reproductions supplied by edrs are the best that can be ...courses, including interdisciplinary...

93
DOCUMENT RESUME ED 445 570 HE 033 126 TITLE Educating Students for Active Citizenship & Engaging with Communities: Practices in Higher Education. INSTITUTION Brown Univ., Providence, RI. SPONS AGENCY Corporation for National Service, Washington, DC.; Sallie Mae, Reston, VA. PUB DATE 1999-00-00 NOTE 92p.; First distributed at the Aspen Institute Presidents' Leadership Colloquium (Washington, DC, June 29-July 1, 1999). Also supported by KPMG Peat Marwick. AVAILABLE FROM Brown University, Campus Compact, Box 1975, Providence RI 02912-1975. Tel: 401-863-3779; E-mail: [email protected]. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Citizen Participation; *Citizenship Education; Citizenship Responsibility; College Students; *Democratic Values; Higher Education; Partnerships in Education; *School Community Relationship; *Service Learning; *Student Participation; *Values Education ABSTRACT This report provides brief descriptions of 83 practices followed by college campuses to educate students to be active, involved citizens and to engage their institutions with their communities. The summaries, arranged alphabetically by school, were prepared by Campus Compact member presidents. A "table of contents" groups practices into the following categories: (1) teaching the practice of democratic citizenship, and (2) promoting citizenship through student service, service learning, and community partnerships. The second grouping is further organized into the following categories: educational partnerships, health and science partnerships, other partnerships and service learning initiatives, and campus-wide events. (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

Upload: others

Post on 22-May-2020

2 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

DOCUMENT RESUME

ED 445 570 HE 033 126

TITLE Educating Students for Active Citizenship & Engaging withCommunities: Practices in Higher Education.

INSTITUTION Brown Univ., Providence, RI.SPONS AGENCY Corporation for National Service, Washington, DC.; Sallie

Mae, Reston, VA.PUB DATE 1999-00-00NOTE 92p.; First distributed at the Aspen Institute Presidents'

Leadership Colloquium (Washington, DC, June 29-July 1,1999). Also supported by KPMG Peat Marwick.

AVAILABLE FROM Brown University, Campus Compact, Box 1975, Providence RI02912-1975. Tel: 401-863-3779; E-mail: [email protected].

PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Citizen Participation; *Citizenship Education; Citizenship

Responsibility; College Students; *Democratic Values; HigherEducation; Partnerships in Education; *School CommunityRelationship; *Service Learning; *Student Participation;*Values Education

ABSTRACTThis report provides brief descriptions of 83 practices

followed by college campuses to educate students to be active, involvedcitizens and to engage their institutions with their communities. Thesummaries, arranged alphabetically by school, were prepared by Campus Compactmember presidents. A "table of contents" groups practices into the followingcategories: (1) teaching the practice of democratic citizenship, and (2)promoting citizenship through student service, service learning, andcommunity partnerships. The second grouping is further organized into thefollowing categories: educational partnerships, health and sciencepartnerships, other partnerships and service learning initiatives, andcampus-wide events. (SM)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Page 2: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

sting Students for Active Citizenship & Engaging with Communities

Educating Students for ActiveCitizenship & Engaging withCommunities: Practices in Higher

Education

M

O

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)This document has been reproduced asreceived from the person or organization

originating it.Minor changes have been made to

improve reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

BEST COPY AVAILABLE

2

r

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

Cc

TO THE EDUCATIONALRESOURCES

INFORMATION CENTER (ERIC)

)

7/10/00 11:50 K

Page 3: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

Educating Students for ActiveCitizenship & Engaging withCommunities: Practices in HigherEducation

This is a compilation of 83 practices, submitted by CampusCompact's member presidents, on how campuses are educatingstudents to be active, involved citizens and on how campusesare engaging their institutions with their communities. Inpresenting these examples, we felt it would be useful to ourweb site visitors to itemize each practice under the followingcategories: 1) Teaching the Practice of Democratic Citizenshipand 2) Promoting Citizenship Through Student Service,Service-Learning, and Community Partnerships. We hope youfind this useful.

This publication, which was first distributed at the 1999Presidents' Leadership Colloquium held at the Aspen Institutefrom June 29 to July 1, 1999, was made possible with supportfrom the Corporation for National Service, KPMG PeatMarwick, and the Sallie Mae Foundation.

Teaching the Practice of Democratic Citizenship

Allegheny College's new minor programBrown University's Presidential Seminar, "The Individual, theUniversity, and Responsibility within a Free Society"Claremont McKenna College's Student LeadershipConferenceConnecticut College's "Center for Community Challenges"DePaul University's "Discover Chicago" programFranklin Pierce College's freshman seminar, "Individual andCommunity"Gateway Community College's seminar, "The SocialResponsibilities of Leadership"Millikin University's required "University Seminar"Mount Holyoke College's "Speaking, Arguing, and WritingProgram"Pace University's incentive system, "Pace Rewards: ACommunity development program"San Francisco State University's "Project SHINE"Southwest Missouri State University's mandatory course,"Introduction to University Life"Tufts University's "across the curriculum" initiativeUnion College's development of "UC LEAD"University of Saint Thomas's "up and coming" citizenshipprogramUniversity of Vermont's advocacy for social and environmental

31 of 90 7/10/00 11:50 AM

Page 4: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

2 of 90

causesWhitworth College's required Core 150 program

Promoting Citizenship Through Student Service,Service-Learning, and Community Partnerships

Educational Partnerships

Bates College's "L/A Excels" and "Kids Plus" programsClarion University of Pennsylvania's "Partnership inEducation" projectColorado Mountain College's AmeriCorps programColumbus State Community College's Phi Theta Kappa

tutoring programFlorida State University's partnership with Leon' County

SchoolsIndiana University of Pennsylvania's CultureLinks ProgramLa Sierra University's tutoring program at Alvord UnifiedSchool DistrictMarian College's "Mentorina in the City" volunteer programMiami-Dade Community College's partnership with theMiami-Dade public school systemMontana State University-Northern's after school tutoringprogramMontclair State University's collaboration with a "networkedcommunity'Morris Brown's "Life Line: Teen Empowerment throughTutoring, Mentorinq and Counseling"Nazareth College's site-based teaching certification programOtterbein College's mentorship programPacific University's partnership with the Forest Grove SchoolDistrictRivier College's SO-PREPARED school enrichment programUniversity of Binghampton's "Johnson City Program"University of Colorado at Boulder's Internet writing centerUniversity of Maine at Farmington's service learningpartnership with the Mallett SchoolUniversity of New England's "Stevens Avenue Proiect"University of Richmond's establishment of an advisory board

Health & Science Partnerships

Calvin College's CEAP programChatham College's graduate program in physical therapyEast Tennessee State University College of Nursing's"Downtown Clinic"Mesa Community College's Partnership for Tobacco FreeYouthMetropolitan State University's campus-based communityhealth clinicNova Southeastern University's transformation of a sewerplant into a fish farm

... 4 7/10/00 11:50 AM

Page 5: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

3 of 90

University of Montana at Missoula's "Teaching CreativeMovement to People with Disabilities"University of Utah's Psychology 1010 program

Other Partnerships and Service-Learning Initiatives

Ball State University's course. "Education in a DemocraticSociety"Bennett College's youth outreach programsBrevard Community College's proposal to engage itsemployees at the Center for Service-LearningBloomsburg University of Pennsylvania's Migrant CommunityProjectCalifornia State University at Bakersfield's curriculardevelopment programCalifornia State University at Monterey Bay's sophomore levelcore requirement service-learning courseClemson University's Habitat for Humanity chapterCommunity College of Denver's development of a communityplacement web siteDefiance Colleqe's participation in the "Kids' CreationCommunity Playground" proiectDenison University's "Place-Based" Service-Learning programFort Lewis University's various partnerships with thelocal/regional communityHunter College's "Public Service Scholar Program"Johnson & Wales University's commitment to the ProvidencecommunityMacalester Colleqe's interdisciplinary Action ResearchprogramMinneapolis Community and Technical Colleqe's partnershipwith the Hennepin County social service systemNorthampton Community College's humanitarian TEAM Act

101 groupPortland Community College's Automotive TechnologyProgramRamapo College's course. Student Literacy CorpsRed Rocks Community College's wide spectrum of volunteeractivitiesRegis University's partnership with the San Jose Obrero

ParishSalisbury State University's Tax Assistance ProgramSanta Clara University's community partnership. "EastsideProject"Trinity College's engagement with a Boys & Girls Club located

on campusUniversity of Denver's establishment of a Service LearningAdvisory CommitteeUniversity of Redlands's Service Hours GraduationRequirementUniversity of Southern Colorado's Community ResearchServices

5 7/10/00 11:50 AM

Page 6: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

4 of 90

West Virginia Wesleyan College's process of "activelylistening to the community"

Campus-Wide Events

Cleveland State University's "Sprinafest" service activityCollege of St. Mary, Nebraska's "stand down" for homelessveteranson Veteran's DayColorado State University's variety of coordinated eventsFitchburg State College's widespread student involvement inNational Day for Hunger and HomelessnessLDS Business College's "Service Learning Day"Lesley College's ABC DayMarietta College's Neighborhood@ programPueblo Community College's participation in "National Dr.

Seuss Day"Valparaiso University's "Christmas in April" projectVincennes University's "Rainbow of Harmony" Dinner

Allegheny College, PennsylvaniaRichard Cook, President

Allegheny College will launch a new minor this fall to engagestudents, faculty, and community partners in theoretical andpractical inquiry about the nature of citizenship,service-learning, and democracy. This interdisciplinaryacademic program will allow students to understand socialaction and its ethics intellectually as well as practically. Thenew minor with roots in the psychology, philosophy, andeconomics departments strengthens the curricular layer ofAllegheny's already deep commitment to the Crawford Countycommunity. Faculty and students regularly engage inservice-learning through academic internships and selectedcourses in various fields including environmental science,psychology, political science, and communication arts. Strongstudent leadership drives the co-curricular service movement inwhich over 56% of the student body contribute over 25,000hours of community service yearly. In 1998-99, 17% of thecollege's overall work-study budget was allocated to fundingstudent work in local community organizations.

"Values, Ethics, and Social Action" (VESA) will make theprimacy of education for citizenship more explicit for students,faculty, and community partners. Passed with overwhelmingsupport by an enthusiastic faculty, the first course has beengreeted with high student enrollment. With support from theDemmler Fellowship, which funds faculty initiatives inacademic program enhancement, six VESA faculty areengaging in course development this summer. Rather thanscattered, unconnected efforts in service-learning and socialjustice, VESA offers a coherent course of progressive study

B 7/10/00 11:50 AM

Page 7: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

that connects the disciplines as it encourages students toexplore citizenship and values. Students must complete sixcourses, including interdisciplinary introduction and Capstoneseminars (all of which include a substantial service-learningcomponent). Other courses explore issues of wealth, poverty,politics, ethics, community, behavior, environmental justice,moral theology, gender, and diversity. Students enrolled in theminor must complete experiential learning components toaccompany classroom learning: a service-related internship and84 hours of community service. Students will be placed invarious agencies addressing issues of poverty, education,welfare, and teen pregnancy with at-risk children and youth,the elderly, and adults. The joint aspects of this theoretical andpractical learning will attempt to move students from talkingabout justice to promoting it, from debating about goodcitizenship to living it, and from community service to socialaction.

Engagement in our community and significant reflection in theclassroom will help students understand what it means to valuecitizenship in a democratic community. VESA will enhancestudents' abilities to think critically about social systems, withthe community service component acting as a laboratory inwhich they are led to confront their assumptions and learnproblem-solving skills in the context of socially meaningfulwork that addresses real community concerns. In a time ofincreasing social problems and scarce resources for socialprograms, students can supply much needed ideas, skills, andtime to meet community challenges. Likewise, by working inpartnership with local non-profit agencies, we can offer ourstudents opportunities for learning about and contributing toour shared community in a way that is grounded in realism aswell as academically rich. VESA demonstrates to ourcommunity that Allegheny's commitment to the common goodis linked in vital ways to our educational mission and that weare proud to engage in mutually beneficial partnerships withour neighbors.

New Century Connections, Allegheny's five-year strategic plan,and Allegheny's time-tested educational objectives emphasizeour goal of preparing our students to be rational, ethical, andresponsible citizens and leaders who stand by theircommitment to democracy and community.

We believe that Values, Ethics, and Social Action will take usanother step closer to that goal. In a culture of almostunparalleled individualism, education for citizenship andcommunity building would seem to be one of the greatest giftsthat the college and the community can give to each other andto our graduates.

75 of 90 7/10/00 11:50 AM

Page 8: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

6 of 90

Ball State University, IndianaJohn Worthen, President

During the 1998 99 academic year, Ball State's Department ofElementary Education placed 530 students in service learningactivities providing at least 26, 500 hours of service to ourcommunity. Students worked in agencies serving youth andfamilies, tutored in after school programs, and coached at theYMCA.. They served at the Children's Museum, developedmaterials for the Minnetrista Cultural Center, and conductedtours at Oakhurst Gardens. Some served in day care centers,community centers, or special programs devoted to introducingat-risk children to the arts or athletics. Others served athomeless shelters, juvenile detention centers, or crisis centersfor abused women and their children.

How did we make this happen? In the fall of 1998, theDepartment of Elementary Education launched a newcurriculum that opened an exciting chapter in the history ofAmerican education. The department began in 1995 to create acurriculum that would equip teachers with new tools and newattitudes. Every early childhood and elementary teachergraduating from Ball State, we believe, should be prepared tobe a reflective practitioner, a lifelong learner, and an active andthoughtful citizen.

EDEL 100, Education in a Democratic Society, offers an initialinvestigation into teaching and the teaching profession. Thepurpose of this new course is "to introduce teaching as aprofession that is influenced by multiple factors including self,child, family, community, and society." Students participate incivic activities as a way of coming to understand children andthe various conditions that influence the teaching profession.All prospective early childhood and elementary teachers takethis required course.

In this service-learning course, students are required to providea minimum of 50 hours of service in clinical field settings. Ourearly childhood and elementary education majors receive avariety of experiences representing a broad range of society.Their sharing during service seminars is exciting and theirreflection papers are often impressive. They are being exposedto marvelous opportunities to look at the world in which ourchildren are growing up. Through this course, most of ourstudents expand their view of society and the civic role theycan play as potential professional educators.

Service -learning provides a method for incorporatingcommunity service as an important pedagogical tool for theeducation of students in a democratic society. Communityservice has been on the national mind for most of the 1990s.Conservatives and liberals alike have urged a return to the

8 7/10/00 11:50 AM

Page 9: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

7 of 90

American tradition of community engagement and civicresponsibility described so engagingly by Alexis deTocqueville in Democracy in America. In teacher education,this union of service and learning is particularly important. Bypaving an avenue for students to reflect on how theythemselves learn, service learning can help bring personalcoherence to each student's understanding of pedagogicaltheories and practices. In addition, by immersing students inthe community outside of the university or lab-school, servicelearning compels them to develop a broader picture of whereschools and the business of education fit into the complexsocial and political system of American democracy.

Through these learning experiences, Ball State students exploretrends which shape education in a democratic society, engagein civic activities which influence the lives of children,examine professional traits and strategies necessary forsuccessful teaching and learning, develop an understanding ofthe complexities of teaching and learning, identify and reflecton personal education experiences that influence teachingpractices, and begin an inquiry into the nature and aims ofeducation in a democratic society.

Course instruction time includes activities to help studentsshare what they are learning with others as well as to reflect ontheir work experiences in light of their academic studies. Andthrough this course, Elementary Education faculty arethemselves practicing service learning, renewing their interestsin the themes of education and democracy, and becomingteachers of teachers for the twenty-first century.

Bates College, MaineDonald W. Harward, President

"L/A Excels" a college-community collaborative venture,began in the summer of 1998. It has resulted in several"Community Conventions," determining a vision of communityexcellence and delineating several transformative projects inzones of educational aspiration, economic vitalization,leadership development, and quality of life in the community.This grass- rooted, community building project is the mostextensive in the history of the State, according to the Governor,and may be among the most inclusive and community-drivenleadership projects in the nation (at least we are led to believethis from the foundations that are currently assisting us).

"Kids Plus," which is funded by the National Corporation forPublic Service and by Bates, with support from area agencies,strives to raise community aspirations and learning whileengaging Bates College students, faculty and staff inmeaningful service-learning projects. It focuses on the LongleySchool and the Lewiston Multi Purpose Center neighborhoods

9 7/10/00 11:50 AM

Page 10: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

and acts as a vehicle to encourage service providers andresidents to identify community needs and access the resourcesto meet those needs. The intent of "Kids Plus" is to assure thatin-school efforts assist in implementing Maine LearningResults and that out-of-school efforts address the community'srequest for high quality activities for all ages. Work focuses onstudent learning, arts programming, resident support andcommunity building.

Highlights of the first very successful year of "Kids Plus"include:

Teachers from Longley, Martel and McMahon workedcollaboratively with Bates faculty and students to publish acurriculum document aligning Maine Learning Results withcurrent science curricula.

The theater production "The Great Shoe Strike" based on areal incident in the city of Lewiston's history was produced bythe Great Escape Theater. Over 200 public school students andcommunity members attended. The Great Escape Theater was aproject of the Bates Theater Department course "CreatingCommunity Theater." It was done in collaboration with thelocal arts agency, L/A Arts, and leveraged funds from theDavis Family Foundation and the Simmons Foundation.

Nearly 50 Bates students were mentors to Longley School4th, 5th, and 6th graders. The program included school visitsand events held on campus for the younger students. On theaverage, each mentor spent 35 hours with his/her mentee. Inaddition, a senior psychology major designed a programevaluation format for her senior thesis.

Two Bates students and 2 Longley parents began and led aGirl Scout troop for downtown girls. The demand was so highthat next year this effort will double.

Nearly 500 hours of quality after-school activities wereprovided children in the after-school program at theMulti-Purpose Center in Lewiston. Service-learning students,work-study students, and volunteers supported this effort.

A pre-orientation service project for first-year students wasplanned with Longley School parents.

Thirty-seven people, representing 13 families, participated ina 12-week "Nurturing" program designed to buildcommunication and conflict resolution skills within the family.This project was funded jointly by the College and the Sistersof Charity Health System and used work-study students assupport staff.

108 of 90 7/10/00 11:50 AM

Page 11: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http: / /www. compact. org /resources/bestpractices.html

Students from the Education Department's "Perspectives inEducation" worked in the classrooms of Longley.

Education faculty, a first grade teacher, and anindependent-study student work collaboratively during ShortTerm to design a model classroom experience. This will beused in the future to provide prospective secondary educationmajors with a background in literacy acquisition.

Anti-smoking groups were organized by psychology studentsduring Short Term for Longley School children.

Bates faculty and students hosted a science day on campus forall Longley 5th and 6th graders. The event was organized by aWomen's Studies major who had received national funding toimplement the project.

Bennett College, North CarolinaGloria R. Scott, President

Social Work majors were trained in conflict resolution as a partof the Human Behavior and Social Settings course. Theservice-learning component involved these majors in conflictmanagement for youth enrolled in the local Boys & Girls Club;Big Brothers and Big Sisters; Dudley High School; and theseveral youth outreach programs sponsored by Bennett College(i.e. NASA Scholars for Excellence in Mathematics, Science,Engineering and Technology [SEMSET], and TeensLead, theleadership program for area teens).

Over 375 Greensboro, N.C. elementary, middle, and highschool youth ages 8-18 have been trained in conflict resolutionthrough this service project. The participants conducted on-sitetraining sessions with the students. The sessions involvedanger management, role play, one-on-one counseling, andmediation training. Area representatives with expertise inconflict resolution were also invited to provide further trainingfor the youth and the Social Work majors.

We believe this project has not only impacted the young peopleinvolved, but has also affected their families, their schools andtheir communities. Our Bennett College students have learnedhow to handle conflicts and how to help young people resolveconflicts without engaging in violence. They have beenprepared to service the communities in which they will resideas graduate students, employees and socially aware citizens.Their program was grounded in the instituted goal of socialjustice through service-learning and participation.

Brevard Community College, FloridaThomas E. Gamble, District President

119 of 90 7/10/00 11:50 AM

Page 12: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http: / /www. compact. org /resources/bestpractices.html

Nationally, there has been a resurgence of community serviceinvolvement by college students, businesses, K-12 youth, andsenior citizens. In Brevard County, we have witnessed thisreturn to community through our Brevard Community Collegestudents, the United Way Volunteer Center volunteers, andBrevard County School District youth. The key ingredient thatbinds and unites these separate but similar citizen enclaves isthe web of mutuality between volunteer and recipient,community and institution, and need and resources. At BrevardCommunity College, our vision and support structures have ledto an expectation of service as an integral part of the collegiateexperience. This involvement is intentional, central, and vitalto the college, the community, and most of all, our students.

Now is the time to extend these prodigious benefits ofcommunity service to another key constituent of the college -its employees! Several businesses and organizations havedeveloped creative and far-reaching projects to help thecommunity and their employees through systemic efforts forservice to the community. Chrysler Corporation, Levi-Strauss,the former NCNB Bank, Timberland, and the Body Shop aregood examples of business' commitments to helpingsurrounding communities and workforces.

Brevard Community College is in an advantageous position todo likewise. Our name is community; our students are modelsof citizen participation; our closeness to community is evidentthrough many initiatives across the institution. We have theapparatus in place to logistically coordinate and support asignificant project. I am proposing that BCC employees havethe opportunity to volunteer at Center for Service-Learningspecified service sites for 1 1/2 hours per week in lieu of the 11/2 hours presently allowed for exercise. All sites would beselected by the CSL, taking into consideration city need andpossible positive impact on the employee. Service hours wouldbe documented on appropriate forms, and all employees wouldinform their direct supervisors when they would be servingtheir community.

This opportunity could be a real catalyst to demonstrate thatBCC cares enough to commit resources to the most importantresources that we have - our community and its citizens. Theproject would be a definitive statement of the seamless web ofmutuality, which binds all of us. If the community becomeshealthier, the College benefits likewise!

During a time when colleges and universities across thecountry are pondering about what an engaged institution shouldbe, and are talking about becoming community citizens.Brevard Community College will be a more committed

1210 of 90 7/10/00 11:50 AM

Page 13: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

11 of 90

institution for civic and personal development.

Brown University, Rhode IslandE. Gordon Gee, President

Brown University has long prided itself on having a studentbody committed to community service and social change. Andyet, Brown lacked a broad and formal way of discussing issuesof ethics, civic responsibility, and community commitment.Upon becoming the seventeenth president of Brown last year,E. Gordon Gee announced that "Brown is a private universitywith a public purpose" and has challenged the Browncommunity to define that ideal. The PresidentialSeminar--entitled "The Individual, the University, andResponsibility within a Free Society"--is a cornerstone of thateffort.

