Service-Learning Course & Project Examples

American Studies | Biology | Business | Chemistry | Communication | Culinary | Education | English | Global
| Health Informatics | Health Sciences | History | Leadership | Mathematics | Marketing | Nursing | Physical Science | Psychology | Public Management | Radiologic Science | Sociology | Spanish

Please note, the following descriptions of example projects are like a snapshot during a given semester. The courses listed will probably have a different service-learning project than the ones described.

American Studies

Principles of American Studies – AMST 3700

In 2015, The Golden Isles Arts and Humanities Association received a grant to support The Big Read and the community’s discussion of Zora Neale Hurston’s Their Eyes Were Watching God. The Big Read, a nation-wide event centered on communities reading a novel in common, attempts to restore reading to the center of American culture. In this course, studying Hurston’s novel, folklore, and ethnography enhances students’ examination of cultural values, products, and practices that are vanishing in the Golden Isles. Through service-learning, students developed additional competencies such as adapting and applying skills, abilities, theories or methodologies gained in one situation to new situations to solve problems or explore issues.

American Popular Culture – AMST 3740

In this course, students completed the cataloguing and indexing of the Engebretsen Collection of mostly Marvel comics from years 1962-1967. Students created a website as a marketing and research tool for Coastal Georgia and the community at large. The website contained a plot summary with historical/cultural context and cover scans from the comic. Students also created an “audio tour” where comic storylines were linked together and fashioned in audiobook format.

Check out their webpage at:


Biology Service-Learning Internship – BIOL 4900

In this internship course, each student choses a partner to work with on a collaborative project. Past partners include Georgia Department of Natural Resources, Georgia Sea Turtle Center, White Oak Conservation (Yulee, FL), Satilla River Keeper, Jekyll Island Conservation, and 4H Tidelands Nature Center. These opportunities allow students to network with potential employers and collaborators and to learn more about what they might want to do with their degree. Coastal ecology majors partner with a community organization that relates to their chosen field to not only develop positive field experience and skills, but to assist in wildlife and habitat conservation.

Conservation Biology – BIOL 4020

Dr. Holbrook’s students completed hands-on projects with Canon's Point Preserve -- a nature preserve on St. Simons Island. Past projects include initiating a butterfly monitoring program, invasive species identification and removal activity, and a “living shoreline restoration” project – an alternative approach to stabilizing the bank of a tidal creek using native plants and oysters. Ultimately, the goal of each service-learning project have been to assess the biological community at Canon's Point.

Foundations of Microbiology – BIOL 2215

In Foundations of Microbiology, students were asked to create skits or a demonstration on a health topic. After students created their skit/demonstration, they then presented them to the students of Mary Lee Clark Elementary School in St. Marys, GA. Students work with the elementary school nurse to develop and increase knowledge on the topic. Project topics included head lice, influenza (the flu), effectiveness of handwashing, wound care, dental hygiene, and sickness/germs.

Principles of Ecology – BIOL 3150

Together with the HIST 3101, the project goal was to create educational geocaches (treasure hunt locations marked by GPS) that showcase the cultural history and natural environment of locations such as Cannon’s Point Nature Preserve. Students identified such sites and then developed clues and supplemental materials that teach the ecology and history of the area.


Environment of Business – BUSA 2106

Students in this course worked with a local business or non-profit entity to learn the business model of the organization while also contributing to that organization’s mission. One student worked with the Boys & Girls Club of the Altamaha Area (Jesup) to mentor the children in their summer program. During the summer, Boys & Girls Club participants are in the Club for longer hours and, therefore, are in need of additional programing to keep them entertained and engaged. The service-learning component of the course enabled the students to gain a better understanding of the interrelationships between business, government, and non-profits, which are the "BIG THREE" sectors within communities.


Introductory Chemistry – CHEM 1100

In an effort to benefit America Second Harvest’s “Feeding the Hungry Campaign,” Dr. Andrea Wallace annually offers a summer chemistry course for culinary majors that cooks up a special service-learning project. The students worked with America’s Second Harvest, a local food bank in Glynn County, to create recipes for nutritious meals out of items from Second Harvest’s shelves. The students were able to show off their chemistry skills by counting calories and other nutrition information, and were able to create tasty and meals from readily-available ingredients.

