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Service-Learning Approval Form

Date Submitted:
Submitted By:
Course Number:
Course Title:
No. of Credits:
Instructor(s):
Have you made your department chair aware of this proposal for service-learning designation? yes no
Is this course? New Current course to which service-learning is being incorporated
Master schedule/transcript title (limited to 21 letters)
Maximum Enrollment:
This is a change from the previous enrollment maximum (if not a new course)
Course description (Catalog Copy)
Are there adequate library resources to support the service-learning assignments for this course? yes no

The Quad Cities Area Community Engagement Consortium defines service-learning as:
A method of experiential education by which students learn and develop through thoughtfully organized service that:

  1. Is integrated into and enhances the academic curriculum of the students enrolled
  2. Is conducted in and meets the needs of a community and is coordinated with an educational institution, and
  3. With the community, helps foster civic responsibility
  4. Includes intentional time for students to reflect on the service experience.

Please provide a short explanation of how this course does each of the following:

  1. The need for the service-learning project is identified by the community liaison.
    Evidence that the service project fulfills a need identified by members of the community being served must be submitted with the proposal for SL designation. This must be in the form of a short paragraph from the community leader/liaison. (paste text from a statement from community representative)
  2. The instructor must clearly demonstrate significant, integrative work (readings, writing assignments, etc.) in the syllabus requiring students to make explicit connections between the course content and their community service project.
  3. The time serving in the community required of each student needs to be clearly stated in the syllabus. Guideline: 20 hours minimum of community service by each student
  4. A reflective project based on the service-learning experience that is worth a significant percentage of the course grade. The instructor should explain what course materials (readings, writing assignments, etc.) should be used by students to reflect on the integrative nature of the service-learning experience and its effect on their sense of civic responsibility.

If you need assistance with any facet of a service-learning course, contact Jeffrey A. Ratliff-Crain, associate dean, 309-794-7331