The featured theme for this 10th annual conference is “International Perspectives: Crossing Boundaries through Research.” Service-learning is valued as an active learning strategy across the globe; however, little is known about the ways that service-learning is similar or different in varied contexts. Understanding service-learning and community engagement from diverse cultural perspectives will add insight necessary for comparative research and to improve practice.

Proposals for conference presentations are now being accepted. To be considered, proposals must be received via electronic submission by 11:59 p.m. (Eastern Standard Time) Monday, March 22, 2010.

The complete Call for Proposal can be found at http://www.researchslce.org/_Documents/Conferences/2010_Conference/Call_for_Proposals.pdf

Information about the conference is available at http://www.researchslce.org/_Documents/Conferences/2010_Conference/SaveTheDate2010.pdf

FOR IMMEDIATE RELEASE
FUNDING ANNOUCEMENT
Contact: Patience Lehrman, Director of Project SHINE
215.204.3212 patience {at} temple(.)edu
www.projectshine.org

Temple University Intergenerational Center, Accepting Applications

Project SHINE, a program at the Intergenerational Center at Temple University is pleased to announce the availability of funding for community engagement centers within institutions of higher education to participate in a SHINE Health Literacy Expansion Initiative. Initial one year grants of $50,000, available February 15 will support the implementation of the health literacy initiative. Continuation grants may be available to support sites in years 2 and 3.

Project SHINE (Students Helping in the Naturalization of Elders) utilizes intergenerational partnerships to meet the needs of elderly immigrants. Access to healthcare and effective communication with health professions are among top areas of need for immigrants. To respond to this need, SHINE launched a pilot health literacy initiative in 2003 to learn more about the health communications needs and develop materials and services for this population. In fall 2004, a 10 unit ESL health curriculum was implemented and is available on SHINE’s website, free of charge. Eight universities and colleges across the country engaged health profession students in health workshops, fairs, screenings, and exercise classes and community needs assessments.

The success of this pilot led to a grant from the MetLife Foundation and the Corporation for National and Community Service to:

• enhance English language and health communication skills of immigrant elders and refugees; and
• increase knowledge of practices that promote healthy aging for older immigrants and their families

The guidelines for grant applications are posted on the SHINE website at http://www.projectshine.org. Interested applicants must email intent to apply no later than January 15, 2010 and completed applications are due no later than January 31, 2010. For additional information about this grant opportunity, please contact Patience Lehrman at patience {at} temple(.)edu or 215-204-3212.

In a rapidly changing and uncertain world, higher education has the potential and obligation to prepare students as problem-solvers able to address the complex challenges of the 21^st century.  Yet our institutions also face internal and external challenges—they need to focus on improving access and retention, identifying and fulfilling learning outcomes, embracing and supporting diversity, and meeting their mission in the face of challenging economic times.  They may even need to change the way they do things to respond to the climate around them.

What will the higher education institution of the future look like?  How will it meet these challenges AND prepare students for the challenging world outside of the institution?  How will higher education keep up with the changes in American and global society?

This conference proposes that “engaged campuses,” those that are “consciously committed to reinvigorating the democratic spirit and community engagement in all aspects of campus life,” (Campus Compact) stand poised to meet both sets of challenges.  Research has shown, for example, that student success and achievement of learning outcomes increase when students are highly engaged; engaged classrooms can also further student understanding of diversity and issues of social justice; engaged campuses often attract and retain students and faculty who want to make a difference; and engaged research can inform both scholarly and societal questions.

Many colleges and universities have been practicing engaged learning and scholarship and have found great promise in what it provides for students, communities, faculty, and institutions; Higher Education and the Greater Good: Meeting the Challenges of the 21^st Century asks “what have we learned and where are we headed?” In this ever-changing global and institutional climate, what strategies and innovations are pushing the boundaries of educational and institutional practice and helping shape higher education institutions of the future?

The 2010 New England Regional Campus Compact Conference will bring together faculty, staff, administrators, students and community members from New England and beyond to engage in discussions, presentations, workshops and intensive institutes to explore the ability and capacity of higher education to address our institutions’ and society’s most pressing issues.

