What makes for a successful service-learning syllabus? Below are examples.
Nursing 190: Introduction to Nursing Syllabus
Course Instructors: Jeanette Peterson, MSN, RN (Course Coordinator), Denise Cooper MSN; Stephanie Genz, Ed.D., R.N.; Sarah Jarvis MS, RN; Patricia Kiladis, Ph.D., M.S. R.N.; Edna Magpantay-Monroe, EdD. A.P.R.N.; Catherine Ryan, DNP, RN, CNM, CNE.
Why this syllabus is a great example:
- The Chaminade Service-Learning SLOs (student learning outcomes) are stated.
- There are clear instructions on how to get started.
- The due dates for each component are emphasized (the Connection/Waiver form, the timesheet & evaluation form and the reflection assignment are all required).
- The weight/point value of the S-L assignment within the course is clear.
- Explicit reflection guidelines and questions are designed to help students synthesize the service experience with the course content.
- A rubric for grading reflections communicates criteria.
- Class time is allocated for introducing the service-learning assignment and for regular discussion about the service-learning experience.
- To supplement the syllabus, a handout is disseminated. This details the approved projects/sites and policies for conduct, confidentiality, and counting hours for multiple service-learning classes, etc.
Other successful syllabi:
- PH 100 (Pete Steiger)
- ED 635 (Richard Kido)
- PSY 101 (Dorothy Bach)
- AC 306 (Wayne Tanna)
- ED 280 (Amanda Street)
- CJ-RE 332 (Nani Lee)
- RE 461 (Poranee Natadecha-Sponsel)
Please visit the Syllabus Repository to view these files (portal login required).
