University of Redlands
Certain faculty-taught departmental 3 or 4 credit courses may naturally integrate a strong service component. If these service components require at least 20 hours of service and additional verbal reflection, students may contract to meet the CSAC requirement through this option. Courses must be approved to meet the requirement by the CSL Director and Academic Affairs. Students earn departmental credit, but no transcripted CSAC credit. Approved courses will be identified with a CS (Community Service) designation in the LAF column of the Schedule of Classes.
The following courses have a minimum of 20 to 30 hours of service outreach built within the curriculum:
Accounting and business majors learned how to prepare tax documents and served the community by preparing well over 100 income tax returns at no cost through support from the Internal Revenue Service.
Nearly 100 students a year work on 12 consulting projects to help local and non-profit businesses from accounting systems, website development, advertising methods, and more.
Deepened understanding of natural systems, including chemical analysis of lakes, soils, and atmosphere with a GIS and mapping component.
Students work collaboratively in teams on environmental problem-solving with some using GIS and other spatial analysis tools as a service to the community at large.
Students work collaboratively in teams on environmental problem-solving with some using GIS and other spatial analysis tools as a service to the community at large. Research concepts and tools are more complex in advanced levels of this sequence.
This course allows students the opportunity to relate their own educational experiences and knowledge of disciplinary subject matter to their developing philosophy of education while serving in schools.
The study of animal ethics was integrated with volunteering at several animal shelters. Study on campus and local volunteering were followed by two weeks of full-time service at local animal shelters.
This popular course explores what it means to live a life of compassion through these lenses:
1 biographical models such as Ghandi, Nelson Mandela, The Dalai Lama, and Mother Teresa
2 the compassion teachings of the world's religions
3 first-person investigation of compassion practices
Students learn about the juvenile justice system as they volunteer to work with incarcerated youth as tutors and workshop facilitators.
Students learn about the juvenile justice system from the inside out in a shared classroom with young men who are incarcerated in San Bernardino.
Examination of poetry through its varied expressions in hispanic literature. Students focus on the historical development of the poetry of Latin America and Spain.
This course focuses on integrating a more diverse, place-based, and socially-just approach to creating healthy, equitable, and ecological communities.
This travel course combined study of contemporary Cambodia and working on service projects. Service projects included working at an elephant forest conservation project and teaching in schools. Field trips explored places like Phnom Penh, Angkor Temples, and the forest/jungle of Mondulkiri.
Experiential learning, self-reflection, reading, writing, and discussion were used to foster an understanding of cross-cultural differences in educational approaches and the broad impact of language-learning differences (e.g. bilingualism, language disorders) on children's educational outcomes. Students worked with children in community-based educational programs.
Nicknamed 'GIS in the Jungle', students work in Panamanian rainforest preserve to gather original empirical evidence of forest growth, carbon content, watersheds, land cover, and land cover change. They produce maps and present their data and interpretations to conservation area stakeholders. Conservation challenges in indigenous areas are also addressed.
