Campus Compact » Program Models Service By Issue – Conflict Resolution/ Violence http://www.compact.org educating citizens • building communities Fri, 05 Apr 2013 17:53:34 +0000 en hourly 1 http://wordpress.org/?v=3.3.2 High school conflict resolution: Students Talk About Race (STAR) and an American Social Values course http://www.compact.org/program-models/program-models-service-by-issue-conflict-resolution-violence/high-school-conflict-resolution-students-talk-about-race-star-and-an-american-social-values-course/1411/ http://www.compact.org/program-models/program-models-service-by-issue-conflict-resolution-violence/high-school-conflict-resolution-students-talk-about-race-star-and-an-american-social-values-course/1411/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=1411 Students who enroll in a course on American Social Values at Glendale Community College take their learning from college and translate it into learning in local high schools. Students receive training as facilitators in conflict resolution as part of the course. Those who complete training are placed in area schools by a local program called Students Talk About Race (STAR), which formed in response to the Los Angeles riots of 1992. The college students facilitate dialogue among high school students on the subjects of race, ethnicity, and gangs.


From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy
]]> http://www.compact.org/program-models/program-models-service-by-issue-conflict-resolution-violence/high-school-conflict-resolution-students-talk-about-race-star-and-an-american-social-values-course/1411/feed/ 0 Exceeding goals: AmeriCorps program provides needed services to at-risk youth and their parents http://www.compact.org/program-models/program-models-campus-community-partnerships-andor-campuscorporatecommunity-partnerships/exceeding-goals-americorps-program-provides-needed-services-to-at-risk-youth-and-their-parents/1478/ http://www.compact.org/program-models/program-models-campus-community-partnerships-andor-campuscorporatecommunity-partnerships/exceeding-goals-americorps-program-provides-needed-services-to-at-risk-youth-and-their-parents/1478/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=1478 Our local AmeriCorps program is one of the first programs to start up in the country. We have received funding to sponsor 20 to 25 AmeriCorps members for each eleven-month term. At the end of their term of service AmeriCorps members receive $4,725 towards their higher education goals. It is a win-win opportunity all the way around.

Our members serve in rural mountain communities of the Colorado Rockies, covering a several hundred-mile region of the College district. Our mission for 1999 was to increase self-reliance by developing program members and by identifying and providing needed services to at-risk youth and their parents in a collaborative and responsive environment with human service agencies from both Garfield and Lake Counties.”"

As of 1999, eleven full-time and five part-time members successfully graduated from this AmeriCorps program. The three members serving in schools surpassed the program goal for involvement with youth by 25%; we exceeded our goals for new contacts with youth by nearly 160%. 90% of the targeted youths’ school grades increased by our goal of one grade level in math, science, and social studies. 80% of targeted youth raised their grade one level in English and reading. Most of these youth were “”English as a second language”" students. (Spanish is their first language.) Surveys completed by local teachers showed a 100% satisfaction regarding the performance and involvement of AmeriCorps members.

In social service agencies, AmeriCorps members more than doubled their expected number of service hours in group contacts, spending time in 2,950 group contact projects. Members in social service agencies served nearly 3,100 individuals.

In our first quarter for 1999 We had eighteen full-time members newly enrolled in an eleven-month commitment to service in our communities.

Nine members were serving in schools. We have already achieved 89% of our goal regarding student contacts and over double our goal for group tutoring. In youth centers, new members collaborated between communities to schedule events that involve kids from various areas, representing a wide range of ethnic and socio-economic diversity. In social service agencies, surveys show a decrease in dangerous behaviors.

Anecdotal stories from our CMC AmeriCorps members past & present

    “”The ESL students I work with are truly amazing. They have an eagerness for learning and a respect for teachers and the school like I have never seen before. Two of the boys [in middle school] speak very little English. Together, we work on vocabulary and pronunciation in both Spanish and English. I hope I am as patient with them as they are with me. They never laugh at my feeble attempts to communicate with them, they smile and nod encouragingly as I stumble with the ‘ll’ sound or forget to roll my r’s”".

