This list was compiled from actual and hypothetical examples of service-learning courses from a variety of available resources.

Resources used include: The National Campus Compact Syllabi Project (http://www.compact.org/syllabi/), the American Association of Higher Education Service-Learning in the Disciplines Series, a Service-Learning guide from Norwich University, as well as various online syllabi and resources. These are simply examples that might help you to think about what would work in your discipline. If you have questions about the examples listed, please feel free to contact us at partnerships@uvm.edu.

Animal Science

• Learn to raise and care for a flock of sheep by performing service with the Vermont Sheep and Wool Festival interacting with an entire spectrum of sheep producers from the small wool specialty flock to the large lamb producing flock. (U. of Vermont)

Anthropology

• Work with local organizations such as soup kitchens, a furniture or clothing exchange, or an emergency food shelf. Serve as individual and group mentors while supervising after school activities. These partnerships facilitate the examination of physical, social, and cultural development of humans by observing them within their communities. (UMASS Amherst)
• Help indigenous groups to develop heir web sites i.e. economic self direction, sustainability and land rights ( U. of Vermont)

Art

• Visit a local middle school to work collaboratively with these students on environmental projects that merge drawing with science. (CSU, Northridge)
• Research the history of the paintings in a public/governmental building and restore missing paintings. In addition to providing the county with a restoration it could not afford if it were necessary to hire an outside agency, this project acquaints students with the controversial subject of such restoration in general. (Manchester College)

Biology

• Work with local elementary schools to create a hands on way to teach the elementary students basic biology; make it interesting enough to be able to take it beyond science history (defining terms etc.) and create a project that allows the students to physically see biology working. (Emory University)

Biological Sciences

• Work with the Red Cross to educate the community about HIV/AIDS and STD's

Biomedical Technologies

• Partner with local health agencies (hospitals, nursing homes, etc.) to complete an agreed upon project (such as a public education guide or an assessment of community use of the agency) that benefits this agency while observing and gaining an understanding of how technologies are used in non-profit settings and how patients and communities are affected by these technologies. (U. of Vermont)

Botany and Agricultural Bio-Chemistry

• Work with elementary school students to teach them skills in wildflower and fern identification. Then help them implement a nature trail, which will be accessible to the greater community. (University of Maine-Farmington)

Business

• A finance class offers informal personal financial counseling to community members through a local community center focusing on household budgeting and financial planning.
• A course on small business development partners with local community start-ups to help community members analyze business and financial strategies. Students serve as business "consultants" to companies who will bring jobs, resources, and diversity to the local community.

Chemistry

• Collaborate with community partners in helping to identify neighborhood homes that have unsafe levels of lead contamination. (Notre Dame U.)

Civil and Environmental Engineering

• Interview city and community individuals in order to complete assessments that identify the critical environmental equity issues in topics such as public transportation and regional planning. (Harrisburg Area Community College)

Classics

• Provide service at local food-shelves or shelters reading literature, classic novels, etc. to understand the applicability of classical literature to modern day life. (U. of Vermont)

Community Development and Applied Economics

• Create a "task force" of students responsible for developing and implementing strategies to sustain and evaluate the positive impacts of university employment and purchasing on the local economy and residents. (U. of Vermont)

Communications/Marketing

• Assist organizations involved in local disaster response in assessment of their internal and/or external communication processes. (U. of Utah)
• Review public communications strategies of local agencies; analyze and offer marketing and communications improvement suggestions. Design potential marketing materials.(U. of Vermont)

Communications Sciences

• Work to complete chores and other household tasks for elderly citizens living in their own homes, or visit residents of retirement homes. Learn about communication, community, and aging in America. (Appalachian State U.)
• Work with K-12 students with communication disorders to assist with communication skills during regular class activity or during after-school programs.
• Develop educational materials to make available at schools or in doctor's offices that help the general public to better understand communication disorders.

Computer Science

• Create computer applications useful to local community partner of your choice; design websites, databases etc. (U. of Vermont)
• Mentor students or senior citizens in computer applications.

Economics

• Encourage businesses and industries to open job positions to those who have been chronically unemployed.
• Encourage participation of low-income persons in local/regional economic development plans. (U. of Vermont)
• Arrange workshops for potential employers to familiarize them with the skills of local citizens and encourage them to hire locally.

