Presentation on theme: "IN SUPPORT OF TAGGING ACADEMIC-SERVICE LEARNING COURSES IN THE COURSE SCHEDULE Senate Resolution 1004."— Presentation transcript:
IN SUPPORT OF TAGGING ACADEMIC-SERVICE LEARNING COURSES IN THE COURSE SCHEDULE Senate Resolution 1004
Background Academic service-learning courses allow students to gain academic credit by bridging curriculum and with community involvement. Many academic service-learning classes are offered across the university.
Background Architecture Topics in Sustainable Development Business Strategic Career Planning Business Communication (Honors) Business Communication McCombs Leadership Program- Belize Consulting and Change Management Leadership Issues Strategic Human Resources Management Communications Strategic Sales and Event Planning Integrated Communication for Nonprofit Organizations Education Sexual Health I Substance Abuse Awareness I Alcohol Awareness II Seminar on Public Education, Civil Engagement and Policy Engineering Engineers without Borders Information Evaluating Information Programs Library Instruction and Information Literacy Information resources in the Social Sciences Law Seminar on Public Education, Civic Engagement in Policy
Background Liberal Arts Women’s Self Determination and Empowerment through Community Engagement Directed Internship and Service Learning Diaspora in the Americas Writing for Nonprofits Activist Research Practicum Bridging Community through Service-Learning Pan II/ KIPP Partnership Natural Sciences Chemistry Summer Research Program Natural Resource Management Working with Children and Families Community Nutrition Nursing Summer Trip to Guadalajara Global Health course development Public Health Nursing Practicum Public Affairs Texas Juvenile Justice System Fundraising for Nonprofits in Public Sectors Social Work I ntroduction to Social Work and Social Welfare Practice with Groups Theatre for Dialogue; Exploring Interpersonal Violence Undergraduate Studies HIV/AIDS Global and Local Perspectives Maymester in Chana Living Culture: Light, Science, Art Architecture and Culture Leadership Theories and Action Bridging Disciplines Program
Background Currently, academic-service learning courses are not consistently indentified throughout the course schedule. In 2004, a faculty committee with the approval of the Provost recommended that officially designated courses will be listed on the Service Learning Course Listing and will be tagged in the course catalog by Fall 2008. This was not accomplished. Unfortunately, due to lack of awareness many academic service-classes are cancelled.
Purpose Tagging academic-service learning courses would increase awareness of the academic-service learning courses offered. Increased awareness would lead to more participation which would fully utilize all academic service-learning opportunities and not result in canceled classes.
Summary Academic Service-Learning courses are difficult to identify in the course schedule and are not fully taken advantage of. To fully utilize the opportunities provided by service learning courses, the University of Texas at Austin should tag service learning courses in the course schedule to provide a clear, concise method of identification The implementation of tagging will increase awareness and accessibility of academic service learning courses, thereby helping to promote community awareness and academic enrichment within the university.
Whereas Summary Lines 7-8 -Service Learning bridges curriculum and community involvement Lines 10-12 -Service learning courses can only be found through specific keyword searches and lack an uniform identification system Lines 14-18 -The university has not implemented a referendum from 2004 which called for the addition of tags to service learning courses by 2008 Lines 20-23 -Comparison schools already have a course tagging system.
Whereas Summary Lines 25-28 -Ohio State University designates service learning classes with a suffix “S” at the end of courses to help students identify “SL” courses. Lines 30-33 -UT’s Quality Enrichment Plan encourages this initiative through service learning’s development of cultural knowledge, leadership, and community involvement. Lines 35-36 -The Task Force on Curricular Reform calls for courses to be arranged in a “coherent way” to provide a more accessible course schedule.
Whereas Summary Line 38-39 -Tagging will help students find “SL” courses on the course schedule. Line 41-43 -Tagging “SL” courses will not affect the current registration and course designation model Line 45-48 -The Senate of College Councils requests the registrar’s office to add an “SL” to the end of service learning courses as outlined by the office of the Executive Vice-President and Provost.
Resolved/Summary Lines 45-48- Request that suffix “SL” be added to academic-service learning courses. Lines 50- 53- Encourages the University to announce that suffix “SL” has been added to distinguish these courses.