    “”A family the Department of Human Services has been working with since May of ’98 has been unable to keep their home “”fit”" without support for years. Whenever I’ve worked with this family (approximately twice a week for two hours each session) the house would get cleaned up appropriately, but they never maintained their home between visits. Just last Friday, I arrived at their home and found it in perfect condition. The mom had found herself quite a bit of inner strength and decided to take charge of her household and four children. It was one of the best moments I’ve experienced this year!”"

    “”I work with a kid that has emotional problems, and possibly suffers from ADD. He does not do well in class and is constantly being taken out of class for inappropriate behavior. He was not finishing his work on time. I was told that if he did not have every one of his drafts and an outline of an essay done in a week, he would not be allowed to turn it in and therefore would receive a failing grade. He worked with me for two days during his English class. On the first day he finished his outline. On the second day he finished a five-paragraph essay. He was so proud of himself that he typed his final draft that night. His essay was so good that it is displayed in the hall with some of the other children’s outstanding essays.”"

    “”A youngster who seldom attended the recreation center is now showing up on a regular basis. This youngster suffers from Leukemia and must undergo treatments once a month. He said to me, ‘I’m feeling much better but the other kids still tease me about my hair loss’. I told him, ‘Hair will come and go, but your true friends, like me, don’t notice if you have hair or not’. He looked at me and said, ‘That means a lot, coming from a Bald Guy!’”"

Contact Contact person: Scott Dziura , Americorps Field Coordinator,
http://www.coloradomtn.edu/americorps

]]> http://www.compact.org/program-models/program-models-campus-community-partnerships-andor-campuscorporatecommunity-partnerships/exceeding-goals-americorps-program-provides-needed-services-to-at-risk-youth-and-their-parents/1478/feed/ 0 Presidential address and hosting a High School Leadership Conference http://www.compact.org/program-models/program-models-presidential-leadership/presidential-address-and-hosting-a-high-school-leadership-conference/1593/ http://www.compact.org/program-models/program-models-presidential-leadership/presidential-address-and-hosting-a-high-school-leadership-conference/1593/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=1593 On October 14, 1999, President Yanikoski delivered a major address to students, faculty, staff, alumni and trustees in commemoration of his five-year anniversary as president of Saint Xavier University. In this address, entitled “”Countering a Culture of Impermanence: Reflections on Five Years as University President,”" President Yanikoski promised to “”carry [SXU s] curriculum and co-curriculum into the community in ways that give students and professors meaningful opportunities to integrate theory with practice”" and to “”find more occasions to use the campus . . . as a site for discourse with the larger community of scholars, practitioners, and neighbors regarding ethical and civic matters.”"

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

]]> http://www.compact.org/program-models/program-models-presidential-leadership/presidential-address-and-hosting-a-high-school-leadership-conference/1593/feed/ 0 Theatre Outreach Program to Schools (T.O.P.S.) – Hedda Gabler http://www.compact.org/program-models/program-models-arts-in-service-programs/theatre-outreach-program-to-schools-tops-hedda-gabler/1599/ http://www.compact.org/program-models/program-models-arts-in-service-programs/theatre-outreach-program-to-schools-tops-hedda-gabler/1599/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=1599 The Black Hawk College current grant-funded Theatre Outreach Program to Schools, co-sponsored by the Illinois Campus Compact for Community Service, the BHC Creative Arts Department, the Office of the President, and the BHC Foundation has accomplished the following: Over 160, 22-page Study Guides, on the play HEDDA GABLER, a modern Social Drama, were sent to area Junior and Senior High schools. Selected students from Moline High School and United Township High School, were given a special performance the BHC-HEDDA GABLER production, involved in lunch and a lunch-time discussion of the play, then they were involved in conflict-resolution workshops over a one-week period, using the play as spring-board for exercises and discussions. Extensive surveys were conducted with all participants (including Service-Learning students from BHC) to measure the value of the play and workshops, and the high school students have each sent Appraisal Letters, applying criteria that was taught in the workshops. The number of Selected Students from those two high schools was 120 total.

