Campus Compact » Program Models Scholarships And Fellowships

The Nova Fellowship – nationwide

tdomf_26a6d — Mon, 30 Apr 2012 15:56:17 +0000

Universities unite us. In this spirit, a new cross-college Fellowship model for service learning and community engagement is being piloted at the University of Tulsa.

Go to www.novafellowship.org to learn more and see the short promo video designed for students.

If you would like to bring an experience like this to the students and faculty at your campus, please send an email to charles-wood {at} utulsa(.)edu .

Focus Indiana Internship Scholarship Program

tdomf_26a6d — Wed, 11 May 2005 00:00:00 +0000

Focus Indiana is a collaboration between Indiana State University, private industry, and community leadership aimed at the creation of economic opportunities for Indiana State University graduates. This project is funded by the Lilly Endowment. The Internship Scholarship program is an important component of Focus Indiana. Scholarships support targeted internship experiences that will develop students understanding of themselves and a meaningful career path, provide employers with capable interns, contribute to economic development and promote employment of ISU graduates in Indiana. Eight initiatives in targeted geographic and service areas are included in the program.

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

Carolina Center for Public Service

tdomf_26a6d — Wed, 24 Mar 2004 00:00:00 +0000

The Carolina Center for Public Service at the University of North Carolina at Chapel Hill was established in 1999 as a unique model among public universities.

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

IUPUI Sam H. Jones Community Service Scholarship Program

tdomf_26a6d — Thu, 20 Nov 2003 00:00:00 +0000

The IUPUI Community Service Scholarship Program was recently renamed after the late Sam H. Jones, the CEO of the Indianapolis Urban League to honor his legacy as a community leader. The scholarship program began in 1994 and recognizes IUPUI students for previous service to their high school, campus, or community, and supports their continued involvement in educationally meaningful service, leadership, and social advocacy. As of Fall 2003, 291 students have been awarded over $600,000 in scholarship monies and continued service at over 200 community sites.

Website: http://csl.iupui.edu/ocs/samjones.asp

IUPUI-WESCO Community-University Partnership

tdomf_26a6d — Thu, 17 Jul 2003 00:00:00 +0000

Beginning in 1996, Indiana University Purdue University Indianapolis (IUPUI) made a concerted effort to reduce historical tensions between the university and the Near Westside Community (i.e., WESCO). The Office of Neighborhood Partnerships in the Center for Service and Learning supports the relationship between the campus and WESCO and leverages university resources to build upon the IUPUI-WESCO Partnership. In 1998, the IUPUI-WESCO Partnership was awarded a Community Outreach Partnership Center (COPC) grant from the HUD Office of University Partnerships.

Initially, the IUPUI-WESCO Partnership focused on three areas of work: organizational development, educational policy and programming, and economic development. As the Partnership has evolved, it has branched into other areas allowing faculty, students, and staff from the university with opportunities to work on real life issues that challenge the every day lives of WESCO residents. Project examples include: the Westside Education Task Force which worked with public school officials, community leaders, and residents to leverage the opening of a community school in WESCO (i.e., George Washington Community School); America Reads Tutoring Program that annually places IUPUI work-study students in the community as reading tutors for 350 children; multiple service learning courses that place IUPUI students in WESCO-based organizations (e.g., B104: Intro to Psychology, R345: Crime and Society, P540: Community and Neighborhood Planning); Community Service Scholarships to support IUPUI students while they volunteer their time in WESCO-based organizations; and the development of multiple economic development assessment reports.

Contact: Meg Easter-Dawson, measter {at} iupui(.)edu or http://csl.iupui.edu

Internships: The Community-Based Learning Project (CBLP)

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

Teachers who study at Claremont University in California are challenged to think about the lives of the people they serve through the Community-Based Learning Project (CBLP). The CBLP is a broad partnership between local government, business, and undergraduate and graduate education at Claremont, coming together to serve low-income residents of the local area. Prospective teachers who enroll in the Teacher Service Internship Program are given a fellowship to live and study in the low-income neighborhood served by the CBLP. In this way, future teachers get to interact with children and their families outside of the school environment, while community residents become more familiar with their children s teachers and are able to give them feedback.

