The Consultants undergo a competitive selection process and, once selected, are under contract for two years. They educate the campus community in the pedagogy of service-learning, with emphasis on faculty education, and reinforce the awareness raised by the Service-Learning Coordinator. They receive an intensive one-day training in service-learning, meet bi-monthly as a team, and consult with faculty colleagues regularly.

Website: www.norwich.edu/servicelearning

Contact: Michelle Barber, mbarber {at} norwich(.)edu

The center’s mission is to lead the University’s engagement efforts and service to the state of North Carolina and beyond by linking the expertise and energy of faculty, staff, and students to the needs of the people.

In all our work, the Carolina Center for Public Service seeks to build partnerships throughout the University and the state as we:

– Advance the quality and sustainability of efforts through effective practices
– Recognize and celebrate exemplary service
– Share information, strategies, and outcomes of UNC s service endeavors
– Facilitate community-based scholarship in addressing community issues

As the first public university, Carolina has a proud history of changing lives through educating scholars and leaders dedicated to forging a brighter future for our state, nation and the world. The University of North Carolina at Chapel Hill is committed to expanding its tradition of engagement and responsiveness through the Carolina Center for Public Service.

The center provides a number of programs and services for students, faculty, staff, and the public, including: awards, service fellowships, trainings, and enrichment programs for students; grants and awards for student organizations; trainings, awards, and grants for faculty; an online searchable database of University engagement activities; a weekly listserv of service opportunities; an annual volunteer fair of community agencies; and an annual “”Bus Tour”" of the state for new faculty and administrators.

For more information, visit our webpage: www.unc.edu/cps/

Contact:
Lynn Blanchard, Director
Carolina Center for Public Service
(919)843-7568, ccps {at} unc(.)edu

A PDF copy of the document can be found at http://csl.iupui.edu/servicelearning/facultydevelopment.html under the title Service @ Indiana University.

You may access the CSULB RTP Document through the Community-Campus Partnerships for Health web site: http://futurehealth.ucsf.edu/pdf_files/CSLC%20Vals%20RTP2%20Doc%20_1_.pdf

www.compact.org/advancedtoolkit/faculty.html

In a healthy partnership, each participant brings a distinctive contribution to the service, so that the two working together are able to do more than either could do alone; the whole is greater than the sum of its parts. The partnership that has formed between Gateway Community College and local air conditioning businesses in Phoenix, Arizona, serves as a good example.

In Phoenix, heat can cause health problems, especially for homebound elderly residents. Evaporative coolers do the job of cooling things down in most low-cost houses. However, when these coolers break, the fifty dollar repair bill is beyond the means of many low-income residents.

Enter: the partnership.

Gateway Community College offers HVAC (heating, ventilation, air-conditioning) certification among its associate degrees. Students training to get certification usually don t get experience working with evaporative cooling systems. They could get hands-on experience with these systems by providing repair services to residents whose air conditioning systems, and health, could be saved in the process. The college, however, has neither the material resources nor the transportation systems to provide these services. Local air conditioning businesses are inclined to develop strong relations with their customers, and help those in need. They have the materials and transportation needed to repair systems for paying customers. However, providing this service free of charge would be too time-consuming and costly, without the organizational services and support of the college students.

Six years ago, Professor Clyde Perry at Gateway put this set of needs and resources together: the need of elderly metro-Phoenix residents for functional air conditioners; the need of HVAC students at Gateway for hands-on experience working with evaporative cooling systems; and the resources of the college and the local businesses. Together, they formed the Evaporative Cooler Services Project, a day of service in March when air-conditioning technicians and students match up to provide services for residents throughout the area.

The project is now a staple in metro-Phoenix. Thirty-two HVAC students at Gateway participate in the specialized training that precedes the day of intense service. These 32 students are paired off with professional technicians. Using trucks and equipment donated by local businesses, each pair services up to four evaporative coolers in a single day, in homes of elderly residents who have requested the service.

Companies are able to build their customer relations through the program, and students receive essential practice in a skill they would not otherwise learn. Both have the opportunity to do so in an effort to better the community.

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

Website: http://www.sjsu.edu/news_and_info/copc/page2.html

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

Contact: Hamid Khani at hkhani {at} sfsu(.)edu

A few years ago Dr. Bob DeHaan, a professor of biology at Emory University and a resident of Atlanta, decided it was time something was done about science education in elementary schools. Recent research showed that the way science was taught to elementary school students was simply incompatible with the nature of the discipline. Classes looked more like science history teaching students about science and the key words and ideas than like science education teaching students how to do science and engage in scientific inquiry about the world around them.