The conference will be held on April 14, 2010 and will include a keynote address, poster sessions, concurrent workshops and roundtable discussions, networking opportunities and a reception followed by Vermont statewide awards.  Pre-conference institutes will be held on April 13, 2010.

Workshop, institute, roundtable discussion and poster session proposals are currently being accepted that address the following areas:

• What are the new and innovative academic and civic engagement practices that are pushing the boundaries or tackling new challenges relevant in today’s society?  How are “traditional” approaches to civic engagement changing as a result of the times?
• How are learning outcomes for 21^st century leadership being identified and pursued in higher education, especially through civically-engaged initiatives?  How are these outcomes being assessed?
• What innovative pedagogies and/or curricula are developing student’s critical problem-solving and civic leadership capacities?  What strategies or practices are making these academic experiences more interactive, engaging, and relevant?
• How are these innovative pedagogies and civic engagement practices contributing to broader campus goals (increased student learning outcomes, higher graduation rates, institutional retention efforts, student academic engagement, career preparation, etc.)?
• How are academic programs, majors, or disciplines being reconsidered along boundaries that address current public challenges or considerations of the future?  How has engaged scholarship or outreach enhanced or informed an academic program or discipline?
• What kinds of collaborations or partnerships between campus and community are most effective in addressing community issues while helping prepare students to become global thinkers and problem-solvers?
• How are civic engagement programs persisting in the current economic climate?  How are these programs supporting communities and students who are struggling?

Institutes are 4 hours in length and will be held on April 13, 2010.

Workshop sessions are 75 minutes in length and will be held concurrently on April 14, 2010.

Roundtable Discussions are 45 minutes in length and will be held after lunch on April 14, 2010.

Poster sessions will be held on April 14, 2010.

Submitting a proposal for a conference workshop:

The conference planning committee seeks proposals for conference workshops to be presented on March 14, 2010 that are interactive and geared toward varying levels of expertise from novice to advanced.  Workshops should provide participants opportunities to engage with each other in learning about the session topic and applying it to their unique situations.  Active learning strategies include but are not limited to facilitated discussions; dialogues or reflections; group inquiry; writing tasks; integration of media, arts or other creative formats; learning exchanges and other activities that engage participants in collective problem solving or other tasks.

Please do not plan to present a lecture or read a paper; interactive and engaged formats should compose the majority of the session.

Workshops will be 75minutes long and may be presented by individuals or teams.

Submitting a proposal for a pre-conference institute, roundtable discussion or poster session:

Please use the same guidelines for submitting a proposal for a conference workshop with the following changes:

For Institute: Please indicate how your institute will engage participants in deeper discussion and exploration of a topic with specific learning outcomes and “take-aways.”

For Roundtable Discussion: Please indicate the subject area and how you will facilitate engaged discussion of your topic.

For Poster Session: Please briefly describe your poster session and any set-up needs. Remember to include a title for your poster session.

All proposals should be clear and concise and must include the following:
1) full contact information for each presenter
2) indication of type of session and to whom it applies
3) indication of active learning techniques to be employed
4) a session title that accurately reflects your session content,
5) a brief session description to be used in the program (75-100 words),
6) a longer workshop or institute proposal (500 word maximum) that describes your presentation in more depth, (longer description not necessary for roundtable discussions and poster sessions)
7) details on your expertise in this subject area, such as how long you have been engaged in this work, whether you have presented on this topic previously – if so, when and where – etc.
8) a brief presenter bio for each presenter.  These bios should be edited for publication in the program.
9) AV needs for your presentation.

Please submit proposals via email by Friday, December 4, 2009 to:  clower {at} middlebury(.)edu.  Confirmation emails will be sent upon receipt of proposals; potential presenters will be informed of decisions via email by January 15, 2010.   Conference presenters will be expected to register and pay for the conference.

For additional information, please visit www.vtcampuscompact.org or contact Cheryl Whitney Lower, Vermont Campus Compact, clower {at} middlebury(.)edu, (802) 443-2507.

