|Submission Date||Oct. 13, 2015|
IN-2: Innovation 2
Office of Sustainability
Title or keywords related to the innovative policy, practice, program, or outcome:
A brief description of the innovative policy, practice, program, or outcome:
The Center for Public Service (CPS) at Tulane University and the Public Service Graduation Requirement were established after Hurricane Katrina as part of the university’s Renewal Plan. CPS is guided by the principle that public service rooted in an academic context contributes to the development of student civic engagement.
The first tier of the Public Service Graduation Requirement involves the implementation of Service Learning Courses, academic courses with an added service learning component. Every undergraduate department and major offers courses that include a public service project that relates to and enhances the learning done in the classroom. The students are placed at numerous sites throughout the greater New Orleans area for a variety of projects, and spend 20 or 40 hours (depending on the class) completing their service throughout the semester. To complete this first-tier requirement, students must successfully complete one service learning course (at the 1000 – 3000 level) no later than the fifth semester of full-time enrollment at Tulane.
The second tier of the Public Service Graduation Requirement may only be completed once the student has attained sophomore standing and has completed the first-tier service learning course. To satisfy the second tier, students must participate in one of the following programs: a second service learning course at the 3000 level or above, an academic service learning internship, a faculty-sponsored public service research project, a public service honors thesis project, a public service-based international study abroad program, or a capstone experience with a public service component.
Academic Service Learning is an educational experience based upon a collaborative partnership between the university and the community. “Learning by doing” enables students to apply academic knowledge and critical thinking skills to meet genuine community needs. Through reflection and assessment, students gain deeper understanding of course content and the importance of civic engagement.
A brief description of any positive measurable outcomes associated with the innovation (if not reported above):
A letter of affirmation from an individual with relevant expertise:
Which of the following STARS subcategories does the innovation most closely relate to? (Select all that apply up to a maximum of five):
|Yes or No|
|Air & Climate||No|
|Coordination, Planning & Governance||No|
|Diversity & Affordability||No|
|Health, Wellbeing & Work||No|
Other topic(s) that the innovation relates to that are not listed above:
The website URL where information about the innovation is available:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.