]]> http://www.compact.org/program-models/program-models-arts-in-service-programs/theatre-outreach-program-to-schools-tops-hedda-gabler/1599/feed/ 0 “”Mentoring in the City”" volunteer program and the Junior High Peace Conference http://www.compact.org/program-models/program-models-awards-and-recognition/mentoring-in-the-city-volunteer-program-and-the-junior-high-peace-conference/1630/ http://www.compact.org/program-models/program-models-awards-and-recognition/mentoring-in-the-city-volunteer-program-and-the-junior-high-peace-conference/1630/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=1630 Mentoring in the City is a volunteer program at Marian College, where college students mentor high school and junior high youth in the center city. Through service projects and fun activities, the youth develop relationships that impact both mentor and prot

]]> http://www.compact.org/program-models/program-models-awards-and-recognition/mentoring-in-the-city-volunteer-program-and-the-junior-high-peace-conference/1630/feed/ 0 “”Kids Plus”" program: raising community aspirations http://www.compact.org/program-models/program-models-campus-community-partnerships-andor-campuscorporatecommunity-partnerships/kids-plus-program-raising-community-aspirations/1737/ http://www.compact.org/program-models/program-models-campus-community-partnerships-andor-campuscorporatecommunity-partnerships/kids-plus-program-raising-community-aspirations/1737/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=1737 “”Kids Plus,”" which is funded by the National Corporation for Public Service and by Bates, with support from area agencies, strives to raise community aspirations and learning while engaging Bates College students, faculty and staff in meaningful service-learning projects. It focuses on the Longley School and the Lewiston Multi Purpose Center neighborhoods and acts as a vehicle to encourage service providers and residents to identify community needs and access the resources to meet those needs. The intent of “”Kids Plus”" is to assure that in-school efforts assist in implementing Maine Learning Results and that out-of-school efforts address the community’s request for high quality activities for all ages. Work focuses on student learning, arts programming, resident support and community building.

Some examples of activities that have been a part of “”Kids Plus”" include:

    Teachers from Longley, Martel and McMahon worked collaboratively with Bates faculty and students to publish a curriculum document aligning Maine Learning Results with current science curricula.
    The theater production “”The Great Shoe Strike”" based on a real incident in the city of Lewiston’s history was produced by the Great Escape Theater. Over 200 public school students and community members attended. The Great Escape Theater was a project of the Bates Theater Department course “”Creating Community Theater.”" It was done in collaboration with the local arts agency, L/A Arts, and leveraged funds from the Davis Family Foundation and the Simmons Foundation.
    Nearly 50 Bates students were mentors to Longley School 4th, 5th, and 6th graders. The program included school visits and events held on campus for the younger students. On the average, each mentor spent 35 hours with his/her mentee. In addition, a senior psychology major designed a program evaluation format for her senior thesis.
    Two Bates students and 2 Longley parents began and led a Girl Scout troop for downtown girls. The demand was so high that next year this effort will double.
    Nearly 500 hours of quality after-school activities were provided children in the after-school program at the Multi-Purpose Center in Lewiston. Service-learning students, work-study students, and volunteers supported this effort.
    A pre-orientation service project for first-year students was planned with Longley School parents.
    Thirty-seven people, representing 13 families, participated in a 12-week “”Nurturing”" program designed to build communication and conflict resolution skills within the family. This project was funded jointly by the College and the Sisters of Charity Health System and used work-study students as support staff.
    Students from the Education Department’s “”Perspectives in Education”" worked in the classrooms of Longley.
    Education faculty, a first grade teacher, and an independent-study student work collaboratively during Short Term to design a model classroom experience. This will be used in the future to provide prospective secondary education majors with a background in literacy acquisition.
    Anti-smoking groups were organized by psychology students during Short Term for Longley School children.
    Bates faculty and students hosted a science day on campus for all Longley 5th and 6th graders. The event was organized by a Women’s Studies major who had received national funding to implement the project.

Contact Person: Sue Longley, Bates College/Longley School Project Coordinator, smartin {at} bates(.)edu
On the web: http://abacus.bates.edu/admin/offices/service-learning/

]]> http://www.compact.org/program-models/program-models-campus-community-partnerships-andor-campuscorporatecommunity-partnerships/kids-plus-program-raising-community-aspirations/1737/feed/ 0 Service Learning Through Action Research Partnerships http://www.compact.org/program-models/program-models-participatory-action-research/service-learning-through-action-research-partnerships/1744/ http://www.compact.org/program-models/program-models-participatory-action-research/service-learning-through-action-research-partnerships/1744/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=1744 An action research course combined student research and community service, with researchers collaborating with practitioner researchers on projects that contributed to the solution of significant community problems involving service to children. Two projects were particularly successful: a multi-method approach to learning about violence and violence prevention efforts in schools, and a qualitative evaluation of a K-3 curriculum based on the theory of multiple intelligences.