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

John Gardner Public Service Fellowships

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

At Stanford University, students who have a record of academic excellence, public service commitment, and leadership potential are awarded with the financial support that makes it easier for them to engage in further community service. Each year, three seniors are awarded John Gardner Public Service Fellowships. The eleven-month fellowships carry a stipend of $15,000 and offer new graduates the opportunity to work in the public sector under the guidance of a mentor.

Haas Center for Public Service website

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

Trinity College Community Child Center

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

Parents in Hartford, Connecticut, who are looking for day care services for their children can find them on the campus of Trinity College. The Trinity College Community Child Center is a nonprofit day care center open to faculty, staff, and students and to parents in the surrounding community. Operated out of the college s Life Sciences building and a Trinity dormitory, it is staffed largely by work-study students. The center emphasizes diversity in its clientele and offers scholarships to parents who cannot afford the fee. By opening campus space to serve community residents, Trinity blurs the distinction between college and community, highlighting instead that the campus is an integral and active part of the community.

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

Contact: Ann St. Laurant, Director, 860-297-5291 or via email at ann.stlaurant {at} trincoll(.)edu
web page: http://www.trincoll.edu/depts/ocir/program/neighborhood_revitalization.htm

The Student Empowerment Connection: helping others succeed

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

Kevin Kitrell Ross, a student at Morehouse College, wants to help others succeed as he has. Kevin created the Student Empowerment Connection, a large-scale effort to increase educational opportunities for inner-city youth. The organization sponsors an annual Weekend of Empowerment during which 25 to 40 third- and fourth-graders from Chicago s Cabrini Green housing projects are flown to Morehouse to imagine college life for two days. Kevin has also initiated a financial award for college-bound seniors and a day on campus for high school students to learn about college life.

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

Website: www.empowermentconnection.org

Center for Service Learning: Mission Statement

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

The Center for Service Learning exists to:

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

Offering incentives for incorporating service-learning

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

Though funds are modest, Millikin offers incentive grants for incorporating service-learning into electives (it is required in a first year University Seminar and we have required Senior Capstones with “”community contribution”" components). We also have summer service learning fellowships, for both faculty and students, that are more community service–they don’t have to be tied to coursework, or developing a course.

UC LEAD (Union College Leadership Education and Development)

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

Union College just completed its first year as one of twenty-four higher education institutions participating in the Bonner Scholars Program. Although the college has provided opportunities for students to serve the community throughout most of its history, the partnership with the Bonner Foundation has granted increased excitement and new possibilities such as resources and sources for training, and direct financial support for low-income students.

In an effort to expose students to the three-way connection between one s own personal values, beliefs and culture; the college s mission and vision; and the needs of the community, the college developed the UC LEAD (Union College Leadership Education and Development) process. Through the avenues of self-exploration, practice, and reflection the UC LEAD process provides skills for meaningful service and ultimately, preparation for life long learning, civic involvement, and personal responsibility.

Using a model outlining “”stages”" of personal development ranging from Exploration to Integration and Expertise, students are challenged to connect the impact areas of service (self, campus, community) with elements of their own personal mission statements and the mission and vision statements of the college.

LEVEL I: EXPLORE & DISCOVER
What can I explore and discover about my community, region and self? How do I increase my levels of awareness of diversity? Where and how could I begin? How are terms such as social justice and reflective thinking defined?

LEVEL II: FOCUS & PLAN
Where should I focus my interests? How can planning help me to be a more effective servant-leader? How do I become a better listener and how is that important? How do I develop skills such as identifying real needs and developing creative solutions?

LEVEL III: MENTOR & MODEL
How can I apply my leadership training and experiences to be a more effective mentor? How do my actions affect others?

LEVEL IV: INTEGRATE & CREATE
How can I integrate my experiences into my academic interests and career and life plans?

Through intense and active training, hands-on experience, and guided reflection, we expect that Union College graduates will serve, in some capacity, as catalysts for positive social change and model citizenship the rest of their lives.