The Presidential Seminar is committed to establishing anintentional conversation throughout the campus and betweenthe campus and surrounding communities on the questions ofpersonal and institutional civic responsibility. The PresidentialSeminar consists of multiple interrelated components. Theinstructional seminar and the evening panel discussions (points1-4, below) began in January, 1999, and are ongoing. Outreachto other student groups (point 5) began on a limited scale inJanuary, 1999. The following initiatives are to be in place bythe 1999-2000 academic year:

The instructional seminar, which includes students, PresidentGee, and invited public servants from the Rhode Islandcommunity, will explore the values inherent within liberaleducation and the ways that academic institutions and theirmembers contribute to the public good.

The evening panel discussion, involving Brown and the widercommunity will feature distinguished experts, who alsoparticipate in the afternoon instructional seminar.

Outreach to general public through interactive Web site.

Action-research project that derives from the seminar.

Outreach to all students through faculty fellow study-breaks,dorm-based discussions, and other community-buildinginstitutions.

Outreach to faculty through various faculty collegia and fora.

Outreach to Rhode Island, through participation of publicschools and community organizations.

Outreach to alumni, through web access and alumni magazine

13 7/10/00 11:50 AM

Page 14: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.htrn1

12 of 90

coverage.

Outreach to Brown Corporation, by making materialsavailable for meetings and retreats.

Bloomsburg University of PennsylvaniaJessica Kozloff, President

Rural central Pennsylvania hosts a transitory andsemi-permanent migrant community serviced by education andsocial welfare agencies. These agencies function in a climate ofresource loss due to federal, state, and local downsizing.Students need opportunities to experience multicultural,real-life situations preparing them for careers and responsiblecitizenship. The Migrant Community Project, a collaborationbetween Bloomsburg University professors, the SOLVE andAdmissions offices, and local education and social welfareagencies benefits all involved. The Project's goal is tochallenge the University and relevant service agencies tofacilitate the concept of service-learning by developing aninterdisciplinary teaching and research process that fostersresponsible citizenship and experiential learning.

Project Overview developed through Bloomsburg UniversityStrategic Planning Funding from 1996-98. The MigrantCommunity Project established an alliance betweenBloomsburg University, the SOLVE Office, the AdmissionsOffice, the Central Susquehanna Intermediate Unit NortheastMigrant Education Program and other agencies that service themigrant population in this region. This alliance provides a widerange of meaningful opportunities for Bloomsburg Universityfaculty and students including research, service-learning,internships, teaching, mentoring, tutoring and programdevelopment.

To date, professors and their students from Curriculum &Foundations, Anthropology, History, Languages & Cultures,Nursing, and Sociology & Social Welfare and various athleticcoaches and their players are involved with The MigrantCommunity Project.

Three annual campus events are crucial to The MigrantCommunity Project: the Spring Northeast Migrant Family Day,the June Student Leadership Overnight, and the Fall StudentLeadership Day. This year, six Migrant Ed students areenrolled in the Congressional Awards through SenatorSantorum and our Student Leadership Overnight fulfills one ofthe requirements. These events are invaluable for the migrantpopulation as well as for Bloomsburg University. Studentsparticipate in organizing the conferences, facilitate workshops,and serve as mentors throughout the day.

14 7/10/00 11:50 AM

Page 15: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http: / /www. compact. org /resources/bestpractices.html

13 of 90

The Migrant Community Project provides opportunities forfaculty and students and supports the University's strategicgoals. This "out-of-classroom" learning experience preparesstudents for careers, improves relationships with communityorganizations, challenges students to perform at their highestacademic potential, allows them to explore other cultures andhelps foster mutual respect and understanding. Likewise itimproves the quality of teaching and fosters interdisciplinaryeducation and research at Bloomsburg University.

California State University, BakersfieldThomas A. Arciniega, President

For several years California State University, Bakersfield hasedged toward a university-wide requirement for communityservice. Universities in Arizona and Oregon, and sister CSUcampuses with such requirements have been studied carefully.During the1996-97 revision of the campus Mission and GoalStatement, one of the most intensely examined issues waswhether to establish such a requirement as a goal that theUniversity would commit itself to accomplish during the nextfive years.

After much thought and discussion, we debided against theimmediate imposition of this requirement. The reasons are,simply, that first, virtually all CSUB students are commutersand work 30+ hours a week. To add a community servicerequirement on top of their other academic and personalresponsibilities seemed unrealistic. Second, even if theUniversity wanted to require a community service experience,the campus lacked the staff and resources to provide such anopportunity. Finally, our faculty needed additional trainingtime and orientation to properly supervise the students in suchplacements. The faculty had not worked out how communityservice could best fit into the curriculum and be mademeaningful for students. The CSUB Academic Senate's advicewas to proceed carefully.

The President and deans have taken this advice to heart,although we are still determined to move forward. We decidedthat the approach had to be systematic. First, a number ofcommunity service programs were consolidated into a singleoffice. As a result, Cooperative Education, Human Corps, andinternships were merged into the Office of CommunityServices Programs (CSP). Second, a new director was recruitedto manage the CSP Office and charged to proceed with alldeliberate speed. Third, to support her efforts, the Universityand the CSUB Foundation funded three half-time positions forthe office.

The new director has lived up to our expectations. Almostimmediately after her appointment she applied for and received

15 7/10/00 11:50 AM

Page 16: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compactorg/resourcesibestpractices.html

a Campus Compact grant, and an outside grant that willprovide a strong support base for the CSP activities over 5years.

During the past year and a half, the CSP Director has put onthree workshops that have trained thirty faculty on how tointegrate community service learning into their classes. For thefirst workshop, Campus Compact monies allowed us to bringin an expert to the campus to advise the faculty on the myriadof possibilities in community service-learning. Since the firstworkshop, CSUB has relied on its own faculty to facilitate theworkshops. Campus Compact and outside grant money alsoprovided small internal grants to assist faculty in revising theircourses. The CSP Office has provided the oversight andcoordination for each of the faculty involved. This effort hassignificantly expanded our community service capabilities.Twenty courses have already been revised to include acommunity service learning option. Another 10-15 will soonfollow. Participating faculty have come from many disciplines,including Psychology and Sociology, disciplines that onewould expect to be interested, but also from Chemistry, Art,and Mathematics. We expect to bring 10 to 15 faculty into thisprocess each year.

The CSP Office has also been busy developing potentialplacements in the area. The Director and the part-time staffhave been at the center of this broad-based activity. Theplacements being secured fit into several categories. Some arepaid cooperative education placements at nearby corporations;others are internships directly related to particular majors;finally there are placements that fall broadly under humanservice and community service-learning. While there is stillmuch to be accomplished, the time is now in sight whenenough placements will be available to support auniversity-wide requirement.

This two-year effort has heightened our community servicescapability across the institution and much progress has beenmade. However, much remains to be done. We are confidentthat community service-learning is here to stay at CSUB,thanks to the efforts of key faculty and staff who have pushedhard during the initial phase these past two years.

California State University at Monterey BayPeter Smith, President

For at least three years, the Service Learning Institute will offersections of SL 200 - Introduction to Service in MulticulturalCommunities, an introductory service learning course, in aneffort to "jump-start" the development and implementation ofthis sophomore level core requirement.

1614 of 90 7/10/00 11:50 AM

Page 17: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

15 of 90

SL 200 - Introduction to Service in Multicultural Communities(SL) prepares students to enter and exit communitiessensitively and respectfully, participate in responsive service,and analyze community needs and assets in the social andinstitutional context of power and resources. This coursedirectly prepares students to meet the ULR in CommunityParticipation (CP) and provides students the opportunity toacquire skills, knowledge and abilities related to their effectivecompletion of upper division service-learning courses andexperiences. Students are introduced to the methods,guidelines, and principles of community-based learning as theyintegrate readings, discussions, simulations, and films, withdirect community service experience.

Calvin College, MichiganGaylen Byker, President

CEAP is a collaborative effort of faculty across Calvin'scampus, but mainly in the sciences, whose focus isunderstanding the interconnections of the campus, the localecosystem, and the surrounding communities. The goal is toimpact the College and local municipalities as well asindividual behavior. In this innovative program, facultydedicate a regular lab session or project to collecting data thatcontributes to an overall assessment of the environment of thecampus and surrounding area. Classes form working teamsrelated to particular environmental issues. The data forms thebasis for recommended changes in campus polices, forprograms that target individual behavioral changes, and foridentifying issues that involve and impact the adjacentneighborhoods. The program is dramatically increasing thenatural science faculty and students' involvement inservice-learning. CEAP is developing a model that can be usedby other colleges and universities to move faculty to greaterengagement with the local community. Imbedded in the CEAPdesign are several "best practices" in educating students forcivic engagement:

CEAP is integrated with the curriculum. Faculty membersre-designed existing labs and projects to connect with theCEAP program. For example: chemistry students examine thewater quality of the Calvin ponds; physics students measureenergy usage on campus; biology students examine theproductivity of the ecosystems of the lawn and old field; andgeography students study the consumption patterns of students.

CEAP creates a stronger academic community. The CEAPprogram was designed by a group of faculty members,representing each of the disciplines within the natural sciencesat Calvin. Each year since its conception in 1997, participatingfaculty and newly interested faculty convene through Calvin'sfaculty development program to discuss results and plan for the

17 7/10/00 11:50 AM

Page 18: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

upcoming year. Professors from the social sciences andhumanities have joined the program with their own projects.

CEAP opens up vistas for service and citizenship in a powerfulway. The disciplinary content a student learns through a CEAPproject is comparable to a traditional classroom, library or labactivity. The added value, however, is that the student begins tosee the relevance of study and analysis for dealing withcomplex and pressing problems. Many students who would notconsider themselves activists have the opportunity to learnmore about environmental issues and what can be done toaddress them.

The structure of CEAP involves "grass-roots" energy and"top-down" support. There are multiple entry points forinvolvement in CEAP. Faculty members across the collegealong with student from the Environmental StewardshipCoalition are involved.

Chatham College, PennsylvaniaEsther Barazzone, President

Chatham College supports good citizenship throughwide-ranging community service and service-learningprograms that result in approximately 12,000 hours ofcommunity service each year. The single largest campuscontribution is through the service-learning component of thegraduate program in physical therapy, which was developed byfaculty member Pamela Reynolds. Chatham's physical therapystudents complete a 2-4 week service experience during theirfinal clinical training period. Students are required to report ontheir service activities in writing and in an oral presentation.

This service experience focuses on contributions individualsmake beyond their professional role. It will enable students tobegin to internalize their roles as service-oriented citizens andhealth care professionals. Service experiences will include, butnot be limited to working with a disadvantaged, under-servedor cross-cultural population. Students will demonstrate socialresponsibility, citizenship, and advocacy, includingparticipation in community and human service organizationsand activities. Students will expand their perception andunderstanding of health and illness and the variety of meaningsthese terms carry for members of differing groups.

In the past four years, students have served 63 sites in 12 statesand 4 countries. Sites have ranged from the Albert SchweitzerHospital in Deschapelles, Haiti to the Ecumenical WomenSolidarity Fund in Zagreb, Croatia, to the Center for CreativePlay right here in Pittsburgh.

Claremont McKenna College, California

16 of 90 18 7/10/00 11:50 AM

Page 19: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.htrn1

Pamela Gann, President

There are two initiatives in place at Claremont McKennaCollege which have been helpful to those concerned withpromoting a stronger sense of civic responsibility amongstudents. One is the "New Student Community ServiceProject." The other is the "Student Leadership Conference."

The New Student Community Service ProjectEvery September, as a part of the College's new studentorientation program, the entire freshman class, new transferstudents, student orientation sponsors, resident assistants,student career consultants, student community servicecoordinators, and student academic liaisons participate in avolunteer program.

The project students undertake, and the logistical supportrequired for the project are determined during the summermonths by the Director of Internships and Volunteer Programs.Projects in recent years have included: fence painting andspreading sand (seven tons!) throughout the playground of alocal pre-school; cleaning up the local Little League field;landscaping the grounds and interior painting of the CrippledChildren's Society; and landscaping the grounds of a localpublic school.

The Director has attempted to select projects which: providenew students with an opportunity to see they can make atangible difference; provide students with a common bondingexperience; and serve as vehicles to let students know aboutother "helping" opportunities in which they might involvethemselves during their time at the College. Most importantly,the project - an outreach effort - serves to establishrelationships with the local community.

The New Student Community Service project was initiated sixyears ago when student government agreed to give up a portionof the orientation program dedicated to social programming.Students were initially reticent about relinquishing that time.However, after the first entering class successfully completedtheir project they challenged each succeeding class to do abigger or better job and the project took on a life of its own.

The Student Leadership ConferenceThe Student Leadership Conference was designed to helpprovide those who serve in leadership positions - studentgovernment officers, club and organization presidents, athleticteam captains, and resident assistants - with the basic skillsthey will need to be successful. The Conference helps studentsrecognize that they have, can, and should exerciseresponsibility for themselves and for others. The programminghas included workshops and sessions, which address topics

1917 of 90 7/10/00 11:50 AM

Page 20: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

18 of 90

such as: ethics, establishing and managing priorities,self-assessments, community service and volunteerism; anddiversity. The Conference has been a very useful tool forhelping students learn how to help themselves, learn to respectthe rights and opinions of others, and learn that to make adifference they must be proactive.

Clarion University of PennsylvaniaDiane Reinhard, President

Partnerships in Education Project: Learning and ServingTogether for all Children is a model educational systemschange project between Clarion University of Pennsylvania andsix school districts from Clarion and Venango Counties. Thesecollaborations have been designed and implemented to enhanceteaching and learning outcomes in basic and higher education.Fiscal and human resource collaborations between basic andhigher education facilitate systemic staff development offaculty and provide for restructuring to improve learningoutcomes for children teaching students. This is accomplishedby mobilizing university resources in concert with basiceducation resources and empowering in-service teachers tomaintain systems change activities in service to children.Service-learning philosophy and practices are the catalyst forinitiating and maintaining systems change and improvement.

Clemson University, South CarolinaConstantine W. Curris, President

In 1995 Clemson students formed a student chapter of theHabitat for Humanity organization.

Working with the Clemson University administration, theHabitat for Humanity chapter undertook its constructionproject in conjunction with the University's annualHomecoming celebration. This football celebration entailsstudent organizations building and decorating large displays onthe campus commons known as Bowman Field. To thesedisplays a Habitat for Humanity project was added. DuringHomecoming week 1995 (and in subsequent years as well)student volunteers labored to build a Habitat for Humanityhome. Unexpectedly, the workforce rapidly expanded beyondstudent chapter members. Over one hundred students(including graduate assistants and student athletes) activelyparticipated in the initial year's construction.

The student chapter asked for donations to purchase suppliesand building materials. Local churches and civic groupsresponded, as did University faculty, staff and students.Donations and student volunteers have been so extensive thatin 1999 two Habitat for Humanity homes will be constructed.Once Homecoming is over, homes are transported by

20 7/10/00 11:50 AM

Page 21: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

professional house movers to a permanent site in thecommunity where construction is completed. Studentsaffiliated with Clemson's landscape architecture andhorticulture programs donate time to landscape these homes.

The number of students involved in the construction is notknown because of innumerable "drop-ins" during Homecomingweek. However, the tally of known students participating inconstruction this past October was just shy of 500.

All campuses develop traditions that last for years. At Clemsonthe all-night efforts to construct Homecoming displays is oneof those traditions. An icon of that tradition is the Habitat forHumanity project, which is viewed by our student body as atrue "service" project provided by Clemson students as adistinctive and memorable part of their Homecomingexperience.

Cleveland State UniversityClaire A. Van Ummersen, President

VOLUNTEER CENTERIn 1999, a new service was added to the Department of StudentLife within the Division of Student Affairs to provide aclearinghouse of volunteer community service opportunities tostudents, faculty and staff. Through the use of a VolunteerDirectory and Volunteer Fairs, students link up with serviceagencies and learn citizenship in their own community. Morethan 88 social agencies are registered in the Directory and atotal of 1,668 student contacts were made at the VolunteerFairs. In addition, the Volunteer Center coordinatesparticipation in service activities such as walk-a-thons andother community events in the Greater Cleveland area. ContactPerson: Steve Liss, Director, Volunteer and EducationalPrograms (216) 687-2048.

STUDENT ORGANIZATION VOLUNTEERISMOver 150 student organizations participate in volunteerexperiences on and off campus. The Student Organization ofthe Year Award criteria includes points for community service.Fraternities and sororities are especially active in raising fundsand awareness for selected charities. Student organizationsreported 324 community service hours during the fall semester.

EVENTS TEACHING CITIZENSHIPFor the first time, Springfest activities included a serviceproject where members of the University community couldvolunteer at the Cleveland Metroparks Zoo Earthfest event.The Volunteer Center was awarded the 1999 "Best NewAddition" to Earthfest. The Uniting to Share Fair wasdeveloped to raise money and awareness among students aboutUnited Way and Community Shares agencies. Through a

2119 of 90 7/10/00 11:50 AM

Page 22: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

fair-like event, students raised almost $500. Additionally, manyprograms include components of citizenship (including theChili Challenge) where all funds raised are donated to theMalachi House for terminally ill and the American Red Crossand Lifeshares blood drives held throughout the year.

WELLNESS PEER EDUCATORSIn 1999, the H.O.P.E. (Helping Others through Peer Education)group was formed in the Wellness Center as a volunteer groupof trained students who provide peer education to their fellowstudents. This group was so successful in teaching wellnessissues that they were awarded the Bacchus & Gamma PeerEducation Network Area VIII "Outstanding New AffiliateAward" for 1999.

College of Saint Mary, NebraskaDr. Maryanne Stevens, President

Each year around Veteran's Day, the Veteran's AdministrationHospital in Omaha, NE holds a "stand down" for homelessveterans. A "stand down," in military terms provides a brief,safe encampment and the opportunity for rest andrehabilitation. On Saturday, November 8, 1998, three CSMnursing faculty members gathered 12 nursing students andshowed up at the Omaha Civic Auditorium to staff this effort.CSM faculty and students provided blood pressure and TBscreening, checked veterans for foot problems, and gave flushots. In all, nearly 150 homeless persons, 115 of themveterans, were served.

Through this effort, the students were able to "put a face on"homelessness and to see that in small ways, they could offercomfort and support to members of the community who areoften forgotten. They also learned about the system of servicesavailable to Veterans and to the homeless in general. This is aneffort that the College of Saint Mary community has beeninvolved with for the last several years and expects to beinvolved with each year in the foreseeable future.

Colorado Mountain CollegeCynthia M. Heelan, President

Our local AmeriCorps program is in its fifth year of operationand we are hopeful for funding to continue a sixth year. We areone of the first programs to start up in the country. We havereceived funding to sponsor 20 to 25 AmeriCorps members foreach eleven-month term. At the end of their term of serviceAmeriCorps members receive $4,725 towards their highereducation goals. It is a win-win opportunity all the way around.

Our members serve in rural mountain communities of theColorado Rockies, covering a several hundred-mile region of

2220 of 90 7/10/00 11:50 AM

Page 23: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

the College district. Our mission this year "is to increaseself-reliance by developing program members and byidentifying and providing needed services to at-risk youth andtheir parents in a collaborative and responsive environmentwith human service agencies from both Garfield and LakeCounties."

Eleven full-time and five part-time members successfullygraduated from this AmeriCorps program. The three membersserving in schools surpassed the program goal for involvementwith youth by 25%; we exceeded our goals for new contactswith youth by nearly 160%. 90% of the targeted youths' schoolgrades increased by our goal of one grade level in math,science, and social studies. 80% of targeted youth raised theirgrade one level in English and reading. Most of these youthwere "English as a second language" students. (Spanish is theirfirst language.) Surveys completed by local teachers showed a100% satisfaction regarding the performance and involvementof AmeriCorps members.

In after-school recreation programs and youth centers,AmeriCorps members planned and implemented over 4.5 timesthe number of targeted hours established as our goal for youthprograms. Members provided a safe environment and focusedon the development of social skills, promoting self-esteem, andteaching positive alternatives to violence as a solution. Theyouth surveyed showed 100% satisfaction with the activitiesoffered.

In social service agencies, AmeriCorps members more thandoubled their expected number of service hours in groupcontacts, spending time in 2,950 group contact projects.Members in social service agencies served nearly 3,100individuals.

In our first quarter for 1999...We have eighteen full-time members newly enrolled in aneleven-month commitment to service in our communities.

Nine members are serving in schools this year. We havealready achieved 89% of our goal regarding student contactsand over double our goal for group tutoring. In youth centers,new members are collaborating between communities toschedule events that will involve kids from various areas,representing a wide range of ethnic and socio-economicdiversity. In social service agencies, surveys already show adecrease in dangerous behaviors.

Anecdotal stories from our CMC AmeriCorps memberspast & present..."The ESL students I work with are truly amazing. They have an

2321 of 90 7/10/00 11:50 AM

Page 24: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

22 of 90

eagerness for learning and a respect for teachers and the schoollike I have never seen before. Two of the boys [in middleschool] speak very little English. Together, we work onvocabulary and pronunciation in both Spanish and English. Ihope I am as patient with them as they are with me. They neverlaugh at my feeble attempts to communicate with them, theysmile and nod encouragingly as I stumble with the '11' sound orforget to roll my r's".

"A family the Department of Human Services has beenworking with since May of '98 has been unable to keep theirhome "fit" without support for years. Whenever I've workedwith this family (approximately twice a week for two hourseach session) the house would get cleaned up appropriately,but they never maintained their home between visits. Just lastFriday, I arrived at their home and found it in perfect condition.The mom had found herself quite a bit of inner strength anddecided to take charge of her household and four children. Itwas one of the best moments I've experienced this year!"

"I work with a kid that has emotional problems, and possiblysuffers from ADD. He does not do well in class and isconstantly being taken out of class for inappropriate behavior.He was not finishing his work on time. I was told that if he didnot have every one of his drafts and an outline of an essay donein a week, he would not be allowed to turn it in and thereforewould receive a failing grade. He worked with me for two daysduring his English class. On the first day he finished hisoutline. On the second day he finished a five-paragraph essay.He was so proud of himself that he typed his final draft thatnight. His essay was so good that it is displayed in the hall withsome of the other children's outstanding essays."

