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Higher Education Service-Learning Success Stories
Service-Learning Students Assist with Disaster Preparedness (A Learn and Serve America Grantee)
Students in Assistant Professor Rachel Dowty's Fundamentals of Emergency Management class last spring partnered with a number of local non-profits to develop emergency management plans. Partnering with agency representatives from the Urban Restoration Economic Corporation, Women's Community Rehabilitation Center, and Baton Rouge Crisis Intervention Center, groups collaborated with the organizations to discuss agency needs and develop the plans. With the agencies' needs ranging from evacuation of residential facilities to protecting confidential information, students discovered that the same plan was not going to work for each group.
"Students not only had the opportunity to engage with a local non-profit organization, ask questions, and gain a full understanding of what that organization does for our community, but they also learned how an emergency plan must be specific to an organization," said Dowty.
At the conclusion of the semester, students presented their plans to agency representatives. In addition, several of the groups provided the agencies with emergency "kits" that included tools they would need to implement their plans.
"Students came away... feeling more empowered by not only their ability to effectively plan for and understand emergency responses for themselves and their families, but also their ability to really have an impact on the community through local non-profit organizations," said Dowty.
Assistant Professor Melanie Gall's environmental hazards analysis class helped assess hazards on campus to aid in the development of a campus hazard mitigation plan. Service-learning students presented survey data of the campus population's hazard awareness to LSU's Office of Public Safety for use in an application for an emergency preparedness grant.
"Students were able to combine their theoretical classroom knowledge with hands-on experience," Gall said. "They experienced the challenges of collecting data and conducting surveys. Aside from theoretical knowledge, the students learned skills that will aid them in other classes and future careers – team work, tolerance, and organizational skills."
Honors 2000 students also assisted LSU's disaster preparedness efforts, surveying students who were on campus during Hurricanes Katrina, Rita, and Gustav to collect information on student experiences during the storms to assist LSU in developing a comprehensive disaster response policy.
Different sections of the Honors 2000 course focused their questions on individual responses during the hurricanes and the perceptions of the university's disaster response. Results were categorized into similar experiences or responses and analyzed for recommendations to LSU Emergency Operations Center and Student Government.
"Students really gained from going out to talk to people and learned from interacting with people they didn't know very well," said Assistant Professor Lawrence Rouse.
Gall's class will continue their work with the campus hazard mitigation plan in her spring ENVS class. Dowty's fall class is developing emergency plans with Alzheimers' Services of the Capital Area.
For more information about this story, please contact Matt Schafer, Louisiana State University, ccell@lsu.edu, http://www.ccell.lsu.edu.
Students in Assistant Professor Rachel Dowty's Fundamentals of Emergency Management class last spring partnered with a number of local non-profits to develop emergency management plans. Partnering with agency representatives from the Urban Restoration Economic Corporation, Women's Community Rehabilitation Center, and Baton Rouge Crisis Intervention Center, groups collaborated with the organizations to discuss agency needs and develop the plans. With the agencies' needs ranging from evacuation of residential facilities to protecting confidential information, students discovered that the same plan was not going to work for each group. "Students not only had the opportunity to engage with a local non-profit organization, ask questions, and gain a full understanding of what that organization does for our community, but they also learned how an emergency plan must be specific to an organization," said Dowty.
At the conclusion of the semester, students presented their plans to agency representatives. In addition, several of the groups provided the agencies with emergency "kits" that included tools they would need to implement their plans.
"Students came away... feeling more empowered by not only their ability to effectively plan for and understand emergency responses for themselves and their families, but also their ability to really have an impact on the community through local non-profit organizations," said Dowty.
Assistant Professor Melanie Gall's environmental hazards analysis class helped assess hazards on campus to aid in the development of a campus hazard mitigation plan. Service-learning students presented survey data of the campus population's hazard awareness to LSU's Office of Public Safety for use in an application for an emergency preparedness grant.
"Students were able to combine their theoretical classroom knowledge with hands-on experience," Gall said. "They experienced the challenges of collecting data and conducting surveys. Aside from theoretical knowledge, the students learned skills that will aid them in other classes and future careers – team work, tolerance, and organizational skills."
Honors 2000 students also assisted LSU's disaster preparedness efforts, surveying students who were on campus during Hurricanes Katrina, Rita, and Gustav to collect information on student experiences during the storms to assist LSU in developing a comprehensive disaster response policy.
Different sections of the Honors 2000 course focused their questions on individual responses during the hurricanes and the perceptions of the university's disaster response. Results were categorized into similar experiences or responses and analyzed for recommendations to LSU Emergency Operations Center and Student Government.
"Students really gained from going out to talk to people and learned from interacting with people they didn't know very well," said Assistant Professor Lawrence Rouse.
Gall's class will continue their work with the campus hazard mitigation plan in her spring ENVS class. Dowty's fall class is developing emergency plans with Alzheimers' Services of the Capital Area.
For more information about this story, please contact Matt Schafer, Louisiana State University, ccell@lsu.edu, http://www.ccell.lsu.edu.
LSU Students Promote Native Plant Species Diversity (A Learn and Serve America Grantee)
Over the past several years, LSU ecology students have arrived at class dressed in protective gear with tools in hand. What may sound like a challenging scenario for any teacher, though, has been a successful service-learning partnership with BREC's Bluebonnet Swamp Nature Area. LSU students work with BREC to remove invasive plants from the swamp.
Bluebonnet Swamp is home to invasive plants like elephant ear and Chinese privet, which are non-native species that compete with beneficial native plants. Students in Rebecca Effler's Principles of Ecology labs learn to identify these plants and then remove them to promote the growth of beneficial native plants. The intended result of the removal is to give native plants a chance to spread without competition from invasive species. An added benefit is that students get a chance to see the impact invasive plants have on a habitat.
"It's not until they really start cutting down these trees do they really notice how prevalent these invasive species are," said Effler. "Identifying them helps them realize how much these plants impact our environment."
Students in Effler's class also plant native species in removal areas to discourage the re-growth of the invasive plants. Last spring, students visited the LSU Bird Refuge to plant 200 bald cypress trees and 300 red mulberry trees. Effler plans for her students to return to the Bird Refuge next spring to continue these efforts.
