To acknowledge the time and effort involved in the preparation of applications, the minimum award amount to nonprofits is $1,000. Faculty members receive additional support through the Scripps Howard Center for Civic Engagement. The Mayerson Student Philanthropy Project involves students in systemic evaluation efforts and has been collecting data since its inception in 1999.

Through a competitive process, $5,000 grants are awarded to college courses infused with a philanthropy component to provide students with the intellectual knowledge and practical experiences needed to manage philanthropic funding. Each course awards $4,500 to local nonprofits (501(c)3) as chosen by the class and $500 may be used by the course for administrative expenses.

Students in the course identify community needs and research the nonprofit sector through interviews and site-visits in an effort to select local nonprofit organizations that meet that need. Students issue and evaluate RPFs and engage in a group decision-making process to award funds. In addition, students are required to serve at least 15 volunteer hours with a nonprofit agency during the course.

Participating campuses can apply for funding for up to 4 courses and must demonstrate institutional commitment through the formation of a campus team. The campus team is made up of the following roles: the campus liaison, a development officer, a community liaison, and all participating faculty. At the end of each term, participating students, faculty, and community partners complete an assessment in an effort to advance knowledge and practice in the area of student philanthropy.

Funding for Pay it Forward is made possible through the generous support of the Corporation for National and Community Service: Learn and Serve America.

Students have the ability to designate investment pools for the money and make recommendations for grant awards. Only Internal Revenue Code Section 501(c)3 public charities are eligible to receive funding. The Gift Fund provides general account maintenance services and services related to verification of tax exemption for recommended nonprofits free of charge.

Students determine the philanthropic mission for DAFs, conduct community needs assessments, design and issue Requests for Proposals (RFPs), and make award determinations. Each class is asked to distribute between 50-75% of the fund, with a focus on retaining some funds for additional cycles and on replenishing accounts. The intention of the program is to provide colleges with a vehicle for charitable giving that can be used as an educational tool for the long term. To acknowledge the additional resources necessary to successfully incorporate a giving component into a course and administer a grant competition, the Gift Fund also provides colleges with a $3,000 administrative stipend.

Participating colleges have a team of people involved in the project including campus communications directors, development directors, faculty, and students. Each college is also required to provide a letter of support from the president. Colleges participate in common evaluation efforts and efforts to collect and disseminate best practices.

Agencies provided training and mentoring to interns to develop an understanding of the complexities of the organization as well as the issue of violence itself. The student-community partner relationship was entirely based upon principles of reciprocity: community partners received much-needed summer help and students gained insight and experience around a pressing social problem. The program allowed students who already had a passion for the issue to explore it in greater depth, and by implementing the program over the summer and paying students a salary, they were able to focus fully on the work without having to balance a full-time academic workload or other employment.

The program ensured that students kept their focus on their internship work by providing campus housing and a work stipend to each student intern. These provisions eliminated students’ concerns about costs and the need to earn wages, and allowed our partnering agencies to count the interns’ labor as volunteer help, which was helpful for their grant-seeking and making.

Campus housing served another purpose: to build community among the students and create a shared space for support and reflection. Each week, the interns came together to share a meal, to “unpack” experiences, and to reflect on the work. Throughout the 10 weeks, students shared their thoughts on daily triumphs and challenges, discussed the social and public systems that mitigate the perpetuation of violence, debated possible solutions, and formed their individual notions of how to affect change. Our community partners participated in these meetings as well – not just as experts who shed light on the causes of and responses to domestic and family violence – but as community members who understood the challenges of dealing with these issues in such a direct way. Our partners, as well as Southwestern’s Counseling Services Office, provided critical support for all participants in the program to ensure that they processed their experiences in the field in healthy ways.

The program was one of guided experience in the field and guided reflection at the University – an intentional, structured, experiential, and community-based learning opportunity that mutually benefited both students and community partners. It effectively raised their awareness about a key issue in our community that is often underestimated, misunderstood, or ignored, and each of them has committed to continuing to work on the issue not just as undergraduates, but as professionals and educated citizens.

