Faculty members who incorporate service into their curriculum will have the opportunity to enhance their teaching effectiveness while engaging students in powerful, interactive discussions and experiences. In addition, faculty will raise the awareness of current social issues as they relate to academics as well as identify new areas for research and publication.
The APPLES program has dramatically transformed and improved my teaching. Every professor should teach an APPLES service-learning course. Dr. Todd Taylor, English
Learning Outcomes
Current research (Eyler, Giles, Stenson & Gray, 2001) suggests the following service-learning student outcomes:
Better understanding of course concepts
Improved communication and problem-solving skills
Increased understanding their responsibility of citizenship
Eyler, J., Giles, D., Stenson, C., Gray, C., (2001). At a glance: What we know about the effects of service-learning on college students, faculty, institutions and communities, 1993-2000: Third edition. Learn and Serve America National Service-Learning Clearinghouse.
Course Guidelines
Designated APPLES service-learning courses meet the following criteria:
Academic learning is the primary focus of the course; the service-learning experience is integrated to enhance the academic focus.
The course requires a minimum of 30 hours of academically relevant service that addresses an identified need in the community.
The course includes a mechanism to introduce the purposes, goals and pedagogy of service-learning.
The course incorporates structured opportunities for critical reflection on the service experience and its connection to course study.
Course Information Form
Complete our Course Information Form if you plan to teach an APPLES course next semester.