Various resources are available to faculty interested in developing a service-learning course. APPLES provides consultations with faculty and instructors on course design, providing resources to prepare students and cultivating community partnerships.
Faculty should begin conversations with community partners as early as possible to prepare for a course. This includes the initial stages of course development, as community partners offer a valuable perspective on the possibilities of service-learning in the community. Prior to teaching an APPLES course, faculty should continue conversations with community partners to confirm plans and to further discuss details.
The Service-Learning Series is available for faculty teaching service-learning and provides an overview of service-learning, resources of course development, approaches to community partnerships and strategies for incorporating reflection.
Faculty should include information in the syllabus about specifics relating to service learning, including:
- A statement about why service-learning is integrated into the course
- Information about the community partners working with the course
- How students will demonstrate what they are learning in relation to the service and course content
Once a course is developed the syllabus is reviewed by APPLES and submitted to the Office of Undergraduate Curricula for experiential education designation. Faculty must notify the APPLES office about teaching a service-learning course two months prior to the first day of student registration.
A few weeks prior to the start of the semester, it is recommended to email enrolled students about the details of an APPLES course. This can confirm the commitment and intention of students and can even allow the students to begin volunteering as early as possible when the semester begins.
Faculty considering to develop or teach a service-learning course should contact Leslie Parkins.