As the summer portion of the program concluded, students were charged with educating and raising awareness about this issue among the campus and greater community throughout the current academic year. They are actualizing this commitment by serving as leaders in campus programs dealing with violence, developing community-based learning projects related to their summer experiences within their classes, and continuing to work as volunteers for the partnering agencies with which they were placed over the summer. Participating students who have since graduated from Southwestern have already used the experience as a catalyst that led them to a specific research area or social work focus in graduate school, to become Americorps*VISTAs, and to pursue work as child advocates.

By giving students the ability to become immersed in the work of our community partners, creating a consistent and safe place for reflection, requiring students to continue their work in a sustained, protracted way, and removing the financial barriers to participation in such meaningful exploration, we believe this is a model from which other higher education institutions and nonprofits dealing with myriad social justice issues can benefit, from which students can develop genuine understandings of social problems and their complexities, and from which others in the community-based learning movement can learn.

Founded in 1995, Leaders Across Campus matches successful students who have a genuine heart of service with at-risk incoming freshmen, international students, returning veterans, or students with disabilities who plan to transfer.

The program was developed as a counseling intervention to increase the persistence and retention of at-risk students. Using peer mentors to help new students transition to the college environment, this one semester commitment has proven to be highly effective program with consistent retention and persistence rates between 80-100%, significantly higher than the college’s average.

Carefully screened and selected mentors are matched with mentees; both groups attend training and orientation sessions. They meet together as a pair for a minimum of one hour per week. Mentors also attend weekly Team Meetings.

The program offers ongoing training and leadership development sessions for mentors, workshops for all participants covering topics such as personality types, transfer issues, study techniques, stress management, and more. The paired students participate in a campus Scavenger Hunt for the purpose of fully orienting the mentee to campus resources. The program provides opportunities for socializing through events such as the pot-luck Kick-off Party, movie day, Fun in the Park, and the end of semester recognition ceremony called Hands of Hope.

Although the commitment is one semester, many students continue with the program for several semesters; also, there are mentees who continue to be involved, they utilize the skills they developed with the help of their mentors to improve their GPA in order to become future mentors.

Tier I
SALT Enhanced Service Days

Tier II
SALT Enhanced Course

Tier III
SALT Internship, Mission Trip, Cooperative

Tier IV
SALT Capstone

The SALT Project is a comprehensive plan to integrate service-learning into the educational experience of traditional undergraduate students at Lipscomb University. A strategy for developmentally enhancing student learning, The SALT Project allows students to connect their academic experience and spiritual development with significant engagement in the community.

Students interested in going beyond the basic service-learning graduation requirement will be given the opportunity to attain the distinction of SALT Scholar. The SALT Scholar is a student who has become an expert in service-learning in the context of Lipscomb University, and whose investment in service-learning reflects a significant level of engagement. SALT Scholars will receive special distinction at graduation and on their academic transcript.

For more information on the SALT graduation requirement, see http://salt.lipscomb.edu/.

The University of Utah offers opportunities to “”do the work of citizenship through real projects of impact and relevance, linked to their academic learning”" through two principal means:

1) Through 145 courses approved for service-learning credit in over 21 academic units. These units include psychology, communication, medicine, pharmacy, family and consumer studies, and nursing. Each unit completed a departmental planning process to institutionalize service-learning within their unit. Other departments are in the planning process to institutionalize service-learning; still others continue to offer service-learning courses which are faculty-dependent. A long-term goal of the Lowell Bennion Community Service Center, which is charged to support and encourage curriculum-based service throughout the campus, is to increase offerings which extend beyond a semester time frame, which are interdisciplinary, and which create permanent community partnerships.

