New Course Development
Loyola University and the Center for Experiential Learning encourage faculty members to use service-learning as a pedagogical tool in their courses. Typically 50 faculty members embed service-learning in their course each semester with 1200-1500 students participating actively in these courses.
- Engaged Learning Requirement - All Loyola undergraduate students must complete one engaged learning course (at least 3 credit hours, designated in the course catalogue with “E”) in order to complete the graduation requirement. Many Loyola students choose to complete two or more engaged learning courses. Click here to learn more about the engaged learning requirement.
To advance the mission of Loyola University Chicago to “expand knowledge in the service of humanity through learning, justice, and faith,” the university's engaged learning requirement asks faculty to embed experiential learning opportunities in courses to help students enhance their knowledge, skills, and values. If you are interested in proposing a new service-learning course, please read further....
Course Designation Deadlines
In order for new courses to be designated for Engaged Learning credit, proposals need to be submitted according to the following timeline:
October 1 for Spring Semester and J-Term
December 1 for Summer Terms
February 1 for Fall Semester
Please complete all fields in the form below and click "SUBMIT" when you are finished. Please attach a model (draft) syllabus to the email generated by this form, or email your draft syllabus directly to email@example.com. Your responses will be sent to the Engaged Learning Subcommittee of the Board of Undergraduate Studies (BUS) for review.
By submitting this proposal for a course that meets the Engaged Learning University Requirement, I agree to participate in the assessment of Engaged Learning. Specifically, I understand and agree to: 1) submit my syllabus each semester, 2) ask my students to enter their Engaged Learning placement/experience data into LOCUS, and 3) have my students respond to a standardized reflection prompt at the end of the semester.
|Course Credit Hours:|
|Effective term for Engaged Learning designation (e.g. Spring 2014):|
|Engaged Learning Designation Requested:
|Will this course's engaged learning designation apply to:
The class SECTION ONLY (i.e. taught by the specified instructor during the specified term)
ALL FUTURE OFFERINGS of this class (i.e. at the catalog level)
|Indicate how this course will satisfy the specific criteria required for the Engaged Learning designation requested:
(To review the criteria in a new tab, click here.)
Criteria for Service-Learning Courses
Service-Learning courses include the following:
- Learning experiences integrated into the course that engage students outside the classroom such as in a community organization and advances learning goals and community purposes;
- Reciprocal relationships among students, faculty, community members and community organizations that build capacity among all partners; and
- Critical reflection of the experiences through various assignments in class that lead to a synthesis of the experience through a final project or portfolio.
Service-learning offers different structural models for faculty and their students to pursue academic, vocational, social, and civic learning outcomes. Academic service-learning experiences can be structured in several ways.
At Loyola, faculty tend to use one of four models:
Placement-based service-learning courses require students to volunteer for a minimum of 20 hours with a community organization or project. Students may either find a non-profit partner organization with whom to volunteer or faculty can identify a smaller group of organizations where students can volunteer. Placement-based experiences enhance students' understanding of course content by asking them to volunteer directly in the community at an organization whose mission aligns with the course's academic outcomes. For example, students in an environmental studies class may volunteer with an organization conducting eco-restoration or students in a health care management class might volunteer with a community health clinic.
Project-based service-learning courses require students to work together in teams or as a whole class to produce and deliver a product for one or more community-based organizations. The project's deliverables are determined by the organization client(s). These projects may involve a research component. Students in a project-based service-learning course work together over the course of a semester, acting as consultants to the organization under the guidance of the professor. Students in a microenterprise course, for example, might deliver a business plan to emerging entrepreneurs. Students in a marketing class might develop and deliver a marketing strategy to a non-profit business association.
Education/Advocacy service-learning course require students to work together to illuminate a social or political issue for the broader community in order to inspire them to action for personal or social change. Students might create a health fair or a public health symposium to disseminate information about critical issues facing the community. Community members would use the information for personal or collective action. Students might also create and publish materials (such as newspaper articles, magazines, web sites or electronic portfolios, videos, etc.) designed to make information more accessible to the general public.
Course Development Resources
- Course Syllabus Rubric - If you decide to submit a course description for approval as an Engaged Learning course, this SL Course Rubric will guide you as you build the course and syllabus.
Support for Engaged Learning
The Center for Experiential Learning provides comprehensive support for service-learning courses. If you are interested in developing a new course, please contact the Service-Learning Manager at firstname.lastname@example.org. The Office of International Programs is also a resource for students interested in service-learning during their study abroad experience.
Sending students into the community can involve some risk, both for students and potentially for the members of the community whom they are trying to serve. From the perspective of financial liability for the unintended consequences of students' community engagement (e.g. accidents occurring during transit or while providing service that impact either students or organization clients), faculty and students alike are protected by two layers of institutional liability coverage: first, by Loyola's general liability coverage, insofar as that policy covers all academic activities including community-based assignments; and second, the liability coverage maintained by community-based organization partners who engage Loyola students as volunteers (particularly in placement model classes). Note that students may void this coverage by engaging in activities that exceed their mandated role organization volunteers (even with the best of intentions); certain activities, such as driving students or clients in one's personal vehicle, also void external liability coverage in favor of the automotive insurance maintained by the driver.
Despite this retroactive coverage, faculty members should still be concerned with taking steps to equip students to manage their own risk in engaging in the community and with documenting the details of students' various engagements with the Center for Experiential Learning as early as possible in the semester, thus allowing the CEL to notify students of reported difficulties at their organizations or in the neighborhoods where they are serving.