Faculty development & resources

Faculty Workshops

The Agapé Center and ELI-SL Advisory Committee, seek to offer at least two workshops, per semester, geared toward fostering high quality service-learning courses and pedagogy.  Workshop topics range from best practices in service-learning pedagogy, to strategies for developing reciprocal partnerships, to using service-learning to foster student learning outcomes related to issues of diversity, power and privilege.

Contact the Agapé Center for more information at

Faculty Grants

The Agapé Center for Service & Learning is pleased to offer course-specific seed grants to faculty desiring to integrate service-learning  into the curriculum.  Funds should be used to assist faculty with expenses directly related to the service-learning experience (i.e., vehicles/transportation; project-based expenses; food/catering; supplies; in-class speakers; course development, etc.).  Faculty may request up to $300 per service-learning course.   Please contact the Agapé Center at for more information.

An application must include:

  • A cover page – including applicant’s name, contact information, and course information (i.e., semester; course title/number; academic department)
  • A purpose statement (i.e., outline program activities, objectives, & anticipated outcomes for students & the community)
  • A brief description of the community partner/agency
  • A tentative syllabus for the course to be developed or revised
  • A proposed, itemized budget of the amount requested. Please describe how funds will be used to implement the service-learning project.
  • If applicable, outline a list of internal grants received in the past three years


The following criteria will be used by the COE Service-Learning Committee to award Service-Learning Faculty Seed Grants each year:

  • Demonstration of Reciprocity.  The degree to which service-learning accomplishes both the learning objectives for the course and the community goals for the service-learning project.
  • Identification of content, service and reflection components in the syllabus.
  • The description of how funds will be used clearly demonstrates that funds are needed to successfully implement the service-learning project.
  • Preference will be granted to ELI-SL designated courses.
  • Preference will be granted to new service-learning projects.
  • Preference will be granted to proposals to use funds for the direct benefit of the community partner or a population in need.
  • The availability of alternative funding sources.

Grant awards will not exceed $300.00.  Partial grants may be awarded, as needed, in order to conserve available funds.

Applicants awarded the Service-Learning Faculty Seed Grants will be required to:

  • At the completion of the course, submit a one-page summary to the Director of the Agapé Center.  The report should include the following:
    • Brief summary/overview of the service-learning project
    • Evaluation of the community partner
    • Description of student learning outcomes
    • Identified challenges and areas of growth for future service-learning projects
    • Photos and direct student quotes (if applicable)
  • Return any unused funds to the Agapé Center for Service and Learning (ORG: 2087).  
  • Participate in a Professional Learning Community (PLC) with other faculty engaged in service-learning at Messiah College.  The goal is to build community among service-learning faculty and share resources and experiences around service-learning.

Service-Learning Conferences & Publications

International Association for Research on Service-Learning and Community Engagement (IARSLCE)

The annual IARSLCE conference is scholarly venue to disseminate new knowledge on service-learning and community engagement. The focus of presentations, symposiums, and keynotes is on research incorporating a variety of theoretical, methodologies, and perspectives. The conference also serves as a gathering place for networking and association business meetings for members. A significant component of the conference is the mentoring of graduate students and new faculty members interested in advancing their own research agendas in this field.


Gulf-South Summit on Service-Learning and Civic Engagement

The mission of the Gulf-South Summit on Service-Learning and Civic Engagement through Higher Education is to promote networking among practitioners, research, ethical practices, reciprocal campus-community partnerships, sustainable programs, and a culture of engagement and public awareness through service-learning and other forms of civic engagement.


Partnerships recognizes that successful engaged learning depends on effective partnerships between students, faculty, community agencies, administrators, disciplines, and more. The articles in this peer-reviewed journal focus on how theories and practices can inform and improve such partnerships, connections, and collaborations. Studies co-authored by faculty, students, and/or community partners; or examining practices across disciplines or campuses; or exploring international networks, are all encouraged.  Partnerships is a peer-reviewed, open access journal published biannually at the University of North Carolina, Greensboro.

For past issues and submission guidelines, visit the journal website.

The mission of the Journal of Higher Education Outreach and Engagement (JHEOE) is to serve as the premier peer-reviewed, interdisciplinary journal to advance theory and practice related to all forms of outreach and engagement between higher education institutions and communities.  This includes highlighting innovative endeavors; critically examining emerging issues, trends, challenges, and opportunities; and reporting on studies of impact in the areas of public service, outreach, engagement, extension, engaged research, community-based research, community-based participatory research, action research, public scholarship, service-learning, and community service.  JHEOE is a peer-reviewed, open access journal published quarterly online at the University of Georgia. 

For past issues and submission guidelines, visit the journal website.

The Michigan Journal of Community Service Learning is a national, peer-reviewed journal for college and university faculty and administrators, with an editorial board of faculty from many academic disciplines and professional fields at the University of Michigan and other U.S. higher education institutions.  The Michigan Journal includes only articles about academic service-learning, campus-community partnerships, and faculty engaged scholarship. Contributing authors represent a wide range of academic disciplines and professions.

The Michigan Journal of Community Service Learning is published annually online and in print by the OCSL Press, the publication arm of the Edward Ginsberg Center for Community Service and Learning at the University of Michigan.  For issues and submission guidelines, visit the journal website.

The Journal of Experiential Education (JEE) is a peer-reviewed, scholarly journal presenting a diverse range of articles in subject areas such as outdoor adventure programming, service learning, environmental education, therapeutic applications, research and theory, the creative arts, and much more.  The Journal of Experiential Education is a peer-reviewed subscription journal published quarterly by Sage Publications in partnership with the Association for Experiential Education.

The Journal of Applied Learning in Higher Education (JALHE) is an international and interdisciplinary journal serving the community of scholars engaged in applied learning at institutions of higher education. Its purpose is to advance scholarship on applied learning by providing an outlet for empirical and theoretical work related to this pedagogical practice.

The Journal of Applied Learning in Higher Education is a peer-reviewed, open-source journal published by Missouri Western State University.  For past issues visit the journal website.

The Undergraduate Journal of Service Learning and Community-Based Research adds to the increasing number of scholarly journals that invite undergraduates to pursue their own intellectual projects. We seek undergraduate contributions to the burgeoning academic conversation on service learning and community-based research.

The Undergraduate Journal of Service Learning and Community-Based Research is a peer-reviewed undergraduate journal published annually by the Center for Service Learning and Community-Based Research at Penn State Berks.  For past issues and submission guidelines, please visit the journal website.