1. LET IT BE KNOWN: AN INSTITUTIONAL DESIGNATION PROCEDURE Making it Easier For Students to Identify Academic Service Learning Courses

2. Before There is Course Designation... There Needs to be Strong Support for Academic Service Learning

3. Support Needs To Be  Bottom Up & Top Down  Widespread The Goal is a Campus-Wide Buy-In The Process is Usually Incremental

4. Building Support at Northern Michigan University Faculty Moving From a Departmental to a Campus-Wide Initiative Administrative Structure Focus Groups/Support Required Faculty “Champions” Programming – Services – Workshops – “Road Shows” – Mini Grants

5. Building Support at Northern Michigan University Administrative  Administrative “Champions”  Provost  Dean  Campus Compact Visits  “Positives” for the University are not hard to find

6. Benefits of Designating Courses as Academic Service Learning  Students  Faculty  Institutional Research  Marketing and Public Relations

7. Benefits for Students  Assists in course scheduling because of differential workload required in ASL class  Allows students to avoid ASL classes because of workload or learning style issues  Allows students to choose a style of teaching/learning

8. Benefits for Students  Allows students to experience their discipline in a way which helps clarify what the individual could be getting into  Identifies opportunities to attain hours toward certificate programs such as Superior Edge  All courses will be ASL designated on the transcript

9. Benefits for Faculty  Encourages ‘engaged’ students to enroll in faculty member’s ASL course  Generates outcomes which constitute a public ‘good’ by supporting community or non-profit entities

10. Benefits for Faculty  Provides support to faculty members in promotion and tenure cases  Encourages faculty to revisit their traditional classes because real life applications reinforce class based material which permits more in-depth learning

11. Benefits for Institutional Research  Allows easy tracking of the number of students involved in academic service learning classes  Allows easy tracking of the numbers of hours being devoted by students in outreach & community service  Allows easy tracking of the range of academic programs and departments offering ASL classes

12. Benefits for Institutional Research  Provides documentable support as to how the university is accomplishing its public service mission  Provides documentable ‘evidence’ to employers about real-life involvement of students in their learning  Provides metrics for accreditation and program review

13. Benefits for Marketing and Public Relations  Provides ‘feel good’ material about the institution  Provides excellent marketing material which appeals to parents and potential students about the active hands-on, teaching/learning taking place

14. Benefits for Marketing and Public Relations  Provides excellent public relations material about the values of the institution and how it fulfills its civic responsibilities to the greater community  Provides concrete examples to potential donors about the good things that their contributions will produce

15. Definition and Criteria  Created by the ASL Advisory Board and approved by Academic Senate  The documents for the Course Designation Form and Action Grant Application are based on this definition and criteria

16. Definition and Criteria  Academic Service Learning is a course-based, credit-bearing educational experience in which students:  Participate in an organized service activity that meets identified community needs;  Reflect on the service activity is such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of both personal values and civic responsibility.

17. Definition and Criteria  Teaching Methodology Criteria: Academic Service Learning courses must include the following five common syllabus elements:  Community partners or agencies must be involved in the planning of the service projects  Service projects must have clearly conceptualized connection between course objective and service activities

18. Definition and Criteria  Service projects must enrich the learning experience  All parties involved in the service projects must benefit  There must be time built into the syllabus for formal active reflection.

19. Meeting with Stakeholders to Establish Course Designation Process Academic Service Learning Advisory Board:  The whole process began with meeting of the ASL Advisory Board itself to discuss the need for a course designation protocol  Existing climate on campus to support ASL Activity

20. Academic Service Learning Advisory Board  Meeting with the Chair of the Faculty Review Committee to make sure that departmental bylaws included provisions for recognizing ASL activity as valid tenure-earning work  Related to Boyer’s Four Forms of Scholarship: Scholarship of Discovery: Generation of New Knowledge Scholarship of Integration: Interdisciplinary Perspective Scholarship of Application: Bringing Professional Knowledge to Problem Solving Scholarship of Teaching: The Teaching/Learning Process

21. Academic Service Learning Advisory Board  Meeting with America Association of University Professors (AAUP)  Meeting with the Registrar to discuss designation procedure  Meeting to discuss the Senate sub-committee proposals

22. Academic Service Learning Coordinators  Meeting with various departments across campus to discuss campus activity and encourage support  Meeting with Deans and Department Heads  Meeting with Provost and President

23. Academic Service Learning Coordinators  Introducing the Course Designation Project to the Faculty Senate  Establishing a Senate Sub-Committee to outline a procedure and address contract issues and concerns  Creating an application process for course designation  Creating a review process for each application “The faculty owns the curriculum.”  Creating a renewal process for registration  Senate approval

24. Academic Service Learning Course Designation Implementation  Course Designation variety  Professor/Course  Course Curriculum  Renewal Form  Does not apply to all courses

25. Academic Service Learning Course Designation Implementation  Course Designation process  Faculty  Department Heads  ASL Advisory Board  Registrar’s Office

26. Academic Service Learning Course Designation Implementation

27.  ASL Advisory Board Approval is based on the teaching criteria of:  Community Partner Involvement  Connection between Course Objectives and Service  Enrichment of Learning Experiences  Benefits Students Faculty Community Partner  Reflection

28. Academic Service Learning Course Designation Implementation  First Semester with Course Designation  21 Academic Service Learning Courses Speech & Language Nursing Broadcasting French Public Relations English Health, Physical Education & Recreation

29. The Future of Academic Service Learning  GOAL: To have every academic service learning course designated  Academic Department Meetings  Building the procedure  Selling the principles  ASL identified as a Course Characteristic (Humanities, Liberal Studies, etc. )

30. Academic Service Learning Course Designation To Contact Us:  Dave Bonsall – dbonsall@nmu.edudbonsall@nmu.edu  Paul Duby – pduby@nmu.edupduby@nmu.edu  Charles Ganzert – cganzert@nmu.educganzert@nmu.edu  Katy Morrison – mamorris@nmu.edumamorris@nmu.edu