"Once you start thinking about what your class can do to provide a service to the Baton Rouge community, it really opens up a lot of opportunities," said Effler.
During the 2009 summer intersession, Alyssa Hakes' classes set out to determine what effects the removal of invasive plants has had on the Bluebonnet Swamp after several years of the LSU service-learning project. Specifically, students studied the impact invasive plant removal was having on Chinese privet and elephant ear, an aquatic plant.
"The BIOL 4254 labs have been removing invasive plants for BREC's Bluebonnet Swamp and other locations for several semesters," said Hakes. "This presented a great opportunity to test for the effectiveness of the removal procedure."
Students plotted which areas of the swamp underwent invasive removal and which did not. Then they calculated plant species diversity, abundance of invasive plants, and other variables in both areas. Students discovered that the removal of invasive plants effectively reduced the spread of invasive species.
Hakes' students also visited the Swamp's summer camp to teach the campers about invasive species. Campers then joined the LSU students in the Swamp to identify and remove more plants.
"Service-learning is a great way to have students meet course objectives while performing a service that benefits the community," said Hakes.
Biological Sciences will offer a number of service-learning classes next year, including a project Effler will lead that involves high school students in monitoring wood duck activity at the LSU lakes.
For more information about this story, please contact Matt Schafer, Louisiana State University, ccell@lsu.edu, http://www.ccell.lsu.edu.
Over the past several years, LSU ecology students have arrived at class dressed in protective gear with tools in hand. What may sound like a challenging scenario for any teacher, though, has been a successful service-learning partnership with BREC's Bluebonnet Swamp Nature Area. LSU students work with BREC to remove invasive plants from the swamp.Bluebonnet Swamp is home to invasive plants like elephant ear and Chinese privet, which are non-native species that compete with beneficial native plants. Students in Rebecca Effler's Principles of Ecology labs learn to identify these plants and then remove them to promote the growth of beneficial native plants. The intended result of the removal is to give native plants a chance to spread without competition from invasive species. An added benefit is that students get a chance to see the impact invasive plants have on a habitat.
"It's not until they really start cutting down these trees do they really notice how prevalent these invasive species are," said Effler. "Identifying them helps them realize how much these plants impact our environment."
Students in Effler's class also plant native species in removal areas to discourage the re-growth of the invasive plants. Last spring, students visited the LSU Bird Refuge to plant 200 bald cypress trees and 300 red mulberry trees. Effler plans for her students to return to the Bird Refuge next spring to continue these efforts.
"Once you start thinking about what your class can do to provide a service to the Baton Rouge community, it really opens up a lot of opportunities," said Effler.
During the 2009 summer intersession, Alyssa Hakes' classes set out to determine what effects the removal of invasive plants has had on the Bluebonnet Swamp after several years of the LSU service-learning project. Specifically, students studied the impact invasive plant removal was having on Chinese privet and elephant ear, an aquatic plant.
"The BIOL 4254 labs have been removing invasive plants for BREC's Bluebonnet Swamp and other locations for several semesters," said Hakes. "This presented a great opportunity to test for the effectiveness of the removal procedure." Students plotted which areas of the swamp underwent invasive removal and which did not. Then they calculated plant species diversity, abundance of invasive plants, and other variables in both areas. Students discovered that the removal of invasive plants effectively reduced the spread of invasive species.
Hakes' students also visited the Swamp's summer camp to teach the campers about invasive species. Campers then joined the LSU students in the Swamp to identify and remove more plants.
"Service-learning is a great way to have students meet course objectives while performing a service that benefits the community," said Hakes.
Biological Sciences will offer a number of service-learning classes next year, including a project Effler will lead that involves high school students in monitoring wood duck activity at the LSU lakes.
For more information about this story, please contact Matt Schafer, Louisiana State University, ccell@lsu.edu, http://www.ccell.lsu.edu.
Partnering for Preservation
National Park Service's INTERMOUNTAIN REGION'S UNIVERSITY AS PARTNER POSTER FOR CRM 2000 CONFERENCE Innovative Changes for the CRM Program:
Background
The National Park Service's Intermountain Cultural Resources Program was restructured during the reorganization of the support offices in 1996-7. An integrated Cultural Resource Management organization was stitched together creating a seamless support office entity of central office staff devoted to the preservation and protection of those resources in the park and partner sites of the region. More than hundred of the former regional office professionals and support staff were merged into one support office (SO) program led by the Superintendent of the SO in Santa Fe.
After several servicewide reinvention labs and strategic planning sessions conducted by the former Southwest Cultural Resources Center it became apparent that the NPS delivery of professional services to the newly realigned Intermountain Region would need innovative re-engineering to accomplish the expanded mission for a much larger geographic area. It was suggested that a time tested concept be reinforced and the partnerships with Universities were stepped up as a result. Formerly known as Cooperative Park Studies Units, or CPSUs, a new thrust was developing out of the NPS reorganization's vision and planning documents calling for an ecosystem focus for this collaborative research. Fortunately for the Intermountain there were several existing University cooperative agreements in place to take advantage of these strategies.
In the southern portion of the region the Universities in Texas and Arizona had been hosting archeological teams and principal investigators for decades. Near the former regional office locations of Santa Fe and Denver there were NPS offices duty stationed on campuses of state universities in New Mexico and Colorado.
A collaboration between the Conservation Division of the former SWCRC and the University of Pennsylvania's Architectural Conservation Laboratory had created the kind of bridges that would allow graduate student researchers a natural transition to employment.
In the north there were individual contractors working from the private sector and programs of the university systems of Utah, Montana and Wyoming assisting parks and partners on an as-needed basis as well. One of the initiatives that was called for by those superintendents who participated in the Intermountain's CRM strategic planning efforts was to enhance the delivery of services to the northern parks by locating a satellite office of CRM staff to supplement the delivery of professional services. The changes, stemmed from the innovations involving closer university ties for accessing researchers. These outputs would be measured by the new Government Performance Results Act (GPRA) provisions. In this way measurable outcomes called for in the servicewide goals of the National Park Service's GPRA plan would be innovatively achieved resulting in a faster, better and cheaper delivery system for the benefit of the resources entrusted to NPS stewardship.