For the school violence program students interviewed children, parents, and school administrators about the efficacy of violence-prevention programs to see the difference between how children and adults see the problem.

For the multiple intelligences study students designed 6 stations based on six of the intellegences and observed each child for a week at each station. The children in the study all suffered from academic, self-esteem, or behavioral problems. At the end of the six week study the teachers felt they had a better appreciation for each of the intelligences and that children discovered new strengths.

Website: http://abacus.bates.edu/admin/offices/service-learning/

]]> http://www.compact.org/program-models/program-models-participatory-action-research/service-learning-through-action-research-partnerships/1744/feed/ 0 “”Human Behavior and Social Settings”" course: training youth in conflict resolution http://www.compact.org/program-models/program-models-service-by-issue-conflict-resolution-violence/human-behavior-and-social-settings-course-training-youth-in-conflict-resolution/1842/ http://www.compact.org/program-models/program-models-service-by-issue-conflict-resolution-violence/human-behavior-and-social-settings-course-training-youth-in-conflict-resolution/1842/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=1842 Social Work majors were trained in conflict resolution as a part of the Human Behavior and Social Settings course. The service-learning component involved these majors in conflict management for youth enrolled in the local Boys & Girls Club; Big Brothers and Big Sisters; Dudley High School; and the several youth outreach programs sponsored by Bennett College (i.e. NASA Scholars for Excellence in Mathematics, Science, Engineering and Technology [SEMSET], and TeensLead, the leadership program for area teens).

Over 375 Greensboro, N.C. elementary, middle, and high school youth ages 8-18 have been trained in conflict resolution through this service project. The participants conducted on-site training sessions with the students. The sessions involved anger management, role play, one-on-one counseling, and mediation training. Area representatives with expertise in conflict resolution were also invited to provide further training for the youth and the Social Work majors.

This project has not only impacted the young people involved, but has also affected their families, their schools and their communities. Bennett College students have learned how to handle conflicts and how to help young people resolve conflicts without engaging in violence. They have been prepared to service the communities in which they will reside as graduate students, employees and socially aware citizens. Their program was grounded in the instituted goal of social justice through service-learning and participation.

Social Work Program web page: http://www.bennett.edu/social/swork.htm

]]> http://www.compact.org/program-models/program-models-service-by-issue-conflict-resolution-violence/human-behavior-and-social-settings-course-training-youth-in-conflict-resolution/1842/feed/ 0 Play with a Purpose: video, radio and drama productions address youth issues http://www.compact.org/program-models/program-models-arts-in-service-programs/play-with-a-purpose-video-radio-and-drama-productions-address-youth-issues/1844/ http://www.compact.org/program-models/program-models-arts-in-service-programs/play-with-a-purpose-video-radio-and-drama-productions-address-youth-issues/1844/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=1844 “”Play With A Purpose”" participants conceptualized and produced three different shows that were shared with our community. These included a video, a radio drama, and a series of monologues and short scenes addressing teen issues important to them. Most of the participants were at risk. Students participating were involved in their first theatre experiences. It was inspiring to see these students get excited about both the production and the response of others to their efforts. The project was based at three sites including the Andy Griffith Playhouse, Foothills (alternative school) and the Eckerd Camp (a wilderness camp for youth offenders). Performances were held in housing authority recreation centers and in the Andy Griffith Playhouse. Students learned about the productions from conceptualization to final performances. They learned numerous skills relating to theater while focusing on issues that were relevant to them-these ranged from teen pregnancy and suicide to violence related topics.

