Service-learning means using what you learn in the classroom to solve real-life problems in your community in a way that helps both you and the community.
Service-learning courses are courses where, as part of a class, you practically apply what you are learning by assisting a community organization. It’s a win-win.
The following courses, which have been taught with a Community-Engaged (CENG) component in the past, are useful to anyone who is ready to consider their relationship to the world around them.
Please note:
- The listing below includes courses that have been taught in the past with a community-engagement component.
- The course offerings and inclusion/nature of a community-engaged component in the course may vary each term.
COURSE LIST for Spring 2026
| Course | Description | Instructor(s) |
|---|---|---|
| Art in a Democratic Society (ART 285) | This course explores the role of art in a democratic society through a combination of individual and collaborative project development, community engagement, and research and reflection on various related topics and concepts. Recently, an increasing number of artists, curators, critics, and arts administrators have begun to turn their energies toward a new type of participatory social practice art that seeks to bring about positive change within a contemporary society confronted by complex issues and challenges on many fronts. To understand our role as citizens in a democracy, we will explore the work of artists who critically, creatively, and reflectively examine ideas and forms of democracy. Through a combination of readings, reflections, and discussions of democratic theory, contemporary art, and art history, as well as a class community engagement component and individual and class collaborative art projects, this course will familiarize students with the theory and practice of democracy through the emerging field of social practice art. | Brandon Bauer |
| Human Anatomy & Histology (BIOL 320) | A lecture and laboratory study of the gross anatomy and microscopic anatomy of the human body. The course uses a regional approach with emphasis on the upper limb, thorax, abdomen, pelvis, lower limb and brain. Students learn to identify muscles, nerves, vessels, organs and tissues of the human body. The laboratories involve cadaver dissections and light microscopy. One-third of the course includes information/laboratory work emphasizing human histology. Recommended for pre-professional students interested in health-related professions and students interested in medical illustration. Prerequisites: grade of “B” or better in BIOL 220, BIOL 372 and instructor consent. Spring semester. | Dr. Deborah Anderson |
| Microbiology (BIOL 350) | A lecture and laboratory course dealing with the study of bacteria, viruses, eukaryotic microbes, and acellular infectious agents. Cell structure, genetics, metabolism, evolution, and ecology will be themes emphasized throughout the course, and other topics such as microbe cultivation, symbioses, pathogenesis, epidemiology, and practical applications for microorganisms will also be included. The laboratory will establish sterile technique and safe handling of microbes, and will focus on the isolation, detection, cultivation, and characterization of bacterial species. Prerequisite: grade of C or better in BIOL 244. | Dr. David Hunnicut |
| Foundations of Education II (EDUC 102) | This second foundational course introduces students to fundamental concepts associated with learning, motivation, human development, and assessment as they apply to teaching. The course helps students to construct conceptual frameworks with which to better understand how learning works, what motivates student learning, and how learning and motivational theories relate to evidence-based best practices. This course has a curricular fee to purchase Tevera. Spring semester. | Dr. Reid Riggle |
| Introduction to Education (EDUC 103) | This accelerated course combines content from two classes -- EDUC 101 and EDUC 102 -- by connecting the curriculum through a broad examination of how research on learning, motivation and development can drive school reform to achieve high levels of learning for students with multiple intersectional identities. As students examine a set of equity-focused strategies for teaching and learning, they develop an understanding of the nature of the U.S. education system, including its strengths, challenges, and achievable changes. This course has a fee of $215 for Tevera, SNC's teacher education assessment system. Spring semester. | TBA |