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== Service-Learning ==

There are many similar yet different definitions of [[service-learning]]. Weigert (1998) states that in service-learning "three of the elements focus more on the community side of the equation; the other three focus more on the campus side. On the community side: the student provides some meaningful service, that meets a need or goal, that is defined by a community (or some of its members). On the campus side: the service provided by the student flows from and into course objectives, is integrated into the course by means of assignments that require some form of reflection on the service in light of course objectives, and the assignment is assessed and evaluated accordingly."<ref>{{Cite journal |last=Weigert |first=Kathleen Maas |date=1998 |title=Academic Service Learning: Its Meaning and Relevance |url=http://dx.doi.org/10.1002/tl.7301 |journal=New Directions for Teaching and Learning |volume=1998 |issue=73 |pages=3–10 |doi=10.1002/tl.7301 |issn=0271-0633}}</ref>

There are many similar yet differentdiffering definitions of [[service-learning]]. Weigert (1998) states that in service-learning "three of the elements focus more on the community side of the equation; the other three focus more on the campus side. On the community side: the student provides some meaningful service, that meets a need or goal, that is defined by a community (or some of its members). On the campus side: the service provided by the student flows from and into course objectives, is integrated into the course by means of assignments that require some form of reflection on the service in light of course objectives, and the assignment is assessed and evaluated accordingly."<ref>{{Cite journal |last=Weigert |first=Kathleen Maas |date=1998 |title=Academic Service Learning: Its Meaning and Relevance |url=http://dx.doi.org/10.1002/tl.7301 |journal=New Directions for Teaching and Learning |volume=1998 |issue=73 |pages=3–10 |doi=10.1002/tl.7301 |issn=0271-0633}}</ref>

Many universities, community colleges and K-12 schools offer a program that focuses on [[Service-learning|service-learning.]] Some schools have a well-embedded program that offers credit while others may utilize it as a classification on a transcript or as a certificate. There are many educational organizations that offer service-learning. Below is a list of examples (not all inclusive) of different service-learning programs offered throughout the United States. The schools listed have a dedicated web page to their service-learning program.

Many universities, community colleges, and K-12 schools offer a programprograms that focusesfocus on [[Service-learning|service-learning.]] Some schools have a well-embedded program that offers credit, while others may utilize it as a classification on a transcript or as a certificate. There are many educational organizations that offer service-learning. Below is a list of examples (not all inclusive) of different service-learning programs offered throughout the United States. The schoolsuniversities listed (in alphabetical order) have aexemplified dedicatedservice-learning webas pagean toacademic theirphilosophy service-learningon programtheir campus.

