Service-learning is a fun, interactive and hands-on way to supplement a college education and produce a well rounded and civically engaged student. Service-learning gives students an opportunity to connect to the UMBC campus community and Baltimore area in a meaningful and beneficial way. There are numerous opportunities for students to engage in leadership roles and make a difference in other’s lives through service-learning.

Service Learning Facts:

• In 2004, 352 students were placed in sustained academic service-learning placements in partnership with over 25 community organizations and 10 academic departments at UMBC.
• Students receive zero-credit Practicum notation on their transcript that reflects 3-5 hours per week of service in a non-profit or education institution in Baltimore.
• The average GPA of students placed by The Shriver Center is 3.47.
• Over 50% of the students who participated in service-learning did so in conjunction with a class, earning three-credits from multiple UMBC departments.

Campus Community Partnerships: The Shriver Center provides service placements to UMBC students of all years and disciplines. Students can choose placements based on their skills and interests. These placements range from mentoring and tutoring to hospital work. Providing weekly service to each site through volunteer efforts enhances the undergraduate experience as well as supplements the academic experience. Volunteers earn course credit for their work, have the opportunity to assume leadership positions within an organization, and are eligible to apply for service-related scholarships.

Shriver Living Learning Center: The Shriver Living Learning Center is a social and active living community in Erickson Hall. Each year, 29 undergraduate students of all years and disciplines are selected to live together and plan fun activities and service events. These students also complete 3-5 hours of community service (through a campus community partnership placement site of their choice) per week. The purpose of the SLLC is to encourage service and engagement within the UMBC campus community. Throughout the year, these students will improve the UMBC community and the Greater Baltimore area through various service activities.

France & Merrick Scholarship Program: The Shriver Center leads this undergraduate merit scholarship program, funded by the France & Merrick Foundation. The scholarship is available for students who demonstrate an exemplary commitment to service, leadership, and civic engagement on the UMBC campus and in Baltimore City. Students who participate in service learning or service learning interns are encouraged to apply. Two undergraduate students received full scholarships and five students received partial scholarships during 2003-2004. France & Merrick Scholars combine service, reflection, and academic study.

Practicum: Participating in service-learning through the Shriver Center enhances a student’s resume and their contribution also appears on their official academic transcript. Every student who participates in service learning receives a zero credit practicum notation on their transcript to reflect their semester’s engagement in the community. With structured opportunities to reflect upon service, students are able to learn through an exchange of experiences while providing quality service to the community. Students also have the opportunity to take service based courses offered through the Shriver Center and other academic departments including English, Honors, American Studies, Education, and Sociology. Students will earn a grade and academic credit for this work as well as the service practicum notation.

UMBC serves: For one-time service opportunities throughout the academic year, check the schedule of events at UMBCserves

Articles and Publications (downloads)

• "Service-Learning & College Student Success" (Published in Academic Exchange Quarterly, Spring 2006, pp. 57-61 - Michele Wolff/Shannon Tinney)
  
  
• "Applied Learning as a Best Practice Model: A Strategy for Higher Education Student Success" (Research Report at the Association of Institutional Research national conference, Chicago, IL, May 2006 - Michele Wolff/Shannon Tinney)
  
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