"A youngster who seldom attended the recreation center is nowshowing up on a regular basis. This youngster suffers fromLeukemia and must undergo treatments once a month. He saidto me, 'I'm feeling much better ...but the other kids still teaseme about my hair loss'. I told him, 'Hair will come and go, butyour true friends, like me, don't notice if you have hair or not'.He looked at me and said, 'That means a lot, coming from aBald Guy!'

Colorado State UniversityAlbert Yates, President

CSU's Office for Service-Learning & Volunteer Programs(SLVP) was established in 1975, and currently places over4,000 students. Through SLVP's Service Integration Project,over 100 service-learning courses have been taught. SLVPoffers: Faculty Scholars Program, Faculty Manual, quarterlynewsletter, training, course evaluations & logistical assistance.SLVP also offers a full range of extra-curricular service

24 7/10/00 11:50 AM

Page 25: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

projects involving students in companionship, mentoring &tutoring with children, people with disabilities and the elderly.We coordinate events for World Food Day, Make A DifferenceDay, CSUnity, Martin Luther King Day, etc. Our nationallyrecognized Alternative Breaks Program facilitates partnershipswith the Hopi Tribe in Arizona and other communitiesnationwide.

Columbus State Community College, OhioPresident M. Valeriana Moeller

We live in a world where people have increasingly becomealienated from their communities and even themselves. Whatcan we as a community college do to help turn this around?Columbus State Community College is proud to haveencouraged good citizenship practices by providing studentswith opportunities to make a difference in our community. Thiscan particularly be seen with our student group Phi ThetaKappa and with many other groups on campus.

Phi Theta Kappa (PTK) is an honors organization wherestudents of exceptional academic ability can actively contributeto positive social change. Columbus State sits in a low-incomecommunity where our resources are vitally needed. PTK hasrecognized this challenge by working with a public school inour area. In partnership with teachers and administrators,student needs were assessed. The result of this assessment hasbeen a three-year tutoring program with disadvantagedstudents. PTK has also adopted a nursing home during theChristmas season to provide outreach to our citizens who areso often forgotten in these institutions. Our PTK students havealso excelled in organizing drives for school supplies forhomeless children in a nearby shelter--Faith Mission. Theyhave also collaborated with our In- Service and CommunityService Committees in collecting donations of toiletries andbedding for another shelter, Friends of the Homeless. Inaddition, PTK has adopted an AIDS camp and organizedfund-raisers for this group.

There are even more good citizenship practices here atColumbus State. We have a recently organized communityservice fraternal organization, Alpha Phi Omega, that isbeginning to make its presence known on campus.Additionally, across campus, students have worked withfaculty on service-learning projects. Some of their work hastaken them into homeless shelters throughout the city to collectscientific data on the experiences and needs of our homelesscitizens, We also have various activities spearheaded by ouremployees such as the Financial Aid Department's autumn1998 book drive and the Multicultural Office's superb workwith leading our campuswide participation in Operation Feedin Spring, 1999.

4523 of 90 7/10/00 11:50 AM

Page 26: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

24 of 90

We are all too familiar with the problems that exist in oursociety. We can contribute to positive social change in aprofusion of ways. To us, a good citizenship practice is onethat enhances our community, our college, and ourselves.

Community College of Denver, ColoradoByron McClenney, President

The Service-Learning Program at the Community College ofDenver has provided a fundamental educational tool for facultyand students and has developed a significant presence in thecommunity. Recently, CCD has experienced a marked increasein both the number of students participating in ServiceLearning and an increase in the number of courses offering aservice-learning opportunity as part of the curriculum. Facultyoutreach to students and a wider diversity of courses offeringservice-learning has prompted a 70% increase in studentinvolvement in just one year. This rapid enthusiasm forservice-learning at CCD has spread to other parts of the region.In December 1998, CCD's Service Learning Coordinator wasasked to educate faculty and staff at Western NebraskaCommunity College on the implementation of service-learningon their campus. The development of a new communityplacement web site has helped students find opportunities inthe community with greater ease. The site is:ht./ccdweb.ccd.cccoes.edu/sery lrn. Plans for aservice-learning newsletter and the implementation of anAdvisory Council are currently underway.

Connecticut CollegeClaire Gaudiani, President

Connecticut College is one of four state-chartered institutionsof higher education in Connecticut, along with Yale, Trinityand Wesleyan. As the college has prospered and grown,conversely, the City of New London has faced theconsequences of major economic challenges resulting from thedecline of military-related activities, heavy manufacturing andother industries.

Vision for Community EngagementConnecticut College's "Center for Community Challenges," amulti-disciplinary, academic center established in 1996, isbased upon the idea that nothing is more important thanlearning how we can work together within our owncommunities, and with communities around the world, toaddress enduring challenges of inequality, injustice,environmental degradation and racial /ethnic conflict.

The Center is dedicated to teaching, research and communitycollaborations that foster active citizenship and community

267/10/00 11:50 AM

Page 27: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

25 of 90

leadership in a multicultural democratic society. Its mission isto provide an academic context for the College's communitypartnerships and to encourage dialogue about pressingcommunity concerns among faculty, staff, students, andcommunity members.

Economic Prosperity and Social JusticeThe New London Development Corporation (NLDC) wasre-energized in 1997 when Connecticut College PresidentClaire L. Gaudiani became its president. The NLDC's aim is toincrease the city's tax base, increase the number of jobs in thecity, and enhance the quality of life for all of New London'sresidents. NLDC was instrumental in securing a decision byPfizer, Inc. to commit to building its $270 million GlobalDevelopment Facility in New London. Pfizer's commitment hasbeen leveraged into other projects in New London. Projectsunder way include a state park at Fort Trumbull (a Civil Warera fort adjoining Pfizer), an industrial pier development,downtown housing and retail space projects, and a dynamicnew section of the city with a 200-room hotel, marina, healthclub, conference facility, and residences. The State ofConnecticut has committed $60 million so far with a total ofover $715 million committed from public and private sources.In December of 1998, the Connecticut College Board ofTrustees voted $2.6 million from the College's endowment tobe used as working capital.

In response to the economic development activities,Connecticut College has created the New London SocialJustice Initiative. The broad goal for this initiative is to bringConnecticut College to a new level of engagement with itscommunity leading to transformational changes for bothConnecticut College and New London. This transformationyields an improved quality of life for New Londoners and anenhanced educational experience for Connecticut Collegestudents.

The philosophy behind the initiative is to ensure that therenaissance , which has started and will take place in NewLondon over the next several years benefits all residents.Economic prosperity is only half of the equation. The other halfis social justice, which must go hand in hand with economicprosperity. They are, in fact, two sides of the same coin. Thework of the social justice initiative builds on the assets,strengths and experiences of our community to create a level ofsocial transformation to match what is already occurring on theeconomic side.

A series of new programs in five areas health and wellness,early childhood development, K-12 education, the arts andpublic spaces, and economic opportunity -- have been

27 7/10/00 11:50 AM

Page 28: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

26 of 90

developed by the faculty in connection with this Initiative andthe College's newest strategic plan. These programs will helpto lead the transformation of New London and engage studentsand faculty in exciting elements of New London's emergingrenaissance.

Defiance College, OhioJames Harris, President

Defiance College is committed to service-learning as aphilosophy and method of experiential learning. Our studentsengage in community service that meets community needswhile developing their abilities for critical thinking and groupproblem solving. This experience builds their sense of socialresponsibility and the skills they need for effective citizenship.

During the fall of 1998, Defiance College participated in Kids'Creation Community Playground. This project constructed aplayground for the children of Defiance, and helped build asense of community. The project cost $200,000. DefianceCollege faculty, staff and students joined the community in theweeklong build. Through the efforts of 4500 volunteers, theplayground was built in six days.

This project gave Defiance College a perfect opportunity to putto work its service-learning philosophy. Students in marketingclasses helped with promotions while those in communicationclasses served on committees and art students helped withmurals. Instructors were able to tie course concepts andtheories to the work that was being done by Kids' Creationbefore and during the build. Our students gained anopportunity to see how their coursework relates to service asthey enhanced their sense of civic responsibility.

DePaul University, IllinoisJohn Minogue, President

DePaul University is a Catholic, urban institution, which wasfounded in 1898 to educate the children of Chicago's largeimmigrant community, and has had service and citizenship aspart of its core values throughout its history. DePaul has takenvery seriously its responsibilities as a member of the largercommunity of Chicago. As it grew, the University included inits mission the education not only of first generationAmericans, but also other non-traditional and underservedstudents and has as one of its goals being an internationallyknown provider of the highest quality professional educationfor adult, part-time students. In recent years the University hasintensified its efforts at community service through a widevariety of programs that aim to provide solutions to theproblems that face Chicago and many other large Americancities. Two examples of DePaul's commitment to increasing

28 7/10/00 11:50 AM

Page 29: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

citizenship skills and being a good citizen in the community arethe formation of the Discover Chicago Program and ourCentennial Service Day.

Discover Chicago is designed for incoming freshmen andconsists of a week-long immersion program that focuses onChicago and is taught by faculty from ten departments in theUniversity. Students work in groups of 18 with a facultymember, a student affairs professional and a student mentor.They experience Chicago's neighborhoods and institutionsthrough readings, presentations and discussions, and theycontinue to meet throughout the term to reflect on theirexperiences and to complete a major project. DiscoverChicago's purpose is to introduce the students to the city, toone another and to the distinctive culture of DePaul and havethem give one day during this week for community service.Discover Chicago is a natural lead-in for students to the junioryear experiential learning requirement, during which they takea community-based service learning course. Discover Chicagois only one part of a larger Liberal Studies Program that seeksto combine the traditions of the liberal arts with socialengagement.

Centennial Service Day was originally designed as the finalactivity of DePaul's centennial anniversary year. Over fifteenhundred volunteers from the student body, faculty and staffgave one day to community service. Teams went to twoChicago Housing Authority senior citizens complexes and toover 60 Archdiocese of Chicago elementary and high schoolsto do painting, gardening, general clean-up and other tasks. Theresponse from the University community was so strong and theday so successful that we are planning to make Service Day anannual event in which DePaul University as a whole renews itscommitment to serving the community. We hope that over timewe can increase the number of our partners and the scope ofwork we do.

Denison University, OhioDale T. Knobel, President

Denison's Center for Service-Learning has taken very seriouslythe issue of how university-sponsored service-learningprograms can sustain their community contributions on anongoing basis. Students leave for the summer and other breaks,students graduate, courses end, professors go on sabbatical, butour community partners and clients and their interests andneeds remain.

Drawing on the work of Ken Reardon, Professor of UrbanPlanning at the University of Illinois-Urbana-Champaign,Denison's Center for Service-Learning, under the leadership ofDirector Dave Ball, has developed what we call

2927 of 90 7/10/00 11:50 AM

Page 30: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.orgiresources/bestpractices.html

"Place-Based" Service-Learning to address this issue. Whilewe continue to encourage students and faculty to pursue a widevariety of service ideas, we as an institution have made acommitment to two places, or neighborhoods, in Newark,Ohio, where we do most of our service. Year-in, year-out, theCenter for Service-Learning seeks to steer and inspireprofessors and students to connect with community groups andleaders in Newark's East Side and Near North neighborhoods.

While this "place-based" approach has been in practice forlittle more than one year, it has already proved fruitful. One ofour faculty members, Sociology Professor Tammy Lewis, tooka one course release to work with her faculty peers to connectthem with service-learning projects in the Near Northneighborhood. Our Service-Learning Assistant, Carol Whitt,and Art Professor Ron Abram have been included in the initialstages of planning for a community center on the East Side,which will include extensive studio space for drawing andprintmaking. Carol Whitt and several professors have beeninstrumental in the founding of a Teen Center on the East Side,and students in several courses have provided after-schoolprogramming at the Center.

All of these efforts have emerged as the result of ourcommitment to being engaged in an ongoing basis in twospecific neighborhoods. Our involvement in various agencies,schools and other sites continues, but our commitment to thesetwo neighborhood partners has helped us to overcome theproblems of discontinuity due to the interruptions of theacademic calendar. According to Juanita Hess, a Near Northcommunity activist, "They've helped us a lot and deserve a lotof credit. They're a smart group and they know what they'redoing." (The Columbus Dispatch, May 12, 1999, p. 3B).

East Tennessee State UniversityRoy S. Nicks, President

East Tennessee State University and its College of Nursing arecommitted to partnerships with the region's communities thatimprove the quality of life for our citizens. The mission of theCollege of Nursing is to "facilitate the health of the communitythrough teaching, scholarship, professional leadership, andinnovative practice." One setting in which the College fulfillsits mission and demonstrates good citizenship by faculty andstudents is the Johnson City Downtown Clinic.

The Downtown Clinic started in 1990 as a partnership with theCity of Johnson City and the local Salvation Army organizationto provide primary health care to the homeless. The clinic wasoriginally housed in one room in the Salvation Army, and hadenough funds to be open for primary care visits on two dayseach week. From the beginning, nursing students were

3028 of 90 7/10/00 11:50 AM

Page 31: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

29 of 90

involved in the care of patients, and outreach efforts at localsoup kitchens and in homeless camps. Approximately 1500primary care visits were provided during that first year ofservice.

In the intervening years, the Johnson City Downtown Clinichas become an important force in providing care to vulnerablepopulations, and has only increased its commitment topartnering with local organizations to offer services. Studentsand faculty across the university are involved in assuring thesuccess of the venture through volunteer projects, clinicalplacements, preceptored learning experiences, and communityactivism. Clinic staff serve on the Advisory Boards of the localwomen's shelter, the Homeless Advisory Committee, and theWashington County Health Council. Graduate andundergraduate students from nursing, medicine, public andallied health, nutrition, social work, and others have benefitedfrom clinical placement in the setting, and have given back tothe community through their clinical assignments. Volunteersfrom the health professions, both those on the ETSU facultyand those in the community, have offered their time andexpertise to assure specialty services. Many communityagencies and organizations, such as the Johnson City MedicalCenter, Frontier Mental Health, civic clubs, and churches havejoined together with the university and college to offer servicesand financial support to the clinic.

This year, more than 8,500 primary care visits were provided tohomeless and lower income residents of northeast Tennessee.Outreach efforts to migrants, the local public housing authority,soup kitchens, and homeless camps continued. The dedicationof ETSU's students, faculty, and staff, in partnership with localcitizens, agencies, and organizations, make access to primaryhealth care possible for those who arc in need.

Fitchburg State College, MassachusettsMichael Riccards, President

The Student Activities Office is the home of communityservice on the Fitchburg State College campus. Cindy Flynn isthe Coordinator of Campus Volunteer Efforts and JeremyChaussee is our Volunteer Center programmer. This is what wehave done on our campus with our student population toempower them to become more involved with the community:

Our Volunteer Center has been booming with volunteerssince its ground breaking in September. We have over 60non-profit agencies in the Worcester County area registeredwith us and we have also involved our students withcommunity "matches" through our service learning program.

We have initiated a wonderful working relationship with the

31 7/10/00 11:50 AM

Page 32: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

30 of 90

Mayor's office in Fitchburg. Just a month ago we hosted thefirst annual Spring Festival with the City of Fitchburg on ourcampus. Two hundred and seventy-five children, along withparents and friends, hunted for Easter eggs, played games andgenerally had a wonderful time. Twenty-one student volunteersparticipated in that event. This was a follow-up to our supportof the Mayor's Christmas Parade and the City Halloween Party.Both of these events had 20 student volunteers participate.

On Saturday, May 1st, Fitchburg State College hosted theYouth Hero's Conference for the state of Massachusetts. Inaddition to providing a space for the meeting, 5 students fromour Leadership College program participated in the event, andour student volunteers provided a van shuttle from the trainstation to the site.

The Volunteer Center and the Student Activities Officehosted a Block Party in September where we actually closed aFitchburg street and played host to non-profit agencies,students, staff, faculty and residents.

The College has sponsored Manny Lewis, Karen Shatin andAndrea Felix as Massachusetts Campus Compact Interns forthe 1998-99 academic year. Jeremy Chaussee, Cindy Flynn andI attended the fall conference at Holy Cross in November.

President Riccards and the Student Activities Officesponsored two of our students (Andrea Felix and TaraGauthier) on a conference on volunteerism and communityactivity that was held at the University of Wisconsin atMadison in October.

Our office sponsored Mal Coles as one of our AcademicForum speakers at the end of March. He had the opportunity tomeet with a number of students and will be participating in ourfall Leadership Conference.

Members of our Association of Builders and Contractorschapter worked on two separate Habitat for Humanity projectsthis past fall and winter.

Over 100 students participated in the National Day forHunger and Homelessness on April 10. The Student ActivitiesOffice hosted a barbecue for all those who volunteered theirtime.

The Leadership Committee of the College has initiated a newcommunity volunteer award that will be given annually to thestudent who best exemplifies the spirit of "thinking globallyand acting locally." The first recipient will be Andrea Felix.

2 7/10/00 11:50 AM

Page 33: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

Florida State UniversityTalbot D'Alemberte, President

Florida State University has entered into a new phase ofassistance with the local school district, Leon County Schools.This new partnership agreement is further evidence of theuniversity's commitment to working with the district to makeimprovements in its low achieving schools and achieve over-allexcellence. This compact also includes neighboringinstitutions, Tallahassee Community College and Florida A&MUniversity.

For many years FSU, as well as the other institutions of highereducation in the area, have worked well with the school districtto achieve our mutual agendas. Now for the first time thisformal agreement sets forth a "professional developmentschools network" with the intent of reforming schools,developing exemplary models for teacher and administratorpreservice and inservice education, and achieving the highestquality educational results. Through the implementation of thispartnership special attention and resources will be focused onthe southside schools most of which are in neighborhoodsnearby the three campuses and most of which are lowerachieving than other schools in the district.

The networked schools will attempt to improve learning resultsand provide technology access for all students, especially theat-risk students, and the teachers, parents/guardians andcommunity that serve them. In addition, the partnered schoolswill serve as a laboratory for action research, models of bestpractices, demonstration sites of effective technology anddistance learning connections for the area and state.

The institutions have further agreed to collaborate to securegrant funding for improvements in the schools and tocoordinate staffing, operational, fiscal, and program activitiesto support school and community success in the southside. A,steering committee including the presidents of the institutionsand the superintendent will guide the work of the partners andwill contribute funds to support staff to execute the plan.

Fort Lewis University, ColoradoJoel Jones, President

The Center for Service Learning at Fort Lewis College worksto develop symbiotic, non-hierarchical partnerships betweenthe college and the local/regional community in order todevelop cross-disciplinary institutes around pressingcommunity needs and problems. The institutes are a means ofmobilizing the resources of the college into the community toaid community partners in multifaceted dimensions ofcommunity/building/social change and utilizing community

c)0

31 of 90 7/10/00 11:50 AM

Page 34: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http: / /www. compact. org /resources/bestpractices.html

members in the college's efforts to engage students inmeaningful, participatory and education experiences based oncivic values. Current projects include: America Reads tutoringprogram; regional coalition on poverty and homelessness;regional behavioral risk study for San Juan Basin HealthDepartment; economic development in Silverton, CO;ethnographic study on migrant families for ColoradoDepartment of Education; project development and curriculumintegration for service learning courses in Sociology,Psychology, English, Economics, Chemistry, Writing programand Art.

Franklin Pierce College, New HampshireGeorge J. Hagerty, President

Franklin Pierce College has been developing a larger publicmission for itself in recent years. This evolution is occurring, inpart, because of several new initiatives at the college that fostermore active, public-spirited citizenship and that strengthencivic life in New Hampshire communities outside the campus.A few of the most exciting and productive initiatives arehighlighted below.

Fostering Deliberative Citizen Politics in New HampshireCommunitiesThe New Hampshire Center for Civic Life was established in1999 as a non-profit, non-partisan, state-wide organizationhoused at Franklin Pierce College, dedicated to understandingand advancing deliberative citizen politics and improving thequality of public life in New Hampshire and beyond. TheCenter carries out this mission by sponsoring a variety ofprograms including National Issues Forums Public PolicyInstitutes and workshops that help community members,educators, and organizational leaders learn skills that would behelpful for convening and moderating community dialogues,called forums. Methods for naming and framing issues in termssuitable for deliberation are also taught at Center workshops.Learning these skills will enable citizens to hold forums onlocal issues that they themselves frame for discussion.

The Center has two ultimate goals. One goal is to help engagecitizens and students in discussing public policy issues in waysthat transcend adversarial debate and special interestapproaches and, instead, foster greater appreciation for andattention to the common ground upon which citizens can acttogether to solve their collective problems. It does this byteaching the methods of deliberative dialogue developed by theNational Issues Forums and the Kettering Foundation. Theother goal is to build civic infrastructure in the region throughorganizational partnerships animated by the ideals andpractices of deliberative democracy. Our work is based on thepremise that representative government cannot work well

3 432 of 90 7/10/00 11:50 AM

Page 35: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

without the partnership of active citizens in directing,complementing, undergirding and sustaining its efforts.

Rethinking Professional and Institutional IdentityA dialogue group of faculty formed this year and is meetingregularly to rethink the ways they teach and practicecitizenship. They are reconsidering the relationship betweenthe "expert" and the public, the teacher and the student, and itsunderlying presumption that there are those who know andthose who don't. The group is also discussing how highereducation and the liberal arts might have deeply civic purposesthat might be more effectively taught across the curriculum inusing experiential techniques. Much of this reflection is beingprovoked and guided by their experience of engaging with thepublic not as experts, but as fellow citizens in deliberationaimed at creating "public knowledge" useful for addressingpublic problems. In addition to their traditional academicscholarship and teaching, these faculty are beginning to seethemselves as engaged in more public forms of scholarshipnot simply as people who provide expertise or collectinformation from the public, but as participants in theexchanges by which citizens collectively frame and understandissues and problems.

Integrating Deliberative Dialogue into the GeneralEducation CurriculumThis past year one faculty member experimented withincluding deliberative dialogue in a couple of courses. Forexample, one course this past spring involved students inlearning how to name and frame public issues, write adiscussion guidebooklet, and moderate public forums aneffort that culminated in holding a series of fourstudent-created and led forums for the campus at large on"How to improve race and ethnic relations on campus?"Students have written in glowing terms about their experienceof learning this approach to citizenship and politics in thesecourses.