Resources are available to help faculty members and departments to strengthen and expand service-learning course offerings. These include funds for faculty release time, funded service-learning teaching assistants, grants for department-wide planning, and technical assistance from faculty and staff experienced in this pedagogy. Examples of these course offerings include:

• Biology 3460 Global Environmental Ethics, which involves students in work for local environmental organizations doing hands-on service and public policy work. Students in the course have created a community garden on campus and contribute the produce to local anti-hunger groups.
• English 3400, 5410, 5420 Teaching Language Arts courses, initiated in 1998 99, engaged English education students in a partnership with West High School and explored the literacy needs of the high school and area families. Students worked with West High administrators and faculty to create a Family Literacy Center, now staffed by University students and one paid graduate student on a special fellowship. West High dedicated a classroom for the Center, which is now furnished with inviting couches, comfortable chairs, a mural developed by U and West students, and always filled with high energy learners.
• New course-offerings continually come on-line. Next year the University of Utah General Education Program will initiate a service-learning course cluster for a cohort of students titled “”Community Leadership and Service: Urban Issues.”" This will introduce citizenship concepts early in students experience.

2) Through the Service-Learning Scholars Program, an intensive program designed by students for students who want an in-depth citizenship experience. Students explore their community through service (400 hours), link their experiences to their coursework (10 hours of service-learning courses), and identify and meet a specific community need (a final integrative project to address a real community need), with supervision of a faculty, community partner, student committee. Graduating S-L Scholars are recognized at commencement annually.

Contact person: Marshall Welch, Director, mwelch {at} sa.utah(.)edu

Bennion Center Service Learning web site

Contact: Angela Jeter, Director of Continuing Education and Service Learning

The Center for Democracy and Humanity at Mount Wachusett Community College in North Central Massachusetts envisions a world where the values of democracy are embodied in the daily lives of individuals and communities.

In the fall of 2002, MWCC President Daniel M. Asquino announced the “Decade of Civic Engagement,” a college-wide effort to foster increased civic responsibility among its students, faculty, staff and greater community.

The Center for Democracy and Humanity was recently established to oversee the many programs and services offered by the college as part of the Decade of Civic Engagement. The Center coordinates programs and activities to ensure optimum efficiency and collaboration. In addition to the college’s many outreach programs, college faculty are committed to infusing service learning into their curricula and academic endeavors.

To promote civic engagement within the college and its broader community, the Center for Democracy and Humanity employs four strategies:

• Student engagement
• Resident engagement
• Capacity building and
• Systemic change.

In the Classroom

With civic engagement and service learning in the classroom, students gain practical experience that sets them apart in a competitive job market, communities benefit and classroom learning is reinforced. Students also become more knowledgeable, self-confident, active and engaged citizens with effective critical thinking skills. this effort is guided by a team of faculty advisors.

The Center’s Academic Programs

Citizenship Academy – The Citizenship Academy introduces high school students to higher education, civic engagement and community service. While earning college credit, students learn the basics of thinking and writing with clarity as well as how to become engaged in their communities. The academy offers Composition, Economics, Political Science and Sociology courses–all with a civic engagement/service learning component. The academy’s unique curriculum allows students to focus on issues pertinent to their lives and communities.

Service Learning – Service Learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility and commitment to the community. by developing reciprocal partnerships, the program strives to serve the community and enrich the students’ educational and civic engagement experiences. Over 1,200 MWCC students have participated in Service Learning experiences, performing more than 7,000 hours of service to the community. In the coming year, faculty mini-grants will be awarded for new and innovative integration of service learning within the curricula.

AmeriCorps Scholars – Through the AmeriCorps, a number of students are chosen each year for the Scholarships for Service program that engages students as part-time AmeriCorps members. The program is designed to both acknowledge and advance campus civic engagement efforts, placing students at the core. Students are required to complete 300 hours of service with a local non-profit organization during the school year as an intensive means of meeting critical needs in education, public safety, health and the environment.

In the Community

Center for Democracy and Humanity Community Development and Outreach Programs:

Community Builders and Project Volunteer – Community Builders is a partnership between the United Way of North Central Massachusetts and MWCC to educate, inform and inspire a greater community involvement through new and innovative strategies. Community Builders’ activities increase community action through volunteer promotion and recognition, and by providing tools, awareness and training to community organizations that depend on volunteers for their success.

Institute for Nonprofit Development – To build a more vibrant North Central Massachusetts, the Institute for Nonprofit Development supports organizations to strengthen their capacity to fulfill their missions and impact their communities. A membership-driven organization, the Institute provides training, technical assistance, resource libraries and coalition building services to nonprofits serving the region.

