SERVICE-LEARNING FACULTY FELLOWS PROGRAM
REQUEST FOR APPLICATIONS FY 2006-2007

Background

The purpose of the Service-Learning Faculty Fellows Program is to develop a cadre of scholars who will integrate the philosophy, pedagogy, and process of service-learning into each component of their professional life – teaching, research and professional service. The Program will award up to six fellowships through a competitive process, and the selected faculty members will be designated Service-Learning Faculty Fellows. It is expected that this initiative will increase the quality of the Service-Learning Program, institutionalize service-learning as a pedagogy by increasing the number and variety of service-learning courses and lend greater legitimacy to service-learning when reappointment, tenure and promotion evaluations are made.

The Service-Learning Faculty Fellows Program is funded by the Leshowitz Urban Initiative Fund. After participating in the Program, faculty can maintain their status as a Service-Learning Faculty Fellow by teaching a service-learning course once a year and participating in the faculty development programming provided by the Service-Learning Program.

Responsibilities of a Service-Learning Faculty Fellow FY2006-07

Responsibilities of faculty fellows will occur in two phases: the professional development phase and the implementation phase. In each phase faculty fellows will be working in collaboration with MSU’s service-learning scholars, and Program staff.

During the professional development phase service-learning faculty fellows are required to:

1) Participate in the fellows’ spring workshops: In May, fellows will participate in two day-long workshops that will focus on various aspects of service-learning including the philosophy, pedagogy and practice of service-learning and the components of MSU’s Service-Learning Program model. The workshops will be facilitated by a member of the Campus Compact—AAHE Consultant Corps and MSU service-learning scholars (senior service-learning faculty fellows).

2) Meet with Service-Learning Mentor: During the summer and/or fall of 2006, a service-learning scholar will meet one-on-one with each faculty fellow to help integrate the pedagogy and practices of service-learning into their syllabus and course objectives.

3) Participate in the fellows’ winter workshop: A second Service-Learning workshop will be conducted in January 2007, prior to the start of the spring semester. The workshop will provide an opportunity for fellows to submit new or revised service-learning course syllabus and to participate in a workshop facilitated by a national leader in service-learning.

During the implementation phase (the first semester in which a faculty fellow teaches a service learning course) faculty fellows are required to:

1) Teach a service-learning course by the fall semester of the 2007-08 academic year;
2) Assist with and participate in orientations, debriefing sessions, task force meetings, and student recognition events related to the issue area (issue areas are listed below) with which your service-learning course is aligned;
3) Conduct a minimum of one visit at each community partner site with which your service-learning course is aligned;
4) Attend one service-learning faculty meeting each semester; and
5) Assist with any program evaluation activities conducted by the Service-Learning Program

On a voluntary basis, faculty fellows are encouraged to:

a) Produce a scholarly product associated with their service-learning activities;
b) Work collaboratively with a community partner to address an identified issue;
c) Generate a “professional portfolio” that documents their service-learning activities, which can be used in the process of reappointment, tenure, promotion and range changes; and

(The Service-Leaning Program staff will provide assistance with voluntary activities.)

Characteristics of a Service-Learning Course

Service-Learning courses engage students in active, collaborative, and academically-based experiential learning activities that meet identified community needs. Each course provides opportunities for students to reflect on the service experience to gain a better understanding of the course content and an enhanced sense of civic responsibility. Service-learning courses are primarily associated with community partners in the Township of Montclair, and each course addresses one issue area, such as: literacy, aging, at-risk youth, substance abuse prevention, the digital divide or peer mediation. Faculty fellows can also teach service-learning courses in an issue area associated with their own interest and discipline and with community partners with whom they have established a partnership.

Students enrolled in a service-learning course affiliated with MSU’s Service-Learning Program, are required to provide service on a regularly scheduled basis (a minimum of 20 hours per semester) in community organizations that partner with MSU’s Service-Learning Program. These organizations are based primarily in the Township of Montclair, N.J., and are linked to one of the specific issue areas referenced in the previous paragraph.

Partner Organizations

American Red Cross
Boys and Girls Club of Clifton
Community Health Law Project
Day Nurseries, Inc.
First Montclair House
Hispanic Community Development Corporation
Home Corp.
Life Management, Inc.
Mobile Meals of Essex
Montclair Board of Education
Montclair Recreational Affairs
New Jersey Citizen Action
Pine Ridge of Montclair
Senior Care and Activities Center
The Montclair Inn
St. Vincent's Hospital
United Way of North Essex/TEAM
Van Dyk Manor
Youth Consultation Service (YCS)
YMCA

Application and Selection Criteria

A screening committee composed of service-learning scholars, the director and associate director of the Center for Community-Based Learning and the Service-Learning Program coordinator will review each application. A maximum of six faculty members will be selected.

An application consists of the following items:

• Curriculum Vitae
A completed application with your Department Chairperson’s signature approving your participation in the Service-Learning Program. His/Her signature indicates agreement to schedule you to teach a service-learning course by the fall semester of the 2007-08 academic year. The course should follow the Criteria of a Service-Learning Course approved by the University Senate (See Appendix A).
• A brief statement describing what you hope to gain professionally from your involvement in the Service-Learning Program and the Faculty Fellows Program. Describe how you expect to improve your teaching.

A brief statement describing the ways in which teaching your course as a service-learning course will improve student learning and enhance their understanding of course content.

Fellowship Terms

Each faculty fellow receives a $1,500 stipend. The length of the Fellowship is for a period of 18 months. Fellowship funds will be dispersed in three intervals. The first $350 will be dispersed in July after the spring workshops. The second disbursement of $350 will be made in January upon completion the professional development phase. A third disbursement of $750 will be made at the end of the implementation phase, after the fellow teaches his/her first service-learning course.

Eligibility

An applicant must be a full time tenure track faculty member. Faculty from all colleges and schools are encouraged to apply.

Timetable for the Application Process:

Application proposals due to:
Dr. Freyda Lazarus, Director
Center for Community-Based Learning
Morehead Hall Room 307

Applications must be received by April 7th, 2006 .
Faculty Fellows notified of selection by April 28th.

Faculty Fellows must be available to attend the following workshops:

Thursday, May 11, 2006 - 9:00 am to 4:00 pm
Friday, May 12, 2006 - 9:00 am to 4:00 pm
Friday. Jan. 19, 2007 - 10:00 am to 2:00 pm

Every effort will be made to accommodate Faculty Fellows’ teaching schedules. Attendance at workshops is required.

Click here and apply to be a Fellow.

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