Student Opportunities

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Overview

Community-Engaged Learning is an experiential approach to education that combines meaningful community-engaged work, critical reflection, and civic education—all of which enhance the academic learning in a particular course.

Through community-engaged learning, students have the opportunity to:

  • Put classroom concepts into practice
  • Use their unique skills and talents to work in solidarity with the community to create a more just and equitable world
  • Develop a reflective practice that enables them to think critically

Courses

Community Engagement & Service Immersion Programs

Community-Engaged Learning Associates

Become a peer leader

Each semester, the Center for Social Impact engages undergraduates as student leaders to their peers in community-engaged learning courses. After an application process, each Associate works intensively with one professor to support a service-learning course which aligns with the Associate's academic background and interests. The Associates meet regularly with both faculty and fellow Associates throughout the semester and attend professional development trainings facilitated by the Center for Social Impact.

Research and Publication Opportunities

The Undergraduate Journal of Service Learning and Community-Based Research will publish written work by undergraduates in the six categories. In each category, a published piece will contribute to the existing knowledge in a particular subject area.

Global Community-Engaged Learning Scholarships

The Center for Social Impact offers scholarships for students engaged in community-engaged learning immersion experiences. Students who have been accepted into a community-engaged learning experience or a JUHAN program with an immersion component can apply for need-based funding to cover travel costs up to $1,000.

The application for scholarships can be found below. Deadlines are program-specific. It is highly recommended to apply at least 3 months prior to travel. Contact Andrea Canuel with questions.

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