Education

• Work with elementary school students after school on math facts, concepts and ideas, exploring different ways to solve these problems using hands-on materials. (U. of Vermont)
• Create a reading partnership between college and K-12 students, providing one-on-one tutoring and helping college students to learn about reading education. (U. of Vermont)

Electrical and Computer Engineering

• Check and repair the wiring in homes of the elderly.
• Create adaptive devices for community members with disabilities. (U. of Vermont)

English

• Work with community partners on a range of creative writing activities. From producing a "zine" by and for youth to planning forums for education and action on issues of labor, environmental, or social justice. (U. of Vermont)
• Perform literacy work at a youth center, focusing on the constructions and conditions of literacy that restrict the voices, actions, and aspirations of working-class children and teens. (U. of Vermont)

Environmental Sciences

• Work with the city government to tackle the critical issue of global climate change, helping them to achieve their goal of a reduction in greenhouse gas emissions through assessment and review of past climate changes. (U. of Vermont)

Environmental Studies

• Pool data for the Vermont Butterfly Atlas Project, a citizen science-based initiative whose aim is to document butterfly diversity in the state. (U. of Vermont)
• Create biographical profiles to celebrate the works of individuals that have helped to bring about the transition to more environmentally sustainable communities. (U. of Vermont)
• Create environmental education programs for local outdoors/nature organizations.

Forestry

• Perform trail system assessment for local nature centers. (U. of Vermont)
• Assess the impact of tourism/recreation on northern forest communities (U. of Vermont)

Geography/Geology

• Work with local agencies to research agricultural competitiveness, coastal management, water management and conservation in local watersheds. Analyze historical data along side up-to-date data to determine the role of weather and climate in influencing existing algal blooms or other environmental changes. (U. of Vermont)
• Conduct risk assessment for national disasters and their mitigation partnering to facilitate effective disaster management with local, national, or international organizations.

German and Russian

• Translate consumer information
• Work as a bilingual aide in public schools
• Translate community agency materials for clients.

History

• Interview and collect documents from area residents who lived through a certain time period being studied, giving voice to those residents and creating a public record that can be shared with historic societies, town halls, etc. (U. of Vermont)
• Study the history of homelessness (or any social justice issue) in the surrounding community and offer this history as a tool for advocacy and social action to local agencies.
• Perform an archive analysis for a local museum or cultural center. Create visual displays, organize records, create systems to catalogue, etc.

Human Development and Family Studies

• Work with LGBTTIQQ organizations (lesbian, gay, bisexual, transsexual, transgender, intersex, queer, and questioning) and look at select current issues (identity, family, community, social, individual, political cultural) that these organizations and their members face. Provide policy briefs, research papers, or action-planning documents to these agencies. (U. of Vermont)
• Mentor youth at a local teen center while examining the issues of adolescent development and familial influence. (U. of Vermont)

Mathematics

• Work with elementary school students after school on math facts, concepts and ideas, exploring different ways to solve these problems using hands-on materials. (U. of Vermont)

Mechanical Engineering

• Bring engineering design projects to local schools to address teachers' needs for more resources to support active, hands-on learning of mathematics and sciences in middle-schools. (U. of S. Alabama)
  • Examples: pencil rockets, flush toilets, building and structural models etc.
  
  

Medicine

• Create a "shelter clinic" whether it be held in-home or in a physical clinic. These clinics could be student-run, supervised by shelter staff, with clinical supervision by volunteer physician faculty. Services could be provided for low-income or homeless families, inner-city youth, and young adolescent girls (specifically gynecological health services). (UCONN)
• Teach elementary school students about the anatomy of the human body, how the heart works etc.

Microbiology and Molecular Genetics

• After the class is trained in sample collection, chemical analyses of natural waters, measurement of physical parameters, studies of flora and fauna, and methods of microbial analysis, the class pairs with an at risk student mentee. The mentees and mentors together organize data to develop recommendations for the use, preservation, and if needed, remediation of natural waters, using skills in chemical analysis, microbial analysis, etc. (Brevard CC)

Military Studies

• Study the "consequences of war" by performing service with local agencies who serve veterans or provide military education to the community (Rutgers)

Music

• Develop a music therapy program.
• Work with local musicians to find ways to provide music lessons to low-income children who could not otherwise afford lessons.