== University Programs ==

== University Programsprograms ==

=== Boise State University ===

[[Boise State University|Boise State University's]] service-learning pagecenter states "We consult withsupports faculty, students, and community organizations to connect classroom learning with hands-on community engagement. ServiceBSU believes service-learning "enhances student learning, addresses critical community issues, and builds students’ capacities to be change makers in their local, national and global communities."<ref>{{Cite web |title=Learn.org - |url=https://learn.org/articles/DegreeDirectoryorg_Talks_to_Beth_Ultis_of_Boise_State_Universitys_Service-Learning_Program.html |access-date=2023-03-28 |website=learn.org}}</ref><ref>{{Citecite journal |lastlast1=BrandGómez-Espina |firstfirst1=BrittanyRoberto |last2=SassRodríguez-Oroz |first2=MargaretDelia |last3=BrasciaChávez |first3=KaraManuel |datelast4=2011-12-08Saavedra |first4=Cristian |last5=Bravo |first5=María Jesús |title=ActiveAssessment learningof throughthe communitySocrative outreach:platform Aas casean studyinteractive ofand service-learningdidactic tool in athe naturalperformance hazard,improvement vulnerabilityof andSTEM riskuniversity class |url=https://scholarworks.waldenu.edu/hlrc/vol9/iss2/1students |journal=Higher Learning Research Communications |date=25 July 2019 |volume=9 |issue=2 |doi=10.18870/hlrc.v9i2.438 |issns2cid=2157201324946 |doi-6254access=free }}</ref><ref>{{Citecite journalbook |lastdoi=10.21125/edulearn.2018.0778 |chapter=Business School Service-Learning: An Empirical Examination of Community Partners' Perception of Benefits |title=EDULEARN18 Proceedings |year=2018 |last1=Cyr |firstfirst1=Don |last2=Kemp |first2=Gillian |datevolume=July1 2018|page=2940 |titleisbn=BUSINESS978-84-09-02709-5 SCHOOL|s2cid=169393531 SERVICE-LEARNING:}}</ref> ANBoise EMPIRICALState EXAMINATIONUniversity OFalso COMMUNITYoffers PARTNERS’a PERCEPTIONService-Learning Exhibit<ref>{{Cite web |last=Service-Learning |title=Service-Learning OFExhibition BENEFITS(SLx) |url=httphttps://dxwww.doiboisestate.orgedu/10.21125servicelearning/edulearnstudents/sl-exhibition/ |access-date=2023-04-13 |website=Service-Learning |language=en}}</ref> in Fall and Spring that allows students to showcase their service-learning project through a professional poster or video.2018<ref>{{cite journal |last1=Midgett |first1=Aida |last2=Doumas |first2=Diana M.0778 |title=Evaluation of Service-Learning-Infused Courses With Refugee Families |journal=EDULEARNJournal Proceedingsof Multicultural Counseling and Development |publisherdate=IATEDApril 2016 |volume=44 |issue=2 |pages=118–134 |doi=10.211251002/edulearnjmcd.201812041 |url=https://scholarworks.0778boisestate.edu/counsel_facpubs/82 |url-access=subscription }}</ref>

=== Duke University ===

[[Duke University|Duke University's]] service-learning pageprogram statesfocuses "Ourspecifically primary goal is to provide support andon assistance to faculty members seekinginterested toin integrateintegrating service-learning and community-engaged pedagogies into their courses. WeThis provideincludes consultation, training, research opportunities, funding, resources, and advocacy for the work of university faculty, staff, and students as they work with communities to integrate community engagement into academic learning. Our team offers administrative support for programming, as well as faculty consultants and service-learning assistants to directly support faculty."<ref>{{Cite web |title=30 US colleges that are excelling at community outreach |url=https://www.greatvaluecolleges.net/us-colleges-excelling-at-community-outreach/ |access-date=2023-03-28 |website=Great Value Colleges |language=en-US}}</ref><ref>{{Cite journal |lastlast1=Pleasants |firstfirst1=Robert |last2=Stephens |first2=Kristen R. |last3=Selph |first3=Hollace |last4=Pfeiffer |first4=Steven |date=January 2004 |title=Incorporating Service Learning into Leadership Education: Duke Tip's Leadership Institute |url=http://journals.sagepub.com/doi/10.1177/107621750402700106 |journal=Gifted Child Today |language=en |volume=27 |issue=1 |pages=16–21 |doi=10.1177/107621750402700106 |issns2cid=1076-2175140315859 }}</ref>

=== Elon University ===

The [[Kernodle Center for Civic Life]] at [[Elon University]] statesfocuses "Theon Kernodle Center inspires, educates,inspiring and preparespreparing students and campus to partnerwork with diverse communities towhile addressaddressing local and global challenges,concerns and gainissues. a deeperTheir understandinggoal ofis theirto responsibilityhelp tostudents activelybecome contributeactive toand civic life.members Thein center serves as the convener oftheir community-based. engagedThe andCenter experientialemphasizes student learning opportunities inthat collaboration with faculty, staff, and community partners tospecifically address the [[common good]]."<ref>{{Cite journal |lastlast1=Peter |firstfirst1=Felten |last2=Z. |first2=Gilchrist, Leigh |last3=Alexa |first3=Darby |date=2006-01-01 |title=Emotion and Learning: Feeling our Way Toward a New Theory of Reflection in Service-Learning |url=http://hdl.handle.net/2027/spo.3239521.0012.204 |journal=Michigan Journal of Community Service Learning |language=en |volume=12 |issue=2 |issnhdl=1944-02192027/spo.3239521.0012.204 }}</ref><ref>{{Citecite journal |lastlast1=Moore |firstfirst1=Jessie l. |date=September 2013 |title=Preparing Advocates: Service-Learning in TESOL for Future Mainstream Educators |url=https://onlinelibrary.wiley.com/doi/10.1002/tesj.97 |journal=TESOL Journal |languagedate=enSeptember 2013 |volume=4 |issue=3 |pages=555–570 |doi=10.1002/tesj.97 }}</ref>

