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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.
S-Designated Classes for Spring 2015ACCT 2240-B01S-79001
ACCT 2240 Tax Practice - B01S - 79001 is an advanced tax course covering the administrative aspects of practice before the IRS including rules, penalties, procedures, and ethics for client representation as a CPA, EA or general tax preparer. This course also discusses the requirements and processes to become a professional tax preparer. Initial classes will be instructive preparation for the VITA/CEA IRS volunteer program tax preparer examinations. Upon successful completion of these IRS exams, the students will be required to participate in the volunteer VITA program with practical experience as a tax preparer within the local community. Also covered are research techniques and understanding the structure of the Federal tax system.
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.
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.
English 2367-906S (Pay It Forward)
English 2367 is an intermediate composition course that extends and refines skills in expository and argumentative writing, critical reading, and critical thinking. This course also refines skills in researching a topic, documenting sources, and working collaboratively. In this section of English 2367, we will explore together how and why we know what we know about community stories of the American Dream. To investigate this topic, you will learn not only by reading books about ideas of community and story but also through hands-on experience. This service-learning version of English 2367 asks you to combine intensive reading and writing about community stories with service in a community setting. For several weeks during the term, you will spend one to two hours a week or so volunteering at a partnering community organization. You will bring what you observe and what you learn through your experiences into our classroom and use that information to study your own story, as well as the ways others in college tell stories about the social issues associated with your community service. In addition to community stories and service, you will experience first hand what it feels like to be a philanthropist. If you were given $4,500 to help your community, how would you spend that money? Our class will have the unique opportunity to answer that question. We have been very fortunate to receive a Pay It Forward mini-grant. This means you will have the opportunity to give our partnering community organizations $4,500! Not only will you be philanthropists in this situation, but you will also have the opportunity to help determine the projects being funded. You will learn about philanthropy and the nonprofit sector first hand.
English 2367 is an intermediate composition course that extends and refines skills in expository and argumentative writing, critical reading, and critical thinking. This course also refines skills in researching a topic, documenting sources, and working collaboratively. In this section of English 2367, we will explore together how and why we know what we know about community stories. To investigate this topic, you will learn not only by reading books about ideas of community and story but also through hands-on experience. This service-learning version of English 2367 asks you to combine intensive reading and writing about community stories with service in a community setting. For several weeks during the semester, in groups of two or three, you will spend one to two hours a week or so meeting with an older adult who resides in a long-term care facility in Delaware listening to and recording his or her life stories—gathering an oral history. An oral history is a life's story shared collaboratively with a fieldworker (that's you!), emphasizing the individual's life against the cultural significance of that life. You will bring what you observe and what you learn through your meetings and interviews with your older adult partner back into our classroom and use that information to study your own story, as well as the ways others in college tell stories about the social issues associated with your community service. Finally, you will draft and revise your partner's oral history, sharing the final version with him or her and his or her family. You may also have the opportunity to publish the final oral history.
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!