Organic Chemistry II Lab – CHEM 2212L

This course was created from two separate chemistry labs where students opted-in to the service-leaning component of the course. The professor offered an opportunity to engage in a service-learning component to students seeking hands-on chemistry experience in an educational setting. Students presented chemistry concepts to children (aged 5-13) at the Terrill Thomas Boys & Girls Club. Coastal Georgia students completed chemistry experiments with the children on three separate occasions.


Intercultural Communication – COMM 2200

Dr. Sharon Sellers-Clark assigned her students into two groups and tasked each group with making a video portraying an intercultural communication concept. One group presented controversial conversations about social justice, social change movements, civil rights, and human rights with their Coastal Georgia student peers. Another group considered various aspects of cultural differences and reported on global concerns regarding ethnic or racial dissimilarities – a modern world characterized by formal and informal “equality” of rights and privileges – its limitations, and its abstract effect on social life.


Dining Room Management – CULN 2106

Students in a Dining Room Management course and a Psychology and Nutrition course worked together to help assist with the rebuilding of a community garden at Manna House with organic herbs and decorating the facility with educational nutrition signage. Another collaboration between these two course produced a dining etiquette guide to be used when job candidates attend job interviews during dinner or lunch.


Integration of Art and Music – ECED 4320

Students created lesson plans which combined math, technology, and/or science concepts with either visual arts or music to reinforce the concepts in a fun and memorable way. Teacher candidates in small groups taught these lessons to 24 different classes using visual arts or music to reinforce the learning goals of the material.

Middle Grade Instruction & Assessment – MGED 3020

This was an intradisciplinary collaboration between two teacher education service-learning courses, Middle Grades Instruction & Assessment and Instruction for Special Populations. Student teacher education candidates worked with students in an afterschool program at Goodyear Elementary School to provide lessons for the elementary school students. One of the service-learning activities included making monsters that uses pneumatic principals – “containing or operated by air or gas under pressure” - and writing persuasive letters to Walt Disney stating why their monster should be selected for the next Monsters, Inc. movie.

Classroom Management in Middle Schools – MGED 4010

To provide public health and wellness education to students within Glynn County Schools, students worked together with pediatric nursing students to research various health-based educational topics and then presented them to students. Teacher candidates also presented best practices for teaching children in specific age ranges to the school teachers and nursing students.

Effective Instruction: Social Sciences – MGED 4032

Teacher education candidates in Dr. Hartman’s social studies methods course created and taught lesson plans to Glynn Middle School students at the Palmetto and Greenwood Cemeteries. Each group lesson focused on a different individual headstone within the cemetery and had to incorporate broader social studies issues, such as the Civil War, slavery, the Underground Railroad, World War II, or Jimmy Carter.

In another iteration of this course, Dr. Sarah Hartman and her students worked with 7th grade teachers at Jane Macon Middle School to create lesson plans to boost CRCT scores in social sciences through innovative physical education activities. The lesson plans utilized physical education activities and supplemental materials to teach middle school students social science concepts.

The first iteration of this service-learning course included a collaborative effort between Coastal Georgia teacher education candidates and the certified teaching staff of the Boys & Girls Club of Southeast Georgia. Teacher candidates created lesson plans that aligned with the Common Core social studies standards for students in grades 4-8 while also providing for student engagement through various activities and procedures that do NOT require nor encourage the use of a textbook. The lesson plans were then utilized by the certified teaching staff at the Boys & Girls Club as a method for engaging students in social studies learning

Effective Instruction: Language Arts – MGED 4034

Teacher Candidates collaborated with pediatric nursing students to evaluated the nursing students’ lesson plans for the Teddy bear Clinics to ensure they are developmentally (age) appropriate. These teacher candidates also examined English/Language Arts activities and children’s literature to correlate with the curriculum being taught by the nursing students.

