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The Community-Based Learning program and Volunteer Service Learning opportunities support Huron's mission of "combining rigorous learning with the exploration of new territory" by connecting the classroom to the community, and the community to the classroom.

Community-based learning and volunteering are both valuable activities that help students connect with community partners, enhance personal skills, and support professional development. Through these learning initiatives, our students gain a better understanding of the challenges facing the community, enhance their ability to think critically and be self-aware, engage in problem-based learning, and explore the variety of career options available after graduation.

Below are some resources for students and faculty.

  • Volunteer Service Learning Grants for Students

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  • Huron students are involved in a number of volunteer activities at home and abroad to improve local communities and to prepare for future positions of responsibility and citizenship. Students can identify volunteer service opportunities complementing their program of study, leadership and professional development.


    Thanks to the generous support of our donors, the following funding opportunities are available to Huron students to offset some of the costs for participating in the volunteer services at home and abroad. Application is required.

    Karen Martine Prieur Volunteer Service Fund

    Established in 2005 by Huron alumna Karen Prieur, who has served as a Trustee on the Huron University College Foundation, this fund supports Huron students in their volunteer activities abroad to improve local communities and to prepare for future positions of responsibility and citizenship.

    Value: approx. $1,500
    APPLY for the Karen Martine Prieur Volunteer Service Grant

    Janet Stewart Volunteer Service Fund

    Established in 2004 by Ms. Janet Stewart, a longtime friend of the College who has served on the Executive Board and Corporation, the Janet Stewart Volunteer Service Fund supports Huron students in their volunteer activities at home and abroad to improve local communities and to prepare for future positions of responsibility and citizenship.

    Value: approx. $900
    APPLY for the Janet Stewart Volunteer Service Grant

    The Waugh Family Volunteer Service Fund

    This was established by Rick Waugh in 2009 to support Huron students in their volunteer activities, ranging from work with primary school students both at home and abroad to promote literacy, and with NGOs abroad to improve local communities. Huron students benefit from the experience themselves as they become young adults and prepare for future positions of responsibility and citizenship.

    Value: approx. $1,300
    APPLY for The Waugh Family Volunteer Service Grant

     
  • Community-Based Learning

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  • What is Community-Based Learning?

    Community-Based Learning (CBL) is a form of experiential learning that links students with community partners at home or abroad, requires them to critically reflect on their learning experience, and provides a tangible complement to their program of study.


    Examples of CBL courses:

    MOS 4488 - Management and Organizational Consulting

    This course examines the role of the management consultant and how the consulting industry serves to enhance the effectiveness of the organizations it serves. Students engaged throughout the term with a community/business client and work on the Real-Life Consulting project. Not a simulation, an actual issue that the partners are seeking consulting advice on.

    MOS 3330a - Operations Management through Plant Tours

    Dr. Bill Irwin and Dr. Jan Klakurka’s course uses an integrated theoretical framework for analyzing operations management situations with practical approaches as a basis for general management decisions. With a broad syllabus, visits to community organizations allowed students to observe and reflect on the diverse scope of operations in practice. This had positive effects on student learning by presenting them with experiences within the workplace and exposing them to the range of local industries of varying size and scope. Students studied strategic issues related to the ways firms understand and overcome competition as well as tactical and operational decision-making.

    CGS3203G - Global Studies Participatory Project

    Annually the Global Studies Participatory Project engages students in meaningful learning opportunities that are connected to world issues while relying on students to demonstrate creativity, entrepreneurial spirit and intercultural awareness. In 2016-2017, students in Dr. Lucas Savino’s class participated in the World University Service of Canada (WUSC) International Forum in Montreal. Students had the opportunity to engage with a diverse group of experts on some of the most critical global issues. Students mobilised their knowledge between the classroom and participation in the WUSC Local Committee. The culmination of this experience was the organization and leadership of a public advocacy event at Huron on April 7.

