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Rutgers
Study Abroad
Faculty Opportunities for Service Learning Abroad

Rutgers faculty play an essential role in the development and success of CGE's service learning programs.  Rutgers Service Learning Abroad programs generally fall under the short-term faculty-led model, in which a faculty member develops the idea and content for a service learning abroad program, usually generated by their own academic expertise, current research interests, and community connections.


Why should faculty and departments be interested in Service Learning Abroad as a form of global learning?

Service Learning Abroad represents a powerful and innovative mode of teaching that combines several strands of education methodology:
  • International education/ curriculum internationalization
  • Experiential learning
  • Civic engagement
  • Community-based education
  • Student-centered learning outcomes
  • Small class size and high teacher-student interaction
These approaches, combined with a faculty director’s fulltime role onsite during the program, create an experience that is rewarding for both students and faculty members.


Developing new Service Learning Abroad programs

New programs must be proposed in accordance with the Center for Global Education’s new program development timeline, and preferably with prior consultation with the director and service learning coordinator at the Center for Global Education.  Funding may be available on a limited basis through the Center for Global Education to help jumpstart the development of new, faculty-led service learning courses.

There are important questions to consider before proposing a new service learning program.

1.  Does this need to be a service learning program?  What do you want  students to learn from this program that couldn't be learned on other kinds global or field-based programs?  Would the proposed service component germane to those learning outcomes, or merely an additive feature of the course?

2.  Is there strong buy-in and clear agreement from in-country community partners and their respective stakeholders?  What role do they play in structuring and carrying out the service learning program, and are their motivations and interests being accorded due consideration?

3.  Am I willing to let student learning be self-directed and guide students in a continual process of meaning-making through reflection before, during, and following their service learning experience abroad?

CGE's conceptual framework for Service Learning Abroad contains a more comprehensive articulation of academic principles and learning outcomes that faculty should consider.  More information about CGE's new program proposal process can be found in the Faculty page of the website.