Participate in service-learning and make a difference in the community, satisfy graduation requirements, and gain resume-building “real-world” community service experience attractive to employers, graduate, and professional schools.

What Is Service-Learning? 

Service-learning (SL) is a teaching method that enables students to apply knowledge and skills learned in the classroom to meaningful service to the community. Service-learning combines classroom learning goals and community service in a way that enhances or benefits both the student and the community.

Service-Learning Certificate

Students have the opportunity to earn recognition for completing SL designated courses. This certificate is open to all graduate and undergraduate students in any major. To qualify for the certificate, students must: 

  • Complete 12 credit-hours and 4  SL designated courses. Students may choose any of the UCF approved SL courses in any discipline. Service-Learning courses are designated with an “SL” and can be accessed under “special groups” in the class schedule. 
  • Maintain a 2.5 minimum GPA in all SL designated courses 
  • Complete a minimum of 60 community service hours in all SL designated courses 

Students who are eligible to receive the Service-Learning Certificate must apply for it when they file their intent to graduate form, the semester prior to graduation. If you are involved in a service-learning course that has not been approved, please contact Experiential Learning to discuss your eligibility for the certificate. 

2022 Spring Amy Zeh Service-Learning Student Showcase
April 18-23 | Hosted Virtually
April 18 | Hosted In-Person
Application Deadline: March 30, 2022
Apply Here

Held during the fall and spring semesters, the Amy Zeh Service-Learning Student Showcase celebrates students who have completed projects within a service-learning course. Students present a poster on their experience that highlights their service, what they learned, and how they have impacted the community.

Event Details

The Service-Learning showcase will take place via Zoom. Students will submit recorded presentations highlighting their Service-Learning projects  for judging and present during a live showcase. The Service-Learning showcase will take place via Canvas. Students will submit digital posters and recorded presentations highlighting their Service-Learning projects  for judging. This online showcase has enabled open enrollment. Participants and attendees can self-enroll in the course URL: Alternatively, you can sign up at and use the following join code:WKHHL6. 

Criteria for Success

After students submit an application for the Amy Zeh Service-Learning Student Showcase they will be given instructions about due dates and submissions. Each group will be creating a Canvas page that includes a professional digital poster and a short audio/video recording. The page will be evaluated using the rubric below.

For Instructors

If you want to add this as an assignment in your course, you can use the links below. They are in the Canvas Commons. 

For Judges

We are seeking campus partners to service as judges for our 2022 Spring Service-Learning Student Showcase.

Each presentation can elect to be considered for one (1) thematic award. The description of each award is included. Please indicate which area(s) you would be interested in judging.

The showcase will be hosted online from April 16-22.  Judges will be provided with prerecorded presentations and optional digital poster.  This will be watched on their own time and scored. All judging material will be due April 22nd, and awards will be announced on April 23rd.

Judging Application:


Students will have the opportunity to submit their project for one (1) of the awards listed below.  

  • Children and Families: Given to the project that, through its design, implementation and reflection, demonstrates a focus on providing opportunities for children (or families with children) to have the supports necessary to thrive and grow.
  • Poverty and Homelessness: Given to the project that, through its design, implementation, and reflection, demonstrates an understanding of poverty in the community; and engages those impacted by poverty, especially the homeless, in a way that helps those struggling to meet their basic needs.
  • Aging and the Elderly: Given to the project that, through its design, implementation and reflection, focuses on the challenges faced by elderly members of the community who rely on others for medical care, sustenance, and companionship.
  • Public Education: Given to the project that, through its design, implementation and reflection, demonstrates a commitment to ensuring that all young people living in our community have access to an education that provides the knowledge, skills and understandings necessary to be successful adults. (Must include engagement with students in a public school or programming funded by a public entity).
  • Equity and Social Justice: Given to the project that, through its design, implementation and reflection, best demonstrates a commitment to recognizing, addressing and eroding circumstances that infringe on a person’s constitutional or human rights, based on the color of their skin, where they or their ancestors live/lived, where they do or do not worship, whether or not they view themselves as male and/or female, who they love/marry/consider family, or because they have been born with or developed a disability, whether visible or not, that requires an accommodation. (Note: Explicit beliefs may imply political perspectives; but working to create equitable structures in our society is a humanitarian endeavor, not a political one. We encourage presenters not to marginalize their work as humanitarians by instead focusing on their allegiance to a political ideology.)
  • Sustainability and the Environment: Given to the project that, through its design, implementation and reflection, best demonstrates an effort to protect our planet for future generations; as well as for the many species of plants and animals we share Earth with (Note: Projects that seek to educate our community that choices we make today have measurable and tangible consequences for what happens to our world tomorrow; as well as projects that demonstrate or model research-based, Earth-friendly decision-making, are equally eligible for this award).
  • Health and Wellness: given to the project that, through its design, implementation and reflection, demonstrates an understanding that practitioners provide care and support commensurate with their education and credentialing; and best demonstrates a commitment to help those who are suffering from illness or disease, and/or that educates members of the community on choices that are proven to contribute to better overall health.
  • Ethics and Social Responsibility: Given to the project that, through its design, implementation and reflection, that best demonstrates a commitment to making a positive impact on the community; where the aspirations of many are privileged over the ambitions of a few. In the current social climate, we must recognize that there is no clear pathway one can follow to be an “influencer.” Influencers are typically anointed overnight under rather random circumstances; which are likely to be inauthentic, and thus lead to a quick erosion in the “influencers” reach. A project winning this award will demonstrate that, on the other hand, clear steps can be taken to be an influence; that influence can be used exclusively for the good of a community; and that sharing good work can allow the influence to remain for an extended period of time.
  • Special Populations: This award will be given to a project that is designed to provide structures of support to a group within the community that faces unique challenges. Projects that focus on individuals with specific mental or physical disabilities, veterans or first responders, those in prisons or foster homes, or any other group of people, large or small, who need a little help, are eligible to win this award. The award will recognize a project that was successful in supporting the target group to the extent that others are inspired to take on similar projects.


Questions? Please contact Experiential Learning at