These very successful experiences with deliberation in theclassroom have led to a plan by a team of faculty to pilot theintegration of deliberative dialogue into several sections of ourfreshman seminar entitled "Individual and Community." Therevision of those experimental sections of the course iscurrently underway and will be launched in the fall 1999semester. The plan includes teaching students the NationalIssues Forums (NIF) approach to moderating public forums aswell as some of the theory behind deliberative democracy andthe civic purposes of higher education. This will besupplemented with other reading material on diversity (raceand ethnicity, gender, class, and sexual orientation) and somecollege life issues. While learning how to moderate forums,

or.".`)

33 of 90 7/10/00 11:50 AM

Page 36: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

34 of 90

students will participate in forums in class on issues such asrace relations, and the question of "What kind of education dowe need after high school?" The culminating project willconsist of teams of students leading forums for other freshmanclasses and members of the broader college community on theissue of controlling alcohol use on campus using the NIFbooklet Alcohol: Controlling the Toxic Spill as our guide. Thefaculty teaching these sections will employ a pedagogicalapproach that alternates back and forth between the experienceof deliberative dialogue and reflection on that experience thatsupplements, deepens, and extends it.

Addressing Issues of Diversity on Campus throughSustained DeliberationThe college is planning to adapt the National Issues Forumsdeliberative conversations model to address issues of diversityon campus more broadly in the next two years. We presentlyhave a grant application before The William and Flora HewlettFoundation that outlines this plan and seeks their financialsupport. The integration of deliberative dialogue into thefreshman seminar explained above is part of this larger project.In addition to the freshman deliberative dialogue initiative, wewill assemble additional mini-teams of students, faculty, andstaff to name and frame three diversity issues, write extensiveissue books (that can be used on other college campuses thatwish to engage their communities in dialogue on these issues),and hold a series of campus forums on each issue.

Discovering the Public Purposes of Education, Professional,and Personal LifeBeyond the two years of this particular project of usingdeliberative dialogue to address problems associated withdiversity, we expect the practice of deliberation will becomemuch more a part of our campus culture for students, faculty,and staff. This practice will begin to inform our campusinteraction and discussion around many other problematicissues. We also expect to continue introducing this approach tocivic discourse to our freshmen as a centerpiece of ourcivic-oriented general education curriculum. Further, as moreand more faculty become familiar with this approach and itsvalue, we hope that they integrate it into other courses theyteach in the majors.

Experiencing public deliberation often in a variety of campussettings and as integrated into classes taught across thecurriculum has the potential of changing the way students thinkabout their liberal arts education and their later work asprofessionals. They will come to see how the liberal arts canmake essential contributions to our abilities as humans to makegood use of the life of freedom and to our efforts to makeself-government result in good government. They will learn

Js 7/10/00 11:50 AM

Page 37: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http: / /www. compact. org /resources/bestpractices.html

(along with the faculty and staff) that their expertise is part of alarger citizen process of addressing public problems and notthe solution to them. Students will see this as they learn how toengage with the public to create public knowledge that canenhance and guide their professional expertise as well as givenew, larger public meanings to their professional and personallives.

Gateway Community College, ArizonaPhil D. Randolph, President

The Social Responsibilities of Leadership Seminar wasdeveloped by the GWCC Service-Learning Committee as avehicle to foster leadership in our students. The Committee ismade up of at least one faculty member from each instructionaldivision and co-chaired by a faculty member and the Directorof Community Partnership Programs and is charged withoverseeing service-learning projects and activities on ourcampus.

The seminar, which is conducted each spring semester, is an allcampus event. Faculty are asked to nominate students fromtheir divisions. Students, usually 50-60 in number, are theninvited to participate in a one-day seminar focusing on thecharacteristics and types of leadership, the responsibilities ofleadership, and the ethics of leadership as related tocitizenship. As a follow-up activity, participating students(with guidance from their nominating faculty) develop andcarry out a service-learning project. Ideally, they will recruitadditional students from their discipline to join them in theactivity. Students are permitted to expand an already existingservice-learning activity. Students must also participate in atleast one interdisciplinary reflection session.

Hunter College, New YorkDavid Caputo, President

Established in 1982, the Public Service Scholar Programintroduces up to 24 Hunter College students each year tocareers in public service. Participants are selected each springfor the coming academic year. Selection is competitive basedon interest, academic achievement, experience,communications skills, and maturity. Women and minorities,who traditionally have been under-represented in publicpolicy-making positions, are especially encouraged to apply.

The program combines a year-long internship of twenty hours aweek in a public or non-profit agency with two seminars onissues important to the future of New York City. Special eventssuch as tours, guest lectures, and career workshops enhance theprogram.

35 of 90 7/10/00 11:50 AM

Page 38: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

Over the year, Scholars gain:

Firsthand experience of the institutional, economic andpolitical forces that shape public policy.

An opportunity to work directly with public servants onissues that confront them daily.

A generous stipend.

Eighteen credits in Urban Studies.

A mentor from the Hunter College Alumni Association whohas similar career and/or personal interests.

A competitive edge in seeking public service careers oradmission to graduate school.

With the program director, scholars review job descriptionsprovided by agencies, selecting several at which to interview.Internships are matched as closely as possible with students'interests and skills.

Scholars take on specific projects, conduct research andanalysis, attend staff meetings, and become involved in thefunctions of their agencies.

Public Service Scholars also participate in two weeklyseminars each semester:

An in-Service Seminar which encompasses the work in theinternship and provides an introduction to skills that promote asuccessful internship.

Seminar on the City which focuses on the problems of NewYork City and possible solutions.

Internship placements are available in over 200 public andnon-profit agencies and offices of elected officials.

Indiana University of PennsylvaniaLawrence K. Pettit, President

The CultureLinks Program at Indiana University ofPennsylvania is a service learning option for enrolledinternational students. CultureLinks is sponsored by the Officeof Service Leadership in the Department of Student Activitiesand Organizations in collaboration with the Office ofInternational Affairs.

CultureLinks empowers international students to leadculture-specific presentations and discussions to area K-12

36 of 90 7/10/00 11:50 AM

Page 39: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.httn1

37 of 90

pupils and other groups sponsored by Indiana County humanservice agencies. Through these presentations and discussions,and their direct interaction with the international students,pupils receive a heightened awareness and gain an appreciationof our global society and their future role as citizens in shapingit. In addition to the culture-specific presentations, specialschool and campus celebrations, such as Global Village Days,International Day, Unity Day, and Cultural Heritage Days,bring together many of the international students in amulticultural festival setting. International studentsparticipating in the CultureLinks Program also volunteer inother capacities, including: visiting dependent care facilities;assisting with blood drives; supporting the English As ASecond Language Program, and; mentoring IUP K-6 UniversitySchool pupils.

Through their participation, IUP international studentsparticipating in theCultureLinks Program are given the opportunity to contributeto the community in which they currently are residing. Theygain practical knowledge about the United States and ourdomestic culture while gaining satisfaction and pride in theirparticular cultural heritage and history.

Johnson & Wales University, Rhode IslandJohn J. Bowen, President

The Culinary and Hospitality Practicum Program at Johnson &Wales University (JWU) is a creative outgrowth of JWU'sfocus on experiential education and its commitment to theProvidence community. The students, who will be leaders inhotels and restaurants nationwide, gain "real world" experienceby not only working at various food service and hotel sites, butalso by preparing and serving meals at local soup kitchens andshelters. This creative partnership, which links JWU'sextensive culinary and hospitality resources with localnon-profits that are addressing issues of hunger and poverty,provides a "hands-on" introduction to community needs andservice opportunities for the students as well as 4,500 meals aweek for local agencies. For many students, the week is thefirst time they have thought about issues of economic disparityor have interacted with people in need. By participating in thisweek of service, the students not only continue learning aboutfood preparation, nutrition, sanitation, purchasing andmanagement, but also gain experience in the possible uses ofsalvaged food, the need for efficient food distribution and thecost of food waste in the community.

For the six participating non-profits (The Rhode IslandCommunity Food Bank, Amos House, Travelers Aid Society ofRhode Island, McAuley House, St. Charles' Soup Kitchen,Urban League of Rhode Island), the benefits go beyond meals

4.7j1 9 7/10/00 11:50 AM

Page 40: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

38 of 90

prepared and served. The JWU Management DevelopmentProgram Education Coordinators, graduate students with bothculinary and education backgrounds, supervise the Practicumstudents and help educate them about each agency's missionand challenges. They also often provide culinarydemonstrations for economically disadvantaged clients andhelp agency personnel learn good management practices,current sanitation procedures and more efficient foodpreparation techniques.

La Sierra University, CaliforniaLawrence T. Geraty, President

The Arlanza/La Sierra Community Collaborative (ALSCC) issubmitting this letter as a response to "Sharing a best practiceon good citizenship."

While the Arlanza/La Sierra Community Collaborative(ALSCC) functions to enhance the education for the youthwithin the community, it also models La Sierra University'srole in creating good community through community service.The Collaborative seeks to reach its mission through twoprograms: the Tutoring Program and the Mentoring Program.These programs provide twofold benefits for every participant

those rendering service and those receiving services. Adescription of the aim of each program will illustrate theireffectiveness as a practice for good citizenship.

The Tutoring Program utilizes the volunteer services of theUniversity's student body to act as Reading and Math tutors forK-6 grade pupils in the Alvord Unified School District. Whilerealizing the nation's need for quality teachers, the TutoringProgram provides an opportunity for University students toexplore teaching as a career goal. As a result of the tutoringexperience, several tutors express a new or increased desire toenter the teaching profession. They also state benefits ofacquiring effective teaching skills, gaining leadershipconfidence and making a difference in the lives of others.While disadvantaged students receive this additional learningopportunity, they also gain self-esteem, enthusiasm forlearning, hope for a better future and a positive perception ofLa Sierra University.

The Mentoring Program is providing an equally beneficialexperience for its participants. This program places high schoolstudents in a one-to-one mentoring relationship working with aUniversity professor. This employment opportunity allowsthem to explore their interests in a chosen career field. Thementoring experience teaches them how to operate in aprofessional work environment. In addition to learning newskills, these students testify about other benefits increasedself-esteem, motivation toward higher education and a positive

- 40 7/10/00 11:50 AM

Page 41: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

39 of 90

perception of the La Sierra University's educationalexperience. The University professors make these benefits areality through their dedicated volunteer service. While theprofessors appreciate the assistance they receive from thesestudents, they welcome the chance to make a difference in thelives of our youth.

The Tutoring and Mentoring programs twofold ability tobenefit every participant makes the Arlanza/La SierraCommunity Collaborative a perfect example of "bestpractices."

LDS Business College, UtahStephen K. Woodhouse, President

Because LDS Business College is owned and operated by TheChurch of Jesus Christ of Latter-Day Saints, service has beenan integral part of the College since its inception in 1886. TheCollege performs several service projects every year, projectssuch as donating blood to local blood banks, tutoring studentsat a local elementary school, and many others. However, Iwould like to highlight two specific practices onerepresenting a change in student leadership and the other, anannual event that demonstrate our focus on service.

Vice President of ServiceIn 1997, the College decided to create two new positions on theStudent Council, increasing the number of student councilmembers from three to five. One of the new positions createdwas the Vice President of Service. Prior to this change, theVice President of Activities oversaw the service projects aspart of his/her other responsibilities.

By having a student council member to focus on service, thestudents have had the opportunity to participate in a greaternumber and a greater variety of service projects throughout theacademic year. This past academic year, students participatedin a least one major service-oriented project per month, alongwith many other smaller-scale projects. The Vice President ofService position has been a valuable addition to the College.

Service Learning DayService Learning Day is an annual event where all daytimeclasses are canceled and students are encouraged to getinvolved in service to the community. Even though there arerecreational activities held as part of SLD, the main activitiesare service oriented. Students are divided into several groupsand are assigned specific, pre-arranged service projects. Thisyear, projects included cleaning a local Ronald McDonaldHouse, making packets containing school supplies for childrenin third-world countries, preparing and serving lunch at a soupkitchen, and reorganizing a thrift store for low-income families.

41 7/10/00 11:50 AM

Page 42: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

40 of 90

Students enjoy themselves and come away from the activitieswith a greater desire to serve.

Although our student body is relatively small (approx. 900), itis comprised of students from around the United States and theworld. As a result of the many service-oriented experiencesthey have at the College, they are more likely to return homeafter graduation and serve their communities and nations.

Lesley College, MassachusettsMargaret A. McKenna, President

On Saturday, April 10, 1999, members of the Lesley Collegecommunity joined forces with residents of the city ofCambridge in a unique endeavor which reflected the College'sconviction "that people matter" and that we must nurture the"power of individuals working collaboratively to bring aboutconstructive change." (Lesley College Mission Statement).Building on a long history of Community Service Learning andProfessional Development School Partnerships between LesleyCollege and the Cambridge Public Schools, this year under theauspices of President Margaret A. McKenna thesecommunities collaborated on a series of projects designed tomeet the individual needs of four elementary schools.

Students, teachers, parents, and administrators from theAgassiz, Haggerty, Harrington, and Peabody Schools joinedwith students, faculty, and staff from Lesley College for a dayof service that culminated in a shared meal as well as a specialreflective session for all participants.

In the initial planning stages for this day, the schools wereasked to engage in a needs assessment that involved schoolstaff, parents, and students to determine a project which met aspecific need in the community and, at the same time, engagedstudents as well as enhanced their learning. These projectswere identified as a result of School-Site-Council discussionsand joint sessions between Lesley College and Cambridgeschool representatives, including the student governmentorganizations. The Lesley College Council for CommunityService worked with members of the President's Office tofacilitate planning of ABC Day over the course of six months.

The specific project of the Agassiz School showcases LesleyCollege undergraduate students as active, community citizens.This particular Cambridge community project was concernedwith homelessness. Over the course of a month, studentsthroughout the school collected cans from neighborhoodresidents for a citywide food pantry. On April 10th, after thecans had been collected, this group of students also madelunches for the homeless in Harvard Square. Lesley Collegestudents who are members of the undergraduate service club

42 7/10/00 11:50 AM

Page 43: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

walked with the Agassiz students into the Square, helping withthe distribution of food, while sharing in a discussion with thestudents about the issue of homelessness in our communities.

As Lesley College celebrates its 90th anniversary, the ABCDay is a good example of a campus-wide initiative that clearlyindicates the long-standing commitment of the college to thedevelopment of active, educated citizens among its studentsand to the cultivation of collaboration between the College andits surrounding communities.

Macalester College, MinnesotaMichael McPherson, President

Macalester College is making a concentrated, multi-facetedeffort to develop long term partnerships with East metrocommunity organizations in order to enhance neighborhoodcapacity building, strengthen the academic and civic educationfor students, and deepen the engagement of faculty with localcommunities. Macalester's action research initiative on the EastSide of St. Paul utilizes various college resources includingacademic teaching and research, off-campus studentemployment, and a co-curricular student volunteer programthat involves nearly half of the student body annually.

What Is Action Research?Action research involves students, faculty and communitymembers to work collaboratively on research that has beenrequested by a nonprofit, government or neighborhoodorganization. A unique characteristic of action research is thatthe community serves as an active contributor and agent ofchange by participating in the design, execution, evaluation,and dissemination of academic research. Action research alsoprovides faculty with an opportunity to synthesize theirmandate for excellence in teaching, research, and service.

Why Concentrate On the East Side?The neighborhoods on St. Paul's East Side were selectedbecause of the community's demographics, problems, andopportunities. Of the 30,000 people living on the East Side,one third experience serious poverty, one third are struggling,and one third are solidly in the middle class.Neighborhood-based organizations face incredible challenges:high mobility of residents; deteriorating housing stock andbusiness infrastructure; and depleting economic resources.Although the community has been economically impaired, thepossibilities for financial reinvestment and the capitalization ofhuman resource assets are tremendous.

Action Research at MacalesterLed by the Director of Community Service and by a former St.Paul Mayor who is now a Visiting Professor of Urban Studies,

4341 of 90 7/10/00 11:50 AM

Page 44: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

42 of 90

the initiative works with residents to look at issues such ashousing and employment and to identify priorities for futureeconomic development. Faculty and students pursue actionresearch projects as part of Macalester courses or senior honorsprojects with the expectation that the results will have broadercommunity impact. For instance, an Urban Geography FieldSeminar class recently produced an 80-page book on theeconomic potential of the main business district of the EastSide neighborhood; the book is being used by the currentmayor to secure funding for the area from the state legislature.To date, faculty and students from Urban Studies, Sociology,Geography, Economics, Political Science, Education andMathematics departments have participated. Faculty teamsfocused on the natural sciences and health care issues aredeveloping. The efforts are supported by college funding, afederally funded HUD grant, and a grant from MinnesotaCampus Compact and Minnesota Higher Education ServicesOffice through the Corporation for National Service Learn andServe America Program.

Marian College, WisconsinRichard I. Ridenour, President

Mentoring in the City is a volunteer program at MarianCollege, where college students mentor high school and juniorhigh youth in the center city. Through service projects and funactivities, the youth develop relationships that impact bothmentor and protégés in positive, constructive ways. The focusis on leadership, service, spirituality, and friendship.

The Junior High Peace Conference was designed by theMentoring in the City staff to promote peaceful attitudes andbehaviors among young adolescents. The Conference is held inJanuary to honor the birthday and example of Dr. MartinLuther King, Jr. A unique aspect of the Conference is thatMarian College volunteer Mentors partner with their highschool Protégés to co-facilitate the day's activities.

A team of 10 to 15 junior high students are invited toparticipate from twelve urban junior high schools. The studentsare prepared for the Conference with a classroom activity. Thisactivity promotes the same values as the Conference andincludes a homework assignment, which is displayed at theConference.

Individual Conference sessions explore communication,diversity, and peace-keeping skills through cooperative gamesand group activities. New friendships are formed, andstereotypes of others from different neighborhoods and schoolsare torn down.

Parents are welcome to attend a parent session during the

44 7/10/00 11:50 AM

Page 45: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

Conference to meet and share concerns, for youth and receivehelpful information and resources. The parents then join theyouth for the conclusion of the day, a prayer service. The youthparticipate in skits, prayer, in celebration of the lessons learnedand friendships made.

To learn more about the junior High Peace Conference andother Mentoring in the City activities, please call Leah M.Ingraham, Ph.D., Director, Office of Mentoring Programs at317-955-6282. Find further information on our website at"www.mariamedu"; then click on "the college that mentors."

Marietta College, OhioLauren R. Wilson, President

Neighborhood© is a simulation written by staff of theMcDonough Center of Marietta College to enhance theleadership theory that is studied in Leadership 101/ 102. Overthe course of a weekend, students elect a government for theirsix-neighborhood town of Rostville and soon discover that adangerous state facility is to be placed in their midst. How thecitizens of each neighborhood and the elected governmentwork out the details of the placement of this facility is thesubject of the simulation and its debriefing.

The primary goal of Neighborhood© is to help studentsunderstand more clearly the role that individuals play inorganizing and promoting the values of community. In theprocess, students learn how to make themselves heardeffectively by becoming engaged in the democratic processesof local government. As they enhance their understanding ofthe nature of community, students will also begin to discoverthe importance of acknowledging and working with multipleperspectives.

Furthermore, through preparation, playing the game, andappropriate debriefing, students learn the skills needed foreffective participation in a democracy: (1)taking an active rolein defining community problems and in framing questions fromthe community perspective; (2)making difficult decisions bymastering the skills of public deliberation, articulating a senseof the common good, and recognizing a shared sense ofpurpose and direction; (3) creating effective relationshipsamong constituents to achieve mutual purposes; (4) identifyingresources; and (5) learning how to work as a team, identifyinggoals, and resolving interpersonal conflicts.

In his book On Leadership, John Gardner argues that leadersare critical to every facet of community life. The obligation ofcommunities is to both nurture and sustain such leaders.Without serving that obligation, communities would reflect the

4543 of 90 7/10/00 11:50 AM

Page 46: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

44 of 90

bias of the few, not the many. Such bias often leads tobipolarization of perspectives; perpetuation of existing powerstructures; marginality of citizens who are deemed "different"from the mainstream; an increase in the division between thosewho have and those who have not; and to a feeling of life asvictimization and cynicism, of being acted upon rather thanbeing an agent in decision making. In short, a community'sfailure to nurture and sustain leaders undermines the sense ofvoluntary association that was at the heart ofnineteenth-century America and thus plays into the notion thatonly experts can solve our problems, which in turn provides uswith an excuse to be inactive.

When in 1831 Tocqueville described Americans' habit of'voluntary associations,' America was an agrarian nation inwhich communities existed in relative isolation from oneanother. People participated in their community and localdecision making as a matter of course. Today, however, to reapthe benefits of democracy without contributing constitutes thenorm. Neighborhood© provides players with an opportunity toexperience involvement.

Communities are no longer relatively isolated from one anotheras they were in the past. They are connected not only byInterstate highways and a mass transit system, but also by theelectronic and print Media that play a pervasive and invasiverole in all of our lives. In addition to experiencing communityinvolvement, through playing Neighborhood© students are alsogiven the opportunity to examine the role of the Media, bothpositive and negative, for effective creation of community aswell as a tool for serving the needs of special interests.

Neighborhood© simulates a situation in which a proposedsocial service that could benefit the community as a wholemust be weighed against the negative impact on one of theneighborhoods that comprises that community. The premise ofNeighborhood© is based on the NIMBY principle (Not In MyBack Yard). For a variety of reasons our self-centeredness;our preference for entertainment rather than for usefulinformation; our desire to maintain and improve our status; ourreluctance to become involved unless we believe ourselves tobe threatened; and our fear that anyone's gain is potentially ourloss we often stay our involvement in the democratic processuntil we feel our own interests are threatened by the intrusionof something negative in "our back yard."

We are more than willing to introduce certain social services orindustry into a community as long as they do not affect ourown neighborhood. When they do impinge upon ourneighborhood, we become motivated to enter the democraticprocess. Neighborhood© takes advantage of "NMBY"

46 7/10/00 11:50 AM

Page 47: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

behavior to teach the arts of democracy and democraticparticipation.

At the level of real politics, Neighborhood© allowsparticipants the opportunity to become involved in order toprotect their individual interests. On a second level, thesimulation allows people to see how the harmony of acommunity can be destroyed as people pursue their own specialinterests. On a third level, the simulation allows people to seebeyond themselves and recognize how an entire city mightcome together to resolve conflicts of individual interests. Inother words, Neighborhood© teaches the skills of democraticparticipation and appreciation for other people and the conceptof the common good.

Mesa Community College, ArizonaLarry Christiansen, President

On behalf of Dr. Larry Christiansen, this paper summarizessome best practices that are being employed at MesaCommunity College (MCC) to enhance civic responsibility.The best practices listed below will be grouped according tothe categories from the Compact document, "EstablishingBenchmarks for the Engaged Campus."

Establishment of democratic, collaborative partnershipsthat address social and economic issues defined by thecollege or university and the community together, withcommon goals and agendas, to create solutions that aredeveloped together and are meaningful to both, and thatprovide widespread opportunities for communityinvolvement

Creation of CPPS in 1992, to promote service learning,community partnerships and public policy issues which impactthe college.

