Facilitators: Paul Valdez and Lee Nickoson
Description:
Sponsored by the Office of Service-Learning, this learning community supports the creation of high
quality courses using service-learning pedagogy, addressing the development of personal and social
responsibility, civic action, and community engagement. The learning community will support university
strategic goals to ensure all students have an opportunity for some type of experiential learning,
specifically service-learning (2013-2014 Strategic Goal 1, Item 4), and that service learning opportunities
are designed to advance global engagement (2013-2014 Strategic Goal 4, Item 3). Members of the
community will expand their understanding of service-leaning pedagogy, dialogue with peers engaged in
course (re)design, and participate in an on-going professional development support network during
course delivery. The learning community structure will facilitate interdisciplinary connections and spur
future collaborations for service-learning research, outreach, and external funding. There will be a clear
timetable for participants to ensure that they conclude the fall and spring semesters with a strong
course design and partnership development (including Blue Sheets etc., as required), and a summer plan
to ensure the course is successfully taught in either fall 2016, or spring/summer 2017. The learning
community will meet bi-weekly in academic year 2015-2016. Participants will continue to be part of a
monthly learning community meeting in academic year 2016-2017, accessing a professional
development network as they are implementing their new course.
Reasons to Participate:










Receive for 2015-2016 a $400 stipend ($200 at the end of each semester based on attendance)
that can be used for professional development or learning community responsibilities. Graduate
students will receive for 2015- 2016 a $200 stipend ($100 at the end of each semester based on
attendance).
Receive for 2016-2017 a $3,000 Service-Learning Course Development Grant (sponsored by the
BGSU Book-store). $500 of this grant is earmarked to impact the community partner(s) in the
proposed course to assist in the development of a strong partnership model. Graduate student
members will not qualify for the Service-Learning Course Development Grant, but the Office of
Service-Learning may be able to provide course development funding to graduate students in a
different amount, if available.
Develop knowledge of learning outcomes for service-learning and outcomes assessment plans
for classes.
Develop knowledge of learning outcomes for service-learning and outcomes assessment plans
for classes.
Build a network of peers committed to service-learning and engaged learning.
Explore best practices in service-learning pedagogy and course design.
Incorporate community partnership best practices into course design and delivery.
Participate in an on-going support network during course delivery.
Become part of an ongoing network of service-learning colleagues and engaged professional
educators at BGSU.
Build an on-going relationship with the Office of Service-Learning.
Who Should Apply:
Candidates should be tenure-track faculty members (including assistant, associate, and full professors),
Lecturers, or Instructors, who have experience with service-learning or a passion for the development of
community-based pedagogies and engagement. Collaborative applications focused on integrating
curricular and co-curricular engagement may also include an administrative staff member as a coapplicant. Participants will be chosen to create a diverse group representing a variety of disciplines,
experiences, and colleges at main campus and Firelands. Graduate students are eligible to apply to
participate in the learning community as part of our community to the development of future faculty
members. Questions about the learning community should be sent to Paul Valdez at paulv@bgsu.edu.
Meeting Time: Determined based on selected participants’ schedules
DIRECTIONS: Complete, print, sign, and return a copy of your application to:
Pam Potter, CFE, 202C University Hall by Friday, August 28th, 2015.
Name:
College:
Department:
BGSU Role:
Check one
# of Years at
BGSU
Phone:
Email:
Courses
Taught/
Teaching:
Research
Interests:
☐Faculty Member
☐ Administrative Staff
☐ Graduate Student
Signatures
(All relevant signatures are required. Not that the approval process confirms the commitment to
support proposed class during the 2015-2017 academic year/s)
Applicant:
________________________________ _________________________________
Print
Signature
(Note: Your signature acknowledges your intention to meet all the Member Commitments.)
Chair:
________________________________ _________________________________
Print
Signature
(Note: Chair signature acknowledges approval of your application for this learning community and the
commitment to development of a service-learning course.)
Director (if
applicable):
________________________________ _________________________________
Print
Signature
Dean:
________________________________ _________________________________
Print
Signature
(Note: Director signature acknowledges approval of your application for this learning community and the
commitment to development of a service-learning course
(Note: Dean signature acknowledges approval of your application for this learning community and the
commitment to development of a service-learning course.)
Application Questions:
1. What is your experience with service-learning (SL), community-based learning and/or community
partnerships?
2. Please list previous SL courses (if any):
3. Describe the course/s you wish to re-design or create (must be 3 credits or more) and why you
believe service-learning will be an effective method to meet your course goals. Please include
the call number and title.
4. Has the course been taught before? If so when? And by whom?
5. When would you intend to teach the course?
6. Will the course be taught on a regular cycle? If so, describe.
7. Will it be a required course as part of a major/minor or other program
8. Will the course have an international element? If so, what are you thinking? (Please provide as
much detail as possible: location, semester, duration, existing partnerships, etc.
9. What ideas do you have for the service-learning component?
10. What ideas do you have for the community engagement component; include details of
potential community partners, if available?
11. How will the development of this course advance the mission of your
department/division/school/college and how might your work with this course relate to your
research and scholarship?