=== Georgetown University ===

[[Georgetown University|Georgetown University's]] Center for Social Justice (CSJ) designates [[Community education|community-based learning]] courses. Community-based activities have been called “service-learning.” Students must complete a specific amount of 20 to 40 hours of community-based work which includes course assignments."<ref>{{cite journal |last1=Jacoby |first1=Barbara |title=Partnerships for Service Learning |journal=New Directions for Student Services |date=Autumn 1999 |volume=1999 |issue=87 |pages=19–35 |doi=10.1002/ss.8702 }}</ref><ref>{{cite journal |last1=Marullo |first1=Sam |last2=Moayedi |first2=Roxanna |last3=Cooke |first3=Deanna |title=C. Wright Mills's Friendly Critique of Service Learning and an Innovative Response: Cross-Institutional Collaborations for Community-Based Research |journal=Teaching Sociology |date=January 2009 |volume=37 |issue=1 |pages=61–75 |doi=10.1177/0092055X0903700106 |s2cid=144172245 }}</ref> Some universities do not require specific hours.

[[Georgetown University|Georgetown University's]] website says "The Center for Social Justice (CSJ) is responsible for designating courses as “community-based learning” courses. Crucially, a community-based learning (CBL) course involves work with disadvantaged and underserved individuals and groups. Such work has traditionally been called “service-learning.” The language of CBL attempts to capture Georgetown’s central commitment to working with community representatives in designing CBL courses, courses that value the contributions of both campus and community to the learning experience of the students.

The community-based learning model at Georgetown entails that each enrolled student complete at least 20 to 40 hours of structured community-based work, along with designated course assignments requiring active integration by students of their community-based work and central course themes and materials through course assignments, such as papers, reports, oral presentations, or exams. Through this model, individual students might be working with different CBOs; small groups of students might be working with a few CBOs; or all students in the class might be working together on one large project for one partner CBO. Courses under this model are offered at both 3 and 4 credits."<ref>{{Cite journal |last=Jacoby |first=Barbara |date=1999 |title=Partnerships for Service Learning |url=http://dx.doi.org/10.1002/ss.8702 |journal=New Directions for Student Services |volume=1999 |issue=87 |pages=19–35 |doi=10.1002/ss.8702 |issn=0164-7970}}</ref><ref>{{Cite journal |last=Marullo |first=Sam |last2=Moayedi |first2=Roxanna |last3=Cooke |first3=Deanna |date=January 2009 |title=C. Wright Mills's Friendly Critique of Service Learning and an Innovative Response: Cross-Institutional Collaborations for Community-Based Research |url=http://journals.sagepub.com/doi/10.1177/0092055X0903700106 |journal=Teaching Sociology |language=en |volume=37 |issue=1 |pages=61–75 |doi=10.1177/0092055X0903700106 |issn=0092-055X}}</ref>