Read more...
For more information about this story, please contact Barry Sulam, Barry Sulam, LLC, bsulam@aol.com.
National Park Service's INTERMOUNTAIN REGION'S UNIVERSITY AS PARTNER POSTER FOR CRM 2000 CONFERENCE Innovative Changes for the CRM Program:
Background
The National Park Service's Intermountain Cultural Resources Program was restructured during the reorganization of the support offices in 1996-7. An integrated Cultural Resource Management organization was stitched together creating a seamless support office entity of central office staff devoted to the preservation and protection of those resources in the park and partner sites of the region. More than hundred of the former regional office professionals and support staff were merged into one support office (SO) program led by the Superintendent of the SO in Santa Fe.After several servicewide reinvention labs and strategic planning sessions conducted by the former Southwest Cultural Resources Center it became apparent that the NPS delivery of professional services to the newly realigned Intermountain Region would need innovative re-engineering to accomplish the expanded mission for a much larger geographic area. It was suggested that a time tested concept be reinforced and the partnerships with Universities were stepped up as a result. Formerly known as Cooperative Park Studies Units, or CPSUs, a new thrust was developing out of the NPS reorganization's vision and planning documents calling for an ecosystem focus for this collaborative research. Fortunately for the Intermountain there were several existing University cooperative agreements in place to take advantage of these strategies.
In the southern portion of the region the Universities in Texas and Arizona had been hosting archeological teams and principal investigators for decades. Near the former regional office locations of Santa Fe and Denver there were NPS offices duty stationed on campuses of state universities in New Mexico and Colorado.
A collaboration between the Conservation Division of the former SWCRC and the University of Pennsylvania's Architectural Conservation Laboratory had created the kind of bridges that would allow graduate student researchers a natural transition to employment.
In the north there were individual contractors working from the private sector and programs of the university systems of Utah, Montana and Wyoming assisting parks and partners on an as-needed basis as well. One of the initiatives that was called for by those superintendents who participated in the Intermountain's CRM strategic planning efforts was to enhance the delivery of services to the northern parks by locating a satellite office of CRM staff to supplement the delivery of professional services. The changes, stemmed from the innovations involving closer university ties for accessing researchers. These outputs would be measured by the new Government Performance Results Act (GPRA) provisions. In this way measurable outcomes called for in the servicewide goals of the National Park Service's GPRA plan would be innovatively achieved resulting in a faster, better and cheaper delivery system for the benefit of the resources entrusted to NPS stewardship.
Read more...
For more information about this story, please contact Barry Sulam, Barry Sulam, LLC, bsulam@aol.com.
Math Help: ASAP!
The After-School Achievement Program (asap) is a collaborative project between Southeastern Louisiana University and a variety of community partners to enhance the preparation of both college and elementary students by utilizing the talents of teacher candidates to provide an after-school support program for at-risk students.
It began last February as the brainstorm of Southeastern mathematics professor Tena Golding, who wanted a hands-on service-learning component for her students, and the Tangipahoa Alcohol and Drug Abuse Council (TADAC), which saw an after-school support program as a way to combat the risk factor of low school performance.
ASAP matches Southeastern students in Math 367, a mathematics content course for junior-level teacher candidates, with elementary and primary school children in need of extra help in math. The program was successfully piloted in spring 2009 with funding from JCPenney Afterschool and Learn & Serve America through the Kentucky and Louisiana Campus Compacts. The pilot included 21 teacher candidates and 45 students in grades 1-8.
"This was really an eye-opener for my students," Golding said. "They all think they know enough math content to teach elementary school. In class, they tend to tune you out, thinking 'I'm never going to use this!' This has shown them that being able to do the math is a lot different from being able to explain it to someone else. Communication is one of the most important things in the math classroom."
This fall, ASAP will transition from its "pilot" status to an improved and established program, thanks to the Learn and Serve grant, which will fund a mobile math lab compete with six laptop computers, math manipulatives and other math skill-building supplies. Over the next three years, asap will partner 150 teacher candidates with 300 at-risk elementary school students to provide mathematics tutoring and mentoring.
For more information about this story, please contact Dr. Tena Golding, Southeastern Louisiana University, tgolding@selu.edu, http://www.selu.edu.
The After-School Achievement Program (asap) is a collaborative project between Southeastern Louisiana University and a variety of community partners to enhance the preparation of both college and elementary students by utilizing the talents of teacher candidates to provide an after-school support program for at-risk students.It began last February as the brainstorm of Southeastern mathematics professor Tena Golding, who wanted a hands-on service-learning component for her students, and the Tangipahoa Alcohol and Drug Abuse Council (TADAC), which saw an after-school support program as a way to combat the risk factor of low school performance.
ASAP matches Southeastern students in Math 367, a mathematics content course for junior-level teacher candidates, with elementary and primary school children in need of extra help in math. The program was successfully piloted in spring 2009 with funding from JCPenney Afterschool and Learn & Serve America through the Kentucky and Louisiana Campus Compacts. The pilot included 21 teacher candidates and 45 students in grades 1-8.
"This was really an eye-opener for my students," Golding said. "They all think they know enough math content to teach elementary school. In class, they tend to tune you out, thinking 'I'm never going to use this!' This has shown them that being able to do the math is a lot different from being able to explain it to someone else. Communication is one of the most important things in the math classroom." This fall, ASAP will transition from its "pilot" status to an improved and established program, thanks to the Learn and Serve grant, which will fund a mobile math lab compete with six laptop computers, math manipulatives and other math skill-building supplies. Over the next three years, asap will partner 150 teacher candidates with 300 at-risk elementary school students to provide mathematics tutoring and mentoring.
For more information about this story, please contact Dr. Tena Golding, Southeastern Louisiana University, tgolding@selu.edu, http://www.selu.edu.
