ĢƵ (CWI) Social Science students are making a meaningful impact in the community through a service-learning partnership with , a local nonprofit dedicated to strengthening families and supporting children.
During the Fall 2025 semester, students in Social Work and Psychology courses completed more than 460 hours of service-learning at Family Advocates, contributing an estimated $17,000 in in-kind support. This was ±’s first year partnering with the organization, one of 10 contracted service-learning sites across the social sciences department.
Students supported Family Advocates’ Family Resiliency course, which teaches the Five Protective Factors shown to help build healthier family units, reduce stress, and advance hope. Programming serves both adults and children ages 5 to 12, and CWI students played an active role in assisting course delivery.
The presence of CWI students increased individualized support for children, allowing them to build consistent, positive relationships with additional caring adults.
In addition to supporting weekly courses, students assisted with community engagement efforts and program operations at the Darcy Hoellwarth Family Resiliency Center. Their involvement included supporting family-focused events, assisting with children’s programming, participating in staff trainings, and helping with administrative tracking that makes sure programs run smoothly. Students also met weekly with program staff to learn more about curriculum delivery, nonprofit operations, and the importance of reflection and wellness in social service work.
“My time at Family Advocates was eye-opening and enriching to the fullest extent,” said Psychology student, Benjamin Vogt. “I learned aspects regarding child development and family psychology in a hands-on environment. It is one thing to learn about family dynamics in a classroom, but to witness it in real life was quite fascinating and educational.”
Students also shared current research and evidence-based practices from their coursework, which Family Advocates staff incorporated into programming and conversations with participating families.
Service-learning is embedded within ±’s Social Sciences curriculum and combines academic instruction with meaningful community service. Students reflect on their experiences through coursework, strengthening both professional skills and civic responsibility while benefiting local partners.
“CWI students make impacts in ways you can measure and in ways you cannot,” said Psychology Instructor, Emily Bergstrom. “Being a trusted adult for the students they volunteer with can change ٳ tٴǰ o a young person’s life. We ԴǷ t even one trusted adult can improve outcomes for at-risk youth, though the result of this may not always be observable.”
This support was valuable to Family Advocates as it allowed them to stretch their resources further and focus more deeply on the families they serve. This partnership will continue to grow in future semesters. CWI plans to place additional students with Family Advocates in Spring 2026, alongside other community partners.
“It was truly jDz and a t host these students,” said Maggie Thompson, Director of Programs at Family Advocates. “Their passion for community service and their willingness to learn and reflect alongside our team made them an integral part of our center this term. By bridging the gap between academic theory and community practice, this collaboration has significantly strengthened our ability to serve local families.”
Across two sections of Child and Adolescent Development (PSYC 201) alone, students completed more than 1,000 hours of service-learning during the semester across various community partnerships and independent projects. Through service-learning, CWI students are strengthening families, supporting community partners, and gaining hands-on experience that prepares them for careers in social services, psychology, and beyond.