This conference is co-sponsored by the Campus Compacts of Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island and Vermont, and the Office of Community-University Partnerships and Service-Learning at the University of Vermont.

networks → citizenship
How do our interpersonal relationships affect our sense of belonging within our societies and the ways we experience our rights and responsibilities? How do networks enrich our lives and build our capacity to solve collective problems? How do they limit our freedom of action and constrain our choices? In particular, how do networks affect the place of immigrants, racial and ethnic minorities, women’s, LGBT, and other groups? How do they shape our conduct of electoral politics and our sense of civic engagement? In what ways do networks serve as sites of alternative forms of citizenship for NGOs, grass-roots organizations, or watchdog groups? How do networks transcend national boundaries and do they vary from West to East, North to South?

citizenship → networks
What rights and responsibilities do we hold within our various networks? How does our network participation (in such networks as trade, migration, religious, artistic, and political) bind us and/or empower us? What are the norms of behavior in those networks and how do they differ from some networks to others? How deep is our sense of belonging in networks and how does this vary with the type of network and our position in it? How do we practice citizenship in online networks and how do governments engage in the regulation of them?

networks → citizenship
citizenship ← networks
Have the patterns of citizenship and networks changed? What will patterns of the future look like? How do traditional networks (kinship, migratory, labor) evolve into modern or post-modern networks? How have political alignments in democratic and authoritarian regimes fashioned citizenship? How do new networks mediated by electronic communications and computing technology reshape our understanding of our connection to one another?

These points illustrate the wide range of possibilities to link networks and citizenship and we encourage papers that address citizenship/networks in ways not addressed above. We welcome proposals from any time period or geographic area and across the widest range of disciplines from faculty, graduate students, and independent scholars. Proposals should be submitted online at http://141.217.132.114/csc/csc_request.htm no later than Friday, October 23, 2009. Both panel proposals and individual submissions are welcome. Those interested in submitting panel proposals can use H-Citizenship (http://www.h-net.org/~citizen) to locate scholars with compatible interests. Remote presentation of papers and remote participation will also be available. Questions should be directed to Marc W. Kruman, aa1277 {at} wayne(.)edu.

Two Decades of College Student Character and Values Development:
A Retrospect and a Call to Future Action

Call for Proposals

The Jon C. Dalton Institute on College Student Values has focused on issues related to trends in college students’ values for two decades. The 20th Annual Dalton Institute will serve as an opportunity to reflect upon the values movement over the past twenty years, as well as a Call to Action for the next generation of scholarly research and innovative practice.

We invite you to submit a Concurrent Session proposal for the following criteria:

• What are the future opportunities in values and character initiatives?
• What longitudinal trends exist that focus on civic engagement and leadership?
• What are practical applications of values in higher education?
• What are some moral and ethical issues facing college students in the 21st century?
• What are some spiritual development issues among college students?

Sessions will be 1 hour in length.

Featured guest speakers and presenters include:

• Arthur Chickering
• Alexander Astin
• Helen Astin
• Arthur Levine
• George Kuh
• Gwendolyn Dungy

The Dalton Institute will accept program proposals until October 30, 2009.

For more information or to submit a proposal for this event, go to www.studentvalues.fsu.edu.

The conference proposal review committee seeks proposals for sessions that are geared toward varying levels of expertise, from novice to expert. Please review the Call for Proposals information located here, and email COS.Proposal.Question {at} wwu(.)edu with any questions.

Each year, Michigan Campus Compact and the Michigan Community Service Commission host this 2-day conference in February. This year, we will be at the Grand Traverse Resort in Acme (Traverse City), Michigan, February 9-10, 2010.  More information is available online at www.micampuscompact.org/institute.asp.

Please also share this opportunity with your colleagues.  We are hoping to highlight individuals from multiple disciplines and institutions. If you have questions about presenting at this year’s conference, please contact Ashley Gulker at agulker {at} micampuscompact(.)org or 517.492.4255.

CLICK HERE FOR THE INSTITUTE CALL FOR PRESENTERS. Please note the Call for Presenters is an interactive electronic form. To access this form, users should FIRST download the latest version of Adobe Reader, which can be found at http://get.adobe.com/reader/ and is available free of charge. The deadline to submit proposals is October 30, 2009.

If you are not able to join us as a presenter this year, we would like to see you at the conference as a participant. Watch the website for information regarding registration.