UNO Students Surrender Spring Break to Volunteer
The University of Nebraska at Omaha (UNO) Service Learning Academy again has organized UNO's Seventh Annual Seven Days of Service Saturday, March 14 and Monday, March 16 through Saturday, March 21. Students from UNO, the University of Nebraska Peter Kiewit Institute, Omaha North and Benson High Schools, and the Omaha Public Schools Career Center will landscape, renovate and repair six to eight homes in Omaha and Council Bluffs. The students will also renovate the Salvation Army Stepping Stones children's playground, the Stephen's Center and the Salvation Army Gene Eppley Camp in Bellevue.
The Seventh Annual Seven Days of Service project attracted more than 1,000 student volunteers who donated more than $95,000 worth of labor March 14, and March 16-21 in Omaha, Nebraska, and Council Bluffs, Iowa. Additionally, a photo slideshow is available for viewing here: http://www.unomaha.edu/mavchannel/ttl/2009/0320/. Here is an audio slideshow about the project: http://www.unomaha.edu/mavchannel/ttl/2009/0212/.
For more information about this story, please contact Wendy Townley, University of Nebraska at Omaha, 6001 Dodge Street, Eppley Administration Building, Room 108, Omaha, NE 68182, wtownley@unomaha.edu, http://www.unomaha.edu/servicelearning/.
The University of Nebraska at Omaha (UNO) Service Learning Academy again has organized UNO's Seventh Annual Seven Days of Service Saturday, March 14 and Monday, March 16 through Saturday, March 21. Students from UNO, the University of Nebraska Peter Kiewit Institute, Omaha North and Benson High Schools, and the Omaha Public Schools Career Center will landscape, renovate and repair six to eight homes in Omaha and Council Bluffs. The students will also renovate the Salvation Army Stepping Stones children's playground, the Stephen's Center and the Salvation Army Gene Eppley Camp in Bellevue.The Seventh Annual Seven Days of Service project attracted more than 1,000 student volunteers who donated more than $95,000 worth of labor March 14, and March 16-21 in Omaha, Nebraska, and Council Bluffs, Iowa. Additionally, a photo slideshow is available for viewing here: http://www.unomaha.edu/mavchannel/ttl/2009/0320/. Here is an audio slideshow about the project: http://www.unomaha.edu/mavchannel/ttl/2009/0212/.For more information about this story, please contact Wendy Townley, University of Nebraska at Omaha, 6001 Dodge Street, Eppley Administration Building, Room 108, Omaha, NE 68182, wtownley@unomaha.edu, http://www.unomaha.edu/servicelearning/.
I love it when a plan comes together.
The team at the National Service Learning Clearinghouse (NSLC) has truly given us the tools necessary to further promote our cause to more faculty at Southeastern. When Heather led a webinar for our faculty, including my fellow librarians, I knew it was time well spent. I'm looking forward to more of what Southeastern can do with access to the Clearinghouse.
For more information about this story, please contact Herbert McGuin, Sims Memorial Library, Southeastern Louisiana University, SLU 10896, Hammond, LA, 70402, hmcguin@selu.edu, http://www.selu.edu/library/.
The team at the National Service Learning Clearinghouse (NSLC) has truly given us the tools necessary to further promote our cause to more faculty at Southeastern. When Heather led a webinar for our faculty, including my fellow librarians, I knew it was time well spent. I'm looking forward to more of what Southeastern can do with access to the Clearinghouse.
For more information about this story, please contact Herbert McGuin, Sims Memorial Library, Southeastern Louisiana University, SLU 10896, Hammond, LA, 70402, hmcguin@selu.edu, http://www.selu.edu/library/.
Stories of Service: The Spokane Falls Community College Food Bank
Kristian Stewart , WACC VISTA Leader
The harsh economic times facing many in our neighborhoods and communities has increased the demand for the services provided by nonprofits, and nowhere is that urgency felt more than in the nation's food banks. The Washington Campus Compact VISTA program at Spokane Falls Community College knows of the food shortages and hunger facing many in their communities and-with the help of Second Harvest-is taking on the initiative of helping to feed local individuals and families with the Spokane Falls Community College Food Bank.
Operating for over a decade, the Spokane Falls Community College Food Bank assists between 13-30 SFCC students and their families on a weekly basis, so students may concentrate on higher learning and ensuring a brighter future for themselves and their loved ones, instead of having the constant worry of searching for ways to feed their families.
Leading the way in the operation of the SFCC Food Bank is Washington Campus Compact VISTA Member Amanda Petrina. In her first year with the WACC*VISTA service-learning program and coming to Spokane Falls Community College from just north of Spokane in Dear Park, Amanda dedication to the SFCC Food Bank as well as her commitment to the communities she calls home has taken the services of the food bank to new heights. Being responsible for the product inventory, database management, food ordering from Second Harvest, stocking food, and supervisory responsibilities of work-study students, Amanda has seen first hand the struggles that many in the community are currently enduring. By her estimate, "the food bank is serving 10 kids a week, up from one or two a week" and "has seen a noticeable increase" in traffic over recent months. Throughout the hard times, Amanda and her team of work study students have put forth maximum effort to combat the rising tide of hunger in the area, leading to Amanda's recent decision to sign-on for a second year of VISTA service with Spokane Falls Community College's service-learning program. Amanda's prolonged commitment to Spokane Falls Community College and its students in need of the food bank's services is about more than helping those strive through our current troubles, it is about ensuring the long-term sustainability of such a valuable community resource for future generations. Before her service is done at Spokane Falls Community College, Amanda envisions the college's food bank with a comprehensive database that can track the number and individual frequency of food bank shoppers, so they may better identify and assist those in the community who are in the most need of help. In addition, Amanda foresees a food bank that is as convenient and assessable to the community as possible.
Certainly, Amanda will accomplish much during her time with Washington Campus Compact VISTA and she will not have to go far to see the families and communities that will benefit from all of her hard work, they will be found in the area she calls home.
Kristian Stewart , WACC VISTA Leader
The harsh economic times facing many in our neighborhoods and communities has increased the demand for the services provided by nonprofits, and nowhere is that urgency felt more than in the nation's food banks. The Washington Campus Compact VISTA program at Spokane Falls Community College knows of the food shortages and hunger facing many in their communities and-with the help of Second Harvest-is taking on the initiative of helping to feed local individuals and families with the Spokane Falls Community College Food Bank.