Creation of Campus Compact National Center for CommunityColleges in 1991, to offer technical assistance on communityservice nationwide to community colleges.

Creation of East Valley Think Tank in 1990, to bring togetherall the public educational institutions, k-16, serving the region.This is staffed through the CPPS at MCC.

Creation of the Community Roundtable in 1993, which linksthe main institutions of Mesa in common collaboration: city,school district, community college, United Way, Chamber ofCommerce and university.

The main collaborative focus of the Roundtable has been a

4745 of 90 7/10/00 11:50 AM

Page 48: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

broad initiative, Building a Healthier Mesa, which links teamsand neighborhoods in collaboration on common concerns.

Community forums are convened through the Roundtable onissues of concern to the community.

Examples of broad-based partnerships which fall under thisbenchmark include: Connector Program (see CPPSattachment); Educational Development Training Center (seeCPPS attachment); Mesa Partnership for Tobacco Free Youth(see CPPS attachment); the Rose Garden, a communitycollaborative to enhance the campus environment; and theDwight Patterson Sports Academy, a new initiative to createcertificate and degree programs for the Sports industry andendow scholarships in honor of the college's most visionarycommunity partner.

Alignment of a range of intellectual, physical andeconomic resources of the college toward meetingcommunity needs by identifying community assets,highlighting academic strengths and capacities, andcoordinating the community based work of faculty,students and community.

Survey done by CPPS of Mesa United Way contributors toidentify issues of concern to the community.

Strategic conversation held at MCC to look at strategic goalof community service. The result was a recasting of this goal ascivic responsibility.

CPPS and Student Activities collaborate to place faculty,students and staff in community volunteerism and servicelearning placements.

CPPS also offers AmeriCorps, College Bound, and AmericaReads programs for service learning students.

Strong leadership and sustained commitment frompresident and chief academic officers aimed at civiceducation through service learning and communitycentered education that values community work ascentral to the educational enterprise.

Creation of the Neighborhood College, an arm of theCommunity Education program, which focuses on courses andskills needed by neighborhoods interested in getting organized.

Commitment by president seen in establishment and ongoingfunding of both the CPPS and the Campus Compact NationalCenter for Community Colleges at MCC.

4846 of 90 7/10/00 11:50 AM

Page 49: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

Courses employing a reflective teaching methodology toconnect community and public service experience withacademic study.

CPPS offers service learning placements, which arecredit-bearing and transferable, which include interaction withfaculty advisor, participation in reflective sessions, andcreation of reflective journal.

CPPS' Office of Service Learning is headed by a facultymember, who reports to the Dean of Instruction.

CPPS engages Public Policy Associates to assist college inanalyzing the policy implications of issues important to thecollege.

Faculty and students are provided the institutionalstructures, such as a community service center/office,that allow them to take advantage of the most promisingopportunities for addressing community needs.

CPPS was established in 1992.

Student Activities office has Volunteerism office, whichprovides students with ad hoc service experiences, such as Intothe Streets, now held two times a year

These two offices are located adjacent to each other, showingcollaboration between divisions of Instruction and StudentServices, to create a "one stop shop" for community service.

Faculty and students are provided with opportunities toparticipate in research and curricular programs incollaboration with community partners and withcolleagues from a variety of disciplines.

Partners with Arizona State University in "2+4 Service onCommon Ground," linking MCC and ASU in joint communityaction research into homeless and welfare

Connector program was designed through a communitypartnership linking multiple academic disciplines with expertsfrom the community; training for Connector participantsdelivered by interdisciplinary team.

Sports Academy being developed through interdisciplinarypartnership with community leaders and various academic andoccupational departments.

Institutional policies that address faculty roles and

4947 of 90 7/10/00 11:50 AM

Page 50: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

rewards with regard to engaged teaching, engagedscholarship and professional service.

CPPS faculty advisors for service learning students receiveincreased compensation for their supervision.

Center for Teaching and Learning offers assistance to facultyin shaping new curriculum, frequently in response tocommunity needs.

CPPS offers faculty the opportunity to engage in structuredcommunity partnerships. All CPPS partnership programs (seeattachment) are headed by full time faculty.

Programs and courses that are evaluated for the impactof service learning on the institution, faculty, studentsand community.

Plan for assessing student outcomes includes assessment ofservice learning.

Community partnership programs and grant-funded initiativesin CPPS are all rigorously evaluated for outcomeseffectiveness.

Metropolitan State University, MinnesotaDennis N. Nielson, President

Metropolitan State University, founded in 1971 to providealternative educational opportunities for working adults, hasevolved into a comprehensive urban university serving 9,000residents of the Twin Cities metropolitan area. In 1992, theuniversity acquired its first campus and its first "neighborhood"when it occupied the facilities of an abandoned hospital in theDayton's Bluff community on the East Side of St. Paul. In theyears since, the university has worked closely withneighborhood organizations and agencies to buildmulti-dimensional partnerships based on mutual interests andshared values. These university-community partnershipsinvolve faculty, staff, and students from every college andadministrative unit, and encompass programs in such diverseareas as affordable housing and community economicdevelopment, neighborhood based crime prevention anddispute resolution, health care, urban education, communityarts, and social services. Taken as a whole, these partnershipshave been designed with three overarching goals in mind.

1) strengthen the capacity of residents to build and maintain astrong urban environment;

2) provide community based learning opportunities forstudents;

5048 of 90 7/10/00 11:50 AM

Page 51: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

3) develop the capacity of the university to serve as aninstitutional resource in partnership with the community.

Created an extensive partnership with Dayton's BluffElementary School that combines services-learning andcurriculum enrichment programs (e.g. the America Readsprogram, Family Literacy, Peer Mediation, Philosophy forChildren, Environmental Education, and College for Kidsanon-campus college awareness program) with social service,parent education, and affordable housing initiates focused oninvolving low income parents in addressing issues of concernto themselves and their families.

Co-organized a comprehensive planning process to identifypriority development projects for the community with anemphasis on creating more affordable housing andneighborhood businesses, and enhancing the physical andnatural environment of the neighborhood.

Conducted ongoing community based research projects, bothindividually and in cooperation with other area colleges anduniversities, including a major study of the neighborhoodeconomy; a community capacity inventory featuring interviewswith over 100 community residents on contributions they have

or could make to the neighborhood; an inventory of"problem properties" and a "tool box" of strategies residentscan use to convert these properties into neighborhood assets;and a multi-year study on issues and opportunities for membersof newly emerging Asian-American, Latino, America Indian,and African American communities in Dayton's Bluff and St.Paul's East Side more generally.

Established a campus based community health clinic operatedby the university's school of nursing to provide both on siteand outreach health services and practicum placementopportunities for nursing students.

Created both practicums and community service fieldplacements in the Dayton's Bluff community for students in thesocial work, community violence prevention, law enforcementand criminal justice, teacher preparation and accountingprograms.

Adopted an institutional "shared use" approach that includesthe creation of a joint community-university library, and theestablishment of a community job resource center on universityproperty. Having received approval (and initial funding) fromthe state legislature, the library will be one of the country's firstjoint university-community libraries. The job resource center isoperated by a community non-profit, with support from the

49 of 90 7/10/00 11:50 AM

Page 52: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

university's career placement director and student interns. Itfocuses on supporting public assistance recipients in thetransition from welfare to work.

Miami-Dade Community College, FloridaEduardo H. Padron, President

Overview: The College's Center for Community Involvementplays a key leadership role in the county-wide response to theDepartment of Education's America Reads Challenge. Whatmakes this such a unique partnership that fosters civicresponsibility and civic literacy is the following.

The partnership involves the Miami-Dade County PublicSchools, the University of Miami, Barry University, FloridaMemorial University, Florida International University andMiami-Dade Community College. This partnership of K-12public schools along with private and public higher educationinstitutions is unique in the country. Under the leadership ofM-DCC these institutions jointly provide nearly 175 federalwork study students to serve as one-on-one tutors at 34elementary schools and six after-school programs. Together,the tutors provide individual assistance to nearly 2,000first-grade students every week, and this requires significantenergy and resources to assure that FWS students receiveappropriate training and support. Also, the coordination of theplacement of these student-tutors is a positive example ofdedication to collaborative use of institutional resources tomaximize the benefits for the community.

The partnership also includes a comprehensive trainingprogram for the tutors that addresses the development ofessential tutoring skills as well as specific sessions toemphasize civic responsibility and the importance of individualcommitment to community good. These training and supportactivities occur on an continuous basis throughout thesemester.

An additional feature of the partnership is a separate series oftraining events for teachers, teachers' aides and others whodesire to help children learn to read better. This is a jointlydeveloped training program called "Buddy Reading" and itprovides basic skills for individual volunteers. It also serves asa means to involve volunteers from the community at-large aswell as from within each of the partner-institutions.

Finally, this partnership provides a way for us to introduceour students to the importance of corporate citizenshipresponsibilities. In other words, we model for them how thedifferent sectors of a community must work together for thestrength of the community; that through the combined effortsof our different colleges, we can do far more than any one

5250 of 90 7/10/00 11:50 AM

Page 53: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http: / /www. compact. org /resources/bestpractices.html

individual school in assisting our community. We believe thatit is essential our students understand that higher education hasa common commitment to enhance the learning of children inthe K-12 system.

Millikin University, IllinoisThomas F. Flynn, President

Millikin University's 1994 strategic plan included as one offour priority initiatives the goal of building external "bridges,"especially to the local Decatur and Central Illinoiscommunities. In the past five years, a range of mutuallybeneficial partnerships have been developed to supplement theUniversity's long established role as a cultural and fine artscenter and the traditional leadership efforts by the President,local trustees, and faculty and staff. In addition to establishingMillikin as a civic leader, these varied partnerships havefrequently provided valuable opportunities for students tolearn, practice, and reflect on the responsibilities of citizenship.

Among these partnerships have been a $6 million recreationcenter, built jointly with and operated by the local Park Districton University land; a 525-bed luxury student apartmentcomplex, built and operated by a private developer also onUniversity land; a new entrepreneurial organization, theMillikin Institute, which sponsors corporate, professional, andyouth programs; the "Building New Bridges" program,sponsored with the local community college and supported bythe Illinois Board of Higher Education, which immersesminority students in an intense summer academic andmentoring program aimed at increasing four-year collegegraduation rates; a joint city-neighborhood-universityredevelopment effort of the Near Westside, currently beingexpanded into a broader urban renewal project; and a newcomprehensive service-learning program.

Launched in 1995 with initial funding from the Council ofIndependent Colleges, the Center for Service Learning isstaffed by two full-time staff and the sixteen service scholars,students selected both for their high school service record andtheir four-year commitment to leadership at Millikin. Under thenew Millikin Program of Student Learning, all incomingstudents and their faculty and student mentors participate in theAnnual Day of Caring out in the community as part oforientation. Over 600 students spend the day at such places asthe Children's Museum, the Zoo, the County HealthDepartment, the United Way, the Decatur Memorial Hospital,the shelter for battered women and their children, and theEaster Seals pathways to independence facility. Some studentscontinue their service commitment during the year by returningto the facility/agency they visited during First Week.

5351 of 90 7/10/00 11:50 AM

Page 54: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.htrn1

52 of 90

While many students develop their own personal serviceproject as a result of their initial experience, all sections of thetwo University Seminarstaught in the freshman and senioryearsincorporate a service project and related reflectioncomponents appropriate to the seminar's topic. Elementaryschool mentoring and literacy projects are especially popular.Many departments include service projects in courses requiredfor their majors. Co-curricular activities such as theincreasingly popular Alternative Break Program provideopportunities for sustained or intensive work in a community,whether in the Dominican Republic, areas of need in theUnited States, or local community organizations. Because ofMillikin's century-long, mission-based commitment toexperiential education and the integration of theory andpractice, many service projects involve the application ofdiscipline-based knowledge and skills. (Choir students andfaculty, for example, have both sung and taught in schools andcommunities in Santo Domingo and the countryside.)

At their best, service-learning experiences at Millikin arebeneficial for both the community and for the students. Formany local community organizations, students augment servicedelivery, meet crucial human needs that might otherwise gounmet, and provide a basis for future citizen support. Forstudents, community service affords an opportunity to enrichand apply classroom knowledge, explore one's vocationaldirection, develop civic and cultural literacy, improvecitizenship, develop one's own style of learning, establish joblinks, and foster a concern for social problems, which leads to asense of social responsibility.

Minneapolis Community and Technical College,MinnesotaPhillip Davis, President

Minneapolis Community and Technical College has engaged ina number of exciting service learning projects. One recentproject placed ESL and speech communications students in theHennepin County Volunteer Services Office. The goal of theproject was to give the students a first-hand opportunity todeliver government services while educating county workers inthe culture of new immigrant populations.

All of the students who participated in the six-month projectwere refugees who had completed basic ESL classes and hadrelatively good English-language skills. The students wererequired to provide a minimum of eight hours of service permonth by assisting county social service workers with a varietyof tasks, including:

Interviewing new applicants to the county social servicesystem;

547/10/00 11:50 AM

Page 55: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

53 of 90

Reviewing applications and assisting new clients to completeapplications;

Directing clients to the appropriate county office or staffperson;

Assisting clients to access county information;

Speaking to county employees about the culture, familydynamics and health/medical worldview of the student'scountry of origin;

Speaking to community groups about services availablethrough the county;

Speaking to residents about county programs and variouseducational programs available to them.

The county's social services agencies benefited by havingrefugees from a number of different countries working withthem. Hennepin County is experiencing a dramatic growth inthe number of refugees seeking services. Through theirinteraction with our students, the county workers were able togain insight into the culture, values and traditions of these newclients. The students, through interaction with the county staffand their clients, learned different speech patterns, intonationand slang and significantly improved their language skills.

At the end of the project, and as the final requirement for thespeech class, students were required to give a speech abouttheir experience. Staff and supervisors from Hennepin Countyattended, as did faculty and administrators from the college.

Montana State University-NorthernWilliam Daehling, Chancellor

Montana State University-Northern Campus Compact andAmericCorps/AmericaReads organizations have been hard at work preparing andimplementing an after school reading tutoring program forHavre's children in first through third grades. The program isentitled "The After School Adventure Program (ASAP)." Wehave six university students being paid as team memberswhose jobs are tutoring the children and assisting the teamleader in planning and organizing the curriculum. Two otheruniversity students are being paid to find community anduniversity student volunteers to read one-on-one with theelementary children.

This year, the program was held to allow three tutoringsessions, totally sixteen weeks of tutoring. There were forty-six

55 7/10/00 11:50 AM

Page 56: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

different students tutored. Twenty-five different communityand university volunteers were recruited. ASAP has opened upservice opportunities for the teacher education majors onNorthern's campus. The community's response has beenoverwhelmingly positive as measured by the thank-you notes,phone calls, and comments throughout the community. Theprogram is in its second year and still evolving. Additionalvolunteers will be recruited and trained next year as theprogram is promoted through on and off campus activities. Theuniversity students who have been involved with ASAP havelearned a great deal about volunteerism and its role incommunity life. Both the volunteers and paid helpers havespent countless hours developing materials and working withone another to strengthen their skills, resulting in, of course,improved learning for the students in elementary school, grades1-3.

Montclair State University, New JerseySusan A. Cole, President

In Montclair, New Jersey, a setting of diverse people andresources, it has become evident that the success of thecommunity depends upon the shared commitment of itsstakeholders. When the Township began a process of creating a"networked community," it quickly became clear that the chiefobstacle was the inability of all citizens to have equal access tocomputer technology.

In an effort to resolve this dilemma, a member of the MontclairState University faculty joined with the University'sService-Learning Coordinator and a representative of theUnited Way of North Essex to explore ways in which acollaboration between the University and communitystakeholders could be established to provide the necessaryaccess.

During the first phase of the project, university service-learningstudents, together with community representatives, formed atask force and developed a business plan for a computerrecycling program. The plan was to solicit used computersfrom area businesses, refurbish them, set up learning centers inwhich children and care givers would learn the technology and,ultimately, deliver them to the homes of families who,otherwise, would not have that access.

The University's Service-Learning Program has provided thecoordination to establish computer learning and recyclingprograms at Day Nurseries, Frog Hollow Day Care Center, theUnitarian Church of Montclair (an after school program) andthe Montclair State University Child Care Center. Studentsmajoring in Management Information Systems, in conjunctionwith the director of each of these service agencies planned,

54 of 90 7/10/00 11:50 AM

Page 57: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

55 of 90

built and put into operation these four centers. Private citizensare providing the ongoing operation and maintenance of thesites.

These sites will be used for computer-assisted education ofchildren ages 2 - 12. In addition, the sites will be used forcomputer literacy training of students and adults in theMontclair community. When a learner has demonstrated anability to responsibly use a computer, the United Way of NorthEssex will provide a free computer for the student to takehome. The computers are being donated by individuals andbusinesses in the community and refurbished by MontclairState service-learning students. Montclair State Universityservice-learning students and local residents will provideongoing free "help desk" support.

Morris Brown College, GeorgiaDolores Cross, President

Over the years, Morris Brown College has supported manyprojects throughout the Greater Atlanta community throughvarious community service projects and through servicelearning. These projects, coordinated under the umbrella of theCenter for a Global Workforce and Community Service, haveinvolved Morris Brown students, faculty and staff. One of ourprojects is Life Line: Teen Empowerment through Tutoring,Mentoring and Counseling. The project is run in coordinationwith a local teen center and involves students from theCriminal Justice and Social Science Department.

During the academic year, Morris Brown students providedtutorial, mentoring and counseling services for the HarlandTeen Center. Male students from Morris Brown providedtutoring and counseling for the male participants in Harland'safter school program and also engaged the young men inconversations about academic success, career objectives andthe importance of matriculating to college as a means ofbecoming self-sustaining adults.

Women students from Morris Brown were involved in theTeen Center's Smart Girls project. The ultimate objective ofthis project is for girls to develop healthy attitudes andlifestyles. To accomplish this, the program addresses healthand social issues that are specific to young women. Smart Girlsis designed to prepare girls, ages 10-15, to make positivedecisions at this critical stage in their physical, cognitive,emotional and social development.

Both of these components of the Life Line project focus on theimportance of developing strong mentoring relationships withyoung people at an early age to make a difference for them intheir life decisions while they are pre-teen.

57 7/10/00 11:50 AM

Page 58: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

56 of 90

Although the Smart Girls project and the male mentoringcomponent are important pieces of the Life Line initiative,other aspects have contributed to the overall success of theproject. Specifically, the project has contributed tointerdepartmental collegiality at Morris Brown and has instilledin Morris Brown students the value of teamwork. Our studentshave been provided an opportunity to hone and develop skillsthat are necessary for working with young people who havedemonstrated a need for personal and intellectual nurturing.

Finally, the project has made an extremely importantcontribution to Morris Brown College's effort to forge strongercommunity ties. The facilitators have gotten to know some ofthe community leaders associated with the teen center and theyhave developed a stronger mentor relationship with MorrisBrown students.

Mount Holyoke College, MassachusettsJoanne V. Creighton, President

Education for citizenship has always been a cornerstone of theLiberal Arts Education at Mount Holyoke College. We believethat institutions of Higher Learning have a particularresponsibility in responding to society's major challenges,through their teachings and their own actions. The challengesof the 21st century demand that we reverse the widespreadfeelings of apathy, impotence, and cynicism towards public andcivic life and that we build a common understanding of thepressing problems of our times and of possibilities for solvingthem. To that effect, Mount Holyoke College founded theCenter for Leadership and Public Interest Advocacy and theSpeaking, Arguing, and Writing Program two years ago whichhave merged into the Weissman Center for Leadership.

The Weissman Center for Leadership supports and initiateseducational activities across the curricular and co-curricularlife of the College that advance women's ability andwillingness to become effective agents of change for a betterworld. It concentrates its activities in three areas: advancingstudents' understanding of important issues of public concernand the possibilities for positive change, promoting students'ability to apply theory to concrete problems in the community,and enhancing students' analytical skills and potential forcitizenship through speaking, arguing, and writing.

The Speaking, Arguing, and Writing Program, under theauspices of the Weissman Center, provides support for thedevelopment of speaking and writing-intensive courses acrossthe curriculum, ranging from history to biology to economics.In these courses, professors work to give students the criticalthinking skills that they need to understand controversial

58 7/10/00 11:50 AM

Page 59: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

57 of 90

issues, and to evaluate in depth their own views and the viewsof others. The courses foster the speaking and writing skillsstudents need in order to express their views with control andassurance; they teach the critical evaluation of evidence and ofinference, the search for missing premises and falsedichotomies, and the anticipation of contrary views. Bycultivating these critical intellectual skills, they foster aself-assurance and assertiveness that is founded on intellectualsubstance, and that will support leadership in civic discourse.

Nazareth College, New YorkRobert A. Miller, President

It was difficult for me to choose just one example of a programwhich educates students to be active citizens and which showshow our campus demonstrates good citizenship in theRochester, New York community. Nazareth College has astrong heritage of community service and service learning, andmany innovative and exemplary programs developed over thelast 10 years have earned awards and, I believe, put us on thecutting edge for an institution of our size.

The program I have selected as Nazareth's best practice ongood citizenship is the Learning Styles and StrategiesSpecialist program. This is truly an exemplary model of servicelearning developed by faculty in our Education department.The new program, now in its second year, is an inclusive dualcertification program that is site-based. Unlike conventionalcollege coursework, Nazareth faculty now teach junior-yearEducation courses on site in public schools in Monroe, Ontarioand Wayne counties. These faculty members also volunteertheir time to assist teachers and students in the site schools.

Each semester approximately 75 Nazareth students who plan tobecome teachers devote a minimum of four hours a week toserve in the schools in which their courses take place. This isnot classroom observation time or student teaching; rather, it isdirect service offered by aspiring teachers to practicingteachers and their students. For example: Nazareth studentsmay provide instructional support to small groups of childrenor individuals; develop materials that teachers may use inreading instruction; and help prepare students for end-of-yeartesting. In all contexts, the Nazareth students provide attentionto children that might not be available to them in large classsettings. This year students in the Learning Styles andStrategies Specialist Program provided service in 30 publicschools, contributing in total more than 20,200 hours ofservice.

Students learn about education, children, and teaching in avariety of ways. Aspiring teachers in our inclusive teachereducation program are learning the complexities of teaching

59 7/10/00 11:50 AM

Page 60: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

58 of 90

children with diverse learning needs. The service the Nazarethstudents provide is making a difference in the lives of childrenby supporting their achievement and increasing opportunitiesfor their academic success.

