Teach a Service-Learning Course
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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. Teaching a service-learning course presents opportunities to examine 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
At a minimum, service-learning courses must meet the following criteria:
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the course has a formal, academic curriculum that is rooted in the discipline in which the course is being offered;
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the course contains a set of organized community-based learning activities through which students directly serve a constituency as a means to address an identified community need through a minimum of 30 hours of service; and
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the course provides structured opportunities for students to critically connect their service activities to the course curriculum.
Course Information Form
Complete our Course Information Form if you plan to teach an APPLES course next semester.
Core Connections Breakfast
For more information, visit the Core Connections Breakfast website.
