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Integrating Service-Learning

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, Academic Service-Learning Coordinator at or 304-293-8762.


Learn more about how to choose a model
  • Civic engagement – Students participate in a set amount of community service to learn more about community needs, the value of community involvement and to look for course content applied 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 course learning outcomes. 

    Example: MANG 480: Corporate Social Responsibility
  • Instructor Led Service-Learning with Targeted Partner(s) – Entire class works together with a specific community partner(s), utilizing course content to meet the need identified by the community. Instructor selects partner(s) and helps to outline the project goals with the community partner. Example: ULIB 302/COMM 393D: Research for Nonprofits

  • Action Project – Students choose an issue or area of interest, assess the needs or gaps in service and implement a plan of action to address the problem. Example: LDR 401: Leadership in Action


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.

Connect with the Center for Service and Learning