Molly Bish Institute for child Health and Safety – The mission of the Molly Bish Institute for Child Health and Safety is to ensure the health and safety of all children in the Commonwealth of Massachusetts. To meet this mission, the Institute provides hands-on, practical learning opportunities for parents, caregivers and children, and provides a clearinghouse of child health and safety information.

Twin Cities Latino Coalition – The Twin Cities Latino Coalition is a cross-sector collaborative effort involving local educational institutions, private business, public institutions and non-profits to achieve: increased Latino parental involvement, increased Latino K-16 student educational success and sustainable educatinoal systemic change through the implementation of a strategic plan. The Coalition actively works with Latino young people, parents and multicultural leaders to support parents and children’s independence, academic achievement and active civic engagement.

United Way Youth Venture – Youth Venture aims to change society’s views of youth by catalyzing a mass movement of young people who have the vision and drive to make a difference. Youth Venture emplowers young people ages 12-20 by providing them all the tools necessary to create “ventures” – civic-minded organizations, clubs or businesses to change schools and communities. Unique to North Central Massachusetts is Youth Venture’s partnership with ten schools, which work with educators, administrators and students to integrate Youth Venture into their curricula and achieve a graeter impact across the community.

What’s Next Speaker Series – Born out of a plan to bring several notable experts in the field of social change under a single theme, hundreds of residents have attended the What’s Next Speaker Series – public forums that introduce students, residents, community leaders and decision-makers in North Central Massachusetts to innovative thinkers and doers from around the country and world. The goal of the series is to show change is possible, spark creative problem-solving and inspire action.

Contact

Lea Ann Erickson
Assistant Vice President of Public Affairs
(978) 630-9322
l_erickson {at} mwcc.mass(.)edu

Amy Casavina Hall
Director of Civic Engagement and Outreach
(978) 630-9201
a_casavina {at} mwcc.mass(.)edu

Fagan Forhan
Coordinator, Center for Democracy and Humanity
(978) 630-9595
f_forhan {at} mwcc.mass(.)edu

Joanne Foster
Coordinator, Institute for Nonprofit Development
(978) 840-3221 x200
j_foster {at} mwcc.mass(.)edu

Andrea Hart
Program Assistant
978) 840-3221 x197
ahart {at} mwcc.mass(.)edu

Karin Olivera
Coordinator, Community Builders and Project Volunteer
(978) 840-3221 x201
k_olivera {at} mwcc.mass(.)edu

Sayra Pinto
Executive Director, Twin Cities Latino Coalition
(978) 840-3221
spinto {at} mwcc.mass(.)edu

Rebecca Cyganiewicz
United Way Youth Venture AmeriCorps*VISTA
(978) 840-3221 x203
youthventure {at} mwcc.mass(.)edu

The Center for Democracy and Humanity’s offices are located at

110 Erdman Way
Leominster, MA 01453
Tel. (978) 840-3221 x197
Fax (978) 840-4398

During this tree planting ceremony, we explain why the recipient was choosen, we tell about the past recipients, we read The Giving Tree, by Shel Silverstein, we as a group plant the special tree, we take a photo of the tree along with the recipient and any special guests that are present as well as giving the recipient a copy of the book, by Shel Silverstien, titled “The Giving Tree,” and thus the name of this recognition was born.

You can find the write up of the recipient and photo on The GIVE Center website. We have continued with this tradition ever since with each Giving Tree planted on campus. We also have a permanent metal marker engraved with the date and whom the tree was planted for next to the tree. This is an honor that we have bestowed on these very special people for making a difference in someone s live or in our community that they are truly the embodyment of The Giving Tree. This is a special event that is in conjunction with The GIVE Center and our campus grounds crew.

Contact Ms. Kendall M. Stiles, Director of The GIVE (GCSU Involved in Volunteer Efforts) Center or visit the web site for more information.

Contact Ms. Kendall M. Stiles, Director of The GIVE (Georgia College State University Invovled in Volunteer Efforts) Center or visit the web site for more information.