=== Michigan State University ===

The Center of Service-Learning and Civic Engagement at [[Michigan State University|Michigan State]] writes "The mission of the Center for Service-Learning and Civic Engagement at Michigan State University is to provide active, service-focused, community-based, mutually beneficial, integrated, learning opportunities for students, building and enhancing their commitment to academics, personal and professional development, and civic responsibility."<ref>{{Citecite webthesis |id={{ProQuest|305327810}} |last1=Price |first1=Julianne |date=2003 |title=Faculty use of service: Learning within the College of Agriculture and Natural Resources at Michigan State University - ProQuest |url=https://www.proquest.com/docview/305327810 |access-date=2023-03-30 |website=www.proquest.com |language=en}}</ref><ref>{{Citecite journal |lastlast1=Sarofian-Butin |firstfirst1=Dan |date=2017-11-06 |title=Review Essay: The Cambridge Handbook of Service Learning and Community Engagement |url=http://dx.doi.org/10.3998/mjcsloa.3239521.0024.115 |journal=Michigan Journal of Community Service Learning |date=6 November 2017 |volume=24 |issue=1 |doi=10.3998/mjcsloa.3239521.0024.115 |issndoi-access=1944free }}</ref> MSU provides a toolkit for faculty and instructors interested in incorporating service-0219learning into their classrooms.<ref>{{Cite web |title=Service Learning-Toolkit |date=October 2015 |publisher=Center for Service-Learning and Civic Engagement |url=https://communityengagedlearning.msu.edu/upload/toolkits/Service-Learning-Toolkit.pdf }}</ref>

=== Northeastern University ===

[[Northeastern University|Northeastern University's]] website says "Service-learning in CSSH has come in the form of teaching urban youth how to cook healthy and affordable meals, building a website to document humanitarian projects in post-earthquake Haiti, and allocating real-dollar grants to local nonprofits that address social and economic challenges. Many of the Dialogue of Civilizations faculty-led summer programs also integrate service-learning into their curricula.

CSSH students also have valuable opportunities to broaden their knowledge, skills, and social awareness by volunteering in the community outside of their academic curriculum. The Northeastern Center of Community Service serves as a clearinghouse for service opportunities through its own programs and events, and partnerships with more than 225 community-based agencies and programs."<ref>{{Cite journal |last=Miller |first=Julie |last2=Berkey |first2=Becca |last3=Griffin |first3=Francis |date=2015-10-01 |title=International Students in American Pathway Programs: Learning English and Culture through Service-Learning |url=http://dx.doi.org/10.32674/jis.v5i4.399 |journal=Journal of International Students |volume=5 |issue=4 |pages=334–352 |doi=10.32674/jis.v5i4.399 |issn=2166-3750}}</ref><ref>{{Cite journal |last=Furco |first=Andrew |date=1996-01-01 |title=Service-Learning and School-to-Work: Making the Connections |url=https://digitalcommons.unomaha.edu/slceslgen/152 |journal=Journal of Cooperative Education |volume=32 |issue=1 |pages=7–14}}</ref>

=== Portland State University ===

The Student Community Engagement Center (SCEC) at [[Portland State University|Portland State]] believe that community members can create social change. They encourage engagement activities/opportunities in order to support this cause.<ref>{{cite book |last1=Williams |first1=Dilafruz |last2=Patton |first2=Judy |last3=Beyler |first3=Richard |last4=Balshem |first4=Martha |last5=Halka |first5=Monica |chapter=Inquiry as a Mode of Student Learning at Portland State University: Service-Learning Experiences in First-Year Curriculum |pages=91–105 |editor1-last=Zlotkowski |editor1-first=Edward A. |title=Service-learning and the First-year Experience: Preparing Students for Personal Success and Civic Responsibility |date=2002 |publisher=National Resource Center for the First-Year Experience & Students in Transition, University of South Carolina |id={{ERIC|ED471259}} |isbn=978-1-889271-38-5 }}</ref><ref>{{cite journal |last1=Kecskes |first1=Kevin |last2=Spring |first2=Amy |last3=Lieberman |first3=Devorah |title=18: The Hesburgh Certificate and Portland State University's Faculty Development Approach to Supporting Service Learning and Community-University Partnerships |journal=To Improve the Academy |date=June 2004 |volume=22 |issue=1 |pages=287–301 |doi=10.1002/j.2334-4822.2004.tb00416.x |s2cid=114614425 |hdl=2027/spo.17063888.0022.020 |hdl-access=free }}</ref><ref>{{cite journal |last1=Ward |first1=Kelly |title=Addressing Academic Culture: Service Learning, Organizations, and Faculty Work |journal=New Directions for Teaching and Learning |date=Spring 1998 |volume=1998 |issue=73 |pages=73–80 |doi=10.1002/tl.7309 }}</ref> Portland State University also offers one of the few graduate certificates in the United States that focuses on service-[https://www.pdx.edu/education/academics/programs/graduate/service-learning learning].<ref>{{cite journal |last1=Furco |first1=Andrew |title=Advancing Service-Learning at Research Universities |journal=New Directions for Higher Education |date=2001 |volume=2001 |issue=114 |pages=67 |doi=10.1002/he.15.abs }}</ref>