Admissions policies: taking service into account

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

By considering service in the admissions process, schools can develop a segment of the student body that has already been introduced to service and can help persuade others. About one in four Campus Compact members reports considering service in the admissions process. At Olivet College, for example, the bulk of scholarship awards for incoming students are earmarked for those with a record of community service and civic responsibility in high school.

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

Contact: Olivet College at 1-800-648-1463 or (815) 939-5011

Co-curricular activities that support the public affairs mission

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

Co-curricular structures include an active Public Affairs Convocation Series, which this year finds Nobel Prize recipients F.W. deKlerk and Elie Wiesel addressing the establishment of a democracy and the collapse of morality. A public affairs grants program, television programs and a professional journal promote discussions on multiple stages. Over a dozen student service organizations, the Campus Volunteer Center, a Student Community Action Team, the Campus Ministries and the volunteer and applied projects of students, faculty and staff merge the body dynamic with the soul-civic to address community needs. Last year, over 88,000 hours of service were devoted to addressing community needs. Scholarships and awards for students, faculty and staff recognize and promote strong leadership in public affairs. And Kentwood Hall, our public affairs residence hall, focuses living and learning on public issues. Joining a supportive faculty and administration in overseeing and guiding the public affairs mission at SMSU is a Public Affairs Steering Committee, an Advisory Committee and an Evaluation Committee. Our strong commitment to public affairs is evident in the universal adoption this year of the “”Declaration of University Community Principles”" by our Student Government Association, the Staff Advisory Council, the Faculty Senate and the Board of Governors.

Contact person: Dr. Debra McDowell, Director, Citizenship and Service Learning
CASL web site: http://www.smsu.edu/casl/
SMSU Public Affairs home: http://publicaffairs.smsu.edu/

Union-Schenectady Initiative (USI): revitalizing the surrounding neighborhoods

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

In October 1998, Union College announced the Union-Schenectady Initiative (USI), a broad-based plan to invest $10 million in a declining neighborhood to the west of campus. The Initiative is designed to revitalize the target neighborhood by offering homeownership incentives and by the development/enhancement of community resources. USI enhances the College s competitive position by expanding housing options for students, faculty and staff, and by beautifying the area surrounding the west border of campus.

The Initiative is a partnership that strengthens the relationship between Union College and the City of Schenectady now and into the future. For the City, a Schenectady neighborhood receives a much-needed infusion of capital; and the College benefits by enhancing student, staff, and faculty housing, as well as by improving the environment outside our gates.

The US Initiative attacks the ever-worsening problem of urban decay at its core. By offering a number of incentives attractive mortgage programs, full-tuition scholarships for neighborhood residents, the construction of a community center, the creation of a neighborhood association, and the establishment of a security office in the neighborhood the US Initiative encourages home ownership, a crucial factor in stabilizing and strengthening a community.

As part of the effort, the College has acquired 40 properties in the initiative area that will be completely renovated for student, staff, and faculty housing by Fall 2000. Many of the properties in the USI area were absentee-owned residences; houses were neglected, tenants paid unreasonable rents. The US Initiative addresses that issue by providing tuition-free scholarship funds, which gives prospective buyers an incentive to turn absentee-owned properties into family homes. Today, the neighborhood is transformed. With the vast majority of Union s work on houses complete, and with major streetscape improvements underway, the neighborhood is now considered one of the more striking areas in the entire City of Schenectady. And, USI incentives have generated more than ten home purchases in the Initiative area, which reverses an ongoing trend of slumping home sales in the City of Schenectady.

Another benefit that resulted from Union s Initiative is improved town/gown relations, which represents a significant measure of the overall success of the program. The key to this success is keeping the lines of communication open. Public meetings with Union s neighbors and the City of Schenectady to both provide information and seek feedback enabled the College to move forward as a community to better the neighborhood.

Finally, in addition to the community benefit, students gain from being engaged in Union s revitalization efforts. Within the target neighborhood and beyond, Union students participate in such activities as Big Brothers and Big Sisters, tutoring in Schenectady schools, mentoring, neighborhood watch programs, and community work projects.

