Campus Compact » Program Models Faculty Service-Learning Development Programs

Student Advising: Cal Corps Public Service Center:

tdomf_26a6d — Mon, 16 Jan 2012 02:41:42 +0000

UC Berkeley’s Cal Corps Public Service Center coordinates a number of programs that prepare and support students, faculty, and staff in their community service interactions. Professional and peer advisors provide individualized and group counseling on selecting service sites, working with community partners, effective reflection activities, evaluation, risk management, and self-initiated service projects. The campus can access volunteer listings and advising tips through Cal Corps’ extensive website.

Website: http://publicservice.berkeley.edu/

Student Life Service-Learning Center

tdomf_26a6d — Wed, 15 Mar 2006 00:00:00 +0000

Oklahoma City Community College has developed a program that links the strengths of Academic Affairs with those of Student Affairs. The result is a program that helps faculty integrate Service-Learning into their courses while helping to build community assets and Co-Curricular programs.

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

Norwich University Consulting Corps

tdomf_26a6d — Mon, 13 Dec 2004 00:00:00 +0000

The Norwich University Consulting Corps is comprised of faculty, experienced in service-learning, who advocate the integration of service-learning into curricula and consult with colleagues on service-learning initiatives.

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

Faculty development workshops

tdomf_26a6d — Thu, 04 Dec 2003 00:00:00 +0000

The mission for the IUPUI Center for Service and Learning is to assist faculty in the development, implementation, and improvement of service learning classes; as well as, consult with faculty, provide resources for course development, and promote the scholarship of engagement. Towards those goals, CSL offers faculty development workshops throughout the academic year. A sampling of workshop titles are listed.

Building Campus Community Partnerships through Service Learning
Can service learning promote persistence?
Creating Partnerships with George Washington Community School to Enhance Research, Teaching, and Service
Designing a Service Learning Course
Designing Service Learning for Large Gateway Courses
Designing Theory-Based Research on Student Learning
Document Professional Service and Outreach
Exploring Campus Community Partnerships: Imagining the Possibilities
Monthly Series on Civic Engagement and Service Learning in the Health Professions
Planning One-time Service Projects for Student/Staff/Faculty Groups
Research on Service Learning Outcomes
Structured Reflection: Making Meaning from Experience Sample workshops

Workshop details are available at http://csl.iupui.edu/servicelearning/facultyworkshops.html

Developing faculty interest: presenting the idea in a workshop

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

For faculty who have an initial interest in community engagement, the most important thing a campus can do is provide the information they need to act on that interest. Pima County Community College in Arizona has found that they are most successful at developing faculty interest when they offer optional workshops accompanied by a small stipend for faculty who attend. At the workshops, faculty hear from their peers about strategies for integrating service-learning into classes and for revamping course syllabi to incorporate work with the community. Participants are then able to use their stipend to assist them in developing a service-learning course.

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

Providing teaching assistants for faculty

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

At Chandler-Gilbert Community College, every faculty member who teaches a service-learning course is provided a teaching assistant to help ease the burden of implementing high-quality service-learning. The assistant s job is to tailor service activities to the individual needs and requests of students enrolled in the course. The assistant also completes all the necessary paperwork for service placements and serves as a liaison between students and the instructor.

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

An across-the-campus initiative on “”Building an Intercultural Community”"

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

An across-the-campus initiative designed to promote “”interculturalism,”" which the university defines as: a process of learning and exchange across cultures in which no one culture dominates. Faculty participation in the initiative include: 1) Curriculum Development Workshops on how to change departmental curricula to reflect ethnic diversity; 2) Teaching Workshops to develop techniques for teaching in a diverse classroom; 3) Special Faculty Appointments and Minority Fellowship Awards; 4) Course Development Grants to strengthen the University s American Cultures program.

Students experience the initiative through an Intercultural Certificate program which begins with Freshman Orientation, continues with an Intercultural Retreat weekend, and culminates in a year-long academic course combining fieldwork with conceptual training in building racially harmonious communities.

University Staff may participate in the initiative through an Intercultural Awareness workshop designed to gain an understanding of some of the culture-based issues students face, followed by an Intercultural Strategies Workshop designed to take action with respect to issues involving race or ethnicity on our campus.