Effective Instruction: Science – MGED 4030

Students in this course partnered with St Simons Land Trust and Dr. Tate Holbrook, Associate Professor of Biology, to design a curriculum for local educators to use at Cannon’s Point Nature Preserve. Senior teacher candidates worked with next generation science standards to learn how kids really build scientific ideas through authentic science processes. Science teacher candidates at Coastal developed curriculum aimed at engaging youth in the authentic work of coastal ecology. This service-learning project, led by Dr. Sneed, has been especially valuable in providing future science teachers first-hand experiences in “doing science” that they can translate into their own classrooms.

Physical Education & Health: Early Childhood – PHED 3310

Teacher education candidates enrolled in Teresa Peeples' Physical Education (PE) & Health - Early Childhood course were asked to choose and complete three projects based on nutrition of fitness. Several projects included: Creating an interACTIVE newsletter that teachers or parents can engage in with their kids; providing tips on how to include PE and nutrition into the elementary-level classroom; and to create grocery shopping lists and healthy recipes for children and parents.

Prescriptive Literary Instruction – RDNG 4420

Students from the College of Coastal Georgia, in partnership with Goodyear Elementary School, promoted literacy through prescriptive tutoring sessions between a college Student and elementary student. The tutoring program focused on grammar, spelling, and speaking the words to promote positive changes in literacy among young kids. The service-learning component of this course focused on working one on one with elementary student to enhance areas as: sight words, decoding (phonics), fluency, writing, comprehension, and often most importantly, affective aspects of literacy learning such as motivation, attitudes, and self-efficacy.

Instruction: Special Population – SPED 3430

College of Coastal Georgia student teacher education candidates worked with special populations of students in an afterschool program at Goodyear Elementary School. While providing lessons for the students, the college students were able to build practical teaching skills while utilizing the knowledge gleaned from their academic coursework.

Diverse Populations in Special Education – SPED 3410

Faculty and students partnered with Risley Middle School to work with students in the general education and in resource settings to explore and understand how to better meet the middle school students’ needs. The college students learned how to work with diverse learners in special education and provided our students with real life situations that they may encounter at some point in their teaching career.


English Composition I – ENGL 1101

In this section of English Composition I, students’ completed advocacy projects and created flyers to support awareness of issues including hunger, dating violence, and disabilities. Students create flyers and conduct activities they have created that help teach audiences about their topics and related resources. The goal of the project is to promote knowledge and awareness of issues.

For this section, the students and faculty member partnered with the International Seafarers’ Center (ISC), Brunswick, GA. The course aimed to connect students with opportunities to engage with different writing styles, giving students a taste of the sorts of career options that English can provide. To this end, assignment options encouraged ‘Writing across the Disciplines’ while providing opportunities for development of improved cultural awareness and diversity, all of which benefited the ISC in some way: Advertising, a creative short story, magazine, t-shirt design, web design, or literary analysis.

English Composition II – ENGL 1102

English Composition II partnered with the St. Marys Children’s Theatre for all fall productions, exploring how arts can build community. In the beginning, students read and reflected on an article about the social value of art. Throughout the course, students completed critical studies on drama and community art. The directors of these productions made list of their needs and asked students to fill them.

Another English 1102 section incorporated English instruction into promotion of literature within the community and service towards Golden Isles Arts and Humanities Council and The Big Read. The Big Read is national book reading with discussion and potential grant opportunities for the local community. Students read the book and participate in events such as downtown activities on the Big Read first Friday, readings at the Ritz Theatre, and group book discussions with three other classes at the College.

For this course section, students first completed a literary analysis on a piece of literature rooted in a community issue (hunger/poverty, domestic violence, disability awareness, etc.). Next, students shifted to researching their community issue. Once the literary analysis and literature review/research was complete, students identified a community partner to work with (Glynn Community Crisis Center, America's Second Harvest, or CCGA Disability Services). All students had to complete two relevant service activities with the organization of their choosing and then reflect on that experience as it relates to their chosen community issue.

Poetry & Fiction – ENGL 3150

Students in Dr. Mellili-Hand's course engaged in areas of service that they find to be interesting at Glynn Community Crisis Center, America's Second Harvest, or the College’s Office of Disability Services. The students then used the service experiences as a topic in their creative writings.

Children’s & Adolescent Literature – ENGL 3205

Students from ENGL 3205 developed a training session on early childhood literacy and biblotherapy and facilitated a training session at the Camden County Department of Family and Child Services. Students built upon the work by previous students and facilitated a foster parent training session in Glynn/McIntosh Counties.

