Why Teach a Service-Learning Course?
- Improve teaching, provide service to a community partner
- Publish results from service-learning projects
- Inform students how course learning can be applied and help students develop civic and social knowledge and skills
For Faculty Teaching Service-Learning Courses
For faculty teaching courses with the Service Learning (SRV) or Service Learning Intensive (SRVI) attributes, you are expected to continue to meet the pedagogical requirements for those courses according to university policy on developing service-learning courses. The service-learning outcomes of SRV and SRVI courses will be assessed as part of the Core Assessment cycle determined by the Faculty Senate Undergraduate Core Oversight Committee.
Approval of new SR and SRVI courses will go through Curriculog and the Undergraduate Curriculum Committee. The Center for Faculty Excellence can be a resource for faculty planning to implement service-learning into the curriculum.
Advice from Faculty
"A clear service-learning goal and selection of an appropriate service-learning partner are key. After selection, continued discussion with the partner is essential to be sure that community and class objectives are both met."—Hunt Brown, Senior Lecturer Emeritus
"Service-learning courses enable students to advance the missions of Wright State by engaging them in meaningful community service, with the aim of producing civic-minded students who feel invested in the Dayton community. They seek to integrate classroom learning with opportunities for personal and civic growth outside the classroom, while meeting the needs of the Dayton community."—Sean Pollock (Professor of three intensive service-learning honors sections of The West and The World Since 1500: HST 1200. Students in these sections helped Thurgood Marshall High School students prepare to compete in National History Day competitions.)