Course Designation
The University of Northern Iowa’s initiative - Enhancing Service-Learning at UNI - allows faculty/instructors to designate their courses as a service-learning course.
The service-learning (SL) designation allows students to intentionally seek out courses that include a high-impact practice. High-impact educational practices have been proven to be significantly beneficial for students of all backgrounds.
Information to Consider When Applying for the SL Designation
Prior to applying for the service-learning designation, faculty/instructors are encouraged to review:
- The definition and criteria for the SL designation
- The types of service-learning that can be embedded into a course
- The difference between service-learning, volunteering/community service, traditional internships/practicums
- The phase of the Three-Phased Model addressed in your service-learning course to consider the student’s skills and knowledge so to design an appropriate experience (Howe, Coleman & Hamshaw, 2014)
Application for Service-Learning Course Designation
The service-learning course designation requires:
- Click here for the application. Please review the PDF of the application to prepare your answers.
- Please attach the course syllabus and any assignment instructions, guidelines, and other information about your course/project that supports the service-learning component.
Frequently Asked Questions
- What is meant by service-learning activities as written in #1 of the definition about critical thinking and professional communication skills?
Service-learning classes can include a variety of activities. The entire class can participate in one activity such as organize an event for a local nonprofit organization or doing a river clean-up. Activities can also be different for each student or group of students. Service-learning activities can include live-client projects common in the College of Business. Service-learning can be project-based. Also, see types of service-learning for more ideas.
- What do you mean by community?
Community applies to both the local community as well as the global community.
- How do I align activities in my class with community strengths and needs?
Faculty and staff are encouraged to consult with their community partner(s) prior to, or as part of the project/activity development. The activities and/or projects should be mutually defined by both the community and university partners and be mutually beneficial to both enhance student learning and contribute to the betterment of the community.
- What types of activities, discussion or assignments could address #7 of the definition about engaging with diverse populations in diverse settings?
This criterion could be addressed in an assignment, a class discussion, or be a major component of the class. Issues of diversity and inclusion can be broadly applied across all disciplines. Examples include:How does the service-learning activity address stereotypes?When designing a website, discuss who has access to the information, who doesn’t, did you provide closed captioning, why or why not?For a trash clean-up service project, discuss waste as it relates to poverty and wealth. A project that includes removing invasive species from parks might include an assignment or discussion on how non-native species can cause economic or environmental harm or harm to human health.
Contact
Should you have further inquiries about the service-learning designation review or designation process, please contact Julianne Gassman at julianne.gassman@uni.edu or 319-273-2204.
Additional Resources
These links contain great activities, information, and research that you can use with your students and/or may work well as you address the development of civic agency into courses.
- Rod Library service-learning resources (UNI Service-Learning Course Syllabi)
- Civic Leadership Development Activities
- Syllabus database
- Service-learning toolkit
- Service-learning and Student Diversity Outcomes: Existing Evidence and Directions for Future Research