Perhaps the value of this program is best expressed in thewords of the principal at a participating elementary school:

I have seen first-hand the benefits of the service this programprovides to young children . [The Nazareth students']participation in 13 classrooms is directly tied to increasedstudent achievement, and thus is a significant communityservice for our learning community . The students in theNazareth program are learning the complex role of teacher,while modeling good citizenship for our students. They oftenspend more time in classrooms than is expected of them, andare aware of the important role they play in the lives of younglearners. The program is a model of school/communitypartnership, and deserves to be honored for its focus oncommunity service as an integral component of highereducation.

Northampton Community College, PennsylvaniaRobert J. Kopecek, President

Northampton Community College students are workingthrough their student organizations to make a difference forpeople --- all people --- through a variety of humanitarianefforts, both locally and on a worldwide scale.

TEAM Act 101 is a group comprising students enrolled inNCC's Project AWARE/Act 101 program. The goal of theprogram is to provide students from varied backgrounds withcounseling, cultural enrichment, and student leadershipdevelopment. In return, the students work together to helppeople in need.

Last year, the group raised more than $3,000 to buy medicalsupplies for residents of Comarca El Canon, a remote area ofManagua, Nicaragua. Rather than simply sending the money,the group wanted to "let the people know we care."Then-president of the student organization, Steve Rivera,personally delivered the funds to Nicaragua and spent a weekworking with Nicaraguan students and doctors at a medicalclinic set up by a volunteer team of students and faculty fromNorthampton Community College.

Rivera describes the deplorable conditions of the residents ofthe area, and says "the ultimate goal is to enable the people tobecome self-sufficient." The money raised by TEAM Act 101was used to vaccinate children at risk for malaria and otherparasitic diseases, ensuring the next generation has a chance to

60 7/10/00 11:50 AM

Page 61: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http: / /www. compact. org /resources/bestpractices.html

59 of 90

move toward self-sufficiency.

This year, TEAM Act 101 organized and completed asuccessful Carnation and Sweetheart Drive, the proceeds ofwhich were sent to victims of the recent earthquakes inColombia. This past October, students ran a clothing andmoney drive for the Caribbean victims of Hurricanes Georgesand Mitch. In recognition of their effort, the Red Cross sent thegroup an invitation to a private reception scheduled for June10, 1999. Jose Aponte, Vice-President of International Servicesof the American Red Cross, will be present to thank the NCCstudents for their aid.

TEAM Act 101 has also given back to the College community.Members have assisted with fund-raising to create ascholarship honoring Blanca Smith, a counselor at NCC, whorecently retired. All monies the group raised at NCC's recentFamily Day Expo event were given directly to the BlancaSmith Scholarship Fund, which aids minority students withfinancial need.

Nova Southeastern University, FloridaOvid C. Lewis, President

Nova Southeastern University, near Ft. Lauderdale, took overan abandoned sewer plant that attracted vandals, and thensandblasted every crevice and built a fish farm in it. NovaProfessors and students conduct research and work with localresidents to raise 50,000 tilapia (a light fish that tastes liketrout), but once the farm makes a profit, the community willreap the financial rewards. "You can see the neighborhoodimproving, because there's civic pride," says oceanographerBart Baca, center director. (David Marcus, U. News & WorldReport, May 24, 1999, p. 61.)

Otterbein College, OhioBrent De Vore, President

The Linmoor-Otterbein Scholars Program originated as apartnership betweenLinmoor Middle School, located in the Columbusneighborhood of South Linden, and Otterbein College duringthe fall of 1990. The program seeks to enable selected, at-riskLinmoor Middle School students to attend Otterbein. Thementorship program serves youths, most of whom areAfrican-American, who have the ability to attend college, butwho, because of social and economic conditions, are not likelyto begin college or perhaps without intervention, would notfinish high school.

Throughout the course of the program, participating scholarsand Otterbein students are paired according to similar interests

61 7/10/00 11:50 AM

Page 62: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

60 of 90

to develop their talents both academically and artistically.During the academic year and a week-long summer camp, thescholars meet with professionals from the community, discusstheir studies, go on field trips and attend campus events.Scholars are also encouraged to interact with their mentors on aweekly basis to build stronger relationships.

In one academic session, scholars designed model hang gliders,worked through problem solving exercises and researched andwrote about prominent men and women whoseaccomplishments changed our lives. Other sessions havefocused on proficiency test tutoring and homeworkassignments as needed.

Throughout the scholars' journey, the Otterbein mentors alsoshare their own academic experiences with the students as away to guide them toward success and to answer theirquestions about college life. Upon graduation from highschool, the Linmoor-Otterbein scholars who maintain solidgrades in college preparatory courses are encouraged to enrollat Otterbein. The scholars are provided with grants andscholarships for tuition not covered by federal financial aid.Students are only responsible for costs associated with room,board and various lab fees. In its earliest stages, the programcommittee selected twelve South Linden seventh gradersannually and prepared them for college over the next severalyears. During a five-year time span, more than 65 studentswere served. In 1996, the first group of scholars enteredcollege.

Today, the Linmoor-Otterbein Scholars Program focuses onbuilding mentoring relationships with students beginning in thetenth grade from area high schools. Thirteen Otterbein mentorscurrently work with 27 students from the Columbus PublicSchools District and one from Pickerington City Schools. Atotal of six high schools are represented in the program.

Pace University, New YorkPatricia Ewers, President

Pace University, with its multiple campuses, has emphasizedthe development of leadership and citizenship. The leadershipchallenge at Pace University in New York City stems from astudent population that is largely urban, commuter-based, andcareer driven. Three years ago, a group of civic-mindedstudents collaborated with the Student Life Staff to explorebetter ways to broaden student participation in activities thatpromote several core values of the institution: diversity,technology, globalism, wellness, and citizenship. In several"think-force" meetings, the students developed an incentivesystem that gave points to student organizations who alignedtheir organizations' goals to these values. The program has

62 7/10/00 11:50 AM

Page 63: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

evolved into "Pace rewards: A community developmentprogram." This year, 31 out of 60 active student organizationschose to participate. The rewards are incentives to entice thestudents into programs that they may not otherwise consider.Once involved, the students become their own best advocatesof responsible participation in their community. Theempowering effect has been dramatic.

On our Westchester campuses students are consistentlydeveloping leadership and citizenship skills through a broadarray of volunteer and community service activities. A recentexample is the Hudson River Marine Sanitation Act, which isan initiative to develop legislation for consideration by theNew York State Legislature. Working in partnership with theHudson River Keeper, students in a political science class inthe Dyson College of Arts and Sciences have formed theHudson Environmental Legislation Project (H.E.L.P.). Theproposed bill would require marinas on the Hudson River toinstall pump-out facilities thus meeting federal requirementsfor the River to be declared a No Discharge Zone. The classhas expressed the desire to be the lead sponsor and is recruitingthe support of local State Assembly and Senate representativesincluding the Chair of the New York State AssemblyCommittee on Environmental Protection and New York StateGovernor George Pataki.

Pacific University, OregonFaith Gabelnick, President

A strong example of an initiative at Pacific University that bothteaches citizenship skills to students and enables the Universityto be a citizen in the community is our multi-facetedpartnership with the Forest Grove School District. This schooldistrict has a very high percentage of students on free andreduced-cost lunch program and a rapidly increasingpopulation of Spanish-speaking students. Limited funding fromthe State challenges the district to meet student needs and as aresult it depends heavily on assistance from the community.

Students from Pacific tutor English as a Second Languagestudents, read to primary grade students through the state-wideSMART (Start Making A Reader Today) program, tutorchildren in math, and lead after school recreation programs.Pacific students have initiated several after school programs atthe nearby upper elementary school. These include FrenchClub, Japanese Club (taught by students from the EnglishLanguage Institute), and Peace Club (which leads students inactivities and discussion on community building andnon-violent conflict resolution). The Big Buddy Program pairsPacific men with young boys for mentoring and needed extraattention.

6361 of 90 7/10/00 11:50 AM

Page 64: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

EACH (Environmental Awareness Cultural Hacienda) givesESL students a grounding in environmental understanding aspreparation for Outdoor School. This project was begun by aHispanic high school student who later enrolled at PacificUniversity. The class will be institutionalized as one of theprojects in next year's Pacific AmeriCorps program that willplace thirteen Pacific students in part-time positions in theschools. Other students in this program will be doing theirstudent teaching in the district's high impact schools.

This work meets a critical need in the community, but alsoprovides students with opportunities to learn life-longcitizenship skills. Through service learning classes inSociology, Anthropology, First Year Seminar, WorldLanguages, Psychology, Peace and Conflict Studies, Education,and reflection sessions through the Humanitarian Center,students process these experiences and make connections totheir lives as citizens. They learn to value cultures other thantheir own, understand the challenges of adequately supportingschools, appreciate the importance of providing assistance to atroubled child, and feel the gratification that a program theyinitiated and ran is having a meaningful impact in thecommunity.

Portland Community College, OregonDan F. Moriarty, President

At Portland Community College (PCC), service-learning isdemonstrated in many different ways. An example is the neweffort for integrating service-learning into the AutomotiveTechnology Program (ATP).

Several weeks ago, the ATP's advanced electrical students gotinvolved in service-learning for the first time. In the past,practical experience for students has been limited to work inauto shops throughout the PCC district. However, this time,instructor Leslie Macaulay, who has become quite interested inestablishing a service-learning model in her program, decidedto try something unique.

Leslie learned that a local senior center was sponsoring a dayfor electrical and general car inspections for their seniors. Shewas able to get all of her students to attend and diagnose thesenior's cars. Both the seniors and the students thoroughlyenjoyed the experience.

The students either wrote a reflective paper or made an oralpresentation on their experiences. All enjoyed actually gettingto talk with the car owners (something that doesn't happenmuch in this business as you know if you've ever had your carin for work----seems you never get to speak to the technicianwho does the actual work!) And they hoped that they will be

6462 of 90 7/10/00 11:50 AM

Page 65: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

able to do more of this type of thing in some of their otherautomotive classes.

Hopefully this is the 'start of a service-learning component forthe ATP. It certainly will be if these students have anything tosay about it.

Pueblo Community College, ColoradoJoe May, President

Service Learning at Pueblo Community College has manydifferent faces. Both academic and vocational classes haveincluded service in the curriculum. Math, English, RespiratoryTherapy, Travel and Tourism, Occupational Therapy, BusinessManagement, and Computer Information Systems have all hadstudents doing a wide variety of service in the community.Students have volunteered with nursing homes, ambulancecompanies, social services, police departments, museums, andchambers of commerce. We also have an AmeriCorps grouphere on campus involved in the CALI literature initiative. Theyhave spent this academic year tutoring in elementary schools,working with the Boys and Girls Club, doing tutoring trainingand participating in various special projects such as NationalDr. Seuss Day. As homebase for the Southern ColoradoRegional Action Team, we will also be hosting the AwardCeremony to honor all the students in Pueblo and FremontCounty who have contributed service hours to the community.Our spring newsletter will feature student articles highlightingtheir service experiences.

Ramapo College, New JerseyRobert A. Scott, President

Ramapo College's nearly eight-year-old Student Literacy Corps(SLC) exemplifies the college's commitment to infusing thecurriculum and student life with the principles and practices ofcivic engagement. The SLC, an academic course, transcendstraditional disciplinary pedagogical approaches by offeringstudents a theoretical and practical framework for learningabout and tackling the issue of illiteracy in contemporarysociety.

In partnership with St. Paul's Community DevelopmentCorporation (an Americorps grantee), and two public schoolsin the historic city of Paterson, New Jersey, the SLC hasworked consistently through the years to refine its methods andto undergird the program with the principles of populareducation as developed by the great Brazilian educator, PauloFreire. Popular education, like service-learning at its best, callsstudents, community members, faculty, practitioners allconstituents -- into dynamic patterns of relationality in theeffort to advocate for positive social change and just relations,

563 of 90 7/10/00 11:50 AM

Page 66: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

64 of 90

especially among the historically disenfranchised.

In their emphasis on more than mere skills acquisition, SLCtutors develop reciprocal learning/teaching partnerships withlearners in order to focus on the learners' own goals, and morebroadly, on community-building and empowerment. In itsnearly decade-long history, Ramapo College Student LiteracyCorps tutors have joined with learners in creating booklets oftheir original writings and drawings, in redressing problemswith the withholding of wages and in becoming more activelyinvolved in their children's education.

This type of community involvement, of service-learningpractice, strengthens and nurtures habits of democraticparticipation among students, community members and faculty.As students prepare for lives beyond the academy, ascommunity members work toward making their lives morelivable, and as faculty learn to teach beyond their finitedisciplines, each constituent group becomes more practiced inliving lives of public participation for the promotion of thecommon good.

Red Rocks Community College, ColoradoJames Raughton, President

Red Rocks Community College is involved in a wide variety ofservice learning activities in several areas. While there is not acoordinated campus-wide program at this point, many facultyuse service learning experiences as part of their courses. Over2,000 hours have been counted this year in a wide spectrum ofvolunteer activities.

Regis University, ColoradoMichael Sheeran, President

During the 1998-99 academic year, service learning at RegisCollege has engaged fourteen faculty members in teachingtwenty courses with service-learning components. Eighteenstudents worked in the community through Federal WorkStudy community service positions. For the tenth year in a row,a group of students and staff traveled to Nueva Rosita, Mexicoto work with and learn from members of the San Jose ObreroParish. The Center for Service-Learning in the College hascontinued its partnership with Skinner Middle School, offeringafter school tutoring, mentoring, and classroom assistance.University-wide integration of service-learning efforts hastaken major strides forward in the past year. The Regis ServiceLearning Corps involves sixteen students from across theUniversity, who have completed six months of their year-longcommitment and over 5000 hours of service to the community.Faculty from each of the three schools are working onre-designing courses for next year to incorporate

66 7/10/00 11:50 AM

Page 67: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

65 of 90

service-learning components. Finally, the gift of afifteen-passenger van, Fr. Woody's Wheels, has made itpossible for small groups of Regis students to collectivelyserve the community and reflect together on their efforts everyday of the week.

Rivier College, New HampshireLucille C. Thibodeau, President

Project SO-PREPARED for Citizenship is a Rivier Collegeservice-learning initiative presently entering its fifth year ofoperation in the greater Nashua, New Hampshire area. Drawingon the talents and energy of both college and high schoolstudents enrolled in service learning courses, this weekly afterschool enrichment program offers citizenship training andcharacter education to students at two local elementary schools.

At the heart of Project SO-PREPARED is the four-personlearning team. Education majors, students from other majors atRivier College, and students from Nashua High School andBishop Guertin High School work with students from Dr. CrispElementary School and Presentation of Mary Academy inweekly after school meetings to develop skills, tutor, socialize,and engage in recreation activities. Through these activities,the program seeks to build character and create responsiblecitizens by working on such skills as collaboration,problem-solving, active listening, and mentoring throughvarious projects in art, mathematics, and literature. The afterschool lessons are coordinated with monthly charactereducation themes from the formal elementary level curriculum.

The after school program is supported by over thirtyservice-learning courses at Rivier College. Service learning is agraduation requirement for Rivier students, and most fulfill thiscurricular obligation by taking a "plus one" credit optionattached to one of their regular classes. Under thisarrangement, students earn an additional academic credit for aclass by performing a service activity (such as ProjectSO-PREPARED) and doing additional readings, papers,journals, portfolios, etc. related to their service project. Facultydevelopment of the "plus one" options was made possible bygenerous funding from the Lilly Endowment and the Council ofIndependent Colleges. Alternatively, students may enroll in SL100 Learning and Serving in Community, an independent onecredit service class specifically geared to ProjectSO-PREPARED, which is also open, free of charge, to the highschool students participating in the program.

Administration and coordination of Project SO-PREPARED isunder the able leadership of Professor Howard Muscott of theEducation Department, in cooperation with Rivier's Center forPeace and Social Justice. A formal planning and

67 7/10/00 11:50 AM

Page 68: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

66 of 90

implementation team, composed of representatives fromRivier, the two high schools, and the two elementary schools,oversees the ongoing progress of SO-PREPARED.

Salisbury State University, MarylandWilliam C. Merwin, President

Since 1989, Salisbury State University (SSU) has beenparticipating in the VITA (Volunteers in Tax Assistance)program. While this is a national program, SSU's PerdueSchool of Business has been particularly successful in itsinvolvement of the students and the community in the program,which offers free tax assistance to the public. Directed by amember of the accounting faculty, the VITA program at SSUhas collaborated closely with the local Department of SocialServices and with the Internal Revenue Service in assuring thattax preparation services are available to those in need. Servicesare provided at IRS locations. The VITA program is run as abusiness and includes not only students who will assist inpreparing taxes but those who market the program and areresponsible for its implementation.

Since 1989, Salisbury State University students have providedin excess of 14,000 volunteer hours on 5122 taxpayercontracts. In 1999 alone, students completed over 2000volunteer hours on 531 taxpayer contracts. Students preparemultiple tax returns, answer a variety of taxpayer questions anddo quality reviews of returns brought in for filing. They interactregularly with IRS professionals, must deal with a variedclientele including individuals of all racial, ethnic, economicand educational backgrounds. They must exhibit excellentcommunication skills and must be focused and able to listenattentively. Students must also maintain professional decorumat all times and their demeanor and attitudes must reflectpositively on the IRS and on Salisbury State University.

This year, the IRS hosted an appreciation reception for the 21Perdue School Accounting majors who completed 2030 hoursof service to their community. Each student received a "Spiritof America" certificate and a personal letter from arepresentative of the IRS district office. The outstandingcontribution VITA students make to the community should notgo unacknowledged. While somewhat different than thetraditional examples of good citizenship often heralded, thisprogram meets and even surpasses the ideals of civicengagement.

San Francisco State University, CaliforniaRobert Corrigan, President

"They help me study English in the citizenship. They help mepractice the 100 questions. They talk with me. I like the young

68 7/10/00 11:50 AM

Page 69: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

people, because I want to study English, I want to be a citizen."

Yan Matan is 74 years old. She is preparing to becomenaturalized as an American citizen. Her volunteer coach is oneof 100 students at San Francisco State University and CityCollege of San Francisco who work this semester with elders incitizenship and ESL literacy classes through SHINE, StudentsHelping in the Naturalization of Elders.

Project SHINE is a national community- service learning effortwith sister sites in Philadelphia, Boston, Chicago, Miami andSan Francisco. Co-directors Gail Weinstein of SFSU and NinaGibson of CCSF, work with faculty from a wide range ofdisciplines to develop "project options" for academic classes.Students who choose to participate in SHINE are trained as"citizenship coaches", and are placed in citizenship classes totutor one-on-one or in small rows. The hope is that allparticipants gain citizenship knowledge and skills, developconfidence in themselves as learners, and nurtureintergenerational relationships that last long after the projectends.

In Spring 1999, approximately 100 students from twocampuses are participating from English, Asian-AmericanStudies, La Raza, Anthropology, Women's Studies, ESL andPolitical Science. Project evaluations to date have indicatedthat as students assist elders in preparing to become citizens,their own academic learning is deepened, and they themselveshave an opportunity to participate in our communities in thebest sense of true citizenship.

As one coach says: "I feel very fortunate to have landed in suchan exciting class, where so many students experience successin their learning and citizenship attainment. The elders are soappreciative, and tell us how much we make a difference. I feellucky to be working with a teacher who is an outstandingeducator. Thanks so much for helping to set up such a greatlearning experience for me."

There is enormous satisfaction in building a program whereacademic course work comes to life; language is learned, andour community is strengthened though intergenerationalrelationships that we hope will last.

Santa Clara University, CaliforniaRev. Paul Locatelli, President

Santa Clara University's Eastside Project invites its students,through community-based learning opportunities, to learn fromthe poor, the marginalized, and those struggling againstdeprivation or discrimination, so that the students' knowledgebases will be tempered by new perspectives and insights.

_ 6967 of 90 7/10/00 11:50 AM

Page 70: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Conununities http://www.compact.org/resources/bestpractices.httn1

Each quarter, Santa Clara's Eastside Project enrolls roughly500 students who take courses that integrate academic analysisand reflective experience with underserved people in our localarea. The Eastside Project has, for example, the followingcharacteristics:

As a guiding principle, it seeks to create a learningenvironment that integrates rigorous inquiry, creativeimagination, reflective engagement with society andcommitment to fashioning a more humane and just world.

It is a faculty initiative, rooted in the curriculum. Studentsenroll in regular departmental offerings with a service-learningcomponent from disciplines across the university, includinganthropology, psychology, accounting, philosophy andreligious studies.

The pedagogy is academic, exploring the on-going dialecticbetween theory and practice, which leads to a continuousreformulation of both. The process also elicits a variety ofperspectives on problems and issues. Students put in eighthours a week engaged in the community; this experienceinforms classroom study including discussion, writing andpresentations. Note that the "project" is grounded in theacademic enterprise, not merely in community service orvolunteerism.

It aims at establishing a mutually beneficial partnershipbetween the university and the community. The effectivenessof the Project depends on having credible members of both theuniversity and the community guiding its development andon-going activities. The learning is not a one way street. Asequal partners, the community and the university listen andlearn from each other -- a partnership that ultimately anchorsthe concern for justice firmly within the university'scurriculum and scholarly activity.

The specific aim of the Project is for students, animated bycompassion, to move beyond philanthropy and social activismto the discipline of rigorous inquiry that can provide a solidintellectual foundation for the reshaping of the social order sothat it serves the common good of all members of society. Therationale for this aim comes from the fact that the veryinstitution (University) which explicitly commits itself toexploring, distilling, articulating and enhancing universalhuman experience is prevented from doing so because not allhuman experience can pass over into the consciousness of theuniversity. Often neglected are the poor, the powerless, thevoiceless in society. This is a problem for any university, butdoubly so for a university that claims to stand in the Catholic

7 068 of 90 7/10/00 11:50 AM

Page 71: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

Jesuit tradition.

In a book entitled Successful Service-Learning Programs: NewModels of Excellence in Higher Education, Eugene Rice ofAAHE described it this way:

In the moving story of the Eastside Project at Santa ClaraUniversity, we see how community service in the university'sown neighborhood led to the cultivation of a globalperspective, where all involved became increasingly aware ofthe rich diversity, the painful struggles of immigration, and thewidening gap between the privileged and the poor.

The editor, Edward Zlotkowski, went on to say, "what makesthis program [Eastside Project] especially significant is the wayin which it has been constructed to capture the very essence ofits institution's guiding philosophy." Furthermore, what theEastside Project refers to as a preferential option for the poordirectly links its activities to a form of Catholic social activismthat could, if similarly adopted elsewhere, redefine the meaningof Catholic higher education.

