Combinations of Courses and Service by Faculty at Loyola College:
Service, Service Components, or Service-Learning Courses
      

Courses and Service
(Not Service-Learning)

Courses with Service Component(s)
(Not Service-Learning)

Service-Learning Courses

  
Some support is available from:The Center for Community Service and Justice and The Office of Service-Learning
  

  
Support is  available  from:
The Office of Service-Learning
The Center for Community Service and Justice

  
Distinguishing
Characteristics

  
 
    
   
   
   
            
Integrated Pedagogy

  
           
Duration of Service

    
    
  
            
Preparation of Students

Reflection 

One or more service experiences are unrelated or indirectly related to course content.

   
   
             
No 
   
      
   
            
Not specified

            
Varies by instructor and/or service site

Varies by instructor and/or service site

One or more service experiences relate to course content or specific learning objectives of course.

  
     
                       
Partial

Usually less than the entire semester
    
   
         

Some

  
Some

Service is an integral part of course; it relates to course content and learning objectives.

Loyola’s Service-Learning Definition: “At Loyola College, service-learning refers to experiential learning within academic courses that is gained through structured reflection on community-based service. In most courses, service-learning pedagogies are combined with more traditional modes of teaching and learning. Essential components of service-learning include:  learning and service which enhance one another, reciprocal partnership with the community, and meaningful, structured reflection.”

Course Criteria involve:  purpose; partnership and reciprocity; preparation and explanation; reflection; and assessment. Click here for a full-text version of the Service-Learning Course Criteria.

        
Instructor utilizes service-learning as a pedagogy; integrates service-learning into the course and syllabus.

Service is continuous throughout semester; a minimum of 20 hours of service per semester (e.g., two hours per week for ten weeks) is generally expected of all service-learning students.

              
By instructor, community partner, CCSJ staff and/or student coordinators.

Structured (there are many kinds from which to choose)
  

Relationship with Community

     
No Partnership:

Instructor selects from list of community agencies and pre- identified needs.
  

   
Instructor selects from list of agencies and pre-identified needs. Level of partnerships varies.

        
“Transactional” Partnership[1]

“instrumental”or “utilitarian” partnership
  

   
“Transformative” Partnership[2]

“deeper…more sustained commitment”; partnership “transcends self-interests”

    
Outcomes and  Benefits

    
Same outcomes and benefits (to students and community) from students volunteering on their own. (This includes contributing thousands of hours of service to people in need, non-profit agencies, private sector companies, non-governmental and governmental agencies.)

      
In addition to the outcomes and benefits listed at left, benefits include:

(1) the potential for students to connect their service with some aspects of academic learning;

(2) the potential for students to “experience” experiential learning and bring it back into the classroom.

     
In addition to the outcomes and benefits listed at left, service-learning courses embody teaching for justice at Loyola by combining academic study and community service in ways that enhance student learning and challenge the whole person.

Service-learning courses also:

- enhance learning and critical thinking

- encourage students to learn firsthand about: community; active citizenship in a democracy; diversity; justice; civil society; personal, moral and social responsibility; and leadership

- expose students to an array of diverse perspectives that exist beyond the confines of campus life

- increase the relevance of education to students ‘living in the real world’

- challenge and empower students as learners, teachers, achievers and leaders

- invite students to become members of their own community

- teach job skills and prepare students for careers after college

- contribute to personal growth; faith development; improved social and communication skills

- personalize each student’s education at Loyola

- invite community partners to be co-educators and play active roles in the Loyola community

- increase campus-community collaboration and partnerships

- contribute to Loyola’s outreach efforts to the Baltimore  community, the state and beyond.
      

         
Faculty Needs

Consultation and Support
                
               

             
             
Identifying Community Partners

                          
        
Placing Students

                 
Preparation and Reflection
                  
              
          
Assessment

    
Consultation with CCSJ Student Coordinators or CCSJ Staff.

- Community partners with pre-identified needs are listed in the CCSJ Community Ser-vice Handbook or on the CCSJ Website.
     

- Additional help available from CCSJ Staff or Student Coordinators.

   
CCSJ Student Coordi- nators available to help place students.

       
CCSJ Student Coordi-nators available to help with preparation and reflection.

None/some. Varies by instructor. 

    
Consultation as needed with Director of Service-Learning.

    
- Community partners with pre-identified needs are listed in the CCSJ Community Service Handbook or on the CCSJ Website.

- Additional help available from Assistant Director of Service-Learning or CCSJ Staff.

       
CCSJ Student Coordinators available to help place students.

               
Office of Service-Learning and CCSJ available to help with preparation and reflection.

         
Varies. Office of Service-Learning will assist.

       
Ongoing Support from Director of Service-Learning vis-à-vis integrating service-learning pedagogy into course.

         
              
            
             
                  
                
                  
                
              
              
           
Assistance in Identifying Community Partners with appropriate service to fit course and learning objectives (Assistant Director of Service-Learning).

           
             
Help Placing Students
CCSJ Student Coordinators help place students.

        
                
Ongoing Staff Support from the Office of Service-Learning.

              
             
Help with Assessment of service-learning aspects of course.

   
Incentives and Additional Support

Operating Budget

     
Service-Learning Conference Support

      
      
Faculty Development Opportunities and Grants

     
Awards

              

         
                          
                            
Support from Deans and Chairs

___

___

 ___

                   
         
 ___

       
             
          
Varies.

___

       
   
___

___

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Recognition through annual update process and normal letters from Department Chair and Dean for promotion/tenure files.*

*For undergraduate service-learning courses. Faculty teaching graduate level service-learning courses should consult with their deans about applicability.

(Up to) $250 Operating Budget 
    (Contact Office of Service-Learning 
      about request procedures and deadlines)

Conference Support (toward travel, lodgings or travel)

- Faculty Fellows Seminar (with $1,500 Stipend)   
                 (offered each May)         or
- Course Development Grant ($1,000 stipend) 
                 (offered each semester)

             
          
(1) Recognition through annual update process and 
     normal letters from Department Chair and Dean for 
     promotion/tenure files.*
(2) One (bankable) course release after teaching 
     three service-learning courses.*
(3) Maximum class size of 25.*

*For undergraduate service-learning courses. Faculty teaching graduate level service-learning courses should consult with their deans about applicability of these benefits.