John Begeny
Assistant Professor of School Psychology
North Carolina State University
(2010 Citation for Distinguished Engaged Scholarship Recipient)

Course syllabus: “Project SPARK (Supporting Parental Activities for Reading with Kids)”

This course focuses on student collaboration with teachers and parents to improve children’s reading skills, and collaboration between both graduate and advanced undergraduate students. 

Ben Kirshner
Assistant Professor of Education
University of Colorado at Boulder
(2008 Citation for Distinguished Engaged Scholarship Recipient)

Course syllabus: “EDUC 4800: Community Based Research (CBR) for Youth Development”

This course focuses on establishing relationships with community-based research (CBR) partners through student projects which are developed using the following criteria:  community needs, student capacity, and the extent to which projects contribute to increasing equity and social justice.

Amy Chavasse
Associate Professor of Dance
University of Michigan
(2010 Lynton Award Nominee)

Course syllabus:  “Dance 370: Dance and Social Issues Seminar”

In this course, students develop and perform short dance pieces--based on social issues--in public spaces at intervals throughout the semester with the aim of engendering creative collaborations with the audience/community. A supplemental video project captures the evolution of the work.

Katherine Lambert-Pennington
Assistant Professor of Anthropology
University of Memphis
(2010 Lynton Award Recipient)

Course syllabus: "ANTH 3282: The Cultural History of American Communities"

Students in this course participate in efforts to address the issue of homelessness resulting from the closing of public housing, a top priority identified by community residents. The project emerged from a planning partnership developed by University students and faculty and community partners.

Eric DeMeulenaere
Assistant Professor of Urban Schooling
Clark University
(2012 Lynton Citation Recipient)

Course syllabus:  “EDUC 255: Ethnography at School”

In this course, students focus on ethnography as participatory research, collaborating in mutually beneficial ways with teachers from local schools in exploring relevant research questions.

Margaret Pfeil
Assistant Professor of Ethics and Moral Theology
University of Notre Dame
(2011 Lynton Award Finalist)

Course syllabus:  "War, Law and Ethics"

This course, which arose in repsonse to the expressed needs of ROTC students on campus, was co-developed and is co-taught with a ROTC colonel, and pairs students with returning veterans as part of the service-learning experience.

Ann Feldman
Professor of English
University of Illinois at Chicago
(2008 Citation for Distinguished Engaged Scholarship Recipient)

Course syllabus:  “English 375: Writing for Social Change”

This capstone course in the Chicago Civic Leadership Certificate Program provides students with a unique opportunity to develop and sustain community partnerships over time and links participation in a community of practice to entry in public life.

Alicia Claire Singer Swords
Associate Professor of Sociology
Ithaca College
(2011 Lynton Award Finalist)

Course syllabus:  “SOCI 401:  Community Organizing”

In this seminar, students are engaged as co-leaders and co-investigators, building relationships with community members in a shared effort to learn about issues of common concern.

Lorlene Hoyt
Associate Professor of Urban Planning
Massachusetts Institute of Technology
(2007 Lynton Award Recipient)

Course syllabus:  "Information, Asset-building, and the Immigrant City (Fall 2010)"

This course places central emphasis on Participatory Action Research (PAR) methodology and builds upon the campus-community relationships developed during past service-learning practica.

Nick Tobier
Assistant Professor of Art and Design
University of Michigan, Ann Arbor
(2009 Lynton Award Recipient)

Course syllabus:  “Bureau of
Creative Solutions: Food from Farming to Feasts”

In this course, artists learn from and collaborate with another group of creators--i.e., farmers and food producers--to create a visual oral history/exhibit; in the process, both groups work with food and art in contexts that deepen the community partnership.

Michelle Vazquez Jacobus
Assistant Professor of Social and Behavioral Sciences
University of Southern Maine, Lewiston-Auburn College
(2011 Lynton Award Finalist)

Course syllabus:  “SBS 347: Youth, Community and Higher Education”

In this course, service learning is oriented to understanding systems for change and to involving undergraduates, many of whom are nontraditional students from the local community, as meaningful partners in learning.

N. Eugene Walls
Assistant Professor of Social Work
University of Denver
(2010 Lynton Award Recipient)

Course syllabus:  “SOWK 4971: Disrupting Privilege through Anti-Oppressive Practice”

This advanced multicultural course employs critical pedagogy, cooperative learning, and group process to increase student awareness of issues of privilege and how their privileged identities can play an unintentional role in maintaining oppressive social structures. The "privilege symposium" final project serves as part of students' accountability to the community for their process of learning about and committing to dismantling privilege in their practice. Former students from the course, most of whom are working in community settings, serve as co-teachers.