Natural Resources

• Create a trail system assessment for a local nature center. Begin with an analysis of the present system and include potential improvements and additions, as well as interpretive possibilities for walkers. (U. of Vermont)

Nursing

• Work with an organization that serves various cultural groups in the community to help develop health-related pamphlets, self-learning modules, infomercials, community health fairs etc. (U. of Vermont)
• Develop an exercise program and informational packet on exercise and nutrition for women interested in improving their physical health and well-being (at a correctional facility for example).
• Work at a local low income housing unit to perform health testing (blood pressure, etc.) and help create personal health improvement plans for residents. (U. of Vermont)

Nutritional and Food Sciences

• Work with a youth center to develop a wellness curriculum in conjunction with pre-existing fitness activities. (U. of Vermont)
• Create a cookbook of recipes that are quick to make and utilize the kind of government surplus foods that are available to residents of the local shelters. (U. of Vermont)

Philosophy

• Test, apply, and reflect upon the process of developing decision-making competency through community based projects such as HIV/AIDS and hospice services. (Kapiolani Community College)
• Partner with local schools to create and offer an educational module on ethics and moral decision-making for elementary school children or teen. (U. of Vermont)

Physics

• Develop devices that help persons unable to do household activities, such things as opening food cans.
• Develop solar heating systems for installation in retirement homes.

Physical Therapy

• Work with a locl non-profit housing agency for senior citizens and/or clients with disabilities, allowing students to practice communication and collaboration skills and to consider the constraints faced by individuals in making choices about their own health and wellbeing, while designing appropriate exercise programs for residents. (U. of Vermont)

Plant and Soil Science

• Work to enhance a farm's sustainability as well as quality of life for the farm family through evaluation of their operations and suggestions for possible improvements. (U. of Vermont)

Political Science

• Create policy briefs, literature reviews and policy implementation evaluations for the community and public sector clients. (U. of Vermont)
• Provide research or lobbying support on issues current in the legislature while studying the legislative process. (U. of Vermont)
• Provide travel assistance to people who would otherwise not get to polling locations.

Psychology

• Work with local nonprofit health/mental health organizations to perform and analyze relevant psychological research that can guide planning and decision-making in the partnering community agencies. (U. of Vermont)
• Partner with city government and community organizations to conduct a quality of life assessment in a given community to understand neighbor relations and community engagement in terms of community psychology. (U. of Vermont)

Public Administration

• Research and create policy briefs, policy implementation evaluations, or "white papers" for non-profit organizations affected by state and national policy. (U. of Vermont)

Recreation Management

• Work with the producers of interpretive signs/exhibits in an analysis of how successful they were in conceptualizing and implementing a high quality interpretive activity for the intended audience and provide suggestions for improvement. (U. of Vermont)
• Create an interpretive plan for a local outdoor recreation facility. (U. of Vermont)

Religion

• Work with local community initiatives to develop a list of community organizations and activities that are supported in part or wholly by religious organizations. Provide this research to agencies serving clients (U. of Vermont)
• Gather stories for the community archives from faith communities that illustrate the connection between faith and activism. (U. of Vermont)

Romance Languages

Social Work

• Work with a livable wage campaign, coupling class reading on social and economic stratification with first-hand experience.
• Work with a drug abuse clinic to counsel teenage drug users.
• Partner with human service organizations to help meet policy-related goals through preparation of policy briefs, policy-related advocacy with the media, etc. (U. of Vermont)

Sociology

• Collaborate with community organizations to dialogue between community members on selected topics (e.g., race/discrimination) to bring greater understanding to social issues in a given community. (U. of Vermont)
• Provide service to a local agency that addresses social stratification or helps students understand the nature of social institutions. (U. of Vermont)

Statistics

• Design and administer surveys for local non-profits. Process and analyze results to help agencies improve service and programs. (U. of Vermont)

Theatre

• Present four to six performances of the semester's production on tour in local schools. In addition, prepare special lesson plans for the school children and give them to the teachers in advance of the presentation so the children are prepared for what they will see. (Southwest Missouri State University)
• Create audio recordings of literature and drama for community members with disabilities.

Wildlife and Fisheries Biology

• Perform weekly inventories to establish baseline conditions for lake characteristics, recreation usage, and wildlife activity. (Unity College)
• Work with United States Fish and Wildlife Service to collect and analyze fish specimen. (U. of Vermont)
• Create educational presentations on wildlife for local schools or educational centers. Devise and implement strategies to make wildlife and fisheries biology accessible to the community and children. (U. of Vermont)

Women's Studies

• Complete an oral history project focusing on the interplay between social context and biography; examine the complex relationship of race, class, gender, religion and sexuality observing the effect of these factors on immigrant women’s experiences. (U. of Vermont)
• Serve as mentors to local girl scouts, providing role models while examining the social norms of developing young women. (U. of Vermont)

Last modified August 15 2007 01:15 PM