal active reflection.

19 Meeting with Stakeholders to Establish Course Designation Process Academic Service Learning Advisory Board:  The whole process began with meeting of the ASL Advisory Board itself to discuss the need for a course designation protocol  Existing climate on campus to support ASL Activity

20 Academic Service Learning Advisory Board  Meeting with the Chair of the Faculty Review Committee to make sure that departmental bylaws included provisions for recognizing ASL activity as valid tenure-earning work  Related to Boyer’s Four Forms of Scholarship: Scholarship of Discovery: Generation of New Knowledge Scholarship of Integration: Interdisciplinary Perspective Scholarship of Application: Bringing Professional Knowledge to Problem Solving Scholarship of Teaching: The Teaching/Learning Process

21 Academic Service Learning Advisory Board  Meeting with America Association of University Professors (AAUP)  Meeting with the Registrar to discuss designation procedure  Meeting to discuss the Senate sub-committee proposals

22 Academic Service Learning Coordinators  Meeting with various departments across campus to discuss campus activity and encourage support  Meeting with Deans and Department Heads  Meeting with Provost and President

23 Academic Service Learning Coordinators  Introducing the Course Designation Project to the Faculty Senate  Establishing a Senate Sub-Committee to outline a procedure and address contract issues and concerns  Creating an application process for course designation  Creating a review process for each application “The faculty owns the curriculum.”  Creating a renewal process for registration  Senate approval

24 Academic Service Learning Course Designation Implementation  Course Designation variety  Professor/Course  Course Curriculum  Renewal Form  Does not apply to all courses

25 Academic Service Learning Course Designation Implementation  Course Designation process  Faculty  Department Heads  ASL Advisory Board  Registrar’s Office

26 Academic Service Learning Course Designation Implementation

27  ASL Advisory Board Approval is based on the teaching criteria of:  Community Partner Involvement  Connection between Course Objectives and Service  Enrichment of Learning Experiences  Benefits Students Faculty Community Partner  Reflection

28 Academic Service Learning Course Designation Implementation  First Semester with Course Designation  21 Academic Service Learning Courses Speech & Language Nursing Broadcasting French Public Relations English Health, Physical Education & Recreation

29 The Future of Academic Service Learning  GOAL: To have every academic service learning course designated  Academic Department Meetings  Building the procedure  Selling the principles  ASL identified as a Course Characteristic (Humanities, Liberal Studies, etc. )

30 Academic Service Learning Course Designation To Contact Us:  Dave Bonsall –  Paul Duby –  Charles Ganzert –  Katy Morrison –


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