Service-Learning Fellows Program

Presenting to Service-Learning Fellows

The Service-Learning Fellows Program is a year-long faculty development program that provides an opportunity for selected faculty members to learn best practices in service-learning and community engagement, and to integrate service-learning into their teaching, research, and public service work while becoming recognized campus leaders in service-learning pedagogy and community engagement. Since 2006, some 135 faculty members have participated in the Service-Learning Fellows program, representing 16 schools and colleges, 3 public service and outreach units, the Provost’s Office, and the Medical Partnership.

The program includes a $2500 fellowship award. Up to 9 Fellows are selected for each academic year in a competitive review process; applications are due March 20 for the 2020-21 cohort.

The Service-Learning Fellows Program is open to UGA faculty members with an interest in service-learning in any career track, including academic tenure track, academic professionals, public service faculty, lecturers, medical school, and clinical faculty members. Previous experience in service-learning pedagogy or familiarity with service-learning or civic engagement research is not required. See the PDF below, or the listing of past Fellows for examples of the sorts of projects undertaken.

 

Applications for the 2020-21 program year are available below, and due no later than March 20 Deadline extended to April 3.

The 2020-21 program includes a mandatory May 12 day-long retreat (to be rescheduled in August) as well as regular cohort meetings throughout the academic year. See the application materials for full details!

The Office of Service-Learning continues to assess the outcomes of participation in the Service-Learning Fellows Program. Please contact Dr. Paul Matthews with questions about program outcomes.

Annual Assessments

Pre- and post-participation assessment of the Service-Learning Fellows program is carried out annually, demonstrating that participants report enhanced understanding of effective service-learning and high levels of satisfaction with the program content and structure.

Longer-Term Assessment

In Spring 2011, participants from 2006-2010 were asked to complete an additional longer-term outcomes assessment. From this longer-term outcomes assessment, past participants reported a high level of continuing involvement with service-learning research/scholarship and with teaching service-learning.

Past participants also identified benefits from their involvement, including networking with other faculty, being able to advocate for service-learning at the school/college level, being able to explain the theory and best practices of this pedagogy to their students and colleagues, and having enhanced motivation to do more service-learning.