Center for Community-Based Service Learning (CCBSL)

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

One of several priorities identified in the University s 1997-1998 Shared Vision process, initiated by President Stephen Weber, was the establishment of The Center for Community-Based Service Learning (CCBSL). The mission of the CCBSL is to enhance learning and civic responsibility through community engagement. We believe that community-based service learning provides structured opportunities for students to learn and develop through active participation in thoughtfully organized involvement that: 1) is conducted in the community and meets mutually identified needs; 2) is integrated into and enhances the academic experience of students by relating academic content to community issues; 3) fosters civic responsibility; 4) integrates reflection on the interrelationships between course content and community-based learning activities. Since the fall of 1998, the Center has developed partnerships among students, community partners, and faculty. The CCBSL provides a database of 144 community partners that meet student volunteer or service needs, a bank of community projects suitable for faculty to include within their courses, information on relevant grant opportunities, reference resources for research and course design, and a referral system to other campus resources. The Center promotes civic education and the ethic of giving back to the community by: assisting faculty who wish to develop and enhance classes that integrate academic study with community service, working with student organizations on community efforts, and providing information on volunteer opportunities for students. Two advisory boards review policies and support the CCBSL and programs. They assist in communicating the goals of the Center to the campus community and voice faculty and students concerns surrounding community service learning. Associated Students, a member of Campus Outreach Opportunities League, played a key role in the development of the CCBSL. In addition, they oversee the CCBSL Student Advisory Board.

SDSU Service Learning home: http://servicelearning.sdsu.edu/
E-mail: servicelearning {at} sdsu(.)edu

Collaborative efforts

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

A variety of resources are available to support courses that utilize academic service-learning. UC Berkeley defines academic service-learning as the integration of community service activities into the academic curriculum. Support for service-learning is provided through the collaborative efforts of the Service-Learning Research and Development Center at the Graduate School of Education, the Cal Corps Public Service Center, and the Office of Educational Development. Faculty, graduate student instructors, and students are encouraged to access our resources.

Website: http://gse.berkeley.edu/research/slc/

Establishing an Office of Community Services Programs (CSP): developing community service-learning on campus

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

We decided that the approach had to be systematic. First, a number of community service programs were consolidated into a single office. As a result, Cooperative Education, Human Corps, and internships were merged into the Office of Community Services Programs (CSP). Second, a new director was recruited to manage the CSP Office and charged to proceed with all deliberate speed. Third, to support her efforts, the University and the CSUB Foundation funded three half-time positions for the office.

The new director has lived up to our expectations. Almost immediately after her appointment she applied for and received a Campus Compact grant, and an outside grant that will provide a strong support base for the CSP activities over 5 years.

During the past year and a half, the CSP Director has put on three workshops that have trained thirty faculty on how to integrate community service learning into their classes. For the first workshop, Campus Compact monies allowed us to bring in an expert to the campus to advise the faculty on the myriad of possibilities in community service-learning. Since the first workshop, CSUB has relied on its own faculty to facilitate the workshops. Campus Compact and outside grant money also provided small internal grants to assist faculty in revising their courses. The CSP Office has provided the oversight and coordination for each of the faculty involved. This effort has significantly expanded our community service capabilities. Twenty courses have already been revised to include a community service learning option. Another 10-15 will soon follow. Participating faculty have come from many disciplines, including Psychology and Sociology, disciplines that one would expect to be interested, but also from Chemistry, Art, and Mathematics. We expect to bring 10 to 15 faculty into this process each year.

The CSP Office has also been busy developing potential placements in the area. The Director and the part-time staff have been at the center of this broad-based activity. The placements being secured fit into several categories. Some are paid cooperative education placements at nearby corporations; others are internships directly related to particular majors; finally there are placements that fall broadly under human service and community service-learning. While there is still much to be accomplished, the time is now in sight when enough placements will be available to support a university-wide requirement.

This two-year effort has heightened our community services capability across the institution and much progress has been made. However, much remains to be done. We are confident that community service-learning is here to stay at CSUB, thanks to the efforts of key faculty and staff who have pushed hard during the initial phase these past two years.

Website: http://www.csub.edu/CSP/

Faculty Development in Action – Community Service Learning

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

This project included three components:

1. Community Service-Learning Faculty Development Grants – Community Service-Learning Development Grants were available to re-design and integration of service-learning pedagogy into existing courses. The Service-Learning/Experiential Education Advisory Committee established criteria and standards to review the applications and select the recipients for these faculty development awards. One hundred percent of the Community Service-Learning Faculty Development grants were awarded. Six faculty members received grants, impacting approximately eighty students who are participating in these service-learning courses.

2. Faculty Development Workshops and Training Support – Two Faculty Development Workshops were offered. One that helped support faculty members in understanding how to re-design and integration of service-learning pedagogy into existing courses. The second workshop focused on the development of community partnerships. Grant funds also supported faculty members in attending service-learning workshops, conferences, and institutes out of the area. Each faculty development workshop had an average attendance of 8-12 faculty members, staff and students from our campus. Funding support for attendance for service-learning conferences will be completely utilized at the end of the 1999-2000 academic year.

