Westerville classes canceled until 2 p.m. due to a power outage.
You can find Service-Learning classes designated with an "S" in the Course Schedules. These classes include a meaningful Service-Learning component in their curriculum.
Autumn 2015 S Classes
This BOA capstone course provides a hands-on application environment where students work in teams to plan, develop, implement, and present automated business office applications. Students will also complete a professional portfolio and participate in a community service project related to the program of study.
As the model of healthcare is undergoing continuous change, students are afforded the opportunity to provide service in a community health setting by attending a rotation at Faith Mission. Patients seen at Faith Mission are from the homeless population and their needs and issues can be very different from those one would see in a traditional dental office. Providing treatment to the underserved population in a public health setting provides the student to develop understanding of the oral health disparities and lack of access to care.
ECDE 2833 Community Settings Seminar and ECDE 2933 Community Settings Practicum
The Community Settings Seminar/Practicum gives Early Childhood Development and Education majors an opportunity to work within the community with young children and their families. This community settings opportunity is available as a choice for ECDE students last practicum experience before graduation. This experience gives our students who already have exceptional skills working with young children the opportunity to work outside of an early childhood classroom. Our community partners include: Ballet Met, Columbus Metropolitan Library, Columbus Zoo, Columbus Museum of Art, COSI, Franklin Park Conservatory, Local Matters and Worthington Library. Students attend a weekly seminar and are required to complete 105 hours at the practicum site during the term. Each community settings site is different but students may be working off-site at Head Start programs with children, working with community agencies teaching families how to prepare healthy meals, working with young children from local child care centers at the community site, or offering home work help and story times at local libraries. In addition to working with various programs within the community site students create a service project that fits the mission of their individual community site.
Students develop skills and confidence in reading and writing in preparation for English 1100 by analyzing the writings of students and professionals. Using a process writing method, students will develop compositions for multiple purposes and with a multi-modal focus. In this section of English 0190, we will explore together how and why we know what we know about how communities shape our identities, especially growing up. To investigate this topic, you will learn not only by reading, but also through hands-on experience. This service-learning version of English 0190 asks you to combine intensive reading and writing about literacy, language, community, and culture with service in a community setting. Service-learning courses (unlike field experiences or internships) ask students to do practical, onsite work with a community partner and to reflect on connections among your classroom work, onsite experience, and social issues related to your partner organization. Here's how that hands-on experience will work. Early in the semester you will be matched up with an Oasis high school student—your Writing Partner. Over the semester you will exchange letters, getting to know each other and sharing experiences about school and college. Also, during the semester as a class we may visit the students at their school one time, and/or we will host the students here on campus. Working together with Student Services, we will plan a campus visit for your Writing Partners. You will bring what you observe and what you learn through the Writing Partners project back into our classroom and use that information to study your own reading and writing practices, as well as the ways others at college read, write, and think.
This English 1100 course is a Service-Learning class focused on the themes of community and social change. Like other English 1100 students, we will focus on writing, drafting, and revising several writing projects over the semester. Because this class is a service-learning course, though, we will be doing this work in two interlocking contexts: in our classroom and at the Homework Help Center at Gladden Community House, a settlement house that serves the Franklinton neighborhood (otherwise known as the Bottoms). You will have the opportunity to spend ten hours this semester tutoring elementary school students in basic reading and writing skills. In the on-campus portion of the course, you will read and write about issues related to writing and the community. By connecting the hands-on experience at Gladden with the reading, writing, and discussion we do in class, we will conduct a rich investigation of writing and the community. Please contact Heather Thompson-Gillis at firstname.lastname@example.org with any questions about the course.
MUS 1271, Business of Music
PSY 2261 Web, Child Development
All sections of Psy2340 are designated Service-Learning. Students are initially required to consider possible populations across the life span that they may work with in future careers, and identify service-learning sites that fit with those populations in addition to the students' interest and schedule. A specific number of service-learning hours are required over the course of the semester (this varies depending upon semester). Students will work with their instructor and the Psychology Department Service-Learning coordinator to identify appropriate community activities whereupon the student will interact with children, adolescents, adults, or older adults in those settings, to learn about the social, emotional and cognitive development of those individuals. Students will participate in reflection in the classroom or online discussion boards, then write a four-part reflection paper at the end of the semester to specifically link their activities to course content. Students report this is a valuable experience to help them identify populations they want to work with, and a great hands-on learning experience!