    HIS 3801E - The Historian's Craft

    The centerpiece of this class is a community-based research project that brings together the theoretical and practical aspects of the course material. This year, the project is focused on partnership with the Chatham-Kent Black Historical Society, the University of Huddersfield’s Digital Victorians project, and Huddersfield’s local community partner, Building African Caribbean Communities. The project is based on the methodology of Slavery in Small Things, and asks you to research and contextualize an object related to slavery and antislavery from the local collections of the CKBHS. As part of the community-based learning component in 3801E, the class will travel to the CKBHS and to Oberlin, Ohio, where we will spend an afternoon working in the Oberlin College archives. The idea behind the class CBL project is to ensure that the material of the course – which can run toward abstraction if we aren’t careful—comes to life in a memorable and accessible way that will mean something outside the spatial and temporal limits of the class. While we read about historical research methods, the creation of historical knowledge and the place of History in public intellectual and cultural life, we will also be participating in, and contributing to, a wider community of historical research.

    Stratford Festival- Le Malade Imaginaire and As You Like It

    Given the close proximity of Stratford and the highly-regarded Stratford Festival, Dr. Scott Schofield (English and Cultural Studies) and Dr. Andrea King (French) developed a community-engaged learning opportunity for students to engage in a cross-disciplinary project exploring various approaches to comedy, using Moliere’s Le Malade Imaginaire and Shakespeare’s As You Like It as comparative texts. Both classes were engaged in study and discussion of the texts of both plays prior to the performances, and then travelled to Stratford to view both stage adaptations. The opportunity to view the plays provided students with context and the opportunity to analyze the role of actors, set designs, and discuss thematic links between the two plays and performances. Dr. King and Dr. Schofield followed the performances with guest lectures in each other’s classes and collaborative class assignments.

  • Community-Based Learning Grants for Faculty

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  • Huron is committed to supporting faculty members through the process of developing and offering a CBL course.

    Through the generous support of the RBC Community-Based Learning Fund as well as donors to Huron's Community-Based Learning initiatives, funding is available to offset some of the costs of CBL courses.

    In order to apply for funding, faculty members are asked to review the CBL Project Proposal Guidelines and Application (below). Applications for funding should be submitted to the Community-Based Learning Adjudication Committee (c/o kstankev@huron.uwo.ca).

    CBL Project Proposal Guidelines and Application
    CBL Project Outcomes Report

    Funding available for 2018-2019:

    The RBC Foundation Community Service Learning Grant ($1500)

    In 2009 Huron University College received ten years of funding from RBC for $10,000 annually to enhance the delivery of CBL. The RBC grant enabled the creation of the RBC Community-Based Learning Fund to support activities related to both curricular and co-curricular CBL and to also help institutionalize CBL at Huron. The RBC funding must be used to support “service learning teaching, promotion and outreach.” (Donor Agreement, 2009)
    Note: this funding ends in 2018-2019

    Willie Mae and William H. Lumpkin Fund for Community-Based Learning (Approximately $1500)

    Established in 2006 in honour of her parents by Huron’s 15th Principal, Dr. Ramona Lumpkin, the Willie Mae and William H. Lumpkin Fund for Community-Based Learning creates opportunities for Huron students to further their academic knowledge in the context of community engagement.

    The E.M. Kennedy and Mary Thomson Fund for Community-Based Learning (Approximately $1500)

    Established in 2009 by Huron alumna Mary M. Thomson ’61. Both Mary and her father Edwin M. Kennedy have played important roles in the life and work of the College, including her father when he was Chair of the Executive Board. Provides opportunities for Huron students to engage in community-based learning. 

    The Trish Fulton Community-Based Learning Fund (Approximately $500)

    Established in 2010 by Dr. Trish Fulton, The Trish Fulton Community-Based Learning Fund will provide opportunities for Huron students to engage in community-based learning.  Community-based learning is an integral component of the experiential learning focus at Huron. In it, students work with a community organization or business, either in London or abroad, as part of their program of study. Students learn by ‘doing’ in many ways, and in this case acquire a more sophisticated understanding of the communities in which they live. Through their experiences with community organizations, students have a chance to apply what they have learned in the classroom and to develop critical skills in the analysis of real-world social, economic and political trends as part of their liberal arts education.