The Program Director for Service-Learning sends out an email in the fall and spring to all SL faculty to encourage their students to create displays of their service-learning projects for the spring Showcase. Students must submit an online application individually or as teams to enter.

All faculty, staff, students, service-learning partners, and community members are invited to attend. This is a wonderful opportunity for the university and the extended community to recognize what UCF students are doing to combine course curriculum with civic engagement. Admission is free and refreshments are served.

Website: http://www.servicelearning.ucf.edu

One of the five goals at The University of Montana – Missoula is to improve the support for and understanding of the Montana University System as a leading contributor to the State’s economic success and social and political well-being. A subordinate objective of this goal is for the university to expand community involvement, service and outreach activities at the campus level. The Office for Civic Engagement s mission and goals operate in accordance with this university goal.

The mission of the Office for Civic Engagement (OCE) at The University of Montana is to promote and sustain opportunities for students, faculty, and the university community to participate as partners in community-based work as a means for civic involvement aimed at addressing identified needs. This mission is accomplished by:

Intentionally developing institutional practices, policies, and capacities to foster pedagogies and activities that equip students with skills and abilities enabling them to be actively engaged citizens in a democratic society;
Serving as a focal point for students to expand professional, academic, and personal experiences through volunteerism and service learning;
Actively promoting citizenship and leadership development through collaboration with community partners to integrate service learning and extracurricular opportunities into the university educational process.

As a means to accomplish this mission, the OCE is responsible for operating and maintaining the following activities and programs.

Student Volunteer Service Projects
Implement extra-curricular community service projects that are coordinated throughout the year in collaboration with community partners, e.g. America Reads/America Counts, Adopt-A-Family, Volunteer Fairs, Clean Start, Alternative Breaks, etc.

AmeriCorps and VISTA Programs
Coordinate and implement the UM-based Campus Corps AmeriCorps program, The Montana Technology Corps AmeriCorps program, The Community Engagement Research Fellowship Corps (CERFC) and the UM Montana Campus Compact VISTA members and Community Partners AmeriCorps program.

American Humanics & the Minor in Nonprofit Administration
Oversee the UM American Humanics program providing students with the opportunity to obtain national certification in nonprofit management and the Minor in Nonprofit Administration program.

Montana ALIVE Project
Implement the Montana ALIVE program designed to provide national service participants from across the state with the opportunity to enroll as UM students and gain graduate-level academic credit for service learning performed during their term of service.

Engaged Scholarship
Promote, support, and sustain academic programs for service learning and community based research.

Website: http://www.umt.edu/dhc/oce/

The Student Life Service-Learning Center coordinates with community partners to find meaningful ways in which service can be integrated into courses. Faculty use the center as a resource. We also provide faculty with tools, and all infrastructure needed to make Service-Learning integration as easy and as meaningful as possible.

Website: http://www.okccc.edu/StudentLife/SLC1.html

The graduation requirement will transition from an hour-based requirement to a course-based or program-based requirement in 2006-07. At the present time, 36 service-learning courses are offered on a regular basis. Three of these courses are sequenced and required of all students at the freshman, sophomore, and junior levels.

URL: www.fgcu.edu/connect/

Contact: Linda Summers Director, Center for Civic Engagement 239.590.7016 or lsummers {at} fgcu(.)edu

For more information go to: http://pace.indiana.edu

Contact:
Joelene Bergonzi
Program Coordinator
Leadership, Ethics, and Social Action
Woodburn 210
1100 E. Seventh St.
Bloomington, IN 47405
Phone: 812-856-1747

Website: www.indstate.edu/cpsce/fdsa/paccl.htm

Contact:
Nancy Brattain Rogers
Center for Public Service and Community Engagement
Indiana State University
Terre Haute, IN 47809
812-237-2334

www.indstate.edu/focind/

Contact:
Nancy Brattain Rogers
Center for Public Service and Community Engagement
Indiana State University
Terre Haute, IN 47809
812-237-2334

Website: www.indstate.edu

Contact:
Nancy Brattain Rogers
Center for Public Service and Community Engagement
Indiana State University
Terre Haute, IN 47809
812-237-2334