Operating for over a decade, the Spokane Falls Community College Food Bank assists between 13-30 SFCC students and their families on a weekly basis, so students may concentrate on higher learning and ensuring a brighter future for themselves and their loved ones, instead of having the constant worry of searching for ways to feed their families.
Leading the way in the operation of the SFCC Food Bank is Washington Campus Compact VISTA Member Amanda Petrina. In her first year with the WACC*VISTA service-learning program and coming to Spokane Falls Community College from just north of Spokane in Dear Park, Amanda dedication to the SFCC Food Bank as well as her commitment to the communities she calls home has taken the services of the food bank to new heights. Being responsible for the product inventory, database management, food ordering from Second Harvest, stocking food, and supervisory responsibilities of work-study students, Amanda has seen first hand the struggles that many in the community are currently enduring. By her estimate, "the food bank is serving 10 kids a week, up from one or two a week" and "has seen a noticeable increase" in traffic over recent months. Throughout the hard times, Amanda and her team of work study students have put forth maximum effort to combat the rising tide of hunger in the area, leading to Amanda's recent decision to sign-on for a second year of VISTA service with Spokane Falls Community College's service-learning program. Amanda's prolonged commitment to Spokane Falls Community College and its students in need of the food bank's services is about more than helping those strive through our current troubles, it is about ensuring the long-term sustainability of such a valuable community resource for future generations. Before her service is done at Spokane Falls Community College, Amanda envisions the college's food bank with a comprehensive database that can track the number and individual frequency of food bank shoppers, so they may better identify and assist those in the community who are in the most need of help. In addition, Amanda foresees a food bank that is as convenient and assessable to the community as possible.
Certainly, Amanda will accomplish much during her time with Washington Campus Compact VISTA and she will not have to go far to see the families and communities that will benefit from all of her hard work, they will be found in the area she calls home.
College Students and Joven Students Dance on Stage (A Learn and Serve America Grantee)
Three days a week students from San Antonio College traveled to the JOVEN to teach dance to 45 students ages 4 to 14. San Antonio College students organized themselves into three teams. Teams choose the day of the week and dance style they would teach. Team members rotated being lead dance instructor for the children's classes. Teams selected class music, planned the warm-up, loco motor movements across floor and choreographed a dance for their JOVEN class.
San Antonio College students caucus weekly to preparation for their JOVEN class. Class discussion included class structure, learning styles, technique, safety, and any problem that may have occurred.
Each semester the project culminates with a joint performance of the JOVEN and San Antonio College Students. The excitement and thrill of the performance is felt by both groups of dancers. JOVEN students are thrilled to share what they had learned with their family and friends. The JOVEN students leave the concert proud of their performance and the skills they had learned. The San Antonio College students are confident that their efforts have created such joy and accomplishment for the children. They exposed the children to the love of dance, an opportunity they may never have had the opportunity to participate. They planted the seed that college is a possibility in every child's future. "The best thing is when at a performance they are so excited. It is the best feeling," SAC student Marina Mendoza to Conexión Newspaper. To the San Antonio Express-News Mendoza stated, "We just fell in love with them. And to see them perform and do it so well, it was awesome."
The Service Learning Project constituted 25% of the overall grade. It will be divided as follows: 10% working at JOVEN, 5% class preparation, 5% Performance, and 5% Reflection paper. Read More.
For more information about this project, please contact Audrey Grams at San Antonio College, 1300 San Pedro Ave., San Antonio, TX 78212-4299, agrams@mail.accd.edu - http://www.accd.edu/sac/sacmain/sac.htm.
Three days a week students from San Antonio College traveled to the JOVEN to teach dance to 45 students ages 4 to 14. San Antonio College students organized themselves into three teams. Teams choose the day of the week and dance style they would teach. Team members rotated being lead dance instructor for the children's classes. Teams selected class music, planned the warm-up, loco motor movements across floor and choreographed a dance for their JOVEN class. San Antonio College students caucus weekly to preparation for their JOVEN class. Class discussion included class structure, learning styles, technique, safety, and any problem that may have occurred.
Each semester the project culminates with a joint performance of the JOVEN and San Antonio College Students. The excitement and thrill of the performance is felt by both groups of dancers. JOVEN students are thrilled to share what they had learned with their family and friends. The JOVEN students leave the concert proud of their performance and the skills they had learned. The San Antonio College students are confident that their efforts have created such joy and accomplishment for the children. They exposed the children to the love of dance, an opportunity they may never have had the opportunity to participate. They planted the seed that college is a possibility in every child's future. "The best thing is when at a performance they are so excited. It is the best feeling," SAC student Marina Mendoza to Conexión Newspaper. To the San Antonio Express-News Mendoza stated, "We just fell in love with them. And to see them perform and do it so well, it was awesome." The Service Learning Project constituted 25% of the overall grade. It will be divided as follows: 10% working at JOVEN, 5% class preparation, 5% Performance, and 5% Reflection paper. Read More.
For more information about this project, please contact Audrey Grams at San Antonio College, 1300 San Pedro Ave., San Antonio, TX 78212-4299, agrams@mail.accd.edu - http://www.accd.edu/sac/sacmain/sac.htm.
Learning and Leading- Off the Field and in the Community
CAMP (Collegiate Athlete Mentoring Program) Gator is a leadership mentoring program in which collegiate athletes and student leaders serve as mentors to at-risk students. The hallmark of the program is leadership training that mentors and mentees complete collaboratively; creating mission and vision statements, partaking in service leadership projects, and even the creation of a leadership skills video.
Mentees- At-Risk Middle School Students
For more information about this project, please contact: Mr. Matthew Ohlson, University of Florida, Department of Educational Administration and Policy College of Education, Gainesville, FL 32611-7049, mohlson@ufl.edu, http://www.campgator.com.
CAMP (Collegiate Athlete Mentoring Program) Gator is a leadership mentoring program in which collegiate athletes and student leaders serve as mentors to at-risk students. The hallmark of the program is leadership training that mentors and mentees complete collaboratively; creating mission and vision statements, partaking in service leadership projects, and even the creation of a leadership skills video. Mentees- At-Risk Middle School Students
- Students at PK experienced increased GPA's (13%) and decreased behavior referrals (72%)
- Mentors arranged practice visits and campus outings. These visits allowed students the opportunity to see what college life is truly like. One student, after a visit to Gator football practice, told his mother that "it was the best day of his life."
