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The following are examples of Mississippi College courses that integrate service-learning into the curriculum

ENG 101 – Freshman Composition

This course evaluates the study of the elements of composition through writing and analysis of expository prose with emphasis on short essays.

As a service-learning course, students will be acting as after-school tutors at a local apartment complex, Hunter Oaks, throughout the semester.  Students will tutor for 1 hour once a week and write response papers based on prompts given by the instructor regarding their experience with tutoring.

ENG 452 – Professional Writing

This course includes the study of and practice in techniques of business, technical, and general professional composition.

The service-learning component of this course includes volunteering and writing for one of our four community partners: CARA (Community Animal Rescue & Adoptions), We Will Go Ministries, MC Think Together Discovery Center, and Clinton Community Christian Corporation.  Volunteer visits are to be 45 minutes once a week. 

GBU 355 – Global Dimensions of Business

This course is a broad survey of the international aspects of business and the challenges of globalization.

The service learning project for this course is the production of a research product for the Mississippi World Trade Center. The product will be developing the import assistance program for MSWTC. Each student will be assigned a section of the program to research, construct, and orally report on.

MLG 450 – The Multicultural Classroom

This course is designed to introduce students to various cultures in order to develop an awareness and understanding of how culture influences perceptions and actions. This course will help teachers use this knowledge to make instruction of students from diverse cultural backgrounds less problematic and more effective. 

As a service-learning course, students in this class will provide a Culture Fair for the 5th grade students of Eastside Elementary School in Clinton, MS.  The details of what the Culture Fair will look like are to be determined by groups assigned in the classroom, but it will include stations for elementary students to attend that serve the purpose of teaching the definition of culture and an appreciation for one’s own culture as well as the many cultures surrounding them. Each station will be responsible for giving examples in a creative and engaging way while reducing stereotypes. This will be a project that begins on the first day of class and is completed on the day of the Fair.

PED 121 – Circus Arts      

As part of this one-credit hour Physical Education course, students learn to juggle and unicycle while learning the history of the circus world and exploring the contributions of jesters to society.

As part of the requirements, students will go to Northside Baptist Church once a week for 8 weeks to work with the children in their after-school program.

SWK 434 – Social Work Practice IV

This course is the final of the four courses in practice sequence of the social work curriculum. It builds on the previous practice courses with a specific emphasis on social work generalist practice with the communities and organizations. The history, theories, concepts, and practice skills needed in social work practice with organizations and communities will be part of the learning experience. Emphasizing the strengths perspective, the course integrates concepts related to social work values and ethics, human diversity, promotion of social and economic justice, and empowerment of populations-at-risk in local, national, and global societies.

The service-learning component for this course includes revamping the “Adopt a Senior Citizen” program at the Clinton Community Christian Corporation. This includes creating the application for the volunteer participant and the recipient, creating a flyer to promote the program, contacting potential participants, serving for one hour per week as a volunteer participant, devising ways to recruit volunteers and implement that process throughout the semester, and completing and assisting the senior participant to complete an evaluation on the program.