Service Learning Faculty Resources
The staff at the TLPDC would be happy to work with anyone who is considering or interested in integrating service learning into the classroom.
The TLPDC is dedicated to teaching and learning and provides many resources to assist faculty in the creation and development of improve service learning courses. Below you will find more information and resources on teaching service learning courses. If you have questions or would like additional information regarding service learning, please contact Micah Logan at email@example.com or Erika Brooks-Hurst at firstname.lastname@example.org.
- Service Learning Faculty Fellows: The Service Learning Faculty Fellows (SLFF) program fosters a community of scholars who integrate the philosophy, pedagogy, and process of service learning into each component of their professional lives—research, teaching, and service. This is a year-long program in which faculty work with colleagues to develop a service learning course. For more information on the SLFF program, visit SLFF webpage .
- Teaching Consultations: The TLPDC offers service learning teaching consultations for faculty members, instructors
and teaching assistants. Consultations may range from a review of a course syllabus,
to classroom observation, to videotaping of instruction. The consultant will provide
detailed feedback to the instructor and may provide follow-up consulting upon request.
If you are interested in a service learning teaching consultation, please contact
- Instructional Diagnosis: The TLPDC offers an evaluation service. Collecting student feedback throughout the
semester is an effective way to assess how things are going in your service learning
course. This process takes approximately 10-15 minutes of class time in which a consultant
will visit your class, without you present, and elicit responses to questions that
help you identify what is helping students learn and issues that are challenging or
less satisfying to them. This is most effective when administered at the end of class.
Student feedback is collected anonymously, typed and categorized before being shared
with the instructor.
After meeting with your class the consultant will compile the students’ responses so that you may discuss the results in a follow-up consultation. In this session your consultant will help you interpret the data collected from your students, and discuss with you how and if you should implement changes or communicate differently with your students. To schedule an instructional diagnosis, please contact please contact email@example.com.
Scholarship on the impact of a service learning project or teaching experience can contribute towards tenure and promotion at Texas Tech. The scholarship of service learning has many outlets. Below you will find several links that provide information about journals, conferences, and other resources to consider as you shape the scholarship of service leaning.
- Journals on Service Learning and Public Scholarship – Binghamton University (listed by discipline)
- Service Learning/Experiential Journals – University of North Carolina at Greensboro (also includes links for websites and listservs)
- TTU Institutional Review Board (IRB)
- Community-Engaged Scholarship Toolkit – Community-Campus Partnerships for Health
- Franz, N. K. (2011). Tips for constructing a promotion and tenure dossier that documents engaged scholarship endeavors. Journal of Higher Education Outreach & Engagement, 15(3), 15. (link to the article)