About the Conference. For a country to flourish and grow, and for a democracy to sustain liberty and justice, the next generation of citizens must acquire the civic skills, abilities and commitments to govern.  This interdisciplinary conference will draw together researchers and practitioners, including:

• K-12 educators and counselors,
• University faculty and researchers,
• Program coordinators, policy makers and evaluators,
• School and University administrators.

This would include work on:

• service-learning,
• character education,
• democratic education,
• violence / substance abuse prevention.

Gaylord Opryland Hotel.  The Gaylord Hotel is located on the banks of the Cumberland River, just minutes from Nashville International Airport. The Gaylord offers more than any other Nashville hotel, with nine acres of indoor gardens, cascading waterfalls and an indoor river with its own Delta flatboat. Within this lush landscape, you’ll discover fine dining and casual restaurants, a 20,000-square-foot spa and fitness center, and, for late-nigh, Fuse Nightclub. Every room features high-speed wireless Internet access.

The Centre for Policy and Practice is an independent, non-partisan organization that supports research and its application to real world questions. The Director of the Centre is William Morgan. He has run several civic education programs and conducts research on the impacts of civic education. He received the Points of Light Award from the Points of Light Foundation, was recognized by the Fund for Social Entrepreneurs at Youth Serve America and was named a Fellow at the John Glenn Institute for service-learning research. Centre for Policy and Practice, 900 E. Seventh St., #202, Bloomington, IN 47405

Conference Registration. Conference registration includes two breakfasts, two lunches and one reception. Conference registration is lower if you stay in the conference hotel. See the Conference Registration form for prices, which start at $275 for students and $350 for faculty/professionals. Prices are higher if you register on-site.  All attendees and presenters are expected to register.

Do you have products from your work in service-learning, community-based
participatory research or community-based programs that are in forms other
than journal articles? 

One challenge for community-engaged scholars is the lack of mechanisms for peer review and dissemination of diverse products like documentaries, training manuals, policy briefs and curricula. CES4Health.info is a new web-based portal designed to meet that challenge! We are looking for diverse products of health-related community-engaged scholarship to be included in the public launch of CES4Health.info this fall.   We define “health-related” broadly to include, for example, health care, public health, health policy and the social determinants of health (eg, education, food security, housing, income and its distribution, and social support, to name a few).   We are also looking for peer reviewers from diverse settings, including community, academic, government and philanthropy.

Products can be submitted at any time, but those received by September 1 will have the greatest chance of completing the peer review process in time to be included when the site goes “live.”  We accept products in English from anywhere in the world.

For more information, contact CES4Health.info Editor Cathy Jordan at
editor {at} ces4health(.)info or visit http://ces4health.info today!

The Society for Ethics Across the Curriculum picks conference themes to encourage faculty from the relevant areas to submit papers, panels, or other standard forms of presentation, but submissions may speak to any issue regarding ethics across the curriculum. Questions about possible submissions should be sent to the directors:
Deborah Mower (dsmower {at} ysu(.)edu, Youngstown State University), Wade Robison (Wade.Robison {at} rit(.)edu, RIT).

Submissions (either papers or abstracts) should be formatted for blind review and sent by September 15th 2009 to the Secretary-Treasurer of the Society, Donna Werner, DWerner {at} stlcc(.)edu or by hard copy to Dr. Donna Werner, Philosophy Department (HE 103), St. Louis Community College, Meramec, 11333 Big Bend Boulevard, St. Louis MO 63122-5799. Decisions about papers will be made as soon as possible after
they arrive.

The Society publishes Teaching Ethics ; conference papers
may be considered for publication either in that journal or in a possible anthology on teaching citizenship and civility.

The theme for next year\’s conference is Invigorating Public Service for Change. The current administration and the nation faces daunting short and long term challenges in restoring economic growth, financing costs of baby boomer retirement, providing more cost effective health care, reducing global warming and building infrastructure for a growing nation. The public sector, in tandem with private partners, is expected to take the lead in resolving these financial problems while building a more sustainable future for the next generations.

