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=== Elon University ===
The [[Kernodle Center for Civic Life]] at [[Elon University]] states "The Kernodle Center inspires, educates, and prepares students and campus to partner with diverse communities to address local and global challenges, and gain a deeper understanding of their responsibility to actively contribute to civic life. The center serves as the convener of community-based engaged and experiential student learning opportunities in collaboration with faculty, staff, and community partners to address the common good."<ref>{{Cite journal |last=Peter |first=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 |issn=1944-0219}}</ref><ref>{{Cite journal |last=Moore |first=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 |language=en |volume=4 |issue=3 |pages=555–570 |doi=10.1002/tesj.97}}</ref>
=== Georgetown University ===
The community-based learning model at[[Georgetown University|Georgetown entailsUniversity's]] thatCenter eachfor enrolledSocial studentJustice complete(CSJ) atdesignates least[[community-based 20learning]] tocourses. 40 hours of structured communityCommunity-based work,activities alonghave withbeen designatedcalled course“[[service-learning]].” assignmentsStudents requiringcomplete active20 integrationto by40 studentshours of their community-based work andwhich central course themes and materials throughincudes 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> ▼[[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>{{Cite web |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>{{Cite journal |last=Sarofian-Butin |first=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 |volume=24 |issue=1 |doi=10.3998/mjcsloa.3239521.0024.115 |issn=1944-0219}}</ref>
=== Northeastern University ===
CSSH[[Northeastern studentsUniversity|Northeastern alsoUniversity's]] haveService-Learning valuableprogram opportunitieshas tostudents broaden(in theirthe knowledge,CSSH skills,aka andNortheastern socialCenter awarenessof byCommunity Service) volunteering in thetheir community outsidealong ofwith their academic curriculumcoursework. The Northeastern Center of Community Service serves as a clearinghouse for service opportunities through its own programs and events, and partnershipspartner 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> ▼[[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 ===
<s>ProgramThe ofStudent Study:Community MostEngagement students complete the graduate certificate in 4 academic quarter termsCenter ( 1 calendar yearSCEC) ; althoughat it[[Portland isState possibleUniversity|Portland toState]] completebelieve withinthat 3community terms.members Studentscan havecreate asocial maximum time frame for completion of 6 yearschange. Courses areThey availableencourage everyengagement term;activities/opportunities studentsin mayorder beginto orsupport finishthis anycause. 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> ▼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 ===
[[Purdue University|Purdue University's]] website states that "At Purdue University, service-learning is an educational experience in which students: 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. Service-learning can be academic or co-curricular in nature and should not be confused with volunteerism, community service, philanthropy, or advocacy."<ref>{{Cite journal |last=Jamieson |first=Leah |last2=Zoltowski |first2=Carla |last3=DeRego |first3=Frank |last4=Slivovsky |first4=Lynne |last5=Oakes |first5=William |title=An Analysis Of The Reflection Component In The Epics Model Of Service Learning |url=http://dx.doi.org/10.18260/1-2--13299 |journal=2004 Annual Conference Proceedings |publisher=ASEE Conferences |doi=10.18260/1-2--13299}}</ref><ref>{{Cite journal |last=Foli |first=Karen J. |last2=Braswell |first2=Melanie |last3=Kirkpatrick |first3=Jane |last4=Lim |first4=Eunjung |date=March 2014 |title=Development of Leadership Behaviors in Undergraduate Nursing Students: A Service-Learning Approach |url=http://dx.doi.org/10.5480/11-578.1 |journal=Nursing Education Perspectives |volume=35 |issue=2 |pages=76–82 |doi=10.5480/11-578.1 |issn=1536-5026}}</ref>
=== Tulane University ===
=== University of North Carolina – Chapel Hill ===
The[https://ccps.unc.edu/apples/ APPLES{{What|date=April 2023}} site says "APPLES Service-Learning] 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}}</ref><ref>{{Cite journal |last=Kenworthy-U'Ren |first=Amy L. |last2=Peterson |first2=Tim O. |date=September 2005 |title=Service-Learning and Management Education: Introducing the “WE CARE” Approach |url=http://journals.aom.org/doi/10.5465/amle.2005.18122417 |journal=Academy of Management Learning & Education |language=en |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]] have theprovide 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 |last=Chambers |first=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}}</ref><ref>{{Cite journal |last=Askildson |first=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 |volume=4 |issue=3 |pages=402–438 |doi=10.1002/tesj.91 |issn=1056-7941}}</ref>
=== Vanderbilt University ===
At [[Vanderbilt University|Vanderbilt University,]] [[community engagement]] pedagogies, often called “service“[[Service-learning|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’s Janet 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 isUniversity designedcreates 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>{{Citation |last=Bringle |first=Robert G. |title=Understanding service learning. |url=http://dx.doi.org/10.1037/10677-001 |work=The measure of service learning: Research scales to assess student experiences. |pages=3–10 |access-date=2023-03-30 |place=Washington |publisher=American Psychological Association |isbn=1-59147-077-3 |last2=Phillips |first2=Mindy A. |last3=Hudson |first3=Michael}}</ref><ref>{{Cite journal |last=Giles, Jr. |first=Dwight E. |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 |language=en |volume= |issue=73 |pages=65–72 |doi=10.1002/tl.7308 |issn=0271-0633}}</ref>
== References ==
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