For Faculty

Service-Learning Fellows Program

Service-Learning at Montclair State University is predominately driven by faculty who teach service-learning or community-based learning courses. The Service-Learning Faculty Fellows program is winner of the TIAA-CREF Hesburgh Certificate of Excellence.

The purpose of the Service-Learning Fellows Program is to develop a cadre of teacher-scholars from a wide range of disciplines who will integrate the philosophy, pedagogy and practices of service-learning into their professional lives (i.e., teaching, scholarship, and service). Fellows are invited to join the Montclair State University community of advocates for service-learning which is composed of university personnel (i.e., faculty members, administrators, professional staff members, students, community partners, and community members). Each academic year, the Service-Learning Fellows Program awards a maximum of six fellowships. The faculty who complete the program will be designated as "Service-Learning Fellows." This initiative is consistent with the University’s mission to infuse civic engagement across the curriculum and to provide students with opportunities to enhance their academic, civic, and personal growth.

The responsibilities of Service-Learning Fellows are carried out in two phases: the mentoring phase and the teaching phase. In each phase, a fellow will work in face-to-face collaboration with an Montclair State service-learning mentor. Service-learning Fellows will initially work with a group of mentors. From this group fellows will select a mentor with whom they would like to work on an individual basis.

A. Mentoring Phase

During the mentoring phase, a faculty fellow will:

a. learn about the philosophy, pedagogy, and practices of service-learning and Montclair State University’s model of service-learning;
b. integrate the pedagogy, practices, and reflective exercises of service-learning into a course syllabus;
c. visit with potential community partners in order to define the campus-community partnership that addresses a self-identified community issue;
d. maintain a service-learning portfolio that documents service-learning activities that can be used in the reappointment, tenure, and promotion processes;
e. discuss possibilities for faculty scholarship related to the teaching and learning in service-learning courses and community-engaged scholarship;
f. participate in a one-day workshop held during the academic year;
g. schedule the teaching of a service-learning course.

B. Teaching Phase

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

a. teach a service-learning class;
b. assist with and participate in orientations, debriefing sessions, and student recognition events related to the issue area with which the service-learning course is affiliated;
c. conduct a minimum of one visit to each community partner site with which the service-learning course is aligned; and
d. participate in any program evaluation activities conducted by the Research Academy for University Learning through its Engaged Learning Program.

A Service-Learning Fellow receives a $1,000 stipend. The length of the Fellowship is a period of 18 months.

Faculty who are interested in learning about the Montclair State University Service-Learning Program or who are interested in becoming a Service-Learning Fellow may contact the Service-Learning and Community Engagement Program.

Service-Learning Scholars

The Service Learning Scholars Program is devoted to recognizing and supporting faculty members who have completed the Service-Learning Fellows Program and continue to demonstrate a substantial commitment to the teaching of service-learning courses, to the generation of scholarly products and activities related to service-learning and to the sustainability of campus-community partnerships. The Program is dedicated to encouraging the seamless integration of teaching, scholarship, and service related to service-learning and recognizes and supports the long term contributions that faculty members have made and will continue to make to service-learning.

The purpose of this program is to support the generation of the highest quality scholarship related to two major scholarship areas of service-learning: the scholarship of teaching and learning and community-engaged scholarship, which links theory to practice.

Each academic year, two Service-Learning Scholars will be selected to generate scholarly work and to present their research to the service-learning scholars and fellows, the faculty, administrators, professional staff members, and community partners.

The "Service-Learning Scholar" designation runs two years, following which a Service-Learning Scholar can re-apply to be designated as such for another two years. Funding, however, will be limited to two terms (a total of four years).

If you have questions or would like additional information about the Service-Learning Fellows or Scholars programs, please contact Bryan Murdock or Krystal Woolston.