“”Indiana State University is the pre-eminent public institution that integreates teaching and research for high-achieving, goal-oriented students who seek opportunities for personal, professional, and intellectual growth on a diverse, civically engaged campus. From their first day, our students are actively challenged by high-quality, experiential academic programs and are supported by personal attention from our dedicated faculty and staff who inspire students to create and apply knowledge through dynamic partnerships with the community and the world. Our graduates are valued for their demonstrated knowledge and expertise, active citizenship and leadership qualities.”"

Website: http://irt2.indstate.edu/home/index.htm

Contact:
Dr. Kevin Snider
Executive Assistant to the President
Indiana State University
Terre Haute, IN 47809
812-237-4000

This is an example of a true community partnership. In Fall 1999, outgoing President Randolph asked the college to identify a project that would involve our “”GateWay Family”" (our entire campus community). About that time, we received a call from the principal of our neighboring elementary school asking us to consider becoming community consultants to deliver the Junior Achievement curriculum to all classrooms at her school. Junior Achievement s mission of teaching children to value themselves, others, their education, and the American free enterprise system aligned perfectly with the the goals of our service-learning program. A representative from Junior Achievement met with our Service-learning Committee, a interdisciplinary group charged with overseeing service-learning activities on our campus and making related recommendations to the administration, to explain the program. The committee embraced the project and recommended to President Randolph that this would be our all campus spring project.

In January, President Randolph was reassigned to the MCCD District office as Acting Vice-Chancellor for Quality and Employee Development. Acting President Gaudet made the suggestion that we form teams of GWCC personnel and service-learning students. The call went out from President Gaudet and volunteers from all divisions came forward. While all volunteers saw the project as a way to fill an unmet need for an inner city school, faculty viewed it as an opportunity to partner with their students, students saw the project as a way to interact more informally with campus personnel and administrators had an opportunity to interact more with students. In less than two weeks, all 24 classes were assigned. President Gaudet volunteered to be consultant to an 8th grade class. (As an extension activity, he and the nursing faculty member who was the consultant to the other grade class, sponsored Career Awareness visit to the campus for the 8th grade students and their parents. Thirty-five participants spent three hours at the campus completing computer based career assessments and touring the campus.)

A core team with faculty representation from each instructional division and the Director of Community Partnership Programs participated in a training workshop with the teachers from the elementary school and went through a Junior Achievement provided train-the-consultant workshop. Team members in turn provided training to campus volunteers. During the next three months, teams made 6-8 visits to their assigned classrooms to deliver the citizenship lessons. The evaluations have been overwhelmingly positive and about 75% of the consultants have asked to participate next year.

Our campus has decided to continue the project. Ideally, children who spend their K-8 years at Crockett Elementary will have nine years of citizenship and stay in school messages. We also see it as an opportunity to informally mentor our future civic leaders and our future GateWay students. We are certain that there will be additional related service-learning opportunities at the school.

Website: www.gwc.maricopa.edu/partnerships

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

After much thought and discussion, CSUB decided against the immediate imposition of this requirement. The reasons are, simply, that first, virtually all CSUB students are commuters and work 30+ hours a week. To add a community service requirement on top of their other academic and personal responsibilities seemed unrealistic. Second, even if the University wanted to require a community service experience, the campus lacked the staff and resources to provide such an opportunity. Finally, faculty needed additional training time and orientation to properly supervise the students in such placements. The faculty had not worked out how community service could best fit into the curriculum and be made meaningful for students. The CSUB Academic Senate’s advice was to proceed carefully. The President and deans have taken this advice to heart, although we are still determined to move forward.

Contact person: Krista Buckner, Director of Community Service Programs, kbuckner {at} csubak(.)edu

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

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

Website: http://www.trincoll.edu/pub/heights/education.htm

Nationally, Gaudiani used her presidency to be a leading advocate for civil discourse and civic engagement in American society. In October 1996, the college published Democracy Is a Discussion, a collection of essays on democracy by renowned international leaders designed to foster civic discussion in communities and countries worldwide. The book was translated into eleven languages by the United States Information Agency and was used as the basis for a series of discussion on the responsibilities of citizenship, sponsored by Connecticut College in cities throughout the United States. President Gaudiani encouraged this kind of thoughtful discussion on the state level as well. Working with the Connecticut Secretary of the State, she helped convene representatives of nonprofits, business, and government to encourage civic participation. On the local level, President Gaudiani became known as the most successful community developer in New London. After being appointed the director of the city s development corporation last year, Dr. Gaudiani convinced a major employer to move to New London, shoring up jobs that had been lost as industry moved out in recent years. This began a revitalization that had appeared impossible only a few years earlier. For more information read about the New London Social Justice Initiative.

The president sees her work in and for New London as deserved repayment to the community. The college itself was originally founded by residents of New London who raised money to buy land which they donated to start the school. Now, the school has repaid the favor by opening a new downtown center that houses the Center for Community Challenges, a new academic initiative that helps Connecticut College students to engage in service-learning in collaborative projects to benefit the community. The college has also instituted a new Certificate Program in Community Action that highlights the ways in which students can learn to give back to their community.

