Course Syllabus
Course: GNST 1100
Division: Administrative Division
Department: Administration
Title: Introduction to Civic Engagement and Service-Learning
Semester Approved: Fall 2023
Five-Year Review Semester: Summer 2028
End Semester: Summer 2029
Catalog Description: This course will provide an opportunity to work with other students, community members, and community agencies in organizing and carrying out a service learning project that addresses an existing community issue or need. Students will learn the theory and philosophy behind service learning as a teaching pedagogy as they become more aware and engaged in the community. This course is required of students seeking the Service-Learning Scholar designation. Repeatable for credit.
Semesters Offered: TBA
Credit/Time Requirement: Credit: 2; Lecture: 2; Lab: 0
Repeatable: Yes.
Prerequisites: Signature of Service-Learning Program Director, instructor, or advisor.
Justification: Service-learning is an experiential teaching pedagogy--an alternative to traditional classroom lecture and lab work--and is a vibrant program at most USHE institutions. Snow College is a member of the Utah Campus Compact, an organization dedicated to increasing the level of civic engagement, community service, and service learning in academia.
Service-learning helps Snow College fulfill its mission of creating an "atmosphere of engagement." The class introduces service-learning to students and thereby facilities the implementation of service components into courses across the campus.
Similar courses are offered at other USHE institutions, including UGS 3025, Service-learning Scholar Seminar, at the UofU.
Student Learning Outcomes:
Students will be able to articulate the value of service learning as an alternative teaching and learning strategy. Students will demonstrate their ability to effectively communicate the value of service learning through writing assignments and (optionally) exams.
Students will be able to develop an awareness of societal issues facing the local community, the nation, and the world. Through reading about and discussing current societal issues in class, students will demonstrate their ability to identify the locale of an issue, possible solutions to the problem, and their own ability to help with the issue. This outcome will be assessed by assignments, participation, and/or attendance.
Students will be able to explain how societal issues affect them individually and how they can make a difference through civic engagement. This will be assessed through reflection writing assignments and/or exams. Students will explain potential impacts and importance of civic engagement.
Students will know the avenues, skills, and tools necessary for an individual to make positive changes in society. Students will demonstrate knowledge of problem-solving processes by identifying a problem, brainstorming possible solutions, negotiating a plan of action, and working with a group to implement that plan throughout the semester. This outcome will be assessed via an individual integrated service project and (optionally) a group project.
Content:
This course will cover current social issues facing the College, the community, the United States, and the world; varied approaches to recognizing needs in the community and addressing those needs; leadership and organizational skills; difference between volunteerism and academic service learning.
Topics for readings and discussion might include hunger, poverty, natural hazards, discrimination, current events both locally and globally.
Key Performance Indicators:
Attendance 0 to 10%
Assignments and Participation 25 to 45%
Group Project 0 to 20%
Individual integrated service project 35 to 60%
Exams 0 to 15%
Representative Text and/or Supplies:
Will use current articles from local and national news sources dealing with service learning, community engagement, and global engagement.
Pedagogy Statement:
Through lecture, class discussion, group projects, experiential learning, and reflection, students will increase their own understanding of volunteerism, service learning, and the individual's relationship to the community. As the course format and content will emphasize community-building and service, inclusivity is a natural aim and consequence of the course. Pedagogical techniques such as peer-led group discussion and service-focused group projects will also bolster the inclusive nature of the course.
Instructional Mediums:
Lecture
Online
Maximum Class Size: 24
Optimum Class Size: 15