At [[Portland State University|Portland State]] "the Student Community Engagement Center (SCEC) is committed to creating engagement opportunities based on the idea that every member of our community has the power to be an agent of social change." According to Tania D. Mitchell, Assistant Professor of Higher Education at the University of Minnesota, Critical Service Learning can be differentiated from traditional service learning by developing an explicit focus on social justice issues and centering community needs (2008). <s>See Figure 1 for a visual representation of Dr. Mitchell’s model for Critical Service Learning.</s>

<s>Program of Study: Most students complete the graduate certificate in 4 academic quarter terms (1 calendar year); although it is possible to complete within 3 terms. Students have a maximum time frame for completion of 6 years. Courses are available every term; students may begin or finish any academic quarter and/or take individual courses as electives"</s>.<ref>{{Cite journal |last=Williams, D., Patton, J., Beyler, R., Balshem, M., & Halka, M. (2002). |date=2002 |title=Inquiry as a Mode of Student Learning at Portland State University: Service-Learning Experiences in First-Year Curriculum. Service-Learning and The First-Year Experience: Preparing Students for Personal Success and Civic Responsibility |journal= |pages=91-105}}</ref><ref>{{Cite journal |last=Kecskes |first=Kevin |last2=Spring |first2=Amy |last3=Lieberman |first3=Devorah |date=June 2004 |title=18: The Hesburgh Certificate and Portland State University's Faculty Development Approach to Supporting Service Learning and Community-University Partnerships |url=http://doi.wiley.com/10.1002/j.2334-4822.2004.tb00416.x |journal=To Improve the Academy |language=en |volume=22 |issue=1 |pages=287–301 |doi=10.1002/j.2334-4822.2004.tb00416.x}}</ref><ref>{{Cite journal |last=Ward |first=Kelly |date=1998 |title=Addressing Academic Culture: Service Learning, Organizations, and Faculty Work |url=https://onlinelibrary.wiley.com/doi/10.1002/tl.7309 |journal=New Directions for Teaching and Learning |language= |volume=1998 |issue=73 |pages=73–80 |doi=10.1002/tl.7309 |issn=0271-0633}}</ref>