Dr. DeHaan approached the principal at his grandson s elementary school and asked whether seventy math and science majors would be of use to teachers. When the answer was yes, he found a host of Emory students who were interested in participating. The students, all science and math majors, received nine hours of training in which they learned not just how to help teachers, but how to help change the way teachers teach. These students would serve as science partners in Atlanta public schools, assisting teachers in inquiry-based science instruction. Together, they founded Elementary Science Education Partners (ESEP).

At many colleges and universities, students are matched with public schools to provide services to children. While such a match may be a service partnership, it is not an educational partnership. In an educational partnership, campuses work with the community to effect change in the way education itself works. What made ESEP a true partnership was the idea of participatory reform, which guided ESEP s work. By this method, teachers and administrators work with college students to take an active role in the reform process.

ESEP was an immediate hit, and Dr. DeHaan soon discovered that this partnership was only the beginning. Science teachers began requesting that their principals provide them with additional science instruction. Out of this request, grew a teacher training program: Science, Knowledge, Inquiry, Leadership (SKIL), a program in which teachers who have worked with ESEP provide professional development to their colleagues in the Atlanta public school system. Every year, 38 SKIL teachers provide this science training.

The partnership continues to grow. With demand for undergraduate science partners outpacing the supply at Emory, six other campuses in Atlanta have joined ESEP: Clark Atlanta University, Georgia Sate University, Morehouse College, the Morehouse School of Medicine, Morris Brown College, and Spelman College. Students, faculty, and staff work in mentoring and partnering relationships with elementary teachers, principals, and the Atlanta Board of Education. The Atlanta public school system now provides every elementary school science teacher in Atlanta with science kits that are designed by the partnership members to assist in course instruction.

What began as a small-scale effort to change science education at the school where Dr. DeHaan s grandson was a student, has grown into a partnership that includes all seventy Atlanta public elementary schools. By the year 2000, ESEP will have worked with all 1,700 science teachers in the Atlanta school system.

From

Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

For more information: http://www.emory.edu/COLLEGE/ESEP/

Dr. Fitch s second idea was to make the course more exciting and relevant to students lives. She would do this by giving students hands-on experience with science, getting them away from the numbers and chalkboards of the classroom and into communities where they could witness firsthand the useful application of otherwise remote mathematical and scientific theories.

The third goal Dr. Fitch had for her class was to maintain, and even enhance, the rigor with which students learned. Each analysis required at least sixty samples, and six hours of preparation in order to be studied properly. When students were uninterested by the course, they quickly tired of the repetitive work involved in chemical analysis. But when they were doing real work to solve real problems, when people s health and lives were riding on the calculations being done correctly, students would understand the need to engage in that level of rigorous study.

Today, the class is anything but notorious. Each semester, fifteen of Dr. Fitch s students sample and analyze the lead content of a city site. Students have tested local parks and pipes, and presented their findings to the City of Chicago. One student from Croatia brought what he learned back home and taught others to analyze the lead emissions of different gasolines.

In addition, students provide an after-school program for a group of sixty children, many of them girls and minorities who are typically not drawn to science. Students present what they have learned and teach the children to gather lead samples safely. Upon teaching children, students often realize just how much they have learned, and are forced through a different kind of rigor, this arising from the necessity of explaining concepts in terms and ideas simple enough to be understood by elementary school children.

By incorporating service-learning into her teaching, Dr. Fitch has brought both rigor and relevance to a course that was once considered little more than dull and difficult. In the process, from Dr. Fitch s experience, students now learn more, retain more, and are more excited not only about their studies, but about the meaningful application of those studies to solve real-life problems.

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

Bio and C.V. for Dr. Fitch: http://www.luc.edu/depts/chem/faculty/fitch/fitchgroup/Prblurb/prblurb.htm

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

Contact: Dr. Roberson at mrobertson {at} mail.millikin(.)edu

For more infromation see this article

CEAP is integrated with the curriculum. Faculty members re-designed existing labs and projects to connect with the CEAP program. For example: chemistry students examine the water quality of the Calvin ponds; physics students measure energy usage on campus; biology students examine the productivity of the ecosystems of the lawn and old field; and geography students study the consumption patterns of students.

CEAP creates a stronger academic community. The CEAP program was designed by a group of faculty members, representing each of the disciplines within the natural sciences at Calvin. Each year since its conception in 1997, participating faculty and newly interested faculty convene through Calvin’s faculty development program to discuss results and plan for the upcoming year. Professors from the social sciences and humanities have joined the program with their own projects.

