The CSL provides one-on-one or departmental course support in developing your Service-Learning course. Through extensive knowledge of our community and of academic learning outcomes, the CSL will help you to tailor your course to meet both the needs of the community and the needs of your students through meaningful experiential learning opportunities. Choose from one of our existing course models, or create your own style with input from educational professionals who stay current on trends, learning styles, and demographics of our students and our community.
For more information contact Lindsey Rinehart, Faculty Program Coordinator at Lindsey.Rinehart@mail.wvu.edu or 304-293-8762.
Civic Engagement – Students do a set amount of community service as a course requirement to learn more about community needs, the value of community involvement and perhaps to see your course content in play in the real world. Student can use iServe to find service projects that interest them and track hours.
Example: AVS 251: Principles of Animal Science
Individual or Group Service-Learning Projects – The CSL will find and present service projects from community identified needs that give students the opportunity to work individually or in groups. Projects are designed to be specifically connected to the course’s learning outcomes.
Example: MANG 480: Corporate Social Responsibility
Instructor Led Service-Learning – Entire class works together with a specific community partner utilizing course content to meet the need identified by the community.
Example: LA 251/550: Landscape Architectural Design
Research Based Service-Learning – Research-focused service learning experience with an actual community partner who demonstrates a need for research.
Example: ULIB 200: Research for Nonprofits
All models can be scaled up or down in intensity depending on the level of the course and the weight of the service in the overall coursework.
- An intro course may use group service-learning projects to help students learn more about teamwork and lightly bridge course work into real world application through 6 hours of service while a capstone course may use the same model but student complete 30 hours of service, have more input in the project design and rely heavily on the content they have learned in the classroom to provide expertise to the community.
- An intro course may take on an instructor led service-learning project to encourage critical thinking and help student feel connected while a higher level course may take on a community partner as a client, working collaboratively to provide content, resources or expertise.