Spotlights on Service-Learning Courses


Professor Barbara Hill engages students during their last semester in the nursing program in service-learning to develop intercultural competence, which is an important skill in the field. Students select a nonprofit organization, and they commit 6 hours of service to this organization of their choice. 

After their service, students write what's called a "Community Assessment" answering:
  1. Who are the people that the community organization assists?
  2. What happened during your service experience?
  3. How has your perspective changed?

Criminal Justice

Professor Melissa Lane incorporates service-learning into her CRJU223 Juvenile Delinquency course. Her 20 students each completed 6 hours of service at the Police Athletic League (PAL), working in the youth crime prevention program. Students write a reflection paper and engage in two in-class reflections.


School of Math and Science Professor, Erica DiCara, engaged her Chemistry students in a service-learning project in which they planned and implemented a science fair for young children at the YMCA during National Chemistry Week. The children created static electricity with balloons and learned of the chemical composition of slime by making their own. CCBC students honed their skills in communicating complex chemistry concepts in language that was accessible to young people. Later, they reflected on their experiences in class through creating presentations.


Colleen Kline requires service-learning in her Psychology Honors classes. For General Psychology, the students complete a service-learning project and focus on relating the various psychological theories learned in class (memory, learning, cognition, emotion, motivation, personality, disorders) to the experiences they have with people in the community. For Developmental Psychology, the students are to choose a community organization that focuses on a specific age group (early childhood, adolescence, adulthood, late adulthood) and focus on the developmental theories learned in class (Piaget, Erikson, Freud, Kubler-Ross, etc.).


Elsbeth Mantler, English Instructor, incorporates service-learning into her ALP course. Students complete a 6 hour service-learning project in conjunction with their semester long study on the topic of happiness. Students research organizations, and then visit these organizations to analyze how they are increasing happiness in both the community and the people served. A significant research essay and metacognitive reflection essay are the crux of this project.


Professor Nancy Zimmerman’s Principles of Management students fulfill an essential need at Junior Achievement of Central Maryland, BizTown. Here they assist elementary students operate authentic businesses, while observing course management theories in action. Human Resource Management students replicate the employment environment by obtaining a service-learning position. This experiential learning provides examples of site human resource polices and procedures for comparison with academic recommendations. Students submit papers comparing their experiences to textbook theory.