3. Specific Activities to Dissemination of Service-Learning Materials HSU faculty, staff and students participated in the following presentations at regional and national conferences during year 1999-2000:

The CSU Colloquium, Fall 1999.
The 27th Annual Association for Experiential Education International Conference, Fall 1999.
The Third Annual Consortiums of Service Conference, Spring 2000.

Website: http://www.humboldt.edu/~slee/

Instructional Support for Faculty

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

The Service-Learning Center consults with faculty who request assistance in developing service-learning curricula. We can develop materials and approaches for specific courses or provide general information about service-learning, e.g. alternative program models, reflection activities, assessment tools, or recognized standards for quality programs. The Center currently works with a range of faculty in the humanities, sciences, and professional schools. We also sponsor the course, “”Service-Learning in Educational Reform,”" offered through the School of Education.

Website: http://gse.berkeley.edu/research/slc/

Networking

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

Faculty and students who want to network with others involved in service-learning can receive information about a variety of service-learning workshops, forums, conferences, and committees both on and off campus.

Website: http://gse.berkeley.edu/research/slc/

Service Learning – A New Initiative

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

The University of San Francisco recently elevated its Service-Learning Task Force to a Service-Learning Committee. Much of the year involved the transition from a task force to a committee, developing new policies and procedures, etc. The SLC hoped to continue with Faculty Incentive Grants. The committee applied for funding and is waiting for a reply. The SLC also continued with faculty development workshops, sponsoring a teleconference and a panel discussion on Challenges in Developing Service-Learning Placements. USF is in the process of revising its General Education Curriculum. Representatives of the SLC are on the committee establishing procedures for proceeding with the revision and hope to incorporate a service-learning component in the revised GEC. USF continues to update and expand its Service-Learning website, as well as its community service database.

Website: http://www.usfca.edu/studentaffairs/10years/NoFrames/NF-CommunityService.html

Specific Verification: service-learning contracts

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

We can provide samples of service-learning contracts to instructors who want to verify student service. In addition to documenting hours and activities completed, this written agreement signed by both the student and site supervisor defines placement goals, learning objectives, and the roles and responsibilities of the volunteer and the agency.

Website: http://gse.berkeley.edu/research/slc/

Various Faculty Service-Learning Development Opportunities: Brown bag lunches to summer institutes

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

CSUMB’s service learning faculty teach over 30 different dynamic SL classes each semester. Service learning faculty play an active role in the service learning process by linking their discipline-based knowledge to the experiences of the students outside the classroom, building partnerships with community organizations, creating meaningful reflection activities and supporting their students in finding and succeeding in their service learning placement with a community partner.

Faculty Development Opportunities at CSUMB:

The service learning institute is prepared to work with you on developing your service learning class. You can set up an appointment to meet with a staff member to discuss improving an existing SL class or creating a new SL class.

The SL frequently offers Brown Bag Lunches to discuss different challenges in teaching a service learning class. Past subjects have included: meaningful reflection activities, how to connect with your community partner on an on-going basis, cross-culural communication, and how to asses for service learning outcomes.

Community Participation ULR Learning Community – Instructors teaching a course that satisfies the CP ULR (which includes SL 200S, GS 200S and WRSI 361S) meet on alternating Mondays and Tuesdays between 12:00 and 1:30 in building 8 to discuss topics related to teaching these classes. If you haven’t taught a service learning class before, this weekly discussion group is a great place to expose yourself to the pedagogy of service learning.

The Service Learning Summer Institute – In the summer of 1999 the service learning institute sponsored a summer institute to bring together students, faculty, staff, and community partners from across the CSU system. We explored issues of identity, discussed how to develop meaningful partnerships, and all constituencies reported to the group what was most successful about their service learning experiences and areas where the service learning experience could be improved to meet their particular needs.

Website: http://service.csumb.edu/

Volunteer Placement Database

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

Over 300 community organizations, government offices, and local schools recruit volunteers through the Cal Corps Public Service Center Volunteer Placement Database, an all online volunteer recruiting system. Volunteer opportunities are listed according to agency identifier (ie faith-based, ethnic-specific, housing, etc.). The database is self-selective, allowing students, faculty, and staff to make personal contacts with agencies or to seek advising through Cal Corps’ advising network. The back-end database allows for easy access to agency information and searches to meet the needs of service-learning faculty and special service programs conducted by the campus.

Website: http://calcorps.berkeley.edu

Service-Learning Scholars Program, part of a Service Integration project

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

The Service-Learning Scholars Program is an initiative of the Service Integration Project (SIP) aimed at linking the University s commitment to the undergraduate experience and community outreach. The program will provide opportunities and incentives for faculty to explore and implement service-learning into first-year seminar, capstone, or other courses. Service-learning as a vehicle for instruction encourages a greater understanding of complex community problems, enhanced general knowledge, increased interpersonal and leadership skills, greater commitment to promoting racial understanding, and an increased commitment to community.

