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Miscellaneous
Documenting Service and Service Learning in Higher Education
& RTP Resources
A Compilation of General Information on Documenting Service
and Service Learning in Higher Education
Notating Service on the Transcript
There seem to be three different ways students can get notation
on their transcripts for service:
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Non-Credit Internships: Internship duties are performed in
a community service position and do not generally receive academic
credit but appear with a non-credit notation on the transcript.
Service-designated Course:
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Service-learning courses are designated on the transcript either
by the course title (for example, at University of Redlands,
CSAC is the abbreviation for Community Service Activity Course,
and that is the way students’ service experiences are
noted on the transcript), or by the addition of a letter (for
example, at California State University, Fresno, faculty submit
a request for the designation—an “S” next
to the course title—that goes into the bulletin, the schedule,
and also onto the students’ transcript as service notation).
Faculty must get approval for a course to be designated as a
service-learning course (see common criteria below).
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Unit Add-Ons: Some universities allow students to add a one-unit
course to any regular course they are taking, and this one unit
is earned through participation in community service. The campus’
community service office is typically responsible for coordinating
these add-on courses, including assisting students with agency
placement and leading reflection sessions.
Common Criteria for Designating a Course as a Service-Learning
course
Faculty generally must submit an application to a review panel in
order to designate their courses as service-learning courses. Below,
compiled from several colleges and universities nationwide, are
common criteria that faculty must meet to receive the designation
for their courses:
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The syllabus must reflect incorporation of service experience
into teaching and learning objectives for the course, as well
as an explanation of the service-learning component and pedagogy.
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Partner agencies identify needs to be met by students performing
service and are involved in planning for the service and evaluation
of service; some schools also require that the partner agencies
are involved in organizing the course itself.
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Faculty and students become acquainted with agencies students
are to be placed with prior to students commencing service,
understanding agency mission, clientele, location; additionally
students receive some training and have a full understanding
of their rights and responsibilities in the agency.
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Academic credit is earned for learning gained from the experience,
not for the service itself; the courses are academically rigorous,
as determined by department and college curriculum committees,
and are appropriate for students’ academic preparation.
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The service experience is informed by knowledge from the discipline
and is integrated into the course through readings, projects,
class presentations, meaningful and on-going reflection (including
dialogues about community issues and the need for service).
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The service opportunities are designed to further students’
civic education.
The course must offer students an opportunity to learn from
each other in addition to learning from the instructor.
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Students must complete a minimum number of hours of service
and the community service component must comprise a minimum/maximum
(i.e. no less than 15% and no more than 30%) percentage of the
total course grade.
- The community partnership does not represent a conflict of
interest for students or faculty.
Colleges and Universities that Note Service on Formal Transcripts
(this is not a comprehensive list)
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In California
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Outside of California
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- California State University, Bakersfield
- California State University, Fresno
- California State University, Fullerton
- San Diego Mesa College
- University of Redlands
- University of San Francisco
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- ALASKA: University of Alaska, Anchorage
- ARIZONA: Mesa Community College
- ARKANSAS: Ouachita Baptist University
- COLORADO: Colorado College, The
University of Denver
- CONNECTICUT: Connecticut College
- FLORIDA: Brevard Community College,
Florida Gulf Coast University, Florida State University,
Jacksonville University, University of West Florida
- GEORGIA: Brenau University
- IOWA: Central College
- ILLINOIS: Dominican University,
Rockford College
- INDIANA: DePauw University, Taylor
University
- LOUISANA: Tulane University
- MASSACHUSETTS: Mount Ida College,
Mount Wachusett Community College, Wheaton College
- MARYLAND: University of Maryland,
Baltimore County
- MAINE: University of Maine at Machias
- MICHIGAN: Central Michigan University,
Michigan State University, University of Michigan-Flint
- MINNESOTA: Century College, Inver
Hills Community College, Fergus Falls Community College
- MISSOURI: Southwest Missouri State
University, University of Missouri
- MONTANA: Flathead Valley Community
College
- NORTH CAROLINA: North Carolina Central
University
- NEW JERSEY: Ramapo College of New
Jersey, Richard Stockton College of New Jersey
- NEW YORK: Adelphi University, Elmira
College, St. John’s University
- OHIO: Defiance College
- PENNSYLVANIA: Allegheny College,
Alvernia College, Cabrini College, College Misericordia,
Juniata College, Lycoming College, Saint Joseph’s
University
- RHODE ISLAND: Johnson & Wales
University, New England Institute of Technology, Roger Williams
University
- UTAH: Brigham Young University,
Salt Lake Community College
- VIRGINIA: Appalachian School of
Law
- VERMONT: Champlain College, Goddard
College, Southern Vermont College, Sterling College
- WASHINGTON: Central Washington University,
Seattle Central Community College
- WEST VIRGINIA: Fairmont State College,
University of Charleston
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Web Resources on Service-Learning in Faculty Review, Tenure
& Promotion
The following resources focus primarily on the review, tenure and
promotion process among four-year college and university faculty,
though many links include general information that is applicable
to both the two-year and four-year system. Those interested in information
specific to the community college should check with the Campus Compact
National Center for Community Colleges or with the American Association
of Community Colleges.
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Service-Learning Scholarship and the Faculty Review, Promotion
and Tenure Process in the NSLC Fact Sheet entitled "Opportunities
for Service-Learning Research and Scholarship in Higher Education":
http://www.servicelearning.org/article/archive/97/#faculty
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Service-Learning and Tenure:
http://csf.colorado.edu/forums/service-learning/96/apr96/0034.html
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Service Learning and the Retention, Tenure, and Promotion (RTP)
Process, Center for Service Learning at San Jose State University:
http://csl.cob.sjsu.edu/fac-topics_rtp.html
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Service Learning and RTP Guide, California State University,
Long Beach Community Service Learning Center:
http://www.csulb.edu/centers/cslc/mythanh/rtp2003.htm;
pdf version here
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Faculty Rewards, Promotion and Tenure (RPT) Resources, UCLA
Service Learning Clearinghouse Project: http://www.gseis.ucla.edu/slc/modelp.html#rewards
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Guidelines for Retention Tenure Promotion (RTP) Files, California
State University, Fresno: http://www.csufresno.edu/aps/forms/rtpguidelines.pdf
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Center for Service Learning: Promotion and Tenure, Western
Washington University: http://www.ac.wwu.edu/~csl/promotion.htm
Print Resources on Service-Learning in Faculty Review, Tenure
& Promotion
The following are all published by Anker Publishing
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Serving on Promotion, Tenure, and Faculty Review Committees:
A Faculty Guide (2003)
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Aligning Faculty Rewards with Institutional Mission: Statements,
Policies & Guidelines (1999)
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Policies & Guidelines (1999)
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Preparing for Promotion and Tenure Review: A Faculty Guide
(1995)
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Serving on Promotion and Tenure Committees: A Faculty Guide
(1994)
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