Professor Elizabeth Wurz, along with her Children’s & Adolescent Literature students, examined the lack of multicultural children's literature on the shelves of public and school libraries. Their overall service project goal was to try to find a possible solution for writers and teachers to obtain more literature that celebrates the rich history of the Golden Isles in a culturally diverse way. The students hosted a book drive to build the amount of multicultural literature available.

Global Issues

Global Issues: HIV/AIDS – GLOB 1001

Students in the Global Issues HIV and Aids course at College of Coastal Georgia used their growing knowledge of HIV and Aids to create pamphlets and posters. They presented their work in the Campus Center Atrium to promote awareness and knowledge of HIV and Aids. The goal of this project was to potentially expand this promotion in the future to other community partners outside of the College to bring awareness of the seriousness of HIV and Aids in Georgia.

Health Informatics

Electronic Health Records – HINF 3310

While enrolled in this web-based course, students in Dr. Faysel’s Electronic Health Records course worked with Gateway Behavioral Health Services to assist with transforming its medical records system into an electronic system. Gateway initiated the electronic health record (EHR) component as part of its health care information system. One group of students went on-site to Gateway and assisted clients with completing a Health Information Accessibility Survey. Another small group of students completed a scan of and improvement plan for Gateway’s webpage.

Health Data Analysis – HINF 4320

This course looked at the statistical analyses of health data. To apply this to a real-life project, students toured a local superfund site, contaminated with hazardous chemicals, to get a better idea of the impacts such a place can have on the local community. In partnership with the City of Brunswick, the students analyzed the inferential and descriptive statistics related to the superfund site and presented a report to city officials.

Advanced Health Informatics – HINF 4600

Advanced Health Informatics service-learning students helped identify software product for College of Coastal Georgia athletic trainers and athletes this spring.Students completed research to determine a quality health record system to use for Coastal Georgia athletes.Health informatics students were able to make recommendations given certain requirements set forth by the Athletics Department.After heavy research into various software vendors, students produced a scope statement summary of what the class’s perception of the project and the end products they would complete for this project.They summarized key features of products and were able to narrow down to three products that they would recommend based on given requirements.

Health Sciences

Wellness Methods & Strategies – HESC 3203

College students in groups of 3-4 planned health and wellness-related activities (physical, nutritional, and other dimensions of health) implemented with SOAR, Inc. participants. SOAR stands for Social Opportunities & Active Recreation and this organization provides “athletic, social and recreational opportunities” for individuals with developmental disabilities. Each student team took a turn being the activity leaders, two teams were assistants to the team leaders, and two teams completed observations. Activities included a physical activity, such as kickball, and a cool down activity which typically included making a healthy snack.

Exercise Physiology – HESC 3242 and Theory of Strength & Conditioning – HESC 3141

Coastal Georgia students in the Health Science major partnered with Coastal Outreach Soccer (COS) to allow students to apply recently acquired measuring skills and techniques to COS players. Students collected data, then evaluated their measurements by running statistics on the information to develop written and oral reports.


U.S. History I – HIST 2111

Coastal Georgia students tutored Camden County High School (CCHS) students, helped students and teachers in the classroom and in the library. Service-learning students enrolled in Dr. Patrizia Stahle’s US History I course performed their service-learning project at CCHS’s 9th Grade Center by tutoring freshmen students in social sciences or providing assistance to teachers in the classroom. Students were expected to keep a log of activities, write a reflection paper, and deliver a presentation at the end of the course.

History of Georgia – HIST 3101

Students enrolled in Dr. Chris Wilhelm’s Georgia history course worked in collaboration with Signature Squares of Brunswick, a grassroots preservation group honoring THE CITY OF Brunswick’s historic town squares. Students toured the squares and l learned about their historical significance. Then, students conducted their own independent research of Brunswick’s history, especially in regard to public lands and their use. Finally, students created scripts for a podcast to raise public awareness of Brunswick’s’ important public history.