- From one mentee: "CAMP Gator has helped me by showing me that nothing is impossible…"
- From a teacher: "She is starting to realize the importance of school responsibilities thanks to the work with her mentor"
- From a parent: "My son now has improved self esteem, more caring for others. Can he do this again?"
- # UF mentors received awards of excellence from the Department of Educational Administration and Policy.
- 100% of all UF students state that they would "strongly recommend" this program
- Students experienced improvements in public speaking skills, goal setting, and time management
- Students expressed an increase in the likelihood of the pursuit of education as a future career goal
- Quote by one mentor:"My goal was to change the life of someone in a positive way and this program has given me the opportunity to not only meet but exceed my goals…"
For more information about this project, please contact: Mr. Matthew Ohlson, University of Florida, Department of Educational Administration and Policy College of Education, Gainesville, FL 32611-7049, mohlson@ufl.edu, http://www.campgator.com.
Wayne State University Students Bring Heart Back to Downtown Detroit through Service Learning (A Learn and Serve America Grantee)
Wayne State University (WSU), celebrated for its applied curriculum, is taking another step in integrating its practical education with its commitment to the community through its service learning initiative, CommunityEngagement@Wayne. One of the latest projects in service learning at Wayne involves a Public Relations COM 7140 course crafted to enrich 24 graduate-level PR students' academic and practical skills.
The graduate level students are working to develop press kits, coordinate events and garner media attention for Detroit non-profits, including Alternatives for Girls, Covenant House Michigan, Southwest Detroit Development Collaborative (SDDC), Southwest Detroit Environmental Vision, as well a team helping to increase the visibility of the communication studies major at Wayne.
These organizations have found support through CommunityEngagement@Wayne, which is a service learning program dedicated to advancing students' efforts in the causes of these organizations ranging from drug and sexual abuse prevention amongst young girls to nurturing Detroit's natural resources and environment. The initiative identifies courses that have a practical component and assist eager instructors in implementing real-life skill building experiences. For example, from the nearly $650,000 WSU has raised toward this ambitious project the COM 7140 course was awarded a portion to support their efforts in establishing community partners as clients needing public relations consultation.
With troubling economic times in Michigan, it is the ideal opportunity for university professors to facilitate the relationship between struggling organizations and enthusiastic students to work hand-in-hand educating one another by fusing the academic with the practical. Organizers avoid costly expenses and enjoy early access to developing professionals, while eager students hone their skills for the workplace.
The COM 7140 graduate students will continue to assist local area non-profits by supplying a variety of public relations services through the end of the semester. Students hope to equip the organizations with PR resources that will sustain their organizational needs for the future while contributing to their mission.
"I wanted to be a part of something from the beginning and was especially interested in contributing a strategic plan that will be ongoing and adaptive as the organization grows and changes," said Anne Sesko, graduate student working with SDDC. "I knew that this kind of collaboration existed, but did not realize what an impact it could have."
In addition to students, many WSU instructors believe the service learning initiative enhances classroom learning through real-life skill building, which ultimately provides a competitive advantage for participants.
"Service learning assists students in putting academic skills to practical use while recognizing their value as a contributor to their academic, professional and social community prior to formally entering the workforce,"says Donyale Griffin, professor in the Department of Communication and graduate instructor of the PR Campaigns course. "Students are being cultivated as citizens and professionals simultaneously."
Such efforts are ongoing campus-wide and COM 7140 is only one example of how this philosophy is being translated across the curriculum at Wayne.
Surveys were disseminated to participants involved in service learning projects to gauge their awareness of service learning or community engagement opportunities in the Detroit metropolitan area and the impact it had on their lives and aspirations before and after taking part in their selected service learning initiative.
Since its inception in 2005, CommunityEngagement@Wayne has promoted Wayne State University's dedication to its local, urban environment. The initiative provides tangible benefits to communities and unique opportunities for students to apply newly learned skills in a real-world context. It supports the service learning endeavors of WSU instructors and students and welcomes innovative community partnering. Wayne State University is one of the nation's pre-eminent public research universities in an urban setting and offers more than 350 academic programs through 11 schools and colleges to nearly 33,000 students. For more information, visit www.wayne.edu.
For more information about this project, please contactDr.Elizabeth Barton at Community Engagement@Wayne, Wayne State University,2100 Undergraduate Library, Detroit, MI 48202, elizabeth.barton@wayne.edu- http://www.communityengagement.wayne.edu/.
Wayne State University (WSU), celebrated for its applied curriculum, is taking another step in integrating its practical education with its commitment to the community through its service learning initiative, CommunityEngagement@Wayne. One of the latest projects in service learning at Wayne involves a Public Relations COM 7140 course crafted to enrich 24 graduate-level PR students' academic and practical skills. The graduate level students are working to develop press kits, coordinate events and garner media attention for Detroit non-profits, including Alternatives for Girls, Covenant House Michigan, Southwest Detroit Development Collaborative (SDDC), Southwest Detroit Environmental Vision, as well a team helping to increase the visibility of the communication studies major at Wayne.
These organizations have found support through CommunityEngagement@Wayne, which is a service learning program dedicated to advancing students' efforts in the causes of these organizations ranging from drug and sexual abuse prevention amongst young girls to nurturing Detroit's natural resources and environment. The initiative identifies courses that have a practical component and assist eager instructors in implementing real-life skill building experiences. For example, from the nearly $650,000 WSU has raised toward this ambitious project the COM 7140 course was awarded a portion to support their efforts in establishing community partners as clients needing public relations consultation.
With troubling economic times in Michigan, it is the ideal opportunity for university professors to facilitate the relationship between struggling organizations and enthusiastic students to work hand-in-hand educating one another by fusing the academic with the practical. Organizers avoid costly expenses and enjoy early access to developing professionals, while eager students hone their skills for the workplace.
