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Flexible and Accessible Service-Learning (during and after the pandemic)

The pandemic has taught us to create opportunities to make SL more flexible, accessible, and equitable. This page outlines SL options that can be completed remotely. Contact for support.

25 Ways to Bring Project Based Learning in your Classroom - Fusion ...

Examples of Remote Project-Based SL

(For additional ideas see also Direct vs. Indirect SLReimagining Service Learning in the Digital Age;  Social Change WheelConducting Outreach/Engagement Remotely); SL adaptations/alternatives

Conduct background research on the issue, or gather best practices, requested by a community partner

  • Ex: URBAN: research [sustainability] plans from comparable cities, then present to Boise City staff.
  • Ex: POLS: Review and report on relevant legislative policies impacting the particular org or population

Advocate: assist community advocates to raise awareness of issues, influence policy.

Discuss advocacy as a social impact tool, research current policies or bills that affect the social issues you are discussing, have your students research other organizations’ public policy agendas, and develop a plan of action. (Note: the community partner communicates their need, then the students dig in).

  • Ex: HEALTH: Create digital and other social media content, print program materials, or other methods for information-sharing
  • Ex: SPS: campaign to get Dollar Tree employees hazard pay raises
  • Ex: Students attend city council meetings virtually, raising an issue or answering questions

Develop resources for organizations (strategy recommendations, curriculum, devices, etc.)

  • Ex: CS: Develop curriculum to teach teens about computer safety, then share/deliver the curriculum via video (see Video Resources for Faculty and Students  and Video guidelines for educational outreach)
  • Ex: MGMT: develop/distribute ideas for neighbors to help neighbors [share food, resources], businesses helping businesses
  • Ex: EDUC: Help students and families access the internet and devices while their schools are disrupted.
  • (Note: the community partner communicates their need, then the students dig in).