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.
Student learning outcomes and competencies
Open the accordions below for more information on service-learning SLOs. They are
aligned with NACE (National Association of Colleges and Employers) career readiness
competencies and Missouri State's general education goals.
identify they learn better when courses include service-learning experiences.
understand the connection between their academic learning at this university and real-life
experiences.
be committed to finishing their educational goals (either completing a degree or taking
all of the classes that they had planned on taking when they first enrolled at this
university)
Direct service-learning: Students have face-to-face contact with the service recipients.
Indirect service-learning: Students perform a service without having face-to-face contact with the recipient.
Usually resources are channeled to help alleviate a problem.
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.
Method Step
Indirect 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.
