Community-Engaged Learning involves mutually beneficial collaborations between the University and our communities (local, regional/state, national and global), practicing reciprocal, responsive, and respectful relationships. Working in community partnerships and through a communal understanding of issues and the sharing of resources, we engage in social justice action that works for the Common Good.

Examples of Community-Engaged Learning Opportunities:

• The Dayton Civic Scholars program (DCS) is a co-curricular scholarship program administered through the Fitz Center for Leadership in Community at the University of Dayton. The DCS program strives to shape students into civic leaders through a rigorous academic track, sustained civic engagement and several professional development opportunities. Fifteen students are selected at the end of their first-year to become a cohort that will embark on a three-year commitment together.
• During Real Dayton, students engage in an immersive Fall Break experience, exploring Dayton’s assets and challenges. Through volunteering, sharing meals, and connecting with residents, leaders, and organizations, they learn about active citizenship and community engagement. This experience fosters awareness, collaboration, and a deeper understanding of their role in creating meaningful change.
• UD’s GivePulse platform empowers the University of Dayton community to engage in service, community engagement, and philanthropy. It connects students, faculty, staff, and community partners to find, organize, and track volunteer opportunities. Users can create events, register for activities, and measure their impact, while community partners manage and analyze data. This platform strengthens connections and helps UD measure its collective impact in the community. 

Education Abroad and Away: Through global and intercultural experiences, students have opportunities to grow their cultural awareness; to improve adaptability and problem-solving skills; to deepen global perspectives; and to develop personally, professionally, and academically. Programs in both domestic and international settings broaden students’ horizons as they prepare to work for the Common Good.

The University of Dayton offers 25+ faculty-led programs for guided study abroad experiences and 20 exchange partners for semester-long international study opportunities. UD’s Global and Intercultural Affairs website features an overview of some U.S.-based and international opportunities for global and intercultural learning, along with essential health and safety information. For further details about our programs or to schedule an appointment with an advisor, please explore the links on this page or visit our Studio Abroad website.

Examples of Education Abroad and Away Opportunities:

• Integrated Abroad and Away programs are UD faculty-led programs offer students 7–14 day international or domestic study experiences as part of a semester-long course. Travel occurs over winter, spring, or May breaks, fulfilling CAP or major-specific requirements. These programs blend classroom learning with immersive on-site engagement, connecting students with local communities and cultures. 
• The International and Intercultural Leadership Certificate prepares students to work across cultures through coursework and immersive experiences. Open to all majors, it includes social justice, context, and leadership courses across disciplines, language proficiency, and an intercultural experience. A capstone project integrates learning, culminating in a professional presentation, such as at the Stander Symposium. 
• Students have the option to enroll in a semester abroad or away program through one of our various partnerships world-wide. This immersive experience allows participants to study alongside local students, live in local student housing, and become a member of the host institution's student body. Depending on the institution and a student's major, student's may have the ability to earn both CAP and/or major requirements.

Faith and Vocational Exploration includes intentionally designed experiences that seek to unite faith, leadership, spiritual engagement, Marianist identity and/or action for justice and the common good. May include opportunities such as community engagement, advocacy, cultural immersion, leading others in faith, social justice or faith-based internships, and reflection that contributes to vocational discernment, personal, religious or spiritual growth.

Examples of Faith and Vocational Exploration Opportunities:

• Callings is a summer program that occurs the week before move-in for incoming first-year students to begin to explore their vocation as a UD student and begin to build community both on campus with other first-years but also with the larger UD community, through the four themes of learn, lead, serve, and pray.
• Liturgy interns help enliven and animate the Catholic worshipping community on campus by planning for liturgical seasons, crafting prayers and intercessions, helping to recruit and train liturgical ministers, supporting liturgies, caring for the Chapel, and participating in regular formation activities. They are educated to understand the theological and pastoral principles of the liturgy in a one-credit mini-course.
• The Camino de Santiago is a historic pilgrimage to Santiago de Compostela, Spain. Our group will walk 160 miles, embracing simplicity and spiritual renewal. Along the journey, participants will pray, reflect, and experience northern Spain’s natural beauty and culture, fostering an “espiritu peregrino” (pilgrim spirit) in community.

Leadership (Peer Education and Mentorship programs, and Student Organizations) involves intentional, inclusive leadership opportunities that foster self-awareness, promote personal development, and empower students to engage in a life-long journey of socially responsible leadership for the common good.

Examples of Leadership Opportunities:

• Students in the Dialogue Zone learn to facilitate challenging conversations, focusing on listening, questioning, and establishing norms. They explore how power intersects with social identities and practice balancing power in dialogue. Students also participate in at least two dialogue sessions per semester, gaining experience as planners, participants, and facilitators.
• Through one-on-one conversation and connection, the Co-Pilots are a peer group that offers a validating space for students to discuss their wellbeing goals. While providing holistic wellness coaching, the Co-Pilots invite students to normalize conversations about emotions, assist in breaking down stigmas, build personal development, and promote a healthier lifestyle within the University of Dayton community.
• The UleaD Emerging Leaders Program, for first-year students, focuses on developing leadership skills such as leading change, inclusive leadership, and building resilience. Participants explore their identity, reflect on their leadership style, and engage in mentorship to build relationships, understand power dynamics, and continue personal and professional growth.
• Explore the University of Dayton’s 1850 platform where you'll find countless leadership opportunities across over 270 student organizations, including student government, fraternities, sororities, service groups, and honorary societies. Enhance your academic and personal growth by running for office, joining media organizations, or becoming a leader in social action. Stay active through recreation groups, contribute to your community, or even start your own organization. 