Gretchel Tyson, director of affirmative action and community outreach, ysong {at} union(.)edu
Union-Schenectady Initiative web site: http://www.union.edu/News/CollegeNews/USI/

Curricular reform by the president: integrating service-learning into academics

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

When James Harris isn t leading students on spring break service projects, he keeps himself busy leading an innovative new model that integrates service-learning into academics at Defiance College. For starters, every student is affected by the curricular reform spearheaded by President Harris. In their first year, students take a service-learning seminar. After that, students take three more service-learning courses in their major, and at least one other, so that they have taken at least five service-learning courses by the time they graduate. In addition, President Harris instituted the Presidential Service Leadership Award, which recognizes 20 incoming students for their past community service by awarding them $7,500 a year to continue their community work in college.

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

Website: http://www.defiance.edu/pages/service_learning.html

Linmoor-Otterbein Scholars Program: building mentoring relationships

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

The Linmoor-Otterbein Scholars Program originated as a partnership between Linmoor Middle School, located in the Columbus neighborhood of South Linden, and Otterbein College during the fall of 1990. The program seeks to enable selected, at-risk Linmoor Middle School students to attend Otterbein. The mentorship program serves youths, most of whom are African-American, who have the ability to attend college, but who, because of social and economic conditions, are not likely to begin college or perhaps without intervention, would not finish high school.

Throughout the course of the program, participating scholars and Otterbein students are paired according to similar interests to develop their talents both academically and artistically. During the academic year and a week-long summer camp, the scholars meet with professionals from the community, discuss their studies, go on field trips and attend campus events. Scholars are also encouraged to interact with their mentors on a weekly basis to build stronger relationships.

In one academic session, scholars designed model hang gliders, worked through problem solving exercises and researched and wrote about prominent men and women whose accomplishments changed our lives. Other sessions have focused on proficiency test tutoring and homework assignments as needed.

Throughout the scholars’ journey, the Otterbein mentors also share their own academic experiences with the students as a way to guide them toward success and to answer their questions about college life. Upon graduation from high school, the Linmoor-Otterbein scholars who maintain solid grades in college preparatory courses are encouraged to enroll at Otterbein. The scholars are provided with grants and scholarships for tuition not covered by federal financial aid. Students are only responsible for costs associated with room, board and various lab fees. In its earliest stages, the program committee selected twelve South Linden seventh graders annually and prepared them for college over the next several years. During a five-year time span, more than 65 students were served. In 1996, the first group of scholars entered college.

Today, the Linmoor-Otterbein Scholars Program focuses on building mentoring relationships with students beginning in the tenth grade from area high schools. Thirteen Otterbein mentors currently work with 27 students from the Columbus Public Schools District and one from Pickerington City Schools. A total of six high schools are represented in the program.

Otterbein school partnerships web site: http://www.westerville.k12.oh.us/north/goal2000/

Eugene Lang Opportunity Grant

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

Many campuses offer awards or other forms of recognition to encourage student involvement in service. The typical award serves one of two purposes, focusing either on spotlighting achievements to inspire others, or on providing those who have done well with the opportunity to take their work a step further.

Recognition events, award presentation ceremonies, and graduation awards are some examples of the former. An example of the latter is the Eugene Lang Opportunity Grant, a recognition program at Swarthmore College. The grants are awarded to five to ten incoming students who have demonstrated extraordinary commitment to service in their years before college. The awards then serve as impetus for the students to go even further in college and become leaders in service both on and off campus.

Students who earn the Lang award are required by the school to take part in intensive and self-directed service programs in and around the college s community. Students fulfill this requirement by participating in various extracurricular projects and nonprofit internships. Students may also choose to create an organization of their own. For those who choose this option, the Lang award will provide up to $10,000 to get the new program up and running.

Lang awardees meet with one another several times each year to provide a support network and discuss the progress of their individual projects. With guidance from professors and professionals in the community, students continue to develop insights into their service work.

In these ways, the Lang award not only recognizes new students for what they have done in the past; it gives them the motivation and support to continue that work in the future. Lang students help develop new service projects in the community, create new links with community members, and inspire other students to serve.