While ASPA is soliciting speakers for fully formed panels, individual papers, ask-an-expert roundtable discussions, and posters, a concerted effort is being made to encourage submissions for best practices workshops. Best Practices Workshops are designed to encourage additional interaction between practitioners and those who teach public administration. Participants can discuss their successes, failures, or seek input from city managers, state executives, and national leaders while obtaining insight from academics who study and work with those issues. These workshops also provide public administration scholars and students the opportunity to network with and learn from those who are “on the front lines.” More details and specific guidelines are available at http://www.aspanet.org/scriptcontent/word/Call4BestPractices2010.doc.

The Community College National Center for Community Engagement (the Center) is a national training and technical assistance organization with a 19-year history of successfully developing and managing innovative partnerships and disseminating lessons learned throughout the higher education community. An outcome of the mission of the Center is to support and promote the pedagogy of service-learning, a teaching method which combines academic instruction with community service as it focuses on increasing academic achievement and engagement, critical and reflective thinking and civic responsibility at community colleges.

CCNCCE is soliciting applications through a  Request for Proposal (RFP) from community colleges (community, technical, and tribal) and 2 year campuses within a university system to help implement a national service-learning mentoring program, pending funding by the US Department of Justice – Office of Juvenile Justice and Delinquency Prevention.

If fully funded – CCNCCE will award 42 grants in 42 states and/or US Territories in the amount of up to $100,000 per year per college for 3 years for up to $300,000.00 per college.

CCNCCE summer hours are Monday to Thursday, 7 am to 6 pm. Closed Fridays. 

Possible Topics for This Special Issue

The guest editor invites proposals for articles on applied research or theory, case histories/studies, and/or tutorials that address some of the following issues:
* Why should urban and metropolitan universities incorporate green issues in their curriculum? Why not?
* What challenges do urban and metropolitan campuses face when designing and implementing green-inspired curriculum?
* How should faculty integrate green learning in their curriculum? What models are proving to be successful?
* How have universities partnered with communities and/or other universities to increase public literacy about environmental sustainability and its impact on social justice and social capital?
* What are the links between green learning and research opportunities for students, faculty, and communities?
* In what ways has the green movement fostered greater synergy between campuses and their communities?
* What are the benefits or outcomes of green learning for students? Faculty? Communities? The University?
* How has technology been used to promote green learning?
Articles exploring related topics are welcome as well.

Submission Guidelines

Proposals should be 300-500 words in length. All proposals should include submitter name, affiliation, 100-word bio, and email address as well as a working title for the proposed article. Final manuscripts should be 4,000-7,000 words in length.

Production Schedule

The schedule for this issue is as follows:
15 June 2009: 400-word proposals due
6 July 2009: Guest editor returns proposal decisions to submitters
1 November 2009: Draft manuscripts of accepted proposals due
15 January 2010: Final manuscripts due

1. Where is Ethnic Studies in the world today, and what are the similarities and differences between our contemporary goals and those of decades past that led to the creation of the field?

2. What fruitful relationships are possible—and what obstacles exist—between Ethnic Studies programs, local communities of color, and related Diasporas?

3. How are social justice pedagogies relevant to the field of Ethnic Studies?

4. In what ways have our conceptual tools for discussions about race, racialization, racial formation, and power changed since the founding of Ethnic studies? How are we addressing class, gender, sexuality, religion, and citizenship within Ethnic Studies?

5. What strategies allow for inclusion of a full range of ethnic experiences, philosophical perspectives, and methods, analytical frameworks within the field?

6. How might recent events such as restrictions of civil liberties domestically and internationally, the election of Barack Obama, ongoing wars, and the international economic crisis affect the field of Ethnic Studies and the centering of race relations?

Your hosts: The College of Ethnic Studies; the departments of Africana, American Indian, Asian American and Raza Studies; Race and Resistance Studies Initiative (RRS) and Arab Muslim Ethnicities and Diaspora Initiative (AMED); and the Cesar Chavez Institute

Priority will be given to proposals in the order of submission deadlines:

Early submission deadline: 5PM PST May 18, 2009

FINAL submission deadline: 5PM PST June 15, 2009

Workshop topics should relate to fostering global citizenship in higher education and may include (but need not be limited to) the following topics:

• Program models for promoting global citizenship, both local or global;
• Promoting global citizenship in challenging economic times;
• Campus or institutional strategies for fostering global citizenship;
• Defining and exploring global citizenship concepts.  