=== Purdue University ===

At [[Purdue University|Purdue University's]] website states that "At Purdue University, service-learning isfocused anon educationalthe experienceeducation inand whichacademic studentsaspect of service-learning: a) participate in an organized service activity that meets community-identified needs; b) use knowledge and skills directly related to a course, discipline and/or specific learning outcomes; and c) reflect on the service activity in such a way as to gain further understanding of course content and/or learning outcomes and an enhanced sense of personal values and civic responsibility."<ref>{{cite Servicebook |doi=10.18260/1-learning2--13299 can|chapter=An beAnalysis academicof orthe co-curricularReflection Component in naturethe andEpics shouldModel notof beService confusedLearning with|title=2004 volunteerism,Annual communityConference service,Proceedings philanthropy, or advocacy."<ref>{{Cite journal|year=2004 |lastlast1=Jamieson |firstfirst1=Leah |last2=Zoltowski |first2=Carla |last3=DeRegoDerego |first3=Frank |last4=Slivovsky |first4=Lynne |last5=Oakes |first5=William |titlepages=An9.160.1–9.160.10 Analysis}}</ref><ref>{{Cite Ofjournal The|last1=Foli Reflection|first1=Karen ComponentJ. In|last2=Braswell The|first2=Melanie Epics|last3=Kirkpatrick Model|first3=Jane Of|last4=Lim |first4=Eunjung |date=March 2014 |title=Development of Leadership Behaviors in Undergraduate Nursing Students: A Service-Learning Approach |journal=Nursing Education Perspectives |volume=35 |issue=2 |pages=76–82 |doi=10.5480/11-578.1 |pmid=24783721 |s2cid=23737840 }}</ref> Purdue University provides students the opportunity to showcase their service-learning and community based projects in an undergraduate journal titled Puarning and International Engagementrdue Journal of Service-Learning.<ref>{{Cite web |title=PJSL |url=httphttps://dxwww.doipurdue.orgedu/10.18260engagement/1pjsl/ |access-2date=2023-04-1329913 |language=en-US}}</ref><ref>{{Cite journal |last1=2004Chaube Annual|first1=Parul Conference|last2=Purdue ProceedingsUniversity |publisherdate=ASEE2020 Conferences|title=Importance and Challenges of International Service-Learning |journal=Purdue Journal of Service-Learning and International Engagement |volume=7 |issue=1 |pages=19–27 |doi=10.182605703/11288284317230 |s2cid=229224193 |doi-2--13299access=free }}</ref> Purdue University also has a service-learning program specifically in the engineering department called EPICS (de-abbreviate).<ref>{{Citecite journalbook|doi=10.1109/fie.2004.1408794 |lastchapter=FoliEPICS: Engineering projects in community service |firsttitle=Karen34th JAnnual Frontiers in Education, 2004. FIE 2004 |year=2004 |last1=Oakes |first1=W. |last2=BraswellSpencer |first2=MelanieJ. |last3page=Kirkpatrick1455 |first3isbn=Jane0-7803-8552-7 |last4s2cid=Lim22932966 }}</ref><ref>{{cite journal |first4last1=EunjungZoltowski |datefirst1=MarchCarla 2014B. |last2=Oakes |first2=William C. |title=DevelopmentLearning ofby LeadershipDoing: BehaviorsReflections inof Undergraduatethe NursingEPICS Students:Program A|journal=International Journal for Service- Learning Approachin Engineering, Humanitarian Engineering and Social Entrepreneurship |urldate=http:31 December 2014 |pages=1–32 |doi=10.24908//dxijsle.doiv0i0.org5540 |doi-access=free }}</ref><ref>{{cite book |doi=10.548018260/111-5782--8361 |chapter=Epics: A Model of Service Learning in an Engineering Curriculum |title=2000 Annual Conference Proceedings |year=2000 |last1=Oakes |first1=William C.1 |journallast2=NursingJamieson Education|first2=Leah PerspectivesH. |volumelast3=35Coyle |issuefirst3=2Edward |pages=76–825.281.1–5.281.14 }}</ref><ref>{{cite book |doi=10.548018260/11-578.1-2--1421 |issnchapter=1536-5026The Vertically Integrated Projects (Vip) Program in Ece at Purdue: Fully Integrating Undergraduate Education and Graduate Research |title=2006 Annual Conference & Exposition Proceedings |year=2006 |last1=Allebach |first1=Jan |last2=Coyle |first2=Edward |last3=Krueger |first3=Joy |pages=11.1336.1–11.1336.16 }}</ref>