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

For more information: http://www.swarthmore.edu/Admin/langgrants/

Humanitarian TEAM Act 101 group

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

Northampton Community College students are working through their student organizations to make a difference for people — all people — through a variety of humanitarian efforts, both locally and on a worldwide scale.

TEAM Act 101 is a group comprising students enrolled in NCC s Project AWARE/Act 101 program. The goal of the program is to provide students from varied backgrounds with counseling, cultural enrichment, and student leadership development. In return, the students work together to help people in need.

The group raised more than $3,000 to buy medical supplies for residents of Comarca El Canon, a remote area of Managua, Nicaragua. Rather than simply sending the money, the group wanted to “”let the people know we care.”" Then-president of the student organization, Steve Rivera, personally delivered the funds to Nicaragua and spent a week working with Nicaraguan students and doctors at a medical clinic set up by a volunteer team of students and faculty from Northampton Community College.

Rivera describes the deplorable conditions of the residents of the area, and says “”the ultimate goal is to enable the people to become self-sufficient.”" The money raised by TEAM Act 101 was used to vaccinate children at risk for malaria and other parasitic diseases, ensuring the next generation has a chance to move toward self-sufficiency.

TEAM Act 101 organized and completed a successful Carnation and Sweetheart Drive, the proceeds of which were sent to victims of the recent earthquakes in Colombia. This past October, students ran a clothing and money drive for the Caribbean victims of Hurricanes Georges and Mitch. In recognition of their effort, the Red Cross sent the group an invitation to a private reception in 1999. Jose Aponte, Vice-President of International Services of the American Red Cross, will be present to thank the NCC students for their aid.

TEAM Act 101 has also given back to the College community. Members have assisted with fund-raising to create a scholarship honoring Blanca Smith, a counselor at NCC, who recently retired. All monies the group raised at NCC s recent Family Day Expo event were given directly to the Blanca Smith Scholarship Fund, which aids minority students with financial need.

For more information: cbrady {at} northampton(.)edu
Act 101 web site: http://www.northampton.edu/office/st_services/act101/act101.htm

Newspaper readership program: encouraging lifelong reading habits and informed citizenship

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

Penn State has experienced considerable success in its attempt to impact the campus culture through an innovative newspaper readership program. The program provides national and community newspapers to students living in residence halls on 9 of 24 campuses of the University, with the goal of “”encouraging lifelong reading habits and informed citizenship.”" With preparation for a fourth year of distribution underway, assessment of the program clearly indicates that regular newspaper readership produces a broad range of information to help students understand the world and communities in which they live.

Approximately 1.6 million copies of The Daily Collegian, The New York Times, USA Today, The Centre Daily Times and six other Pennsylvania newspapers were circulated during the third year of the program. This number will grow as off-campus students share in the program. The success of the program has led to discussions with hundreds of other universities about launching similar programs. The Penn State Pulse Survey (www.sa.psu.edu/sara/) reported that 73 percent of student participants believed that the availability of the newspapers in the residence halls contributed to their reading the papers regularly. Half of the students surveyed indicated that newspaper readership improved their knowledge about national and local issues, and improved their ability to discuss current issues and to participate in class discussions.

A fourth of the students linked newspaper readership to learning how to evaluate the use of language and statistics; connecting real life and class concepts; and developing strategies to pursue their own goals. President Graham Spanier and Vice President William Asbury have supported new methods for distributing the newspapers to much of the study body. According to Mr. Asbury, the program refutes the contention that students “”do not read newspapers and obtain their news electronically.”" Simultaneously, there is increased involvement of faculty who are folding readership into classroom assignments and research in areas of engineering technology, English, and agriculture education. A well-informed student community is one better able to tackle issues of civic engagement, social justice, and democracy so critical to the future of our global community.

Campus environmentalists are pleased with the program because the project is generating substantial funds for student scholarships due to the recycling of hundreds of tons of newsprint.

Newspaper Readership program web site: http://www.psu.edu/ur/newspaper/