Integration of Service-Learning Into the Course Syllabus
IOH Toolkit
Chapter 7. Service-Learning
Integration of Service-Learning Into the Course Syllabus
To clarify expectations and processes for your students, and to emphasize the integration of service into your course, be sure to write service-learning into each component of the course syllabus. Instructions for doing so and excerpts from a sample syllabus follow. This toolkit also provides a full Sample Course Syllabus to use as a model.
Instructor’s contact information
If you have a teaching assistant, list his or her contact information and office hours along with your information on the syllabus.
Course description
Mention service-learning and describe its role in the course. This description should also be used by the registrar’s office so that students understand service-learning will be part of the course before they enroll.
Sample language: Students enrolled in this course will engage in a service-learning project that will involve hands-on service in a local community health clinic. The purpose of this assignment is to link coursework on the importance of oral health integration to team-based, patient-centered health care.
Course goals
Articulate how service-learning will advance the students’ learning while also meeting the needs of the community. Benefits of service-learning will vary according to the specific profession. Goals should clearly incorporate both learning and community outcomes.
Sample language: The goals of this course are: (1) to understand the best practices for delivering comprehensive, team-based, patient-centered care; (2) to build clinical skills for the implementation of appropriate patient-centered preventive oral health interventions; (3) to build clinical skills for the implementation of strategies that are responsive to the needs of the service-learning partner organizations.
If service-learning is not a course goal, but rather a course method, you may simply state service-learning as a separate objective.
Sample language: Through case studies, service-learning experiences, reading, discussions, and other class assignments, this course will help you meet the following objectives: 1) to understand how to identify factors that impact oral health and overall health (HRSA, 2014); 2) to apply interprofessional practice principles that lead to safe, timely, efficient, effective, and equitable planning and delivery of patient and population-centered oral health care (HRSA, 2014); 3) to implement appropriate patient-centered preventive oral health interventions and strategies (HRSA, 2014).
Instructional methods
Whether service-learning is an objective or a method, provide a clear description of how it will function as a teaching tool in your course. This explanation is just as important as providing students with a list of course textbooks.
Sample language: This course encourages active learning through a service-learning experience. Your participation in the service-learning assignment is a critical component of this course. You will be expected to attend all service-learning sessions and contribute to all service-learning experiences. You will be asked to participate in class discussions and complete reflective assignments to help you connect your service to the course content.
Policies and expectations
Clearly outline what is expected for service-learning attendance, including daily or weekly hours and transportation. In addition to other time commitments, you will need to make a statement regarding other service-learning expectations.
For a recurring service commitment.
Sample language: You will earn 10 points for your participation in each service-learning commitment and no points for lack of attendance. If you plan to miss a service-learning commitment, you must notify your site supervisor ahead of time. Two missed sessions will result in a grade of “0” for the service-learning portion of your course grade (15%). This may put you at risk for an overall failing grade.
For a project-based service commitment.
Sample language: This course will utilize service-learning as a form of experiential education. Students will work in groups of three throughout the semester to collaborate on a research project for a community health center. Some homework assignments will relate directly to this project in order to help you build your knowledge and skills over time. This project is worth 15% of your grade.
Hours out of class.
Sample language: As with any class, plan to spend approximately three hours working outside of class for every hour you spend in class (i.e., nine hours of homework per week). For this course, those nine hours will encompass a minimum of two hours of service per week plus time spent blogging, reading, studying for tests, and preparing for your presentation.
Academic honesty
Do not assume that students understand how academic honesty policies apply to service-learning. Lying about participation in service should be treated as a form of academic dishonesty. Remind students that community partners will provide end-of-semester evaluations that include notes on student attendance and that you will be in regular communication with these partners throughout the semester.
Communication
Communication is key to the success of service-learning. If students need to miss service for a legitimate reason, they are expected to notify the community partner and the appropriate faculty member beforehand. Students should understand that when a problem or issue arises at the service site, it is their responsibility to notify the appropriate faculty member immediately so that the problem can be addressed in a timely way.
Course assignments and grading rubric
Clarify what is expected of students and how they will be evaluated. Provide a grading rubric that sets clear guidelines and demonstrates the integral role service will play in student learning and evaluation. Remember that students are accustomed to being graded on more traditional assignments, so they will benefit from detailed explanations about the service-learning grading process. Be sure to spell out specific expectations and link them to grades.
Sample rubric:
Course Grading: (100 points = 100%)
| Assignments | Points | Due dates |
|---|---|---|
| Attendance/Participation/Discussion | 10 | ongoing |
| Service-Learning Reflections | 30 | 9/30, 10/28, & 11/29 |
| Problem Identification Outlines | 10 | 9/23 |
| Agency Review | 15 | 10/14 |
| Best Practices Guide | 20 | 12/6 |
| Service-Learning Presentation | 15 | 12/6 |
An additional statement about class participation may be required. Make it clear how service-learning will play a role in the participation grade.
Example:
| Class Participation | 15% |
Your class participation is based upon your performance in the following areas: class discussion, classroom activities such as role playing, classroom sharing of service-learning experiences, and completion of other home-learning assignments.
Course schedule
Make sure your course schedule includes service-learning paperwork deadlines, service start and end dates, service project deadlines (if applicable), and dates of major reflection exercises and assignments. When applicable, be sure to include check-ins and intermediate deadlines throughout the semester so that students do not fall behind on their projects.
Establishing this structure on your syllabus will allow you and your class to spend the semester focusing on the substance of service-learning rather than getting caught up in clarifying deadlines. In addition, this structure will help ensure high-quality student projects that you will be proud to present to your partners.
Below is an example of how course syllabi should include specific service-learning activities and deadlines.
Example:
Week Six
| Tues. 10/12 | Midsemester exam |
| Fri. 10/14 | Service-learning experience: ABC Health Clinic |
Week Seven
| Fri. 10/21 | Service-learning discussion forum assignment due |
First Published: 11/2015
Last updated: 03/2016