=== Tulane University ===

[[Tulane University|Tulane University's]] website writes "Academicbelieves Service Learning is an educational experience based upon a collaborative partnership between the university and the community.in “Learning“learning by doing” which enables students to apply academic knowledge and critical thinking skills to meet genuine community needs. Through deep reflection and assessment, students gain deeper understanding of course content and the importance of civic engagement. PlacedThe atuniversity numerousfocuses siteson throughouta theresearch cityagenda forthat aencompasses varietystudents, of coursesfaculty, studentsand spend 20 or 40 hours (depending on the class) completing their service throughout thecommunity semester"partners.<ref>{{Cite web |title=30 US colleges that are excelling at community outreach |url=https://www.greatvaluecolleges.net/us-colleges-excelling-at-community-outreach/ |access-date=2023-03-28 |website=Great Value Colleges |language=en-US}}</ref><ref>{{Cite journal |last=Moely & Ilustre |first=B & V |date=2014 |title=The Impact of Service-Learning Course Characteristics on University Students' Learning Outcomes |journal=Michigan Journal of Community Service Learning |volume=21 |issue=1}}</ref><ref>{{Cite book |last=Moely |first=Barbara E. |url=http://worldcat.org/oclc/832787080 |title=Charity and Social Change: The Impact of Individual Preferences on Service-Learning Outcomes |date=Fall 2008 |publisher=Ann Arbor, MI: Michigan Publishing, University of Michigan Library |oclc=832787080 }}{{page needed|date=April 2023}}</ref>

=== University of North Carolina – Chapel Hill ===

The APPLES Service-Learning<ref>{{WhatCite web |datetitle=AprilAPPLES Service-Learning |url=https://ccps.unc.edu/apples/ |access-date=2023}}-04-13 site|website=Carolina saysCenter "APPLESfor Public Service |language=en-LearningUS}}</ref> is a student-led program at the [[University of North Carolina at Chapel Hill]] that transforms educational experiences by connecting academic learning and public service. Since 1990, APPLES has strengthened civic engagement by bringing together students, faculty and communities in sustained and mutually beneficial partnerships".<ref>{{Cite web |title=30 US colleges that are excelling at community outreach |url=https://www.greatvaluecolleges.net/us-colleges-excelling-at-community-outreach/ |access-date=2023-03-28 |website=Great Value Colleges |language=en-US}}</ref><ref>{{Cite journal |last=Hood |first=Janet Grobe |date=April 2009 |title=Service-Learning in Dental Education: Meeting Needs and Challenges |url=https://onlinelibrary.wiley.com/doi/10.1002/j.0022-0337.2009.73.4.tb04716.x |journal=Journal of Dental Education |language=en |volume=73 |issue=4 |pages=454–463 |doi=10.1002/j.0022-0337.2009.73.4.tb04716.x |pmid=19339432 }}</ref><ref>{{Citecite journal |lastlast1=Kenworthy-U'Ren |firstfirst1=Amy L. |last2=Peterson |first2=Tim O. |date=September 2005 |title=Service-Learning and Management Education: Introducing the “WE'WE CARE”CARE' Approach |url=http://journals.aom.org/doi/10.5465/amle.2005.18122417 |journal=Academy of Management Learning & Education |languagedate=enSeptember 2005 |volume=4 |issue=3 |pages=272–277 |doi=10.5465/amle.2005.18122417 |issn=1537-260X}}</ref>

=== University of Notre Dame ===

The [[University of Notre Dame|University of Notre Dame's]] website writes "The McGrath Institute for Church Life offers training, scholarship, and practical experience for undergraduate and graduate students considering or committed to lay ministry". Students at the [[University of Notre Dame]] haveprovides the opportunityopportunities to be in several different service learning activities whichthat include learning about Catholic theology, ministry, spirituality, and formation.<ref>{{Cite web |date=2020-07-21 |title=Top 25 Universities For Non-profit And Community Service Ranked By Return - Best Value Schools |url=https://www.bestvalueschools.com/rankings/non-profit-and-community-service-ranked-by-return/ |access-date=2023-03-28 |website=www.bestvalueschools.com |language=en-US}}</ref><ref>{{Cite journal |lastlast1=Chambers |firstfirst1=Dianne J |last2=Lavery |first2=Shane |date=2012-04-01 |title=Service-Learning: A Valuable Component of Pre-Service Teacher Education |url=http://ro.ecu.edu.au/ajte/vol37/iss4/7 |journal=Australian Journal of Teacher Education |volume=37 |issue=4 |doi=10.14221/ajte.2012v37n4.2|doi-access=free }}</ref><ref>{{Citecite journal |lastlast1=Askildson |firstfirst1=Lance R. |last2=Kelly |first2=Annie Cahill |last3=Mick |first3=Connie Snyder |date=2013-08-20 |title=Developing Multiple Literacies in Academic English Through Service-Learning and Community Engagement |url=http://dx.doi.org/10.1002/tesj.91 |journal=TESOL Journal |date=September 2013 |volume=4 |issue=3 |pages=402–438 |doi=10.1002/tesj.91 }}</ref> The university offers a unique experience called the Echo Graduate Service Program<ref>{{Cite web |issnlast=1056Dame |first=Marketing Communications: Web // University of Notre |title=Echo Graduate Service Program // McGrath Institute for Church Life // University of Notre Dame |url=https://mcgrath.nd.edu/service-7941learning/echo-graduate-service-program/ |access-date=2023-04-13 |website=McGrath Institute for Church Life |language=en}}</ref> where you can earn a Masters of Arts in theology.