For participation and commitment to exploring and integrating service-learning, departments of Service-Learning Scholars will receive $1,500 to adjust faculty member workload and/or compensate the faculty member for the additional effort (faculty do not ordinarily receive supplemental pay from grant funds though summer pay is allowable). Participating faculty will also receive access to SIP s mini-grant pool for additional resource development. The Scholars will commit to attending all training sessions, to becoming advocates for service-learning, and to integrating service-learning into at least one course within one year.

Goals of the Scholars Program:

Program Description:

Contact person: Victoria Keller , Director, SLVP,

Website: http://www.colostate.edu/Depts/SLVP/Sip1.htm

Operation Bridgeport “”immersion”" weekends

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

While service-learning is growing across the country, the majority of faculty at most universities still have little or no experience with it. At many universities, the single largest obstacle to faculty involvement may not be that faculty are reluctant or resistant, but simply that they have not heard of the possibility. The first introduction, then, can be a critical moment to gain support from those faculty who are willing to be innovative and lead the way in service-learning on campus, often referred to as the first wave of change.

Operation Bridgeport was organized by Phyllis Macklett, the director of community service, at Sacred Heart University as a method of introducing faculty not only to service-learning, but also to the neighborhood. While Sacred Heart draws a considerable portion of its student body from the neighboring community of Bridgeport, few faculty members live in the area. As a result, faculty are largely unfamiliar with the neighborhood, which is in the most poverty-stricken district in the state. Through Operation Bridgeport, a small group of faculty spend a weekend in downtown Bridgeport at the St. Charles Urban Center to learn more about the lives of the people who live just outside the place where they teach.

The program begins with a guided bus tour, narrated by a Sacred Heart professor, that transports faculty from the richest parts of the city to the impoverished downtown area. After arriving downtown, faculty meet with the leaders of community organizations from the area, between doing service work in the neighborhood at Habitat for Humanity sites, food pantries, or youth centers.

Sunday morning brings a unique twist, when faculty members cook breakfast for Sacred Heart students who live in some of the most impoverished sections of Bridgeport. After the breakfast, students deliver a presentation to faculty on their experiences growing up and living in Bridgeport. According to Ms. Macklett, the presentations never fail to move faculty members, many of whom were previously unaware of the hardships faced by some of their students.

A faculty-administration brainstorming session that comes at the end of the weekend brings ideas from faculty excited about new possibilities. In the past, faculty have suggested new courses and new community activities for Sacred Heart. The outgrowth of one weekend was a free Grassroots Leadership Training Seminar Series for community leaders from Bridgeport. Faculty involved in the series gave seminars on grantwriting, communication skills, and group organizing.

Several faculty who attend the weekend have gone on to incorporate service-learning and community engagement into their classes. Dr. John DeGraffenried, one faculty member introduced to service-learning in the first Operation Bridgeport, now offers free after-school art classes as a community service in high schools in Bridgeport and neighboring towns. He ends each year with an art show. Bridgeport youth who once would have never come to Sacred Heart University s campus have their art on display there; Sacred Heart faculty who once would have never met these youth, see the work that the youth produced under the tutelage of a fellow faculty member.

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

For more information: http://www.sacredheart.edu/mission/service/lead-serv/OpBpt/

The Holleran Center for Community Action and Public Policy

tdomf_26a6d — Wed, 30 Nov -0001 00:00:00 +0000

The Holleran Center for Community Action and Public Policy is a multidisciplinary, academic center that is dedicated to teaching, research, and community collaborations that foster active citizenship and community leadership in a multicultural, democratic society. Directed by an advisory board composed of college and community representatives, the center oversees three major areas: 1) The Program in Community Action (PICA), 2) Community Learning Course Development, 3) Community Partnerships and Public Policy.

The Holleran Center also promotes the development of community learning courses at the College. Community learning takes many forms, including internships, action research, and courses with required service components. The common denominator is the deliberate linking of service, academic study, and structured reflection. The Center and the College s Office of Volunteers for Community Service have strong relationships with community based organizations and municipal governments and offer support to faculty for the development of community learning and assist with the training, placement, and supervision of students at service sites.

The Center fosters institutional community engagement and has entered into a number of Community Partnerships and Public Policy initiatives in areas of education, health and wellness, economic development, and art, culture and public space. The Center and the College s Office of Community and Public Policy sponsor the Common Ground/Common Hour, a series of dialogues about innovations in public policy with leading experts from public life and the academy. Community members join students, staff, and faculty in these vigorous dialogues.

Contact person: Margaret Sheridan, Director, Holleran Center for Community Action & Public Policy, mkshe {at} conncoll(.)edu

Web: http://www.conncoll.edu/academics/centers/hollerancenter/index.html