Southwest Missouri State UniversityJohn H. Keiser, President

By legislative act in 1995, SMSU became Missouri's onlyinstitution of higher education with a primary mission in publicaffairs. The goal of public affairs is to develop citizens ofenhanced character, more sensitive to the needs of community,more competent and committed in their ability to contribute tosociety, and more civil in their habits of thought, speech andaction.

SMSU has integrated curricular and co-curricular structures tosupport public affairs. Curricular structures include themandatory "Introduction to University Life," which exploreswith freshmen citizenship in a learning community andincludes frank discussions of the moral challenges of studentsand citizens. Mandatory capstone courses such as "CorporateResponsibility: The Role of Business as a Corporate Citizen"provide interdisciplinary study of public issues of primaryimportance. Service-learning gives undergraduate and graduatestudents focused experiences. Additional programs, disciplines,courses and emphases--such as the Environmental Sciencesand Policy minor and the Chemistry for the Citizencourse -- further support the mission.

Co-curricular structures include an active Public AffairsConvocation Series, which this year finds Nobel Prizerecipients F.W. deKlerk and Elie Wiesel addressing theestablishment of a democracy and the collapse of morality. Apublic affairs grants program, television programs and a

7169 of 90 7/10/00 11:50 AM

Page 72: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

70 of 90

professional journal promote discussions on multiple stages.Over a dozen student service organizations, the CampusVolunteer Center, a Student Community Action Team, theCampus Ministries and the volunteer and applied projects ofstudents, faculty and staff merge the bodydynamic with thesoul-civic to address community needs. Last year, over 88,000hours of service were devoted to addressing community needs.Scholarships and awards for students, faculty and staffrecognize and promote strong leadership in public affairs. AndKentwood Hall, our public affairs residence hall, focuses livingand learning on public issues. Joining a supportive faculty andadministration in overseeing and guiding the public affairsmission at SMSU is a Public Affairs Steering Committee, anAdvisory Committee and an Evaluation Committee. Our strongcommitment to public affairs is evident in the universaladoption this year of the "Declaration of UniversityCommunity Principles" by our Student GovernmentAssociation, the Staff Advisory Council, the Faculty Senateand the Board of Governors.

While SMSU's core purpose is to develop educated persons,the university itself strives to be a good citizen. A collaborativecommunity indicators project resourced primarily throughSMSU will soon provide a report-card of community wellness.An active grants office helps connect academic disciplines,community needs and granting agencies. A new Institute forOzarks Studies housed at the university will bring acomprehensive view from multiple perspectives of our physicaland cultural settings. These initiatives help define and refine asense of place for university citizens, local residents andvisitors.

At SMSU, public affairs is integrated wholly throughout theuniversity. SMSU is proud to develop citizens of enhancedcharacter and to graduate "citizen biologists," "citizenhistorians," citizen artists," and "citizen teachers."

Trinity College, ConnecticutEvan Dobelle, President

Trinity College believes that its liberal arts curriculum andurban location are a powerful combination and provide thebasis for distinctive learning opportunities that challenge andinspire students to become critical thinkers and active, engagedcitizens.

A fine example of the opportunities that exist is the Boys &Girls Club at Trinity College. The Club is the first Boys &Girls Club in the country to be located on a college campus,and Trinity students fill all of its volunteer positions. Trinitystudents also are involved in the Club through internships,service-learning, and research. They serve the needs of more

72 7/10/00 11:50 AM

Page 73: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

71 of 90

than 300 inner-city, low-income children who have enrolled inthe Club since its opening in February.

In true community spirit, the Club's construction was financedwith gifts from Hartford-area corporations, foundations andindividuals, including Trinity College trustees. The Club alsowas the first new building to be constructed as part of aneighborhood renewal effort spearheaded by Trinity Collegethat calls for three new schools, a family resource center, newhome ownership opportunities, job training, support forexisting retail establishments, and new business assistance.

Retired General Colin Powell, now chairman of America'sPromise: The Alliance for Youth, participated in the dedicationof the Club and designated Trinity as the nation's first "Collegeof Promise." He said that Trinity's "commitment to improvingthe quality of life in Hartford and to helping the city's youngpeople dream and believe they, too, might someday attendcollege and live the American dream is exemplary. What arethe other hundreds of colleges and universities throughout thecountry doing on behalf of at-risk youth? Why can't they all beColleges and Universities of Promise?"

The Club's activities are focused on education and thedevelopment of social skills, using Trinity students as teachers,role models and mentors. The activities include dailyhomework sessions; recreation that fosters team-spirit; positivecompetition and social skills; arts and crafts; a computer clubthat uses academic-oriented software; a newsletter; apercussion workshop; and a Saturday basketball league. Thenewest addition is a wilderness club that involves students andstaff in educational trips and outings to foster positiverelationships, an awareness of nature and the environment,self-awareness, character-building and self-esteem.

This program offers Trinity students an opportunity to use theirskills and their athletic, intellectual, artistic andteaching/tutoring talents for the benefit of a community inneed. Students engaged at the Boys & Girls Club becomeincreasingly civic-minded; they become more aware of the realissues and problems of inner-cities. Although it happensoutside the classroom, this represents true and invaluablelearning, and it stimulates intellectual inquiry, civic action andleadership. This process helps mold Trinity students intoresponsible, involved, caring, and effective leaders of thefuture. It builds citizens who are more concerned about solvingsocial problems than just studying and talking about them.

Tufts University, MassachusettsJohn DiBiaggio, President

The Vision Statement of Tufts commits the University "to

737/10/00 11:50 AM

Page 74: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

72 of 90

foster an attitude of 'giving back'; an understanding that activecitizen participation is essential to freedom and democracy; anda desire to make the world a better place." To deliver on thisvision, Tufts' President John DiBiaggio, its Trustees, faculty,administrators and students are working to make values andskills of active citizenship a hallmark of all its degreeprograms. We are building upon substantial existing publicservice programs located throughout the University. The nextstep in this process is to establish the concept of the UniversityCollege and over the past two years we have put in placeseveral program elements. In the fall of 1999 the Trustees willbe taking final action to formally launch this ambitious "acrossthe curriculum" initiative.

The centerpiece of the College will be a certificate program inCitizenship and Public Service. Undergraduates and graduatestudents will earn the certificate by completing a set of coursesthat incorporate community service and civic education, and byfinishing a substantial community service project.

While Tufts' public service activities are broad in scope, theUCCPS will place emphasis on work to strengthen preK-12education. The focus on this initiative on education for activecitizenship is accompanied by a challenging research agenda:Why has civic engagement in the U.S. declined? How are theforms of citizen participation changing and what causes theseshifts? What is the nature and meaning of civil society indifferent parts of the world? Tufts is encouraging andsupporting faculty research on these topics and is sponsoring abook series on Civil Society through the University Press ofNew England. A public Forum on Civil Society in April 1999celebrated publication of the first two volumes in this series.

Union College, New YorkRoger H. Hull, President

Union College just completed its first year as one oftwenty-four higher education institutions participating in theBonner Scholars Program. Although the college has providedopportunities for students to serve the community throughoutmost of its history, the partnership with the Bonner Foundationhas granted increased excitement and new possibilities such asresources and sources for training, and direct financial supportfor low-income students.

In an effort to expose students to the three-way connectionbetween one's own personal values, beliefs and culture; thecollege's mission and vision; and the needs of the community,the college developed the UC LEAD (Union CollegeLeadership Education and Development) process. Through theavenues of self-exploration, practice, and reflection the UCLEAD process provides skills for meaningful service and

14 7/10/00 11:50 AM

Page 75: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

ultimately, preparation for life long learning, civicinvolvement, and personal responsibility.

Using a model outlining "stages" of personal developmentranging from Exploration to Integration and Expertise, studentsare challenged to connect the impact areas of service (self,campus, community) with elements of their own personalmission statements and the mission and vision statements ofthe college.

LEVEL I: EXPLORE & DISCOVERWhat can I explore and discover about my community, regionand self? How do I increase my levels of awareness ofdiversity? Where and how could I begin? How are terms suchas social justice and reflective thinking defined?

LEVEL II: FOCUS & PLANWhere should I focus my interests? How can planning help meto be a more effective servant-leader? How do I become abetter listener and how is that important? How do I developskills such as identifying real needs and developing creativesolutions?

LEVEL III: MENTOR & MODELHow can I apply my leadership training and experiences to be amore effective mentor? How do my actions affect others?

LEVEL IV: INTEGRATE & CREATEHow can I integrate my experiences into my academic interestsand career and life plans?

Through intense and active training, hands-on experience, andguided reflection, we expect that Union College graduates willserve, in some capacity, as catalysts for positive social changeand model citizenship the rest of their lives.

University of Binghamton, New YorkLois B. DeFleur, President

The Johnson City (JC) Program is under the auspices of theAcademic Programs of Off Campus College. The JCMentor/Tutor Program is a service-learning opportunity offeredfor two-credits. Participants are required to work 5-6 hours aweek and attend a weekly seminar. Mentors/tutors work withhighneeds and at-risk youth ages 10 to 18 (grades 5th throughGED Program). This program exemplifies the excellentcollaborative efforts that characterize Binghamton University'sinteraction with the surrounding communities.

About the Surrounding CommunityBinghamton University is located in the Town of Vestal, inBroome County, in the Eastern Southern Tier Region of New

7 573 of 90 7/10/00 11:50 AM

Page 76: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

74 of 90

York State. Binghamton itself is a small city, and is the countyseat for Broome with about 50,000 residents. There are severalother municipalities, Endicott, Johnson City, and towns thatbring the total regional population to about a quarter of amillion. Binghamton University students are very much "indemand" as volunteers and interns in our local communities.The area is served by 4 major network television stations,several newspapers, and has a full array of public services.These factors combine to give students superior access to offcampus learning experiences.

Binghamton University works to improve its role as a goodcitizen in the community. Specifically the office is home tothree separate, though related, initiatives that provideopportunities for our students to develop citizenship ideals andrepresent the campus externally. These initiatives are the OffCampus College Academic Programs, The Good NeighborProgram and Volunteer Programs. Staff work closely withstudent government and cultural organizations to emphasizemeaningful participation in community centered activities. TheGood Neighbor Program works in the community to informlocal government officials and community residents abouttrends and factors that affect our students. Simultaneouslystudents are encouraged to take an active role in preventingconflict through communication and reasonable behavior. TheVolunteer Programs celebrate the active role volunteerism hasplayed in the Binghamton tradition. The OCC AcademicPrograms consist of local spring and fall internship placements,a flexible summer program, a Group Projects course and theJohnson City Mentor/Tutor Program.

The Johnson City School District Mentoring/TutoringProgramPlanning for the Program began with a request from theAssistant Superintendent of Schools, in the Fall of 1996 andthe first 19 Binghamton University students were selected to bementors beginning in the Spring of 1997. This past year over50 BU students participated. The program features involvementwith the school, and with children's families, course work andtraining for the mentors, and a comprehensive approach tochildren's success.

Outcomes:A significant number of Binghamton University students areconsidering teaching. Several members of the initial group(spring '97) and the second group (97-98) either completedtheir masters in teaching this spring or will do so next year.The JC program provides assistance and additional support forat-risk youth in the school environment, guided pre-teachingexperience for BU undergraduates, and an important link tolocal families with school aged children. The School District is

76 7/10/00 11:50 AM

Page 77: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.httril

75 of 90

very pleased with the success of the program andimprovements have been noted in the performance of severalchildren involved with the program. Several other schooldistricts are requesting similar programs.

University of Colorado at BoulderRichard Byyny, M.D., Chancellor

The Service-Learning Program at CU-Boulder is both wellestablished and growing. We offer an exciting array of coursesthat present students with diverse service-learningopportunities. Currently, over 35 faculty and 1000 studentsparticipate in service-learning annually, partnering withhundreds of community organizationsand each semester,more faculty in more disciplines join us. We also have twoexcellent service and leadership training programs (TheStudent Leadership Institute and INVST), service-learningcomponents in several Residential Academic Programs, and alarge and active Service Learning Corps. With such a strongbase, we can work in creative ways to expand service-learningopportunities. For example, we helped to create and support anInternet writing center that connects high school students tobusiness and University commentators to help them gainperspective on their writing skills and to allow CU students toshare their growing knowledge about writing efficacy with highschool student writers.

University of Denver, ColoradoDaniel Ritchie, Chancellor

The Service Learning Program (SLP) works closely with theCommunity Action Program (CAP) and other offices at DU toprovide quality community service and service-learningopportunities for students, faculty and staff. Currentprogramming highlights include: nearly ten documentedservice-learning courses in various departments involving over300 students per year; five new faculty recipients of SLPFaculty Fellows mini-grants (which assist faculty in thedevelopment of SL courses); continued involvement by theSLP in the DU/Northwestside Denver Partnership (this is donein conjunction with the DU Graduate Education Department,Denver Public Schools and several grassroots organization inNorthwest Denver); a webpage for the Service LearningProgram (see www.du.edu/slip); a 60% increase in off-campuswork-study opportunities at local nonprofits; a growing ServiceLearning Corps (a part-time AmeriCorps program wherestudents commit to serve a minimum of 450 hours ofcommunity service and reflect on that experience in a group,each academic year); three opportunities for Internationalservice-learning (Projects Mexico, Bosnia and Costa Rica); anewly-established Service Learning Advisory Committee (toensure accountability and greater community involvement);

77 7/10/00 11:50 AM

Page 78: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

76 of 90

and a volunteer clearinghouse of over 100 local non-profitorganizations (see www.du.edu/cap; and plans to integrateService Learning information and community serviceopportunities into the new SOAR (Student Orientation andRegistration).

University of Maine at FarmingtonTheodora Kalikow, President

In light of the Learning Results in Modern and ClassicalLanguages which mandate second language acquisition fromgrades K-12 in the State of Maine, UMF embarked on a servicelearning partnership with Mallett School, to teach French in theelementary grades, and help Mallett school develop and sustaina foreign language curriculum.

Several options were considered at the start of the program.French was selected because of local expertise andgeographical setting, and also in light of costs involved andease of running a second language program. Every classroomin each grade is involved, but the program was implemented instages: first grade only in Spring 1998, first and second gradein 1998-99, and grades one through three in 1999-2000. Thisgradual approach made it possible to develop one year ofcurriculum at a time and to grow gradually.

It is hoped that the school that will receive these children ingrades 4-6 will continue teaching French in grades 4-6. UMFstudents teach French for 10 weeks each semester, once a weekfor about 30 to 40 minutes, which is not sufficient but can bereinforced the rest of the week by the classroom teacher.

Everyone benefits: UMF students are immersed in a realclassroom and learn teaching through practice. Mallett schoolbenefits from a pool of eager volunteers to start a Frenchprogram on a shoe string. The children benefit the most, sinceresearch has proven that early second language acquisitionenhances brain functions for life.

This program depends on the efforts of many. UMF developeda new French course and practicum to train studentslinguistically and pedagogically for this project (French for theElementary Grades). Students are requested to register for theseclasses and reflect upon their practical experiences as part ofthe project. 23 UMF students (several working as teams)participated in the program this year, which is remarkableconsidering that

UMF is a small liberal arts college with no French major. Thelocal PTA and Community raised over $10,000 a dazzlingsum for rural Maine to make the program a reality. MallettSchool Principals implemented the project and continue to

78 7/10/00 11:50 AM

Page 79: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

77 of 90

support it wholeheartedly. First and second grade teachers atMallett are mentoring UMF students and reinforcing lessonsduring the week. They are learning French with the studentsand their enthusiasm plays a crucial role. The Mallett SchoolFrench Program Coordinator receives a small stipend todevelop the curriculum with Professor Sylvie Charron of UMF,who coordinates the program and teaches one class in everygrade. She is an indispensable chain in this tightly wovenfabric. In terms of funding, this program has benefited fromtwo $500 Service Learning Grants to purchase books and othermaterials, and from a $250 donation from The Department ofHumanities to purchase a series of books.

All in all, this program has been immensely successful andcontinues to grow. It could definitely serve as aservice-learning model for other universities and communities.

The University of Montana-MissoulaGeorge Dennison, President

Flathead Lake Biological StationFor the past 22 years, The University of Montana researchstation at Flathead Lake has operated to protect the lake'swater quality and maintain the ecosystem balance. FlatheadLake, the largest natural freshwater lake west of the MississippiRiver, is at risk of becoming irreversibly contaminated. Facultyand students stationed at the lake perform numerous researchstudies dealing with the biological and chemical properties ofthe lake in addition to monitoring the lake's health. Thebiological station project involves a variety of partners,including local, state, tribal, and federal agencies, who havejoined forces to protect the lake. The station serves as theprinciple research facility who investigators are dedicated todelivering the scientific facts necessary to make informeddecisions about the lake. The station provides students withopportunities for applied research experiences that addressenvironmental and community needs while also helping tomaintain one of Montana's greatest and most valued naturalresources for future generations.

America Reads ProgramIn response to President Clinton's America Reads Challenge,The University of Montana has strengthened its commitment tohelp Missoula schoolchildren become better readers. Duringthe past two years of the program, UM placed more than 30work-study tutors and 100 college student volunteers in localelementary schools to serve as literacy tutors and provideone-to-one assistance and support for young readers. Theprogram involves a variety of partners on campus and in thecommunity including Volunteer Action Services, the School ofEducation, Financial Aid, the local school district, and the stateOffice of Public Instruction. Through their participation,

7 9 7/10/00 11:50 AM

Page 80: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://wvvw.compact.org/resources/bestpractices.html

78 of 90

college student tutors gain an awareness of differenteducational needs of youth in the community and are exposedto the benefits of serving their community.

Teaching Creative Movement to People with DisabilitiesKaren Kaufman, a UM visiting dance instructor, developed aprogram at UM's Department of Drama/Dance that introducesuniversity students to teaching creative movement to diversepopulations. The program focuses on having college studentsteach dance and creative movement to people with disabilities.The program also takes student instructors out to the publicschools to provide dance instruction to children who may nototherwise have the opportunity to participate in dance classes.The program provides an opportunity for college student danceteachers to examine the ways in which creative movement canbe utilized to enhance the lives of diverse populations ofpeople.

University of New England, MaineSandra Featherman, President

The University of New England, Westbrook Campus, hasinitiated a campus community project entitled The StevensAvenue of Educational Excellence. The goal of this project isto foster academic excellence for all students in the StevensAvenue community. Stevens Avenue presents a uniquegeography in which a resident can attend preschool throughgraduate school without leaving the avenue. The University ofNew England has taken a leadership role in establishing andfostering collaborative relationships among all the schools,social institutions, and businesses along the avenue.

This past year, the Stevens Avenue Collaborative AdvisoryCommittee was formed, defined its structure and purpose, andestablished vision and mission statements for theCollaborative. Its vision is that "Stevens Avenue is acommunity noted for its excellence in fostering quality lifelongeducation, mental and physical health, mentoring relationships,a safe environment, and a commitment to service among all itscitizens." Its mission is: "To enhance the human spirit througheducation, health, mentoring, safety, and service."

Several other accomplishments were also realized this year.The Collaborative established a bimonthly newsletter, ACommunity of Excellence, which describes significant projectsand accomplishments of students along the avenue. The thirdissue is currently being prepared and has a circulation of about600. Students from UNE's Community Nursing class workedwith the 7th and 8th grade science teacher at St. Joseph's ParishSchool to present eight classes on the body systems. Studentsfrom UNE's Language Arts tutored reading at LongfellowElementary School with training provided by the Longfellow

80 7/10/00 11:50 AM

Page 81: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

79 of 90

reading specialist. UNE students conducted several researchprojects at the Park Danforth Residence, Deering High School,and Longfellow Elementary School.

A UNE education course on computer technology was taughtin the Lincoln Middle School computer lab. Over 500 studentsfrom elementary to high school visited the UNE Art Gallery.UNE began an Alternative Health Promotion program at ParkDanforth involving professionals from the medical school,students from the nursing and gerontology programs, andundergraduate students. UNE met with both high schoolprincipals to discuss enrichment opportunities that it couldprovide such as the College Exploratory Program, guestspeakers, Art Gallery exhibits, and career information.

Next year, the Collaborative will focus on the theme ofmentoring as the major focus of its activities. UNE is currentlyworking with the principal of Lincoln Middle School todevelop a mentoring program for middle school students. Inaddition, the Collaborative will continue the tutoring activities,and the bimonthly newsletters and meetings. It will alsosupport a Poetry Workshop from Burbank Library, providecollege campus tours for middle and high school students toraise academic aspirations, facilitate oral histories conductedby middle school students with Park Danforth residents,develop a Stevens Avenue web page, and continue to createstrong partnerships along the avenue.

University of Redlands, CaliforniaJames Appleton, President

The University of Redlands is committed to community-basedpartnerships and systematically supports schools, hospitals, andthe non-profit sector as stakeholders for the future. Studentinvolvement can be seen most notably in the volume of serviceperformed each year. Annually, 60,000 hours of service aregiven to the community through work-study placements,America Reads tutoring, an academic service requirement,faculty taught service-learning courses, non-profit internships,and volunteer outreach. The following summary lists someways the University of Redlands has maintained itscommitment to educating the hearts and minds of its students.

Graduation Required Service Hours (CSAC) Committed toteaching the ethic of service outreach, the University ofRedlands requires all undergraduates to give to theircommunity by taking a 3-unit service activity course. Each yearover twenty thousand hours of service are performed athundreds of agencies throughout the world. Placements occurannually at homeless shelters, pre-schools, police departments,safe-havens, and various other non-profit agencies whosemission the students wish to advance. The requirement is ripe

81 7/10/00 11:50 AM

Page 82: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

for building community linkages on the reciprocal andinvaluable relationships between town and gown as well asnational and international service outreach.

Service Learning Courses - Student and faculty developedservice learning courses are offered each Interim (Januaryterm) allowing students several options in which to activelyparticipate in community problem solving and reflection. Thefollowing faculty taught service learning courses were offeredInterim 1998.

1. Volunteer Income Tax Assistance. Skill = Tax preparationOutreach = Tax Assistance to elderly and lower income as wellas Spanish speaking communities.

2. Into the Streets. Skill = General outreach and service todozens of agencies throughout southern California.

3. Fieldwork in Adapted P.E. Skill = Teaching physicallychallenged children techniques in physical education. Outreach= Special education programs, local schools, and agenciesworking with physically challenged children.

4. Woodwind Instrument Repair. Skill = Repairing musicalinstruments at no cost to school districts. Outreach = Twelvelocal public elementary and high schools.