For another service-learning course, together with a conservation biology course, students created educational geocaches, treasure hunt locations marked by GPS, that showcase the cultural history and natural environment of locations such as Cannon’s Point Nature Preserve. Students identified such sites and developed clues and supplemental materials that teach the ecology and history of the area.


Leadership Non-Profit Orgs. & Social Enterprise – LEAD 4000

Dr. Jim Fullerton has taught many iterations of this service-learning course. Students in this course identify and partner with a community organization, particularly a nonprofit style organization, to learn the way such an organization is run, including the structure, funding, and services provided. Partners for this course have included over 25 organizations. One project, in partnership with the CIA Sports Club used live music in an after school program to promote learning and insight through the use of music as a teaching tool. One CCGA student chose to work with the Wayne Service Center, an adult day program for individuals with developmental disabilities, located in Jesup, Georgia.


Quantitative Skills & Reasoning – MATH 1001

The service-learning project, entitled ‘Fantasy Football and Mathematics,’ had Coastal Georgia students work with younger populations at one of the three Boys & Girls Club afterschool middle school programs. Once there, they worked in pairs with a group of middle school students to choose a fantasy football team, calculate the weekly scores for their teams, and complete a ‘math sheet’ each week that required our students to teach the middle schoolers about a concept our students were learning about in MATH 1001 as it related to football.

College Algebra – MATH 1111

In Dr. Laura Lynch’s College Algebra service-learning course, students were expected to learn: (1) background mathematical knowledge; (2) how the K-12 education system works; and (3) how to support struggling students. The course and service-learning objectives were met through two projects: One with Communities In Schools (CIS) in which College Algebra students were paired with a Focus Graduation student from Brunswick High to serve as an algebra tutor and mentor throughout the semester. Service-learning students also partnered with the Glynn County School System worked with students from a fifth grade classroom on concepts such at fractions, decimals, and long division.

Pre-calculus – MATH 1113 and Calculus I – MATH 1121

This project focused on creating and applying a learning model to a created mathematical function. This example is then demonstrated as either a handheld model and/or computer simulation, is turned into a step by step lesson plan, or is designed into a collection of resources to further the understanding of the methods used. The finished project will go towards helping the STEM festivals and activities.

Probability & Statistics – MATH 2112

Students enrolled in this course learned about practical uses of statistics through a project with the International Seafarer’s Center (ISC). Students interpreted over 200 hand-written surveys provided by the ISC and entered them into an Excel spreadsheet. Student groups analyzed the data using statistics measures and tools pertinent to the course outcomes. At the end of the project, the ISC was given information in a condensed Access database format, which demonstrated to the ISC’s executives how to retrieve and filter pertinent information from Excel and how to automate the survey collection and analysis process.

History of Mathematics – MATH 3010

History of Mathematics focuses on the historical perspective of the development of mathematics.In History of Mathematics, each student was asked to make four posters for Mathematics classrooms across the Glynn County School System. Posters contain information about diverse mathematicians throughout history and various mathematical concepts. This course allows students to gain appreciation for the beauty of mathematics.

Geometry & Measurement K-8 – MATH 3203 and Explore Measurement & Geometry – MATH 3510

Dr. Courténay Miller and her students have partnered with the Roosevelt Lawrence Community Center and Windsward of Georgia, Inc. to work with children in their afterschool program. Pairs of College students are tasked with creating a lesson plan and accompanying book, written and illustrated by the college students, to teach the children in the afterschool program a geometry lesson. These student pairs work with one age group and use the geometry standards for that age range to create the hands-on, active lesson plans.


Market Research & Consumer Behavior – MKTG 4100

Students in this course split into two teams, each of which were tasked with gathering primary market research data in order to improve the community partner’s marketing efforts. Through focus groups and market research, student groups assisted and identified areas in which the Brunswick Community Concert Association could create a more effective marketing plan. Students identified several strategies that could boost the organizations’ event attendance, and to increase revenues.


Nursing 1 – NURS 1111

Nursing 1 partnered with Brunswick Downtown Development Authority (DDA). In this course, groups of students created presentations on a variety of health topics for DDA’s First Friday event. Health topics included: Cold weather preparedness, outdoor safety, opioid safety, medication safety, stress relief/mental health, infection/flu prevention, dangers of sedentary life, and dangers of smoking vape and hookahs. This course allows nursing students to build their confidence as they discuss health topics and answer questions. In this course students are given the opportunity to apply what they have learned into health teaching projects for the community.

