| Course Name: |
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| Course Prefix: |
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| Course Number: |
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| Credit Hours: |
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| Submitted by: |
(must be faculty/instructor of course) |
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| Email address: |
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| W Number: |
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| Submission Date: |
Wed Jul 1 08:30:09 2009 |
| College: |
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| Department: |
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| To be Taught in Term: |
of |
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| Indicate which type of course or class for which you are seeking the CBL designation: |
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Community-Based Learning Class – every student in this section of the course is required to participate in the community-based learning experience. The CBL designation refers to a particular section of a course with a particular instructor.
play for more info.
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Community-Based Learning Option in a Class – when students are given a choice by the instructor to participate in a community-based learning experience or some other equivalent assignment. The CBL designation refers to a particular section of a course with a particular instructor.
play for more info.
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Community-Based Learning Course – when every instructor teaching the course uses community-based learning pedagogy. In some cases, the department will create a standard community-based learning syllabus for such courses. A Community-Based Learning Course can have a required or optional CBL experience.
Required Service/Research Optional Service/Research
play for more info.
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Number of Service/Research Hours Required:
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While there is no formal requirement, a 15 hour minimum is encouraged
play for more info. |
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| Type of CBL experience in course: |
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Service-Learning – "...a teaching and learning approach that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities." |
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Community-Based Research – "Community-Based Research (CBR) is a partnership of students, faculty and community members who collaboratively engage in research with the purpose of solving a pressing community problem or effecting social change." |
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QUESTIONS SPECIFIC TO CBL CRITERIA |
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| Criteria #1 Students in the class provide needed service/research to individuals, organizations, schools, or other entities in the community wherein the service, the findings of the research or the process itself might lead to social change. |
Mouse over for a sample. |
| What service/research will students provide to individuals, organizations, schools, or other entities in the community? |
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| Please provide a list of community organizations with whom you will partner. If students are responsible for selecting their own community partner, please demonstrate 1) how this is justified by the course learning objectives and 2) how appropriate resources and guidance are provided to students to assist them as they form their own community partnerships. |
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| Criteria #2 The service/research experience relates to the subject matter of the course. |
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| How does the service/research relate to the subject matter of the course? |
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| Please list the specific course objectives from your syllabus that clearly demonstrate this connection for students. |
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| Criteria #3 Activities in the class provide a method or methods for students to think about what they learned through the service/research experience and how this learning relates to the subject of the class. |
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| What methods will you use to encourage students to think about what they are learning through the service/research and how it relates to the subject of the class? |
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| Provide at least one example of an assignment or activity that will satisfy this criterion. |
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| Criteria #4 The course offers a method to assess the learning derived from the service/research. Credit is given for the learning and its relation to the course, not for the service/research alone. |
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| What reflective strategies will you use to assess the learning derived from the service/research? |
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| Demonstrate in your syllabus the criteria and guidelines for critical reflection assignments and the percentage those assignments represent in the final grade. |
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| Criteria #5 Service/research interactions in the community recognize the needs of service/research recipients, and offer an opportunity for recipients, students and faculty members to be involved in the planning and evaluation of the service/research as equal partners. |
Mouse over for a sample. |
| Explain how the service recipients (clients or agency) will be involved in the planning and evaluation of the service/research. |
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| Criteria #6 Knowledge from the discipline and the community informs the service/research experiences in which the students are involved. |
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| What methods or resources will you use (web links, articles, community presentations, etc.) to illustrate how the causes of (or solutions to) the community issue(s) relate to the discipline? |
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| Criteria #7 The service/research opportunities are aimed at the development of the civic education of students even though they may also be focused on career preparation. |
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| How does the service/research experience, which may also be associated with career preparation, foster civic responsibility? |
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| Criteria #8 The class offers a way to learn from other class members as well as from the instructor. |
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| What methods will you use to help students learn from each other (e.g. through reflection sessions, presentations, etc.) as well as from the instructor? |
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| Criteria #9 Course options ensure that no student is required to participate in service/research which creates a religious, political and/or moral conflict for the student. |
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| Explain how course options ensure that no student is required to participate in a service/research placement that creates a religious, political and/or moral conflict for the student. |
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| Criteria #10 Community-Based Research only – The course requires students to disseminate the findings of the research to community partners and/or other relevant audiences. |
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| Community-Based Research Only – How will students disseminate the findings of the research to community partners and/or other relevant audiences? |
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| SYLLABUS |
Please attach a copy of your syllabus:
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play for more info. |
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| Please double check all information and click SUBMIT |
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