Faculty Roles in the Service Learning Process

Students who participate in service learning will benefit from clear, concise guidelines on why they are participating in a service learning component and how service learning will strengthen the course knowledge obtained through a combination of course material and community experience.

Principles of Good Practice for Service Learning Pedagogy

The following Principles of Good Practice are a useful guide for both novice and new service learning faculty:

Principle 1: Academic Credit is for Learning. Not for Service
Principle 2: Do Not Compromise Academic Rigor
Principle 3: Establish Learning Objectives
Principle 4: Establish Criteria for the Selection of Service Placements
Principle 5: Provide Educationally-Sound Learning Strategies to Harvest Community Learning and Realize Course Learning Objectives
Principle 6: Prepare Students for Learning in the Community
Principle 7: Minimize the Distinction Between the Students' Community Learning Role and Classroom Learning Role
Principle 8: Rethink the Faculty Instructional Role
Principle 9: Be Prepared for Variation in, and Some Loss of Control with, Student Learning Outcomes
Principle 10: Maximize the Community Responsibility Orientation of the Course

Howard, J. (Summer 2001) Michigan Journal of Community Service Learning, Service-Learning Course Design Workbook, University of Michigan.

Outstanding Faculty Awards

Service Learning Forms

To download a form(pdf format), click on the corresponding link:

• Student’s Liability Release, Waiver, Discharge, and Covenant Not to Sue
• Student Service Learning Evaluation
• Student Service Learning Log
• Service Learning Community Partner Evaluation