Nursing 2 – NURS 1112

Student groups engaged in health promotion and illness prevention teaching projects with community partners. Projects were geared toward pediatric populations with a goal to encourage teamwork among nursing students and to provide the community with health/safety promotion and illness prevention lessons. Student groups worked with students at FACES Prekindergarten Center on hand washing, healthy foods, and health topics; presenting on infection control and the benefits of exercise at in Satilla Marsh Middle School’s afterschool program; and teaching first aid, stress management, and ‘under the influence’ drug awareness to high school students at Golden Isles College and Career Academy.

Nursing 3 – NURS 2111

Nursing 3 faculty and students set up a cultural awareness fair for employees at Southeast Georgia Health Systems hospital. Each student group focused on health and pregnancy practices of people form varying cultures, including Latinx, Chinese, Indian, and American Indian cultures. Students educated doctors and hospital workers on the intricacies of varying self-care remedies and belief systems regarding health.

Nursing 4 – NURS 2112

Nursing students completed a quality improvement project with staff of their clinical experience sites. The project required students to observe practices at their site, identify and research an area of concern, and implement a plan for improvement through evidence-based education for the site. Students completed projects on the topics of alarm fatigue, stocking ready-access supplies, and proper labeling techniques for I.V. lines.

Health Assessment & Promotion – NURS 3102

Students working with Americas Second Harvest of Coastal Georgia and Bay Harbour Church of God at a food and security distribution event. Students complete health assessment and promotion activities with attendees at the food distribution event. The education delivered to participants was evidenced-based, applicable, and individualized to each participant’s blood pressure results and voluntary health history disclosure. Topics covered included smoking cessation, blood pressure checks, skin check and cancer concern education, eating healthy on budget, and referrals to local health organizations. It was estimated that 400 to 500 low income or food insecure individuals who come through this event that the students were able to interact with.

Gerontology & Healthy Aging – NURS 3205

This service-learning course incorporated a research project and presentation to a geriatric population at St. Mark's Towers, a non-profit residential apartment community for seniors. Students were tasked with researching healthy aging issues that were both appropriate and relevant to the population at St. Mark's. Presentations will be given on-site to St. Mark's residents on issues including, but not limited to: Pharmacology/Polypharmacy, psychosocial health, aging and changes/challenges with dietary needs, art and gardening for stress relief, exercise Zumba, and other socialization events.

Mental Health Nursing – NURS 3208

Dr. Lauren Boardman’s students utilized their course-based skills and knowledge, as well as independent research, to promote mental health awareness and support for students, faculty members, and the community through a Mental Health Fair on the Brunswick campus of College of Coastal Georgia.

Care of Woman and Infants – NURS 4105

The students worked with Nursing 3 students for this service-learning project with Storks Nest of Savannah.Students provided an educational information session to program participants who are typically pregnant women from lower income areas of Savannah.The education included education about prenatal care, pregnancy, nutrition, exercise and stress management, labor and delivery, postpartum care and newborn care.

Nursing Care of Children – NURS 4106

Nursing students in this service-learning project had a unique opportunity to make a difference for students, families, and themselves in Glynn County Schools. Through the collaborative efforts of Morning Star Children and Family Services, nursing student faculty at Coastal Georgia, nurses in Glynn County Schools, worked alongside each other to create developmentally appropriate lessons related to health and wellness that provided innovative education for K-12 students and college students on topics such as dental hygiene, hand washing, nutrition, obesity, physical fitness, bicycle and helmet safety, Sex Ed (on Coastal Georgia’s campus), peer pressure, vision and hearing safety. The nursing students focused on the selection, research, building of the topics and lesson plans, and presenting this to the students.

