Honors College classes routinely employ experiential pedagogies, including study abroad and mentored research. Experiential education gives students the opportunity to learn by doing. It offers an opportunity to engage in active meaning making, as students create a product or take part in an experience that further enhances their subject matter. Reflection on the experience, in concert with course readings and other graded components of the course, ensures that experiential educational opportunities translate into robust student learning.
A signature form of experiential education is community-engaged learning. Community-engaged learning refers to student learning that benefits both students and the community. It is:
High impact teaching [that] introduces field-based learning to give students direct experience with issues they are studying in the classroom. Students are provided opportunities to apply what they have learned in real-world settings and reflect critically on their service experiences.
The University of Alabama, 2020a
Community-engaged learning may be co-curricular or curricular. It may require students to engage in a service-learning assignment or to conduct research that addresses a community-identified need. We teach via community-engaged learning because these pedagogies enhance transdisciplinarity (Lambert-Pennington, Reardon, & Robinson, 2011), engage students in high-impact practices that promote active learning, and directly align with the Honors College’s Student Learning Outcomes.
Community-Engaged Learning Courses in Honors College
UH 103: Honors Action
Course Summary
In this six day, one credit hour introductory course, students are immersed in the foundations of the Honors College and community engagement. Students attend a daily lecture series followed by small discussions. The guest lectures and discussions address issues such as poverty, cultural capital, engaged citizenship and community engagement. In addition to the lecture series and small group discussions, students participate in daily community-engaged projects at local public schools. The Honors College Common Book, in addition to supplementary resources as provided, is assigned reading for this course and will link to the course themes from the lectures and service projects.
UH 205: Social Foundations of Community Engagement
Course Summary
As a “prelude” to service-learning, students will understand the philosophical structure of “public goods” (e.g., education, health care, housing, etc.) and how they relate to specific needs in public spaces which are used for the betterment of communities. Students will explore the possible causes of political, educational, social and economic inequalities as well as the benefits, responsibilities and limits of the service response to public problems. The course provides a basic understanding of what the purpose of “public goods” are and how society actualizes these currencies.
UH 270: Engage Tuscaloosa
Course Summary
This is a service learning field experience course conducted by the Honors College Engage Tuscaloosa office. The service learning experience is a learning vehicle for the Honors students to be exposed to and learn about educational issues within multiple segments of our surrounding communities. UA students will work with pupils in local elementary, middle or high schools for 8-12 hours during the semester in a variety of educational settings and subject areas. Honors students will receive training during class time on the specific work to be done in the service learning experience, on how to work with school-aged children and how to be an effective mentor.
UH 272: Tuscaloosa Rocketry Challenge
Course Summary
Students will understand the philosophy of education as it relates to the delivery of curriculum and pedagogy. Students will be trained on and practice the fundamentals of mentoring. Students will be required to spend 25 hours in Tuscaloosa City and County Public School Systems (background check required). Students will be specifically working with 6th grade classes delivering space exploration and rocketry curriculum.
UH 273: STEM Outreach
Course Summary
Students will understand the philosophy of education as it relates to the delivery of curriculum and pedagogy. Students will be trained on and practice the fundamentals of mentoring. Students will be required to spend 25 hours in Tuscaloosa City and County Public School Systems (background check required). This course is meant to bring STEM ideas and innovations to elementary school students.
UH 296: Honors Action Leaders
Course Summary
In this six day, one credit hour field experience course, students will serve as peer leaders for the Honors Action program. They will help immerse freshmen students in the foundations of the Honors College and community engagement. Peer leaders co-lead the creation and implementation of a community engagement project. This will involve planning before the week-long program in coordination with Honors Year One faculty and staff and Honors Action Student Leadership Team. The week of the program, peer mentors will implement these projects with the freshmen, attend the lectures and serve as small group discussion leaders. All leaders are expected to have read the Common Book before the program week.
UH 370: Engage Tuscaloosa
Course Summary
This is a service learning field experience course conducted by the Honors College Engage Tuscaloosa office and is a follow up to the UH 270 field experience for students who are interested in a more in-depth experience. This service learning opportunity is meant to enhance the prior learning experience of the Honors students by challenging them to look deeply at not only educational issues, but social issues within multiple segments of our surrounding communities and state. UA students will continue to work with pupils in local elementary, middle or high schools for 10-12 hours during the semester in a variety of educational settings and subject areas. Honors students will receive additional training during class time on the specific work to be done in the service learning experience, on how to work with school-aged children and how to be an effective mentor.
UH 372: Tuscaloosa Rocketry Challenge
Course Summary
The course will serve as a Leadership/Mentoring course that is connected to the Tuscaloosa Rocketry Challenge Project. Students in this course will be expected to provide leadership and mentoring for the students in UH 272 as well as students in the K-12 public school system. Students will be required to spend 25 hours in Tuscaloosa City and County Public School Systems (background check required). Students will be specifically working as mentors for UH 272 Tuscaloosa Rocketry Challenge.
UH 373: STEM Outreach Leaders
Course Summary
The course will serve as a Leadership/Mentoring course that is connected to the STEM Outreach course, UH 273. Students in this course will be expected to provide leadership and mentoring for the students in STEM Outreach, as well as students in the K-12 public school system. Students will be required to spend 25 hours in Tuscaloosa City and County Public School Systems (background check required). Students will be specifically working as mentors for STEM Outreach.
UH 394: Honors Year One Mentors for First-Semester Freshmen
Course Summary
The Honors Year One program provides Honors College students the opportunity to serve as peer mentors for incoming Honors College freshmen. Mentors for UH 100 will lead small group discussions and assist first-semester students in developing an awareness of the Honors College, the university and the greater community. During preparation classes, mentors will develop leadership, teamwork and inclusivity skills and discuss different tactics for mentoring and what roles mentors play in the transition of first-semester freshmen. During small group discussions with freshmen, mentors will put to practice this work and help first-semester freshmen practice the key concepts of engaged scholarship, including critical and creative thinking, ethical and empathetic dialogue, and collaborative and inclusive leadership.
UH 395: Honors Year One Mentors for Second-Semester Freshmen
Course Summary
Honors Year One Mentors for UH 110 will serve as discussion leaders and peer mentors for first-year students in the Honors College have completed at least one semester on campus. Mentors will assist these freshman students in continuing to develop an a sense of belonging and purpose in the Honors College, the university and the greater community. During preparation classes, mentors will develop leadership, teamwork, and inclusivity skills, discuss mentoring and their role in the HYO program, and analyze the developmental stages for students in their first year of study. During small group discussions, mentors will put to practice this work and help first year students practice the key concepts of engaged scholarship, including critical and creative thinking, ethical and empathetic dialogue, and collaborative and inclusive leadership.
UH 396: Honors Action Mentors
Course Summary
In this six day, one credit hour course, students will serve as peer mentors for the Honors Action program. They will help introduce freshman students to the foundations of the Honors College and community engagement and also take the lead on a project with a first-year Action leader, mentoring a first-year Action leader as they work together in a pair to plan and conduct the service project. Action peer mentors will take part in service learning project creation and planning before the week-long program in coordination Honors Year One faculty and staff and Honors Action Student Leadership Team. The week of the program, peer mentors will implement these projects with the freshmen, attend the lectures and serve as small group discussion leaders. All mentors are expected to have read the Common Book before the program week.