Mentored Research includes discovery-based research, scholarship and creative activity conducted in a variety of settings including classrooms, labs, studios, field sites, archives, and more; involves engagement in scholarly inquiry or investigation under the guidance of mentors; research, scholarship and creative inquiry seek to make a scholarly or artistic contribution to knowledge.

Mentored research opportunities are available to students through course-based research or through a relationship with faculty working on scholarly projects. A mentored relationship is a partnership where faculty and students work together on a project, and it contributes to student professional and personal development. Each year, over 1000 students from across the academic units participate in the University of Dayton Stander Symposium.

Examples of Mentored Research Opportunities:

• The Sustainability Undergraduate Research Fellowship (SURF), funded by UD graduate John Alberici, enhances undergraduate experiences in sustainability and fosters transdisciplinary research. Selected students engage in yearlong faculty-guided projects through HSI, receiving summer stipends and research support.
• The University of Dayton's Science and Engineering Catalyst Center (SECC) promotes interdisciplinary research to tackle regional, national, and global challenges. Through an annual "Grand Research Challenge," SECC fosters curricular development, faculty research, and entrepreneurship across the College of Arts and Sciences and the School of Engineering, enhancing innovation and economic development over a three-year period.
• The Berry Summer Thesis Institute offers Honors students an intensive, full-summer research experience, combining disciplinary scholarship with professional development workshops, community engagement opportunities, and public presentations. Through a mini-course and cohorted activities, students refine research skills and present their work at the Berry Summer Thesis Research Symposium, fostering academic growth across disciplines.

Performance and Project-Based Learning includes (Athletics, Labs/Studio, Collaborative Online International Learning, etc.) 

• Performance-based experiential learning includes activities such as live performances, recitals, exhibitions, and athletics where students are assessed on their technical skills, creativity, and collaboration. This approach fosters both artistic mastery and critical reflection, preparing students and student-athletes to synthesize learning and present their work in public, whether through artistic displays or athletic achievements. 
• Project-based learning: experiential learning opportunities through which students gain knowledge and skills by actively engaging in real-world, complex projects that require critical thinking, collaboration, and problem-solving.

Examples of Performance and Project-Based Learning Opportunities:

• Take Flight enhances the holistic student-athlete experience at UD through leadership, service, and development opportunities. Combining professional growth, campus partnerships, and community engagement, it prepares athletes for success beyond sports. Focused on relationships, academic excellence, and career readiness, Take Flight empowers Flyers to lead, excel, and make a lasting impact on their communities.
• The Hanley Sustainability Fund (HSF), managed by students in the Hanley Center for ESG Investing, invests in companies committed to ESG principles. Using a macro sector allocation and bottom-up security selection approach, HSF seeks strong financial returns with positive social and environmental impact. Open to all majors, it offers real-world investment experience to 40+ students.
• Flyer Media unites UD’s student media under the communication department, preparing students for media careers. It includes Flyer News, UD’s independent student newspaper; Flyer Radio, a student-run FCC-licensed station at 98.1 & 99.5 FM; and Flyer TV, a student-run station producing news, sports, and campus programming. Open to all majors, Flyer Media fosters hands-on experience.

Work-Based Learning (Clinical Rotations, Student Teaching, Internships, Co-ops, and Practicum Experiences, Student Employment) encompasses on-campus and off-campus experiential learning opportunities through which students learn valuable professional skills, explore their vocations, and/or fulfill program requirements in preparation for their professions. This includes experiences which often involve partnership with and feedback from members of the employer community. 

Examples of Work-Based Learning Opportunities:

• Campus Recreation employs over 250 students in areas like aquatics, sports, fitness, and marketing, promoting UD’s core competencies of leadership, wellbeing, intercultural competency, and risk mitigation. Students participate in training, professional development, and supervisor cohorts, fostering personal growth and impacting service, leadership, and staff culture at UDCR.
• The University of Dayton Research Institute (UDRI) Summer Internship program is an opportunity for students to get hands-on work experience at a national leader in research innovation right here on campus. Interns work alongside industry professionals, performing research to solve real-world challenges and prepare them to enter the workforce. Designed to propel the success of our students, the internship program benefits the University by contributing to our Marianist mission of educational leadership while also creating a pipeline for future staff at the Research Institute.
• Supplemental instruction (SI) is a nationally recognized, peer-facilitated learning support program. The University of Dayton SI program is coordinated by the Office of Learning Resources. Supplemental Instruction is: 1) Collaboration between faculty members, SI Leaders, and students 2) Focused on review and practice of materials 3) Available to all students in a section with an assigned SI Leader.
• Career Services - On Campus Employment and Internships (Handshake): UD offers around 3,000 student jobs annually through Handshake, which had 89,826 job postings in 2023-2024. Internships are typically paid, with part-time and full-time options. Up to 90% of graduates engage in experiential learning. The UD Career Services Guidebook provides resources on employment, internships, and post-graduation outcomes.