Community-Focused Nursing – NURS 4205

Community-Focused Nursing students are encouraged to be self-directed to: Evaluate and identify a community need through community windshield surveys, mapping community issues, interview local or national leaders to determine needs, create a plan on how to address that need, and to implement a program. Students must set project/community outcomes and complete activities to achieve those outcomes. In the past, one student group addressed women’s empowerment, self-esteem, and drug/alcohol precautions to young ladies preparing for Prom. Another group worked with the National Alliance on Mental Illness (NAMI) to provide education on nutrition and medication interaction/effects on nutrition to NAMI clientele.

Physical Science

Physical Science – ISCI 2002

Marshes of Glynn Libraries’ Reading Rocks Kids Summer Program is got a boost from Coastal Georgia students and faculty member, Elizabeth Brabson. Under the direction of their Professor and Library Staff, College of Coastal Georgia students hosted two events at the St. Simon’s Library.The “Rocking STEM Day" and the “Music Game Day”. The students hosted several hands-on activities that allowed them to present and practice the skills and knowledge from their coursework, while also benefiting our local community.


Intro to Human Development – PSYC 2103

This project provided a chance for several children from Morningstar to participate in the Fall Festival at Grace Methodist Church, Brunswick, GA. The children built social, cognitive, emotional, and community skills by interacting with the Coastal Georgia students and the festival attendees. In another course, Carla Bluhm and her students used a ‘place as partner’ model to complete activities to benefit the Harrington School House. Students researched the site and history, interviewed neighborhood residents and Friends of Harrington, and chatted with folks from First African Church about the historic school house.

Infant & Child Psychology – PSYC 3020

This service-learning course offered students the opportunity to open lines of communication with various community partners such as College of Coastal Georgia faculty, day care centers, and the YMCA. Students engaged in activities of childcare and child development from operating the lactation station with Coastal Georgia faculty and staff to helping out at a daycare center helping care for the children.

Psychology & Nutrition – PSYC 3230

Students in the course studied research and theory related to the psychology of eating and drinking. The service-learning component of Dr. Carla Bluhm’s course was comprised of working with a variety of stakeholders to promote nutrition. One group worked with the College’s Executive Chef, helping within the local organic gardening sector. Another group researched pre-natal nutrition and created pre-natal boxes comprised of recipes, foods for pregnant women, and the do’s and don’ts for eating while pregnant. One student group worked with the Boys &Girls Club to create a five-week, holistic nutrition and fitness program. The final student group created a nutrition plate that could help parents serve their children a variety of different colored nutritious foods.

Social Psychology – PSYC 3310

This service-learning class worked with the Star Foundation to create informational pamphlets and brochures that include student profiles for past students of the program as a “where are they now” archive. The project helped promote and inform others about the Star Foundation and its programs. This class was the first Service-learning course to pilot the optional service-learning component in which students chose to either complete course assignments or replace those assignments with a service-learning alternative.

Sport Psychology – PSYC 3350

Students split themselves into five groups that worked on different projects related to the Sport Psychology course content areas. Each of Dr. Carla Bluhm’s student service-learning projects were a careful blend of scholastic materials and active participation in the community. Dr. Bluhm described the experience: “As the first time I have taught Sport Psychology, I tried to let the service-learning component emerge organically and flow with the interests of the course.”Students latched onto the ideas of swim education at the YMCA, kayaking with teens from the Elizabeth F. Correll Teen Center, and sports writing with The Brunswick News. Another group worked with Golden Isles Chess Association to set up and play in a chess ‘meet’ and play in the meet to experience the psychology of winning/losing, developmental growth, and ego/competiveness.

Intro to Human Services – PSYC 3500

Dr. Kimberly Kinsey Mannahan coordinated student groups collaborating with community partner agencies. Students working with Faithworks assisted with the development of ‘The Well’ - a new homeless day housing facility. Safe Harbor and their Children's Advocacy Group had help from students with resident intake assessment and interviewing. Within the Star Foundation organization, students created the "Attire for Hire" event where they requested donations to create a boutique, providing professional clothing for participants in Star Foundation’s job readiness program. Lastly, the Wayne County Service Center had help from four students that developed a recreation program for the day center for residents with physical and mental disabilities.

