Faculty Resources

Types of service-learning

Integrated course

Experience-based learning controlled by the instructor.

Component (1-credit) course

Requested by students as an add-on to a standard course. More intensive than integrated.

Introductory course

Bite-sized service-learning that occurs within GEP 101.

Integrated
- Embedded in a standard course
- 15 hours of service to the community (at least)
In an integrated course, service-learning is woven throughout the coursework ("integrated within") and compliments the course's learning objectives. The instructor chooses if the class will work together as a team, in groups, or as individuals.

Component (1-credit)
- Attached to a standard course
- 40 hours of service to the community
- Reflection assignment
"Component" means that the course has an available 1-credit add-on and is ready to go. Component courses will also have a "designate" indicator in course search so they can be identified during registration. However, this type of course can only be registered through the service-learning office and by filling out a registration form. The service-learning office can help with that.

Methods of service-learning

Direct service-learning: Students have face-to-face contact with the service recipients. Experience regularly involves hands-on work.

Capacity-building service-learning: Students perform a service without having face-to-face contact with the recipient. Experience involves development of programs and initiatives for partner agencies.

Advocacy-based service-learning: Students educate others about a particular problem or issue with the goal being to eliminate the cause of a particular problem or issue.

Research-based service-learning: Students conduct research about a particular problem or issue with the goal being to eliminate the cause of a particular problem or issues.

Examples of capacity-building, advocacy-based, & research-based service-learning

Method Step	Capacity-building service-learning	Advocacy-based service-learning	Research-based service-learning
Step 1	Identify the problem/issue that you are currently working to address (Example: Access to healthcare; Environmental Issues in communities; Child Abuse and Neglect; Citizen Engagement in Communities; Hunger, Homelessness, Pollution in the water due to incorrect disposal of medications; lack of cultural knowledge and language for first responders; etc., etc.)	Work with your assigned community learning site partner to develop an advocacy campaign to address a topic important to that partner (Examples: Healthy Eating; Stop Smoking; Drunk Driving; Clean Water)	Conduct research about a topic or problem/issue (Examples: Vision Deficiencies and Congestive Heart Failure – Is there a relationship or correlation?; Healthy Eating and Vision Deficiencies; Stroke Victims and Vision Deficiencies; Addressing how Medications are Disposed of – the Impact on Clean Water; etc., etc.)
Step 2	Review current literature on the issue in your community (Reading the Community Focus Report is a great place to start)	Creating Educational Material to be used for Classroom Learning (lesson plans; activities; etc.)	Conduct research to map areas of food insecurity, or drugs, or crimes, or lack of educational facilities, or afterschool programs, etc., for a community
Step 3	Identify at least two articles that discuss the issue or problem in a community that you have identified	Writing a Grant or looking for/identifying potential grants for an organization/community learning site partner	Impact of vision deficiencies on learning
Step 4	Critically think about how you would work to address this problem in a community	Writing a business plan for a new program
Step 5	Write a plan that discusses elements 1-4 and submit in a report form fashion that can be provided to your community learning-sitec partner	Developing a new program

Scholarship of Teaching and Learning (SOTL) resources and support for planning a service-learning course

Each year instructors at Missouri State University include service-learning in their courses to enrich the understanding of course content, broaden appreciation of the discipline, and enhance the development of civic responsibility of our students.

Browse the links below for more information. Contact us for direct support.

Key definitions and terms

Details behind important names and terminology.

Student learning outcomes

Outcomes specific to service-learning courses.

Sample syllabi

Syllabi from a variety of service-learning courses.

Get help with course development

Technical assistance in partnership with the FCTL

community partners and best practices

Opportunities for partnerships and details on organizations

LIST OF PUBLICATION OPPORTUNITIES