At the University of Utah, We have been working on suggested criteria
to give to departments so they could evaluate service-learning as a
method of teaching in the tenure process. I share this information
so your instituion can also think about the need for service-learning
in tenure, as well as to entreat any responses you may have to it.
Thanks
Renee Buchanan
rbuchan@ssb1.saff.utah.edu
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Evaluating Service-Learning as a Component of Teaching
in the Tenure Process at the University of Utah
Purpose: This document suggests criteria by which an interested
department could effectively evaluate a faculty member's
service-learning contributions in the teaching component of the
tenure process.
Rationale: Service-learning is a teaching methodology which links
classroom learning and community service to enrich learning
experiences and emphasize civic responsibility. Through
service-learning experiences, students develop a sense of
responsibility for their community and help to meet un-met societal
needs. This document suggests criteria and documentation for
service-learning in the evaluation of teaching.
Suggested criteria for evaluating a faculty member's
Service-Learning teaching contributions:
1 The service-learning contributions relate to the faculty member's
area of scholarship.
2 The faculty member's service-learning contributions are responsive
to a recognized need of individuals, organizations or other entities
on campus and/or in the community and have significant and lasting
impact..
3 Service-learning interactions are carried out in partnership with
the community being served.
4 The faculty member demonstrates that his/her students have
provided a needed service to members of the community at large,
rather than an exclusionary group.
5 The service-learning methodology used provides a way for students
to process and synthesize the impact of service-learning experiences
on their understanding of the subject matter of the class.
6 The faculty member demonstrates that he/she has broadened students
understanding of civic involvement, even though students may also
focus on career preparation.
7 The faculty member acts as role model for students and other
faculty, especially in developing the student's understanding of the
importance of community involvement.
In addition to thinking conceptually about service-learning in the
tenure process, the faculty member may want to consider the
following when compiling a self-statement.
1 Highlight the effects of service-learning on teaching and research.
2 Describe a new or revised service-learning class as a teaching
innovation.
3 Note publications arising from service-learning course(s).
4 Describe presentations on service-learning.
5 Highlight innovations in teaching derived from service-learning.
6 Include excerpts from student reflection journals (with student
permission) that detail what students have learned.
7 Solicit external letters from students and/or community leaders
describing how the professor's work changed or impacted the
community.
Prepared by the Lowell Bennion Community Service Center at the
University of Utah in conjunction with Faculty Friends, 1993-1996.
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---------------------------------------------------------
Renee Buchanan
Bennion Community Service Center
101 Union, University of Utah
Salt Lake City, UT 84112
801/581-4811
801/585-3034 (fax)
rbuchan@ssb1.saff.utah.edu