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Service-learning courses are unique and need to be tailored individually. The resources below can be helpful when designing new courses or to support current courses. To discuss your specific course, please contact our Academic Community Engagement Coordinator at 304-293-8762 or email@example.com.
- ARSC 120 - Inquiry Approaches to Teaching
- BCOR 199, Honors – Introduction to Business (L. Wang
- BIOL 101 – General Biology (D. Huebert Lima)
- BIOL 191 – Biology First Year Seminar (J. Ripley Stueckle)
- BIOL 454 - Immunology
- CE 493A – Sustainable Development Engineering (K. Orner)
- CE 593C – Sustainable Development Engineering (K. Orner)
- COMM 112 – Fundamentals of Group Communication
- COUN 440 – Addiction Studies (F. Tack)
- DISB 482 – Disability in the Community
- DISB 682 – Disability and the Community
- DTHY 351 - Dental Health Education
- ENGL 490 - Teaching Practicum
- ENTR 416 - Social Entrepreneurship
- HIED 658 – Colleges and Communities (E. McHenry-Sorber)
- HN&F 472 – Nutrition and Food Studies* (C. Fitch)
- HONR 245 – Service in Tutoring
- LDR 301 – Problems in Leadership
- LDR 401 – Leadership in Action (C. Luzynski)
- MDS 489 – Capstone (A. Soccorsi)
- MUSC 185 – Introduction to Music Therapy
- PUBH 352 - Introduction to Social and Behavioral Science and Practice (E. Claydon)
- PUBH 621 - Prevention and Intervention in Public Health Practice (E. Claydon)
- SPED 491 – Special Education Professional Field Experience (M. Kelly)
- SRVL 179 – Introduction to Service Learning for Student Support Services/TRIO
- SRVL 490 – Teaching Practicum (M. Calabrese)
- SRVL 495 – Independent Study
- WVUe 280 - Presidential Student Ambassadors (C. Atkins)
- WVUe 281 – Presidential Student Ambassadors (C. Atkins)
iServe is our online volunteer management database that can be customized for use in your service-learning course.
Service-learning Teaching Assistant
Get a service-learning teaching assistant to help coordinate service project, assist with reflection and provide additional support.
The service-learning contract is used to ensure students and community partners both have clear expectations of the scope and outcome of the service project. It also ensures that the project is connected to student learning outcomes as laid out in the syllabus. The contract is individually tailored for each course and completed electronically. The link above provides an example.
The evaluation is completed electronically by community partners to provide faculty with feedback about students’ performance. The link above provides an example.
Communication tips to help students interact with community organizations.
Social Identities, Power and Privilege
When we interact with people who are different from us, as is often the case in community engagement, these differences can manifest in two major ways: Social identities inform our perceptions of ourselves. Social identities inform our interactions with others.
Student learning can be scaffolded towards viewing communities in terms of its
strengths and assets. These conversations should begin with student orientation
and should continue as a core theme of student reflection.
- Know yourself
- Consider your social identities in context
- Work to balance power
Partner exploration questions can be used to guide students in voicing choice about their service-learning project.
We have official partnerships with over 200 community organizations as well as a wide range of campus programs through our campus and community partner program. We work continuously to expand and strengthen this program. Learn more about our Community and campus partnership programs.
Faculty Guidelines for Reciprocal Community Partner Relationships
- Campus Compact Resources
- Faculty Toolkit for Service Learning in Higher Education - In Progress
- Syllabus Design Tips - In Progress