Graduate Course Attribute Form

College or School

Department or Program

Course Title

Course Number

Credit Hours

Semester(s) Offered

Course Section Numbers with Service-Learning Components (if ALL sections of the course are service-learning, please note that above)

Percentage of the course grade based on the Service-Learning Component (This number is used to approximate the number of student service-learning hours)

Service-Learning Component is

Required

Optional

Permission from Instructor needed for students to register (Please select yes if there are course specific details students need before you would like them to register.)

Yes

Service-Learning Project Description: Please write two/three sentence summary (this description may be used in University reports)

Your Name (Instructor)

Date

Telephone

Email Address

Notify the department Chair

Yes, my Department Chair have been notified

Name of Chair/Director

Syllabus Upload
Please upload your course syllabus as a pdf or a word document. Ensure your name and course number are on the syllabus.

Service-Learning Course Attribute Criteria
For a course to bear the Service-Learning Attribute, service and learning must be integrated in order to enhance both. Please check all of the below criteria that applies to your course, and provide a sentence or two indicating where this is covered on your syllabus or include the information here if not evident in the syllabus (ex. See syllabus pg. 2 heading Service-Learning Assignment).

Service: Students will provide a service to non-profit entities such as schools, government or community agencies or individuals collaborating with one of these parties. If intended service partners are known, please list them.

List of services

Preparation for service: Students will be appropriately prepared for the service they will provide (examples include skill acquisition, dress and behavior codes, cultural context, special circumstances, consideration of user-needs, etc.)

Preparation of services details

Structured reflection/analysis: Students will engage in reflection or analysis in order to understand the current and potential impact of their service and how the service connects to course material. Reflection/analysis may include discussion, writing, role-playing, presentations, etc. Reflection/analysis can also inform how the service-learning course and/or project will be adapted in subsequent semesters.

Structured reflection/analysis details

Assessment: The course will offer a method to assess learning derived from the experience, such as grading student work. Credit will be given for the learning and its relation to the course, not for the service alone.

Assessment details

*required fields

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