Service Learning Information for Faculty

Service Learning Information for Faculty 

Dedicated, civic-oriented faculty members are the heart of our Service Learning Program. The Office of Service Learning's role is to support and facilitate the development of the service learning component within the course.

The Office of Service Learning supports Hilbert College faculty by:
  • Assisting faculty members with course development and conversion into a service learning course
  • Aiding in the identification of community needs that align with course objectives and the development of the partnership with the community partner
  • Providing opportunities to for faculty learn about and discuss service-learning practices and their integratation into the classroom through:
    • WNYSLC Faculty Fellowship
    • CEL trainings and workshops
  • Sharing educational, instructional, and professional development resources such as literature resources, journal articles, and website links
  • Orientating students on the expectations and requirements of service learning
  • Assisting Hilbert faculty in the necessary logistics of a successful service learning project or activity

 

Assistance and Resources

Our website offers resources and information for faculty including:

Faculty in need of assistance with service learning should contact the Office of Service Learning, located in Fran Hall Room 104 or at (716) 926-8929.

 

Principles of Service Learning Pedagogy

The following 10 principles should be kept in mind in implementing a service learning pedagogy in an academic course.

  1.  Academic credit is for learning, not for service
  2.  Do not compromise academic rigor
  3.  Set learning goals for students
  4.  Establish criteria for the selection of community service placements
  5.  Provide educationally sound mechanisms to harvest the community learning
  6.  Provide supports for students to learn how to harvest the community learning
  7.  Minimize the distinction between students' community learning role and the classroom learning role
  8.  Rethink the faculty instructional role
  9.  Be prepared for uncertainty and variation in student learning outcomes
  10.  Maximize the community responsibility orientation of the course

(Jeffrey Howard, Ed.  Praxis I:  A Faculty Casebook on Community Service Learning.  Ann Arbor, MI:  Office of Community Service Learning Press, UMI, 1993)