Even on the most local level, Dr. Gaudiani s commitment remained clear. With all of her activities to promote community engagement in New London, Connecticut, and the United States, President Gaudiani still found time to teach Literature, Service, and Social Reflection, a service-learning course at Connecticut College.

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

Economic Prosperity and Social Justice
– The New London Development Corporation (NLDC) was re-energized in 1997 when Connecticut College President Claire L. Gaudiani became its president. The NLDC s aim is to increase the city s tax base, increase the number of jobs in the city, and enhance the quality of life for all of New London s residents. NLDC was instrumental in securing a decision by Pfizer, Inc. to commit to building its $270 million Global Development Facility in New London. Pfizer’s commitment has been leveraged into other projects in New London. Projects under way include a state park at Fort Trumbull (a Civil War era fort adjoining Pfizer), an industrial pier development, downtown housing and retail space projects, and a dynamic new section of the city with a 200-room hotel, marina, health club, conference facility, and residences. The State of Connecticut has committed $60 million so far with a total of over $715 million committed from public and private sources. In December of 1998, the Connecticut College Board of Trustees voted $2.6 million from the College s endowment to be used as working capital.

In response to the economic development activities, Connecticut College has created the New London Social Justice Initiative. The broad goal for this initiative is to bring Connecticut College to a new level of engagement with its community leading to transformational changes for both Connecticut College and New London. This transformation yields an improved quality of life for New Londoners and an enhanced educational experience for Connecticut College students.

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

A series of new programs in five areas health and wellness, early childhood development, K-12 education, the arts and public spaces, and economic opportunity — have been developed by the faculty in connection with this Initiative and the College s newest strategic plan. These programs will help to lead the transformation of New London and engage students and faculty in exciting elements of New London s emerging renaissance.

Contact person: Margaret Sheridan , Director, Holleran Center for Community Action & Public Policy,

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

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

For many years FSU has worked well with the school district to achieve their mutual agenda. The new agreement sets forth a “”professional development schools network”" with the intent of reforming schools, developing exemplary models for teacher and administrator preservice and inservice education, and achieving the highest quality educational results. Through the implementation of this partnership special attention and resources will be focused on the southside schools, most of which are in neighborhoods nearby the campus and most of which are lower achieving than other schools in the district.

The collaboration is managed by a highly experienced former principal reporting to the provost and is overseen by a steering committee comprised of the university presidents, superintendent, education and arts and science deans. Advice is provided by two committees broadly representing interests and disciplines: the professional development school committee and the outreach advisory committee. A needs assessment undertaken among the southside school administrators provided important guidance for the new initiative.

Early projects include establishing professional development school relationships among the College of Arts and Science, the Colleges of Education, and several “”high needs”" elementary and middle schools which focus on reading and literacy. Technology training is being provided by the university this summer to support these efforts. Several joint proposals have been written to provide resources to support the work of the partnership.

One visible example of the partnership is the mentoring program through which faculty and staff have committed to working with youngsters in southside schools. Both the FSU president and the LCS superintendent have chosen to mentor to demonstrate their support for the program.

For further information contact Dr. Laura Hassler, K-12 Initiatives Director or go to http://www.fsu.edu/~k12.

The new Office of University-Community Partnerships is directed by a faculty member, has a small staff, and an advisory board comprised of faculty, staff, students, and community leaders. The office will provide assistance to faculty seeking to add or enhance a theory-practice-learning component to their courses and also provide assistance to community-based agencies and organizations for research-oriented activities. The office will support 6-8 undergraduate courses next year and 2-4 community-based research projects. A key objective of the office will be to build a greater sense of community and awareness among the various schools at Emory (college of arts and sciences, medicine, public health, nursing, law, business, and theology) regarding the teaching, research, and service activities of Emory faculty, staff, and students, and also provide more responsive and intensive linkages between Emory and the community.

Contact person: Michael J. Rich, Director, Office of University-Community Partnerships, oucp {at} emory(.)edu

OUCP web site: http://oucp.emory.edu/

One outcome of these campus-community partnerships and leadership collaborations is the very successful “”2+4=Service on Common Ground”" initiative funded by the Corporation for National Service and the Campus Compact National Center for Community Colleges. From 1997-2000, this initiative developed five major pathways engaging more than 70 faculty and 1,500 students at KCC and UHM. The pathways were developed to engage students in service to their community, and integrate their service with academic study in general education core courses and disciplinary majors. The pathways included:

1. Partnering with the Community – Students chose to serve at more than 70 community-based organizations and two dozen K-12 schools.
2. Educating for Citizenship – Students tutored hundreds of elderly Chinese immigrants to pass the U.S. Citizenship Test.
3. Adopting an Ahupua a – Students cared for the environment (our literal common ground) between Diamond Head and Manoa Valley. An ahupua a is a traditional Hawaiian land tenure division from the mountains to the sea. Both KCC and UHM students developed environmental responsibility stewardship skills in our Waikiki Ahupua a.
4. Celebrating Teen Reading - Students led reading circles with hundreds of local teenagers and built critical literacy skills and authentic interpersonal relationships. Funding from the Hawaii Council for the Humanities also supported this pathway and an annual Teen Reading Festival where students met face-to-face with the authors of the books shared in the reading circles.
5. Caring Long-term – Students provided direct services to 100 home-bound elderly through Project Dana, Hospice Hawaii, and numerous long-term care programs.

