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Timeline for Course Development

Planning a service-learning course requires ample preparation time. Faculty members interested in teaching a service-learning course should begin planning at least one semester prior to the semester the course will be offered. If the course is a Core Curriculum course, faculty members are advised to notify the dean of their discipline as soon as possible to obtain information on important deadline dates for approval.

The forms and templates shared in this timeline are in a PDF format. Please contact the Sturzl Center for editable versions of these forms and templates.

Step One


The Academic Service-Learning Director, Dr. Erinn Brooks, provides one-on-one consultation to help you plan your course or implement any step of the ASL Course Development timeline. Schedule a time to meet with the ASL Director, by emailing erinn.brooks@snc.edu or calling 920-403-2919.

Step Two

Design or Redesign Your Course

  • Determine if you need approval  from the St. Norbert College Institutional Review Board if you plan to publish scholarship that uses evidence from your course

Step Three

Develop a Service-Learning Partnership

 Review the Principles of Partnerships from the Haas Center for Public Service
  • Consider the community needs and assets and how they might connect to the learning goals of your course.

  • Research local community agencies and/or contact the Sturzl Center for assistance in sharing a request for proposals with community partners

  • Select your community partner and schedule a meeting

  • Meet with your community partner to discuss expectations and goals and develop a Memorandum of Understanding

Step Four

Apply for a CENG Designation

Once you have developed your ASL course, apply for a Community Engagement (CENG) Designation. This allows students to easily find your course within the timetable and prepare them for what to expect from the service-learning component.

Step Five

Provide an ASL Orientation for Students

  • Discuss the service-learning component on the first day of classes
  • Walk the students through the syllabus and address any concerns, fears and expectations prior to beginning the project
  • Introduce your students to Academic Service-Learning and the community partner(s)
  • Consider inviting the community partner to your class, as appropriate, to share the organization's mission

Step Six


  • Conduct site visits when appropriate and be in regular communication with the community partner
  • Consider inviting your community partner to any service-related class presentations 

Step Seven

Critical Reflection

Step Eight

Assess and Evaluate

  • Seek feedback from students and the community partner about the service-learning experience 
  • Assist the Academic Service-Learning Advisory Committee with program assessment by sharing their survey with students in your course at their request
  • Share data on the number of students serving with each community partner with the Sturzl Center at their request

Step Nine


  • Recognize your community partner by sharing your appreciation

Step Ten


  • Locate journals that can assist you in publishing articles to contribute scholarship to the field of community engagement and service-learning
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