The Learning Community for Community-Based Learning is a two-year program that supports the creation of high quality community-based learning (service-learning) courses to foster the development of students in the areas of personal and social responsibility, civic action, and community engagement. Participants will expand their understanding of service-learning pedagogy, dialogue with peers engaged in course (re)design, and participate in an on-going professional development support network during course delivery. Participants will implement their course in the second year of the program. After successfully completing the first year, participants receive $500 in professional development funds. Participants also have access to funds to support course implementation in the second year.
Application - Due July 27, 2018
Applications are now available. Please click on the link below:
First Year Expectations
- Participants meet seven to eight times per semester and engage in a well-developed curriculum including readings, discussions, and activities on topics such as:
- Course design and learning outcomes
- Developing strong community partnerships
- Reflection facilitation and tools
- Logistical planning
- Preparing students to engage
- Cultural competencies for community engagement
- Community-based research and scholarship
- Assessment and sustainability
- Participants work individually and support each other in (re)designing a course to include community-based learning, with the intent of implementing the course in the second year.
Second Year Expectations
- Participants teach their CBL course during the fall, spring, or summer following their first year.
- Attend monthly learning community meetings as the new courses are implemented.
- Participate in community’s activities, topics, and/or projects, including the BGSU Teaching and Learning Fair (March).
Who Should Apply?
Candidates should be tenure-track faculty members (including assistant, associate, and full professors), Lecturers, or Instructors, who have experience with community-based learning or a passion for the development of community-based pedagogies and engagement. Collaborative applications focused on integrating curricular and co-curricular engagement may also include an administrative staff member as a co-applicant.
Participants will be chosen to create a diverse group representing a variety of disciplines, experiences, and colleges at main campus and Firelands. Preference will be given to faculty members developing WINTER SESSION courses for implementation January 2020. Graduate students are eligible to apply to participate in the learning community as part of our commitment to the development of future faculty members. Graduate students who are interested in the learning community should send an email to Paul Valdez at firstname.lastname@example.org to discuss the application process.
Reasons to Participate
- Receive $500 of professional development money in the first year of the learning community.
- Receive a $1,000 Community-Based Learning Course Development Grant (sponsored by the Falcon Outfitters). Graduate student members will not qualify for the CBL Grant.
- Develop knowledge of learning outcomes for community-based learning and assessment resources such as the civic engagement rubric.
- Build a network of peers committed to community-based learning and research.
- Explore best practices in community-based pedagogy and course design.
- Incorporate community partnership best practices into course design and delivery.
- Participate in an on-going support network during course delivery.
- Build an on-going relationship with the Center for Community and Civic Engagement.
"The Office of Service Learning and the Service Learning Faculty Learning Community (SLFLC) offer a wealth of information and experience that allow faculty to benefit whether they are brand new to the concept or have taught multiple service learning courses. The Service Learning Faculty Learning Community allows faculty to exchange ideas, discuss projects, provide collegial support, and discuss the many opportunities and challenges that are part of service learning projects. For me personally, the first year of the SLFLC was spent developing and implementing a new a course utilizing service learning where students worked with individuals with neurocognitive disorders (e.g. Alzheimer’s disease) in long-term care facilities and adult day health centers. While this was not ideal timing for development of a course within the SLFLC, the support of staff and colleagues allowed me to navigate that first course. By the second year, I was learning how to incorporate new ideas like utilizing a peer facilitator and examining how I could utilize what I was doing with service learning as not just a pedagogical approach, but also blending research into the course through examining the benefits and challenges of service learning implementation into the curriculum. I found my participation in the SLFLC beneficial and would encourage those who are newly interested in service learning, as well as though who have already incorporated service learning into their curriculum, to consider how developing strength in active service learning can benefit their program, department and BGSU’s reputation as an institution that offers opportunities for active and critical learning."
"Participation in Service Learning Community provided me with resources to develop a very strong community engaged course which not only assisted me to teach effectively but also helped to carve out a small research piece. In our cohort all the members were very supportive of each other and in our meeting’s we brainstormed ideas whenever any member was having any difficulty in conceptualization or implementation of course. The grant that was provided also helped to develop partnerships with agencies in the Bowling Green community. Projects that were done in this course helped students to comprehend subject matter and enriched their learning experiences, advancing their ability to think critically and constructively. By getting involved in local communities students also learned to accept social and personal responsibility and develop their moral voice. In my research I am examining the effectiveness of this teaching pedagogy on learning outcomes for students in Social Work macro practice."