CEAP opens up vistas for service and citizenship in a powerful way. The disciplinary content a student learns through a CEAP project is comparable to a traditional classroom, library or lab activity. The added value, however, is that the student begins to see the relevance of study and analysis for dealing with complex and pressing problems. Many students who would not consider themselves activists have the opportunity to learn more about environmental issues and what can be done to address them.

The structure of CEAP involves “”grass-roots”" energy and “”top-down”" support. There are multiple entry points for involvement in CEAP. Faculty members across the college along with students from the Environmental Stewardship Coalition are involved.

Contact person: Janel Curry (Department of Geology, Geography, and Environmental Studies) jcurry {at} calvin(.)edu

Outreach at Michigan State virtually identical to community engagement as it has been discussed here is defined as a form of scholarship that cuts across teaching, research, and service. It involves generating, transmitting, applying, and preserving knowledge for the direct benefit of external audiences in ways that are consistent with university and unit missions.

Faculty are rewarded, as they have always been, for teaching that responds to the needs of their students on campus. But faculty are also rewarded for teaching that responds to the needs of members of the external community for instance, by teaching outside the university, or through service-learning.

As always, faculty are rewarded for research that builds knowledge in their profession. But they are rewarded still more when that research engages and serves the outside community.

Faculty are rewarded for service to their profession or the university. However, they are also rewarded for service to outside organizations and communities in need that benefit from the skills of their discipline.

The university s Office of the Vice Provost for University Outreach provides top level support and leadership for this new approach to scholarship. The Office has developed a guidebook distributed and presented in workshops to deans, faculty, and academic chairs that provides in-depth explanations, planning tools, and resource materials on the outreach component of scholarly activity. The office provides a file of model faculty portfolios and case studies to help faculty envision how they can document their outreach activities. As another form of support, experienced faculty members serve as coaches and peer reviewers for faculty who are preparing documentation for promotion and tenure. Ask how faculty get tenure on most campuses and you ll hear many of the same answers: publish articles; teach courses; serve on university committees. At Michigan State, the answers will be somewhat different: publish articles about research you have done to address real community problems; teach courses that provide direct benefit to community members; and don t only serve on university committees, serve society.

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

Contact: outreach {at} msu(.)edu or visit http://ntweb4.ais.msu.edu/

A major emphasis of the “”Biology of Global Change”" class was to learn how to become an active participant in solving environmental problems. The course was split into three components. In part I of the course, students learned about scientific issues and the scientific method. Part II examined policy issues surrounding global change and part III combined both the policy and science issues learned during part I and II. The philosophy behind this construction is that the students learn the material but are then given the opportunity to apply this learning in order to begin to address problems of global change that they discover during the academic portion of the course. One student commented on the benefits of this system: “”I like the fact that we are able to act on what we learn.”" Camill saw this opportunity to act on learning missing from many traditional science classes. He thought that students need to learn how they can affect public policy now, so they can feel like active members of society as soon as they leave their undergraduate career. He states “”the service-learning component of the class gives real world, hands-on experience.”"

Students were given the option of working at a local or national level in groups or on their own. Some of the projects included:

• students developed curriculum for kindergarten students that would instill the importance of environmentalism and then went into public schools and taught
• students worked with the food services at Carleton to chart energy and food waste and then developed a presentation to the campus on their findings
• students studied the local river to determine how and if it was being polluted and identified steps to mitigate the pollution
• students created a web page to discuss environmental issues at the international scale; students computed the costs and savings of implementing solar power in homes.
• Other possibilities were explained in detail on the website developed specifically for the class: http://celeste.carleton.edu/curricular/BIOL/classes/bio190/slp2.html.

The final day of class all the students presented their projects in poster form for the Carleton campus as well as the local community. Students comments after the class showed the positive connection they had established between academics and their application in the community: “”I thought it was a great way to both apply what we were learning in class and in general to make the connection between academics and real life. I made a connection in the wider community and made a useful contribution.”"

Websites: http://www.acad.carleton.edu/curricular/BIOL/faculty/pcamill/SLP00/SLPindex.html
http://www.acad.carleton.edu/curricular/BIOL/classes/bio190/index3.html

For more on Project Colleague: http://www.nerche.org/project_colleague.html

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

By following a semester of one of Dr. Hesser s courses entitled, Urban Communities, we can draw a picture of a high-quality curricular service-learning experience.

In order to learn about urban communities, Professor Hesser tells students on their first day of class, you will use the community as your laboratory. Students are pleased to hear this, many of them having enrolled because they were intrigued by the fieldwork component, and the chance to engage in actual observation that brings their classroom theories to life.