Faculty partnerships also resulted in a sustainable faculty community that is now exploring new collaborations in service-learning, cultural diversity, community development, technology integration and teacher preparation as well as fast-track transfer agreements.

KCC Service-Learning faculty have taken the lead in developing new General Education Academic Skills Standards emphasizing “”Understanding Self and Society”" to prepare students for lives as civically engaged local, national and global citizens. The UHM College of Arts and Sciences is drafting a new mission statement which emphasizes preparing students for lifelong active learning, productive careers, personal enrichment, involved citizenship, and the challenges of the future. Thus, for KCC and UHM, service-learning is not only changing how we teach but leveraging institutional and curricular support for what we teach the skills and intellect for engaged citizenship.

A recent Carnegie Foundation external assessment states, “”It would be wonderful if all community colleges would take up the challenge that KCC has set for itself: to educate all students to understand the connections between their learning, their work, and their larger communities, and to help them take seriously their role in improving those communities.”"

Contact person: Carol Hoshiko, Dean of Business Education, Food Service, Travel Programs and Community Linkages, hoshiko {at} hawaii(.)edu

In a powerful expression of this commitment, students from 50 high schools throughout Illinois gathered at Saint Xavier on October 17, 1999 to identify ways to resolve conflict without violence in the wake of the tragedy at Columbine High School. At Saint Xavier s High School Leadership Conference, students were addressed by the Attorney General of Illinois and the Editor-in-Chief of the Chicago Sun Times, attended breakout sessions, and participated in a lively dialogue with a panel of experts in the field of youth violence. Breakout sessions focused upon such crucial topics as conflict resolution skills, violence in the media, gang issues, violence between the sexes, ethnic differences and violence, and substance abuse.

As President Yanikoski indicated in his address to the University community, Saint Xavier has a responsibility to “”address ethical concerns, social responsibility, and other virtues and values that are of most worth in shaping individual character and the human community.”" The first annual Saint Xavier University High School Leadership Conference reflects this commitment to civic responsibility. But it is just one of many. Indeed, Saint Xavier operates or oversees more than 50 community-based programs and services throughout the Chicago metropolitan area, with a special emphasis upon meeting the needs of under-served communities.

Read President Yanikoski’s address: http://www.sxu.edu/about/welcome.htm

Under the leadership of President Katherine Sloan, who came to the College in 1996, MassArt s outreach to the community and education of students on issues of citizenship have vastly increased. President Sloan has actively promoted the concept of the “”citizen/artist,”" and encouraged students to view themselves as global citizens uniquely situated as artists able to make valuable contributions to the world around them. She increased the role of Student Affairs by expanding the Office of Student and Community Development, the mission of which is to provide students, faculty and staff with opportunities that develop positive values, artistic visions, and personal growth while addressing the needs of the community beyond MassArt. Students are encouraged to learn through the citizen/artist model and explore social issues through solutions based in the visual arts.

Contact: President Katherine Sloan at ksloan {at} massart(.)edu or school website at www.massart.edu

The centerpiece of the College is a certificate program in Citizenship and Public Service. Undergraduates and graduate students earn the certificate by completing a set of courses that incorporate community service and civic education, and by finishing a substantial community service project.

While Tufts public service activities are broad in scope, the UCCPS places emphasis on work to strengthen preK-12 education. The focus on this initiative on education for active citizenship is accompanied by a challenging research agenda: Why has civic engagement in the U.S. declined? How are the forms of citizen participation changing and what causes these shifts? What is the nature and meaning of civil society in different parts of the world? Tufts is encouraging and supporting faculty research on these topics and is sponsoring a book series on Civil Society through the University Press of New England. A public Forum on Civil Society in April 1999 celebrated publication of the first two volumes in this series.

Contact person: Rob Hollister, Dean of the University College of Citizenship and Public Engagement
UCCPS web page: http://uccps.tufts.edu/

Website: http://www.massart.edu/at_massart/ (“”Community Service-Learning”" is in the left sidebar)

From the outset, our students, faculty, staff and administrators are actively involved in our planning for the debate. There are also volunteer opportunities for them during the debate itself.
An informed and engaged UMass community has a front-row seat at a once-in-a-lifetime educational experience.

Presidential Debate web site: http://www.umb.edu/debate/index1.html

Website: http://www.davenport.edu/du/alumnianddonors/connections/awards/default.htm