The COM 7140 graduate students will continue to assist local area non-profits by supplying a variety of public relations services through the end of the semester. Students hope to equip the organizations with PR resources that will sustain their organizational needs for the future while contributing to their mission. "I wanted to be a part of something from the beginning and was especially interested in contributing a strategic plan that will be ongoing and adaptive as the organization grows and changes," said Anne Sesko, graduate student working with SDDC. "I knew that this kind of collaboration existed, but did not realize what an impact it could have."
In addition to students, many WSU instructors believe the service learning initiative enhances classroom learning through real-life skill building, which ultimately provides a competitive advantage for participants.
"Service learning assists students in putting academic skills to practical use while recognizing their value as a contributor to their academic, professional and social community prior to formally entering the workforce,"says Donyale Griffin, professor in the Department of Communication and graduate instructor of the PR Campaigns course. "Students are being cultivated as citizens and professionals simultaneously."
Such efforts are ongoing campus-wide and COM 7140 is only one example of how this philosophy is being translated across the curriculum at Wayne. Surveys were disseminated to participants involved in service learning projects to gauge their awareness of service learning or community engagement opportunities in the Detroit metropolitan area and the impact it had on their lives and aspirations before and after taking part in their selected service learning initiative.
Since its inception in 2005, CommunityEngagement@Wayne has promoted Wayne State University's dedication to its local, urban environment. The initiative provides tangible benefits to communities and unique opportunities for students to apply newly learned skills in a real-world context. It supports the service learning endeavors of WSU instructors and students and welcomes innovative community partnering. Wayne State University is one of the nation's pre-eminent public research universities in an urban setting and offers more than 350 academic programs through 11 schools and colleges to nearly 33,000 students. For more information, visit www.wayne.edu.
For more information about this project, please contactDr.Elizabeth Barton at Community Engagement@Wayne, Wayne State University,2100 Undergraduate Library, Detroit, MI 48202, elizabeth.barton@wayne.edu- http://www.communityengagement.wayne.edu/.
LSU Ehrlich Award Winner Elected to Prestigious Fellowship (A Learn and Serve America Grantee)
Biological Engineer Professor Marybeth Lima, 2007 Thomas Ehrlich Award winner, was recently elected Fellow of the prestigious American Institute of Medical and Biological Engineering, joining more than 900 international engineers and scientists, among them Nobel Prize winners. Lima and her students work with East Baton Rouge Parish public school students, teachers, parents, and administrators to design, implement and raise funds for "dream playgrounds" created by elementary school students. Her service-learning project goal is to design and build a safe playground for every parish public school, all of which will be accessible to children with disabilities and will incorporate the children's own creativity. To date, Lima and her students have designed and/or constructed 13 playgrounds with the assistance of numerous community groups and funding agencies.
For more information about this project, please contactRoxanne Dill at LSU Center for Community Engagement, Louisiana State University,B-31 Coates Hall, Baton Rouge, LA 70803, rdill1@lsu.edu - http://www.ccell.lsu.edu - http://appl003.lsu.edu/unv002.nsf/0/2d45d7e74071d4ea
86257410005120d4?OpenDocument.
Biological Engineer Professor Marybeth Lima, 2007 Thomas Ehrlich Award winner, was recently elected Fellow of the prestigious American Institute of Medical and Biological Engineering, joining more than 900 international engineers and scientists, among them Nobel Prize winners. Lima and her students work with East Baton Rouge Parish public school students, teachers, parents, and administrators to design, implement and raise funds for "dream playgrounds" created by elementary school students. Her service-learning project goal is to design and build a safe playground for every parish public school, all of which will be accessible to children with disabilities and will incorporate the children's own creativity. To date, Lima and her students have designed and/or constructed 13 playgrounds with the assistance of numerous community groups and funding agencies.
For more information about this project, please contactRoxanne Dill at LSU Center for Community Engagement, Louisiana State University,B-31 Coates Hall, Baton Rouge, LA 70803, rdill1@lsu.edu - http://www.ccell.lsu.edu - http://appl003.lsu.edu/unv002.nsf/0/2d45d7e74071d4ea
86257410005120d4?OpenDocument.
2008 Summit on Indigenous Service Learning: Service Learning and Storytelling a Native Education Model
On April 30, 2008 - May 3, 2008, the Center for Service Learning hosted a second conference entitled the 2008 Summit on Indigenous Service Learning: Service Learning and Storytelling a Native Education Model. This 3 day conference was attended by more than over 90 people from all over the US including from as far as Hawaii, South Dakota, Montana. One of the highlights of the event was the place-based experience - a model unknown to most conferences, where participant had the opportunity to experience the "place" in which the event is hosted. Guests and locals alike got to pull canoe, weave cedar, do beadwork, and make drums. In the evening everyone enjoyed a cultural feast, visited with local elders and storytelling by open fire on the Lummi campus.
The conference also offered formal education workshops that focused on storytelling and service-learning. Keynote speakers were Roger Fernandes and Tracy Rector who inspired all who attended to teach using traditional and contemporary methods of storytelling both to preserve indigenous cultural heritage and address critical social issues in Native American communities. The conference was wrapped up on Friday by the closing speaker John Guffey whose message was the importance of honoring the cultural significance of service-learning in your community. This Highly Successful Summit was followed by the Honoring Indian Education Pow Wow, where participants enjoyed traditional drumming and dancing.
For more information about this event, please contact: Michelle J. Vendiola, Director of the Center for Service Learning, Northwest Indian College, Bellingham, WA 98226, 360-392-4300, mvendiola@nwic.edu, http://www.nwic.edu/csl.
On April 30, 2008 - May 3, 2008, the Center for Service Learning hosted a second conference entitled the 2008 Summit on Indigenous Service Learning: Service Learning and Storytelling a Native Education Model. This 3 day conference was attended by more than over 90 people from all over the US including from as far as Hawaii, South Dakota, Montana. One of the highlights of the event was the place-based experience - a model unknown to most conferences, where participant had the opportunity to experience the "place" in which the event is hosted. Guests and locals alike got to pull canoe, weave cedar, do beadwork, and make drums. In the evening everyone enjoyed a cultural feast, visited with local elders and storytelling by open fire on the Lummi campus. The conference also offered formal education workshops that focused on storytelling and service-learning. Keynote speakers were Roger Fernandes and Tracy Rector who inspired all who attended to teach using traditional and contemporary methods of storytelling both to preserve indigenous cultural heritage and address critical social issues in Native American communities. The conference was wrapped up on Friday by the closing speaker John Guffey whose message was the importance of honoring the cultural significance of service-learning in your community. This Highly Successful Summit was followed by the Honoring Indian Education Pow Wow, where participants enjoyed traditional drumming and dancing.