Environmental Psychology – PSYC 4710

Students applied their knowledge of the environmental psychology research literature to the Center for a Sustainable Coast’s (CSC) needs related to education, outreach, and engagement efforts. Students divided into four groups to broadly address the following: 1) communication; 2) engagement; 3) survey of Coastal Georgia psychology students' environmental attitudes and values (with Institutional Review Board approval); and 4) event planning and organization. Students presented their projects to CSC, focusing specifically on recommendations (tailored to the organization) that were informed by research.

Senior Capstone Practicum – PSYC 4900

The Senior Capstone Practicum offered students the opportunity to structure, plan, design, implement, and present a final body of research under the supervision of the professor. They were expected to learn about what our community partners do and how they build relationships amongst other organizations to meet community needs. Students worked in groups on a variety of projects from updating demographic information, survey participants or potential participants, and to identify community issues.

Public Management

Public Communication – PUBM 3170

Students partnered with the St Simons Land Trust (SSLT) to develop and analyze a survey of organizational perceptions attached to the SSLT. The students met with the organization and provided recommendations based on these findings. Other students partnered with the Coastal Georgia Area Community Action Authority to develop a public communications plan and to prepare the documents for that plan to be implemented.

Special Topics: Grant Writing – PUBM 4500

This service-learning project integrated program outcomes of Public Management with specific course outcomes of oral and written communication skills. Students found a government or non-profit community partner to work with on forming a grant for specific needs of the community partners or the people they serve. Students performed a SWOT (strengths, weaknesses, opportunities, and threats) analysis to aid in the needs assessment and planning phase of the grant writing process. Each student developed a grant based on community need. At the end of the class, students presented the completed grant to the community partner for submission.

Senior Seminar: PUBM 4910

The service-learning element of the course allows students to apply their studies in Public Management to a real-world setting, as they engage in a service project for a public sector or non-profit organization. Students were split into groups and used their knowledge from their collective Public Management course work to complete projects with community partners. The purposes of this service-learning portion of the course include the following:To solidify for students the relationship between theory and practice, to apply skills learned in the classroom to the workplace, and to use applied learning to enhance the students’ knowledge of Public Management.

Managing State & Local Government – PUBM 4200

Dr. Farley and her students worked with Glynn County Planning and Zoning Division, Arco Neighborhood Association, and Commissioner Allen Booker contributing to an Arco neighborhood redevelopment plan.

Radiologic Science

Radiological Science Clinical – RADT 2231

This project with MAP International had students participate in different activities at MAP International. Students gained a better understanding of the organizational details, operations, services, etc. of an international aid organization from a local perspective. Student helped MAP International with daily activities and meet daily needs by packing, cleaning, preparing correspondence, etc.


Intro to Social Problems – SOCI 1160

Student groups in this course worked with several social organizations based on the students’ interests. Students with the Boys & Girls Club coached basketball and provided activities for children attending the after school program. Grandparent Connection students interviewed grandparents to investigate the struggles of raising their grandchildren. Working with HIS Ministries, students engaged in outreach activities to community residents who need all forms of assistance including food security or drug rehabilitation. The group working with Humane Society worked to educate the community on the social problems arising from failing to spay/neuter pets. The Open Doors group explored the issue of homelessness and the many physical and psychological effects on Open Doors clientele.

Self & Social Existence – SOCI 4200

This service-learning project incorporated the concepts of self-perception, stigma, stereotypes, and perception of those stereotypes and stigma with meaningful service opportunities in the community. Partnered with a community contact at HomeLife of Glynco, students scheduled and hosted events such as a family night or other resident activities. Students were tasked with challenging their own perceptions and stereotypes by working closely with the targets of those stereotypes such as aging and elderly individuals. Another group of students worked in collaboration with Faithworks to engage in projects involving homeless services that help the students to address stigma, stereotypes, and perceptions of the homeless community.


Elementary Spanish II – SPAN 1002

Students became more communicatively competent in the Spanish language through this service-learning project. They devoted 15 hours outside of the classroom to teaching basic Spanish grammar and vocabulary to 4th and 5th grade students at St. Marys Elementary School. Those students living and commuting from the Brunswick area worked to form an afterschool Spanish program at Burroughs-Molette Elementary school.

Intermediate Spanish II -SPAN 2002

An Intermediate Spanish course worked with a library in Camden to tutor English Language Learner (ELL) elementary school students in English.

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