=== Vanderbilt University ===

At [[Vanderbilt University|Vanderbilt University,]], [[community engagement]] pedagogies, often called “service learning,” are ones that combine learning goals and community service in ways that can enhance both student growth and the common good. According to the [[National Service Learning Clearinghouse]], it is “a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.”  <s>Or, to quote Vanderbilt University’sUniversity Janetcreates S. Eyler (winner of the 2003 Thomas Ehrlich Faculty Award for Service Learning) and Dwight E. Giles, Jr., it is</s><blockquote>''<s>“a form of experiential education where learning occurs through a cycle of action and reflection as students. . . seek to achieve real objectives for the community and deeper understanding and skills for themselves. In the process, students link personal and social development with academic and cognitive development. . . experience enhances understanding; understanding leads to more effective action.”</s>''</blockquote>Typically, community engagement is incorporated into a course or series of courses by way of a project that has both learning and community action goals. This project is designed viacollaborative collaborationprojects between faculty and community partners, such as non-governmental organizations or government agencies. The project askswhere students to apply course content to community-based activities. This gives students experiential opportunities to learn in real world contexts and develop skills of community engagement, while affording community partners opportunities to address significant needs. Vanderbilt University’s Sharon Shields has argued that service learning is “one of the most significant teaching methodologies gaining momentum on many campuses.” Indeed, when done well, teaching through community engagement benefits students, faculty, communities, and institutions of higher education. Below are some of the benefits that education researchers and practitioners have associated with community engaged teaching".<ref>{{Cite web |date=2020-07-21 |title=Top 25 Universities For Non-profit And Community Service Ranked By Return - Best Value Schools |url=https://www.bestvalueschools.com/rankings/non-profit-and-community-service-ranked-by-return/ |access-date=2023-03-28 |website=www.bestvalueschools.com |language=en-US}}</ref><ref>{{Citationcite |last=Bringlebook |firstdoi=Robert G10.1037/10677-001 |titlechapter=Understanding service learning. |url=http://dx.doi.org/10.1037/10677-001 |worktitle=The measure of service learning: Research scales to assess student experiences. |pagesyear=3–102004 |access-datelast1=2023-03-30Bringle |placefirst1=WashingtonRobert |publisher=American Psychological Association |isbn=1-59147-077-3G. |last2=Phillips |first2=Mindy A. |last3=Hudson |first3=Michael |pages=3–10 |isbn=1-59147-077-3 }}</ref><ref>{{Citecite journal |lastlast1=Giles, Jr. |firstfirst1=Dwight E. Jr.|last2=Eyler |first2=Janet |date=1998 |title=A Service Learning Research Agenda for the Next Five Years |url=https://onlinelibrary.wiley.com/doi/10.1002/tl.7308 |journal=New Directions for Teaching and Learning |languagedate=enSpring 1998 |volume=1998 |issue=73 |pages=65–72 |doi=10.1002/tl.7308 |issn=0271-0633}}</ref>

== References ==

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[[Category:Learning programs]]