5. Ropes Course Leadership. Skills = Ropes challengecourse/diversity training. Outreach = Local elementary schoolsand reform and county schools.

6. Service In Haiti. Skill = Working with impoverishedchildren. Outreach = Participating in orphanage work andmentoring in Haiti.

7. Service in Japan. Skill = Teaching English. Outreach =Elementary students in various schools in Japan.

The University of Richmond, VirginiaWilliam E. Cooper, President

The University of Richmond encourages significantinvolvement of students, faculty and staff in volunteer servicethroughout the Greater Richmond Area. Leaders of severalcommunity agencies and Richmond area visionaries haveprovided outstanding leadership and guidance in support of theUniversity of Richmond community. In recognition of theirservice, the University of Richmond has established anadvisory board called the University of Richmond ServiceAssociates.

8280 of 90 7/10/00 11:50 AM

Page 83: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

Service Associates is a board of distinguished Richmond areaprofessionals who deserve recognition for their involvementwith the University and their aggressive, creative andsometimes courageous leadership in helping transformcommunities and environments into healthy productivesettings.

Service Associates will promote the University's communityinvolvements to their various constituencies.

Service Associates will work with the Chaplain to theUniversity and the Chaplaincy Staff on matters of service andcommunity involvement in the Greater Richmond Area.

Service Associates will assist in exploring new ways for theUniversity to remain relevant in serving its host city.

A grant (UR Service Associates Grant) is available eachyear to the Service Associates to award to an organization orprogram deemed most capable of making a significant impacton community life.

The University of Saint Thomas, MinnesotaDennis Dease, President

The decline in active citizenship in America is a threat to ourdemocracy. This country must have a concerned and involvedpublic if it is to retain its freedom and its greatness. In responseto this urgent need for developing active citizenship, studentsfrom the University of St. Thomas are involved in the PublicAchievement Program.

Public Achievement (P.A.) is an "up and coming" nationalcitizenship program housed at the Minneapolis basedHumphrey Institute of Public Affairs. This program is designedto increase the involvement of young people in the problemsconfronting our communities. Started by Dennis Donovan, aformer grade school principal and community organizer, andHarry Boyte, Senior Fellow and Co-Director of the H.H.H.Center for Democracy and Citizenship, Public Achievementfocuses on empowering young people to act on issues whichthey feel are important.

Modeled on the "citizenship schools" of the South during theCivil Rights Era, Public Achievement attempts to revitalizedemocracy by teaching skills for public leadership. Typically,college students act as coaches for groups of grade schoolstudents. Groups of young students and their universitycoaches work through the process of defining an issue,choosing an appropriate strategy to resolve or improve theissue, and finally, executing a plan of action.

8381 of 90 7/10/00 11:50 AM

Page 84: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

In the '98-'99 school year, eight St. Thomas students served ascoaches at St. John Vianney Grade School in South St. Paul.P.A. groups met weekly to "map" their issue and to strategize.They worked on perennial problems such as hunger andhomelessness, animal rights, and the environment. They alsoworked on issues such as school safety and technologyupgrades for their classrooms. Although the P.A. groupsworked independently, they reported back regularly to theirclassmates and to their teachers.

The broader goal of Public Achievement is to help youngpeople realize that they have the power to change things. InP.A., it is the kids who come up with the issues and the goals.The university coaches help with skill building andorganization. This process helps teach kids how to get involvedin public issues and how to effectively make a difference. Mostimportantly, P.A. teaches them that in order to make adifference, they need to find ways to cooperate and to worktogether.

Of course, the university students also learn citizenship bybeing coaches. Public Achievement helps broaden theircollege-centered focus. They gain a new sense of urgency byseeing issues through the eyes of the children. They gaininsight into areas where they themselves need to grow. Theseinclude the fine arts of compromise and leadership. Ascoaches, these college students have the task of teachingorganizing skills. But they end up learning how to empowerothers. P.A. coaches return to the university with a greaterability to be campus leaders and lifelong citizens.

Both the grade school students and their college coaches gain anew sense of civic responsibility. They all learn to getinvolved. As a result, P.A. is helping to build a future whereAmerica is no longer dominated by cynicism and apathy. P.A.is helping to bring about an America nourished by cooperativeand caring citizen action.

University of Southern ColoradoTito Guerrero, President

Service Learning opportunities are growing steadily at theUniversity of Southern Colorado. Because this program ishoused within the Community Research Services office, we areable to develop interlinked projects and placements forstudents in varied disciplines from social work and psychologyto mass communications. A Child Care Parent Survey wascompleted in December. The information will assist withimproving the quality of childcare in our regions. In May USCwill again conduct the statewide Children's Summit, whichwill focus on bringing together community members, parents,

8482 of 90 7/10/00 11:50 AM

Page 85: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

83 of 90

and providers.

Currently, students are designing a web site to be theinformation broker for the community (Community ResearchServices web page). The CRS is the communication linkbetween USC faculty, students, and the community to providecost effective research assistance. "Adopt-An-Agency" isunderway to assist local non-profit agencies in their programdevelopment with on-site consultants. Presently, a report aboutPueblo's Community's Health (Community Indicators Project[CIP]). The CIP presents information on two dozen keyindicators that capture various scenes reflecting importantdimensions on community life. Girl Scouting in the Day isanother one of our programs. It is a program that supplementsyoung women (5th-8th grade) with goal setting, drugprevention and preventing teenage pregnancy. In addition, asurvey of service-learning opportunities for faculty andstudents is underway to begin a database of information toenhance recruitment, retention and placement opportunities. Alink has been developed with Pueblo Community College andeach will provide data, public relations activities, andmentoring for joint community college/university projects.

University of UtahJ. Bernhard Machen, President

At the University of Utah, Psychology 1010 excels insimultaneously enhancing students' academic learning whileexposing them to practices of good citizenship. The PSYCH1010 team accomplishes this, surprisingly, in a traditionallychallenging environment: large classes of young, inexperiencedfirst-year students. Agency surveys, student evaluations, andgrades illustrate very positive feedback about both the serviceand the learning. Dr. David Dodd and two teaching assistants,trained and funded by the Lowell Bennion Community Center,refined the format and process of integrating service-learninginto PSYCH 1010, and created a manual for subsequent 1010classes. What they learned, accomplished, and documentedmay provide a useful model for other classes and otherinstitutions trying to integrate service-learning into large,multi-section courses.

From their manual, it is clear their success was based on fivekey pieces: agency involvement, a carefully constructed firstweek of class, detailed service-learning handouts, strategicwriting assignments, and periodic reflection discussions.

Teaching assistants and faculty recruited twelve communitypartners, sharing the class syllabus and learning about theirclients' needs (and how those needs related to class content).Agencies participated in student learning by collaborating withfaculty and teaching assistants in planning, orientations

857/10/00 11:50 AM

Page 86: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

84 of 90

(in-class and on-site), intervention, and evaluation. Agenciesalso participated in all four scheduled reflection discussions.

Critical, according to students, were the clear, explicitexpectations of service-learning presented during the first weekof class. Faculty, teaching assistants, agencies, and a paststudent teamed up to deliver a clear, strong orientation toservice-learning and its connection with the class and withcitizenship. They focused on service-learning rationale,partnership and class expectations, service descriptions, andwork agreements with agencies. On that same day the studentssigned up with an agency and registered for an on-siteorientation.

After they signed-up for service, students (young and oftenneeding firm structure) received their own detailedservice-learning folder containing the syllabus, servicedescriptions, letters of agreement, a grade sheet, deadlines,reflection session questions, and writing assignments. Thesewriting assignments were built on targeted questions askingstudents to describe how a specific psychological theory wasevident in their particular service experience. Therefore, asstudents served, they were mindful of how their experiencerelated to academic texts. Teaching assistants tracked studentlearning by reviewing bi-weekly writing assignments and bycontacting agency representatives.

Faculty, agency representatives, and teaching assistants,reinforced the service/curricular integration through four45-minute reflection discussions, as well as regularly referringto the service in lectures. Exam questions also requiredstudents to draw from their service experience.

This consistent and conscious integration of service andtext - -now mapped and prepared for future 1010 classes--hasmade PSYCH 1010 a best practice in service-learning. Forfurther information on PSYCH 1010, please call KaraHartmann at (801) 585-9100.

University of VermontJudith Ramaley, President

UVM has begun to view student advocacy for social andenvironmental causes as a natural avenue for cultivating adeeper sense of civic and social responsibility and a skill inconstructive advocacy that complements institutional valuesand supports our mission which includes preparing ourstudents to lead creative, productive and responsible lives.

Environmental AdvocacyThe University has a strong commitment to utilizing effectiveenvironmental practices in its daily operations. One aspect of

86 7/10/00 11:50 AM

Page 87: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

85 of 90

this is the introduction of sound ecological design into all plansfor renovation and construction of facilities on campus. Agroup of students have formed The Consortium for EcologicalLiving (CEL) as a vehicle for increasing the efficiency andlong-term sustainability of the campus as well as to educate thecommunity about the benefits of ecological mindfulness.

There are a number of lessons to be learned from thisstudent-initiated effort. First, the students involved have abroad vision combined with a very practical objective ofworking within the system to introduce changes that willgradually achieve that vision. They want to promoteenvironmentally sound campus strategies that will make UVMan exemplary learning environment for exploring ecologicallysound principles of campus design, campus operations and thecreation of an educational setting that promotes mindfulnessabout the environment. They have chosen, however, toapproach this vision by advocating to the campus communityprojects and concepts that are consistent with their largervision but also practical and workable with our currentresource base and culture. The leaders of this group haveinvited students from many different disciplines to worktogether to create practical and constructive alternatives thatcan enhance the campus community and introduce soundenvironmental practices.

CEL is a very diverse group of students drawn from manyfields who work together to offer a meaningful student voice incampus planning. As a recent example, CEL has participated inthe early design of a new library extension/student center"information gateway" project and has advocated forincorporating concepts of ecological design into the building sothat it will be cost-effective, sustainable long-term, and animportant example of ecological design on campus. They havetaken as their motto the quotation from Margaret Mead, "Neverdoubt that a small group of thoughtful, committed citizens canchange the world. Indeed, it is the only thing that ever has."The members of this group, encouraged and supported by theadministration and faculty, are learning how to make a realdifference and leave a lasting mark on this institution.

Social AdvocacyStudents at UVM have formed the UVM Coalition forResponsible Investment to promote social advocacy for humanrights and to provide a vehicle for students to make theirconcerns known to the campus community and to theadministration. Recently, the Coalition took up the issue ofsweatshop labor and did research on the development of anappropriate code of conduct for apparel manufacturers that arelicensed by the university to utilize UVM trademarks. In Aprilthey launched a campaign to make UVM "sweatshop free." In

87/10/00 11:50 AM

Page 88: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

86 of 90

doing this, they first followed a fairly traditional course ofholding a press conference on the steps of the administrationbuilding and circulating petitions calling for the administrationto adopt a strict code of conduct and establish its ownmonitoring process for ensuring compliance among itslicensees. In their initial communication they presented theirwork as a long-term campaign that would require "long termcommitments, discipline and focus." They expressed the hopethat protests, demonstrations and sit-ins would not benecessary to get the attention of the administration and topromote their cause.

Choosing to use this naturally developing interest as a means topromote a more comprehensive approach to advocacy,members of the student affairs staff met with the leadership ofthe Coalition to discuss the practical and ethical dilemmasposed by the issue of "sweatshop labor." The staff also workedwith the Student Government Association to open upopportunities for a broader discussion of the issues as well asan exploration of ethically sound strategies that would beappropriate for an institution like UVM with its values ofrespect, integrity, innovation, openness, justice andresponsibility.

UVM's involvement with licensing agreements is somewhatdifferent from those of the larger and more nationallyprominent members of the newly-formed Fair LaborAssociation and the recently established coalition working withPriceWaterhouseCoopers to design a monitoring system thatwould be more clearly independent of influence by apparelmanufacturers. UVM enters into contracts with over 150 firms,including many small Vermont-based firms, to produce a rangeof items with UVM trademarks and logos. The total revenuefrom these licenses is approximately $50,000. At this scale, thepackage originally advocated by the Coalition---which calledfor a very strict code of conduct including the requirement thatmanufacturers pay a "living wage" and for UVM to establishand operate its own compliance reviews---was clearly notfeasible. After much discussion, the students amended theirrequest.of the administration to propose that an advisory taskforce of students faculty and staff be formed to discuss how theuniversity could best address labor and human rights issues andto gather evidence needed to make a rational andwell-thought-out decision. This group has now been formedand has begun to explore our options.

The lessons to be learned from this experience as well as theenvironmental advocacy of CEL is that it is possible toleverage the genuine interest and concern of students aboutissues of human rights or the environment or other social issuesto create an opportunity to introduce new approaches to

887/10/00 11:50 AM

Page 89: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

87 of 90

constructive and effective action within our currentorganizations and public systems. Drawing on the concepts ofproblem-based learning and experiential learning, a meaningfulengagement with student concerns can create a wonderfulavenue for promoting civic responsibility and for involvingstudents in constructive institutional change.

Valparaiso University, IndianaAlan F. Harre, President

The city of Valparaiso, Indiana, in conjunction with ValparaisoUniversity has just completed the tenth year of its Christmas inApril project. Annually, Christmas in April brings together 300University students with approximately 300 residents of thecity of Valparaiso to work on the homes of the elderly andthose who live on fixed incomes to make these homes morepleasant and habitable.

Students who volunteer to work on the day designated asChristmas in April are asked to attend a training session wherethey learn about the history of Christmas in April not only inValparaiso, but also across the nation. They are informed aboutwhat is expected of them, and they are given a preview of theprojects upon which they will work.

In April 1999, twenty-four homes and two not-for-profitorganizations were the recipients of the efforts of the Christmasin April volunteers. This number is something more than wasthe case ten years ago, but something less than the thirty homesupon which work was done in prior years.

University students have the opportunity to interact withcommunity residents, and particularly individuals whorepresent the skilled trades (carpenters, plumbers, electricians,roofers, etc.), as they rework homes by replacing roofs, redoingplumbing, installing new furnaces, painting, interior andexterior areas, repairing sidewalks, raking lawns, etc.

As students are involved with the Christmas in April project,they learn something about the importance of service to theircommunity, and they also are brought into contact with peoplewho have far fewer resources than they have. The involvementof faculty, staff, and students with the leadership andvolunteers from the community has been a very helpfulcontributor to fostering positive Town-Gown relationships inValpaiaiso, Indiana.

Vincennes University, IndianaPhillip Summers, President

For the past two years the Student Senate at VincennesUniversity has sponsored "The Rainbow of Harmony" Dinner.

897/10/00 11:50 AM

Page 90: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

Representatives from each club and organization on campuscome together to share in a purposeful program and dinner.Icebreaker activities engage students in meaningful discussionand a speaker presents a thought-provoking message. A studentcode, which speaks of civilized behavior, dignity of all personsand freedom for each individual is read in unison as a symbolfor a strong unified student force. A bread of rainbow colors isbroken, passed and shared by all as further testimony for aunified student body. A large banner, which contains words ofunity is signed by all attending students and later hung outsidethe Student Union Building for others to see.

Club representatives from this group encourage others to jointhe ranks by distributing rainbow ribbons and small cards,which attest to positive interaction among all. If a studentdecides to commit to this movement, the card is signed andcarried in their wallet. Shortly following this dinner anothergathering occurs in which these club representatives inviteothers to join them. Food is served and students gather ingroups to discuss ways to promote unity and civilized behavior.These ideas are printed on 4"x 6" cards and worked on duringthe year by student groups and student senate.

Enclosed are examples of the Student Code and the "It CanHappen" card. In the first year of its inception the idea and the"It Can Happen" card was directed toward racism. In its secondyear the idea moved more toward unity among all, which isbroader and involves all groups.

The origins of this concept evolved from a Student Senatemember who felt that not enough concern was shown for othersamong students. We dubbed this movement as "Carrie's LoveCampaign". I mention this to illustrate the idea that it takesonly one person to start something. The idea spurred others'imaginations and evolved to an annual campaign. In light of thefact that our nation is facing so much violence in our schools,this movement is very timely. It has helped students to start theyear right and to perhaps look at others with new perspectives.

West Virginia Wesleyan CollegeWilliam Haden, President

West Virginia Wesleyan College (WVWC) has a long historyof service with the local community that has resulted in anopen and communicative relationship between the WVWCCommunity Service Center and Upshur County communityagencies. Student volunteers from Wesleyan's campus arewelcome and highly valued at agencies that oftentimes rely onstudent volunteers in ways that utilize student'scommunication skills, leadership talents and problem-solvingtechniques.

9 ti88 of 90 7/10/00 11:50 AM

Page 91: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

As the service initiative at Wesleyan grows stronger with agrowing number of community collaborations, it is importantfor students to fully understand the unique aspects of how arural community identifies and responds to community need.The traditional focus of our campus-based service programshas been on service "for others." While that has beensuccessful in the past, there is now an intentional effortunderway at West Virginia Wesleyan to begin a process ofactively listening to the community. This will allow the peoplefrom community agencies and the Wesleyan CommunityService Center to chart a strategic course that will foster greaterunderstanding of the community.

Community Partnership ProcessConduct interviews with community leaders such as the

mayor and chief of police of Buckhannon, the president ofChamber of Commerce, health professionals, countycommissioners, and religious leaders.

Devise list of questions for community leaders in regard tocommunity history, college relations, economic development,crime statistics, identified problems.

Strategize on a "problem-solving" approach that expands andenhances the role that college student volunteers take inestablishing long-range project goals.

Offer the community leaders feedback and assessmentstrategies that are responsive to community resources and thepotential of college student volunteers.

Promote an integrative learning and developmental strategyfor students and their community partners.

The spectrum of service programs embraced by Wesleyanstudents is varied and offers students a number of opportunitiesto work closely with agency supervisors. The success of thecommunity partnership process will depend on the service andthe subsequent knowledge/skills and experiences that thestudents and community leaders will determine the agencyneeds. By incorporating these approaches within thecommunity service process, all those involved will be betterable to share information, knowledge and therefore improvethe chances of reaching the community development goals ofthe sites.

Whitworth College, WashingtonWilliam Robinson, President

As a component of Core 150 (part of Whitworth's Coreprogram, which every Whitworth student is required tocomplete), each student is required to do a community service

9189 of 90 7/10/00 11:50 AM

Page 92: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

Educating Students for Active Citizenship & Engaging with Communities http://www.compact.org/resources/bestpractices.html

project of his/her own choosing or through the coursecoordinator, and to write a short paper detailing-the type ofservice, telling about the project, and describing the impact ofthe project upon the student. Projects range from serving soupat a men's shelter to cleaning up yards for disabled people tocaring for small children at a low-income housing project.Many of the students return again and again, after their Core150 semester has ended, to offer their services at local nursinghomes, at Habitat for Humanity, at the previously mentionedvenues, and at other locales where their assistance iswelcomed.

<= campus compact home

Email Us Search© Campus Compact, 1999

Go to

9-4

90 of 90 7/10/00 11:50 AM

Page 93: Reproductions supplied by EDRS are the best that can be ...courses, including interdisciplinary introduction and Capstone seminars (all of which include a substantial service-learning

AuG.16.2000 4!02PM EPIC HE

U.S. Doparknont of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)Eclueetlenal Resources information Center (ERIC)

REPRODUCTION RELEASE(Specific Docurnont)

I. DOCUMENT IDENTIFICATION:

TM& Educating Stvetee r Activeilizensh0 andeyy fry wig},ComfradieS : fivctice3 in 171,/iher Etkocahaf)

N0.920 P . 2/3

0

IC

Author(s):

Corporate Source:Publication Data:

0. REPRODUCTION RELEASE:In orD71720 dbeeminste as wfdely as posalo* timely and fildnidesnt mst.tUh ot ITItonlit to to INIWOMONIal *IMMO*. SO0w1loot announced in themob* obit** Journal of the ERIC system, FleitOWDOS p, &Wigton sin are usWkilY mai. &AIWA In wars in Itimoffah*t lePfncluand coPYtand electronic media, and sold through the BRIO Document Reproduction Service (EOM), Credit is given to the scums of Seth document, end, ftreproduction MMUS IS granted. one ad* T010114111 MOON Is WWI to MO

if pirfritilon Is giro* to reproduce and dIstminste the idenaffed doournent. *eau CHECK ONE of the follovitig threecations ana sign st fhe bottomOf the page.

11+. mpg Mary Omen barn* WI be4.61 la Miler* I denurnsrei

I

PERMISSION TO REPRODUCE ANDOtSSEMINATE Ins MATERIAL MB

SEEN GRANTED SY

TO THE EDUCATIONAL. RESOURCESINFORMATION CENTER (ERIC)

Local

awn nom la Law I Wawa, Rimini%) noproduakinand Olessen mlaroflons or oilier BRIO erchlval

mods sloalmnis) andpacer

Signhare,9please

BO me NNW 000 Mar 01101MT* *0 WM 3A thruffents

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL IN

MICROFICHE, AND IN ELECTRONIC MEDIAFOR ERIC COLLECTION SUSSCRISERS ONLY.

NAB BEEN GRANTED BY

ThE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

2A

Loon 2AIMMEM,1

somp llelot 600 Mt* wa OsIMO to ee L0120 netempsn6

PIRMIEGIoN TO REPRODUCE ANDCIESESETENTE THIS MATERIAL IN

MICROFICHE ONLY NAB BEEN GRANTED BY

28

- 46'TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERID)

Otto nom ilivLsoi 7A mem, permit* rstmtvnimerr direatOrsik* In mlerelistsNO IS WWW,OWWNW ERICIfalthal allordm anDsoltorsonfr

Poutroms ow be pmessesd

noIneseiser PPIO600103,00zei VAN 0,10$D.tr perniukri lo ms1011113113 aims buam Rd**, designente MI es Boannul at Law I.

Laval Ss

CM s fop or WI* lb Mow pnAtinIn0WWWWWOWS ana eisinass n Weroler0011*

&witty print to Me CduradonstRstounne Idbortatto Cooly (ERIC) nortenthfsbe Polnlosion to Ibpresissoo end cifeasminato thrt documentis rocketed *boo. RsPnlasbeffi morn fru ERIC nweictl n. ter eicfrado moth by moons other then ERICornplopos ind It Systemeontmoters toquiros poIndoslon Atm drs oopynght ?mem ER0806044 mu* non-Ply*WIDduelion by &RAW end Oth&OOP42° 490004to sabot. btfonnotion nood3 ofeducatory In roapanos to ONION kviirist