Incorporating Community-Based Research in a Course on the Economics of Poverty part of Library:Service-Learning:Examples
A community-based research project in an economics of poverty course connects students to the issues that nonprofit organizations are facing in serving low-income households.

Campus Greenhouse Gas Emissions Inventory part of Library:Campus Living Laboratory:Examples
Students conduct a greenhouse gas emission inventory for their college or university. Students analyze findings and present information to the college or university community.

Campus Nitrogen Budget part of Library:Campus Living Laboratory:Examples
Link the college or university operations with local ecology. In this study, students use a tool from urban ecology, the nitrogen budget, to research the inputs, outputs and subsytem transfers of nitrogen on the college or university campus.

Service Learning Research part of Library:Service-Learning:Examples
Students will produce a report for a local non-profit organization in which they will evaluate the effectiveness of vocational training in improving the labor market opportunities for non-college bound youths. The report will be used by the organization when applying for grants.

Environmental Assessment Course part of Library:Campus Living Laboratory:Examples
The classic campus-based project is an environmental or sustainability assessment, often referred to as an environmental audit. This course, taught at Carleton in 2001, describes how this type of project can be undertaken. In this scenario, a student, campus environmental group or class researches aspects the envinormental impact of the school.

Service-Learning part of Library:Service-Learning
Created by Suzanne Savanick, Science Education Resource Center, and enhanced first by Ed Laine (Bowdoin College) and then by Andrea Ziegert (Denison University), Nancy Brooks (Cornell University), Emily Janke (UNC ...

Design and Construction of an Eco-House part of Library:Campus Living Laboratory:Examples
Students in this course explore designs of a future Carleton College student house. This is a multi-year project where students from the social sciences, humanities / arts, and natural sciences explore parts of the design of an actual house.

Freshwater Ecology/Limnology part of Library:Service-Learning:Examples
Students study aquatic organisms in relation to the environmental conditions of lakes and streams. The course develops substantial quantities of data concerning the local watershed. This data is used by community partners in many contexts.

Environment and the Earth Class part of Library:Service-Learning:Examples
The Environment and the Earth class at the University of South Carolina participated in a campus environmental service-learning project where students collected data lighting, water fixtures, recycling bins, and trash in five academic buildings.

Hydrology Service-Learning at UVM part of Library:Service-Learning:Examples
At the University of Vermont, instructors used land use change, driven by development of the University of Vermont campus and recent student occupancy of surrounding neighborhoods in Burlington, Vermont, as an opportunity for service learning and for teaching fundamental hydrologic and geologic skills. Students from a Geomorphology class, Geohydrology class and student senior research projects all worked on the preoject. In each of these studies, students worked closely with City and University staff and presented results at local forums, professional national meeting, and on the World Wide Web. These service-learning projects have received positive feedback from the students, city officals, and community members.

Winter Geohydrology part of Library:Service-Learning:Examples
This geohydrology course is built around a winter pond study and a snowpack analysis of a skiing area. Both projects are ice- and snow-dependent projects for use in the Vermont winter.

Sarita Wetland Restoration part of Library:Campus Living Laboratory:Examples
The Sarita Wetland restoration on the University of Minnesota, Twin Cities campus is used as teaching tools by numerous classes. Students, staff and faculty have collaborated on the planning and implementation of the project. This example highlights the restoration process, and specifically references one of the classes, the Water Quality class.

Understanding Poverty and Income Distribution through Community Service part of Library:Service-Learning:Examples
Students volunteer at any one of a variety of community agencies that serve low-income populations to better understand the underlying issues of poverty and income distribution in their community.

Global Change Biology Service-Learning Project part of Library:Service-Learning:Examples
The class engaged in a service learning project to craft a draft sustainability vision for Carleton. The students worked in teams of 3-4 students and the statements that each of the teams developed were shared with the Environment and Technology Studies Program (ENTS) and the Carleton Environmental Advisory Committee (EAC).

Interpreting the History, Geology, and Ecology of Monterey Bay part of Library:Service-Learning:Examples
This is a 2-unit Service Learning option associated with the "Special Topics: The History, Geology, and Ecology of Monterey Bay" course. Students will learn about Monterey Bay in the special topics course and will share their knowledge with K-12 grade children at local schools by participating in the Virtual Canyon Project.

Teaching Local Economic Development Using Problem-Based Service Learning part of Library:Service-Learning:Examples

University Economic Impact Analysis: Applying microeconomic tools and concepts part of Library:Service-Learning:Examples

Teaching Economics:Student-based Instruction part of Library:Service-Learning:Examples
College students in an intermediate micro-economic theory class teach economic concepts to elementary school students.

General Education Biology part of Library:Service-Learning:Examples
This course, a beginning biology course, uses service-learning to connect coursework with the local community. The students find and execute a service-learning project based on their interests as a requirement of the course.

Field Biology, University of Maine-Farmington part of Library:Service-Learning:Examples
This field biology class uses a service-learning project instead of a course term paper. The students worked with 4th and 5th graders at a local school to teach them skills in wildflower and fern identification, and then to help them implement a nature trail, which will be accessible to the greater community.