Millennials Making a Difference

September 23 ’“ 25, 2009
Omaha, Nebraska

The Midwest Consortium for Service-learning in Higher Education (MCSLHE) invites presenters and participants to its sixth annual conference on service-learning to be held September 23 – 25, 2009 on the campus of the University of Nebraska at Omaha. The theme for this conference is ‘Millennials Making A Difference.’

Faculty, staff, administrators, students, K ’“ 12 partners and community partners are invited to submit proposals. All submissions should contribute to the knowledge base of the service-learning field and be presented in one of five formats: Project Cameo Presentations, Interactive Workshop Sessions, Comprehensive Sessions, Poster Sessions, or Round Table Discussions.

All proposals will be reviewed by two or more peer reviewers.

Featured keynote presenters for this year’s conference:

Mark Milliron (Catalyze Learning International) will focus on new generation learning, social networking and the application of technology to service-learning and promotion of student voice.

Shelley Billig (RMC Research Corporation) will focus on the implications of the new standards for service-learning in K-12 education for Higher Ed/K-12 service-learning partnerships.

Proposals should address one or more of the following conference themes:

1. Innovative use of Social Media to develop, promote and manage service-learning projects.

2. Academic Service-learning ’“ Best practices of integrating service-learning into curricula, in methods of assessing learning in the experiential context and in strategies of project evaluation.

3. Professional Development ’“ Best practices in research-based, collaboratively planned, ongoing professional development for

• Faculty and staff
• Community partners
• Student leadership

4. Community Partnership Development ’“ Best practices in engaging and sustaining reciprocal, collaborative partnerships focused on addressing community issues.

5. Research –

• Best practices in developing collaborative community based participatory research projects in which students and faculty apply research methods to community identified and guided studies.
• Best Practices in applying research to the pedagogy of service-learning for continuous improvement.

The conference presentations will be based on the following format options for presenters. Applicants are asked to state their preference, though the conference committee may suggest a format other than the presenter’s preference.

• Project Cameo Presentations
• Interactive Workshop Sessions
• Comprehensive Sessions
• Poster Sessions
• Round Table Discussions

Submission Selection Criteria:

Content Related to Goals: Proposal articulates established learning goal(s) and expectations for participants of session.

Content Relevance to at least one of the five Conference Themes, described above.

Session Contribution to Knowledge of Service-Learning: Presentation builds on or facilitates an application of existing knowledge and/or research in the field.

Audience Engagement: Proposal demonstrates plans to involve audience in active participation and discussion of session material based on presentation format.

Diverse Perspectives of Participating Audience: Focus of presentation accommodates a diversity of constituents in the field, which could include community partners/leaders, students, higher education faculty, staff and administrators and K-12 faculty, staff and administrators.

Student Leaders in Service is an AmeriCorps Education Award Only program which engages college students as part-time AmeriCorps members. AmeriCorps is a network of national service programs which engage more than 70,000 Americans each year in intensive service to meet critical needs in areas such as education, public safety, health and the environment. AmeriCorps Education Award Only programs are designed to add value to on-going service initiatives through the Education Award and through additional support and training. The program expands opportunities for people to serve and brings new communities and sponsors together as partners in service. The Student Leaders in Service is ideal for higher education institutions that already sponsor community service efforts and have the capacity to recruit, train, supervise and generally support these leaders in service. 

Massachusetts Campus Compact is pleased to announce AmeriCorps Student Leaders in Service for the Academic Year 2009-2010!  Campuses may submit a proposal to request the number of positions for their campus.

AmeriCorps Student Leaders in Service is an AmeriCorps Education Award Only program which engages college students as part-time AmeriCorps members. AmeriCorps is a network of local, state, and national service programs that connects more than 70,000 Americans each year in intensive service to meet our country’s critical needs in education, public safety, health, and the environment.

This program builds upon five successful years of an AmeriCorps Education Award program.  During the five years, over 1,500 college students participated in the program, totaling in over 450,000 hours of service in their communities.