For more information about this event, please contact: Michelle J. Vendiola, Director of the Center for Service Learning, Northwest Indian College, Bellingham, WA 98226, 360-392-4300, mvendiola@nwic.edu, http://www.nwic.edu/csl.
Domestic Violence Gets ‘Old' for San Antonio College Learn and Serve Project (A Learn and Serve America Grantee)
Student Alejandro Gonzalez at San Antonio College in San Antonio, Texas, presents his Domestic Violence Awareness Month poster to the Task Force Against Domestic Violence and Capitol One Bank. The poster, which is displayed in all Capitol One branches, highlights awareness of violence against seniors who are at risk of being abused. Brook Rosser's Visual Arts and Technology class worked with the Task Force as a service-learning project, with funding from a Learn and Serve America Grant.
As a result of the service-learning project, Capitol One Bank is posting this poster and its companion brochure in all of its San Antonio branches and San Antonio College (through their Learn and Serve America grant) is doing the same throughout the city of San Antonio. Capitol One bank was so moved by the poster's message - that domestic violence occurs at all ages and seniors are just as likely to become victims as any other age group - that they also donated $50,000 to the Not Forgotten Coalition to help fund training for volunteers working with seniors.
Shown in the photo is a Deborah C. Parrott from the Family Justice Center, Jane Shafer from the Family Assistance Crisis Team; Yvonne Lozano, SAC Faculty in Gerontology; student Alejandro Gonzalez; Brook Rosser, SAC Faculty in Visual Arts and Technology who assigned the project; and Audrey Grams, San Antonio College Service-Learning Coordinator and Learn and Serve Project Director.
You can download a news clip of the event (7500K mpg).
For more information about this project, please contact Audrey Grams at San Antonio College, 1300 San Pedro Avenue, San Antonio, TX 78212-4299, agrams@mail.accd.edu.
Student Alejandro Gonzalez at San Antonio College in San Antonio, Texas, presents his Domestic Violence Awareness Month poster to the Task Force Against Domestic Violence and Capitol One Bank. The poster, which is displayed in all Capitol One branches, highlights awareness of violence against seniors who are at risk of being abused. Brook Rosser's Visual Arts and Technology class worked with the Task Force as a service-learning project, with funding from a Learn and Serve America Grant. As a result of the service-learning project, Capitol One Bank is posting this poster and its companion brochure in all of its San Antonio branches and San Antonio College (through their Learn and Serve America grant) is doing the same throughout the city of San Antonio. Capitol One bank was so moved by the poster's message - that domestic violence occurs at all ages and seniors are just as likely to become victims as any other age group - that they also donated $50,000 to the Not Forgotten Coalition to help fund training for volunteers working with seniors.
Shown in the photo is a Deborah C. Parrott from the Family Justice Center, Jane Shafer from the Family Assistance Crisis Team; Yvonne Lozano, SAC Faculty in Gerontology; student Alejandro Gonzalez; Brook Rosser, SAC Faculty in Visual Arts and Technology who assigned the project; and Audrey Grams, San Antonio College Service-Learning Coordinator and Learn and Serve Project Director.
You can download a news clip of the event (7500K mpg).
For more information about this project, please contact Audrey Grams at San Antonio College, 1300 San Pedro Avenue, San Antonio, TX 78212-4299, agrams@mail.accd.edu.
French Students Add Flair to the Festival of Nations
Almost twenty students in Frances Chevalier's Advanced Composition, Coversation, and Translation course contributed to the Crown Point (NY) Historical Society's Festival of Nations. Students researched Champlain's exploration of New France, the French heritage of the Champlain Valley region, and the relationship between the native Americans and early French explorers. They prepared French lessons and visual aids and learned early French songs that were popular at the time of Champlain's arrival to the region. During the Festival, September 15-17, 2006, the students and Professor Chevalier performed French songs, judged an art and sculpting contest for middle schoolers, taught French language lessons, and gave tours of the Champlain Memorial and the attached sculpture by Auguste Rodin, "La France."
"The students performed superbly, giving tours of the Champlain Memorial, instructing in French, and judging the sculpture contest," said Michelle Barber, Service-Learning Coordinator. "Our students seemed to enjoy the day, as did the youth and their parents participating in the Festival. I could tell it was a success when, on numerous occasions, Fran's students asked me if there were other service-learning projects in which they or their classes could get involved."
Class Syllabus.
For more information about this project, please contact Michelle Barber at Norwich University Service-Learning Program, 158 Harmon Dr., Northfield, VT 05663, mbarber@norwich.edu.
Almost twenty students in Frances Chevalier's Advanced Composition, Coversation, and Translation course contributed to the Crown Point (NY) Historical Society's Festival of Nations. Students researched Champlain's exploration of New France, the French heritage of the Champlain Valley region, and the relationship between the native Americans and early French explorers. They prepared French lessons and visual aids and learned early French songs that were popular at the time of Champlain's arrival to the region. During the Festival, September 15-17, 2006, the students and Professor Chevalier performed French songs, judged an art and sculpting contest for middle schoolers, taught French language lessons, and gave tours of the Champlain Memorial and the attached sculpture by Auguste Rodin, "La France." "The students performed superbly, giving tours of the Champlain Memorial, instructing in French, and judging the sculpture contest," said Michelle Barber, Service-Learning Coordinator. "Our students seemed to enjoy the day, as did the youth and their parents participating in the Festival. I could tell it was a success when, on numerous occasions, Fran's students asked me if there were other service-learning projects in which they or their classes could get involved." Class Syllabus. For more information about this project, please contact Michelle Barber at Norwich University Service-Learning Program, 158 Harmon Dr., Northfield, VT 05663, mbarber@norwich.edu.