But then the professor adds a twist. There is an ethical problem with this kind of observation, he tells students. If you are going to take these observations from the community, you also must give back to them. Your relationship must be reciprocal. In fact, Dr. Hesser has already spent many weeks before the beginning of the semester contacting neighborhood organizations to see if they are in need of student volunteers. From this, he develops a list of organizations from which students may choose ensuring that the organizations that get student volunteers are organizations that need student volunteers. In the Urban Communities class, 25 students are split into five groups of five and sent to neighborhood organizations, where they will provide service over the course of the semester.

Tying students work in the community into academic theory is the major thrust of curricular service-learning. Dr. Hesser achieves this through a carefully constructed combination of observation, reflection, discussion, and presentation. Students are given a field journal to record observations from their experiences with the neighborhood organizations. Rather than being asked simply to free-write in their journal as they might do if the experience were not connected to academic learning students are asked to write one entry each week based on the course readings for that week. For instance, students study the concept of horizontal relationships in the class the ways different organizations work together within the boundaries of the community. For the corresponding journal entry, they are asked to write about any experience in their time at the community organization that reflects theoretical elements of horizontal relationships.

Back in class, students return to their groups of five and exchange journals, often coming across new discoveries, which they are asked to discuss with the rest of the group. Through this exchange, students recognize the variety of ways their theoretical lessons from class can be applied to the neighborhood organizations where they are working. During other class sessions, students are mixed into groups of five with one from each neighborhood organization. Here, students are able to learn from the very different experiences that others have had in very different neighborhoods. Once again, students are exposed to the great variety of ways that a theory, always the same on paper, can look very different in practice.

At the end of the semester, the teams of five students collaborate to produce an oral and written report. In the report, they use the basic theories of the course to describe the neighborhood association where they worked and to discuss the service that they have performed. By the time they have completed their curricular service-learning experience, students in the Urban Communities class are able to discuss these theories with the rich background of real experience and the understanding of how these theories can be used to help communities.

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

Contact person: Dr. Garry Hesser, Sociology Dep.’t, hesser {at} augsburg(.)edu

Nominations
1) To nominate an individual, completion of a nomination form is required. The nomination form asks for the following information:

Nominee s Name and Dept./Address.
Volunteer Service: Community/State/Regional/National level
Describe Nominee s active involvement in:
- Professional Organizations
- MSU-Billings
- Community Organizations

Describe how this volunteer service and/or involvement benefits the Community.
Describe how nominee s service and/or involvement has enhanced the image of MSU-Billings public relations.
Describe, if applicable, any honors received on behalf of nominee s community service.

2) A maximum of three single-page letters of support per nominee will be accepted.

3) The nominee will be notified and asked to complete an information form. The information form asks for a description of the following items:

A list of community service activities for the last three years (minimum).
Length of participation in each activity.
Type of involvement (i.e., office held, committee involvement, description of speaking engagement, etc.).

The nominee must indicate if remuneration has been received for community service activity.

Selection of Award Recipient
A Recommendation Committee consisting of six MSU-Billings staff employees representing the six Campus units will evaluate each nomination. The six Campus units include: Administrative Services, Student Affairs, College of Arts & Sciences, College of Technology, College of Education & Human Services, and the College of Business.

All criteria will be addressed, reflecting the outstanding characteristics displayed by the nominee. Significant activities, accomplishments, achievements, and contributions, which are worthy of recognition, should be identified. The committee reviews the letters of support submitted with the nomination.

Staff Appreciation Reception
All staff recognition awards are presented at an annual reception that also honors staff for years of service. The recipient for the Community Service Award receives a plaque and a cash award. The cash award amount varies each year depending on the total number of award recipients across all categories.

See their web site for more information.

]]> http://www.compact.org/program-models/program-models-awards-and-recognition/staff-recognition-award-for-community-service/1831/feed/ 0 http://www.compact.org/program-models/program-models-faculty-roles-and-rewards/teaching-creative-movement-to-people-with-disabilities/1833/ http://www.compact.org/program-models/program-models-faculty-roles-and-rewards/teaching-creative-movement-to-people-with-disabilities/1833/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=1833 Karen Kaufman, a UM visiting dance instructor, developed a program at UM s Department of Drama/Dance that introduces university students to teaching creative movement to diverse populations. The program focuses on having college students teach dance and creative movement to people with disabilities. The program also takes student instructors out to the public schools to provide dance instruction to children who may not otherwise have the opportunity to participate in dance classes. The program provides an opportunity for college student dance teachers to examine the ways in which creative movement can be utilized to enhance the lives of diverse populations of people.

Contact person: Karen Kaufman, Head, Dance Program, kak {at} selway.umt(.)edu

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