AmeriCorps Education Award Only programs are designed to add value to on-going service initiatives through the Education Award and additional support and training. AmeriCorps Student Leaders in Service, administered by Massachusetts Campus Compact, empowers college students to connect campuses and communities across Massachusetts through active citizenship and service. As AmeriCorps members, 300 college students will each provide direct service to faith-based and community organizations. Through their service, students build the capacity of campus-community partnerships for long-term sustainability through volunteer recruitment and coordination, service program management and development, and by improving community knowledge of the Community Federal Work-Study program and other partnership-building resources.

Students chosen to become part of the MACC AmeriCorps Student Leaders in Service will be the students most committed to local communities and playing a leadership role in strengthening campus community partnerships through service and capacity building activities. AmeriCorps Student Leaders in Service will serve a 300, 450, 675 or 900 hour term of service that will be completed over the course of one year (12 months). Students participating may serve in a variety of capacities but will identify a primary community or faith-based organization for their service.

There is no limit to the number of positions a campus may request.  However, we are requiring that campuses request and fill a minimum of five positions for the academic year, in order to encourage esprit de corps and personal development among members on individual campuses. 

AmeriCorps members who successfully complete the term of service as well as other minor program requirements are eligible to receive an AmeriCorps education award that corresponds with their term of service (see below). Education awards can be used to repay qualified student loans, to pay all or part of the cost of attending a qualified institution of higher education, or to pay expenses incurred while participating in approved school-to-work programs. While no stipend is provided for member service, community service federal work-study students are eligible and encouraged to participate.

The most frequently used type of position for the Student Leaders in Service Education Award program is the Minimum-Time, 300 hour, position.  However, there are other types available, as listed in the chart below.  Campuses will request the number and type of positions on the application cover sheet. We encourage you to fully consider the time commitments of your students before requesting positions, as all position types adhere to the 12 month limit to complete hours.

Benefits for Students

In addition to receiving the education award to finance their educations, students will also be connected to the national service movement.  They will join a group of 300 college students in Massachusetts committed to strengthening local communities and will be connected through an electronic distribution list and various training opportunities.  

Campus Administrative Support

Each participating campus must select a supervisor.  Campus supervisors will be responsible for:

• Recruiting and filling the number of positions requested
• Ensuring that each member receives a program orientation, completes all required ASLIS paperwork, and adheres to all AmeriCorps policies
• Maintaining regular contact with student AmeriCorps members
• Ensuring that all service projects meet guidelines as outlined by AmeriCorps and comply with the objectives of the ASLIS program
• Completing all reporting requirements within required timelines, including monthly time sheets and enrollments/exits
• Approving student AmeriCorps member hours
• Remaining in contact with community-based organizations where the members serve to monitor the activities of the AmeriCorps members
• Making program documentation available to MACC & CNCS at any time
• Ensuring that members have sufficient opportunity to complete the required number of hours to qualify for an Educational Award
• Participating in training, technical assistance, and program update phone calls every other month 

**Preference will be given to institutions whose supervisor is a full-time, permanent staff member. MACC AmeriCorps*VISTAs should not be serving as the campus supervisor for this program. If you have any questions about this, please contact Kate Ustach at 617-627-2033.

Campus Compact Administrative Support

AmeriCorps Student Leaders in Service is managed by Massachusetts Campus Compact.  MACC has a program coordinator specifically for the Student Leaders in Service program who is the primary contact person and responsible for the overall management of the program (collecting timesheets, managing the listserv, etc.).  The program coordinator is available to provide training and technical assistance (T/TA) services as necessary to the sub-site including, but not limited to, site visits, compliance visits, email, phone calls, and the provision of materials.

Recruitment Note

Campuses will be awarded the positions and be responsible for recruiting and enrolling members during a rolling enrollment period (September 1 – October 1, 2009).  Campuses are not required to submit the names of the AmeriCorps members with the host campus application.

Award Notification

Campuses will be awarded a number of AmeriCorps positions that the campus supervisor will be responsible for recruiting and enrolling.  These positions will be awarded based on the application and the number of positions requested by campuses.  Campuses will be notified by May 20, 2009.