Contact: Arts Council of Surrey 13750 88th Ave. Surrey, BC V3W 3L1 Canada

Tel: 501-5188 Fax: 501-5581

Email: acs {at} vcn.bc(.)ca

]]> http://www.compact.org/program-models/program-models-arts-in-service-programs/play-with-a-purpose-video-radio-and-drama-productions-address-youth-issues/1844/feed/ 0 “”Experiencing Democracy: Inquire, Learn, Reflect”": 30th commemoration of the events of May 4, 1970 focus on understanding and preventing violence http://www.compact.org/program-models/program-models-arts-in-service-programs/experiencing-democracy-inquire-learn-reflect-30th-commemoration-of-the-events-of-may-4-1970-focus-on-understanding-and-preventing-violence/1924/ http://www.compact.org/program-models/program-models-arts-in-service-programs/experiencing-democracy-inquire-learn-reflect-30th-commemoration-of-the-events-of-may-4-1970-focus-on-understanding-and-preventing-violence/1924/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=1924 The 30th commemoration of the events of May 4, 1970 presented important opportunities for Kent State University, as a learning community, to reaffirm what can be and has been learned from the past in ways that will help us shape a better future. Kent State s academic community responded to the events of May 4, 1970 with an abiding commitment to scholarship focused on understanding and preventing violence, and on promoting democratic values from civil discourse to social engagement. This commitment, which has been expressed through research, teaching, artistry and community service, led to the creation of the Center for Applied Conflict Management and an interdisciplinary Institute for the Study and Prevention of Violence. And it has led Kent State faculty to share new knowledge about issues from school violence to the dynamics of racial and religious prejudice.

A series of over fifty commemorative activities centered on the theme of “”Experiencing Democracy: Inquire, Learn, Reflect”" were planned for the spring semester 2000 and beyond. Alumni, faculty, staff, students and members of the community joined in observing this milestone commemoration. Events held included the Fifth Annual Violence Symposium which featured leading experts on prejudice and violence, a film “”Journey to a Hate-free Millennium”", and artistic expressions on violence and recovery. Performances by the Lakota Sioux Indian Dance Theatre, the Pontanima Interfaith Choir, Dance Alloy, and School of Music gave artistic expression to the theme. The University and the Cleveland Orchestra commissioned Augusta Read Thomas, composer-in-residence with the Chicago Symphony Orchestra to write a large scale work for orchestra, chorus and soprano soloist. Song in Sorrow will be premiered on July 1 by the Cleveland Orchestra and Blossom Festival Chorus. Town and gown joined in many of these events, some of which were held in off campus locations.

A scholarly symposium, The Boundaries of Freedom of Expression and Order in a Democratic Society, on May 1 and 2, was a significant component of our programming. This multi-disciplinary symposium explored the limits of freedom of expression in American society as they apply to business, education, media, law, politics, the Internet and other venues. The symposium included keynote addresses by three First Amendment experts as well as the presentation, discussion and critique of nine scholarly papers selected through an international call for papers. Audiences actively engaged in discussions with the presenters in each session. The papers of the symposium will be published by the Kent State University Press. Kent State plans to host an annual symposium on democratic values as part of its future May 4 observances.

Kent State University strives to honor the past in a manner befitting a major American university; focus world attention on issues related to the basic tenets of our democracy; and show the world that Kent State responded to its greatest tragedy with caring, creativity and commitment.

“”Experiencing Democracy”" web site: http://dept.kent.edu/30yearMay4/home.htm

Committee co-chairs: Dr. Richard A. Bredemeier and Dr. John Jameson

]]> http://www.compact.org/program-models/program-models-arts-in-service-programs/experiencing-democracy-inquire-learn-reflect-30th-commemoration-of-the-events-of-may-4-1970-focus-on-understanding-and-preventing-violence/1924/feed/ 0 Visiting scholars lecture series http://www.compact.org/program-models/program-models-service-by-issue-conflict-resolution-violence/visiting-scholars-lecture-series/1962/ http://www.compact.org/program-models/program-models-service-by-issue-conflict-resolution-violence/visiting-scholars-lecture-series/1962/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=1962 Universities serve as places of learning for their students; when they open their doors to the public, they can serve as places of learning for the community as well. Central Oregon Community College has opened its doors for residents through a visiting scholars lecture series. When Central Oregon sponsored an eight-part forum on Parenting in the Nineties, more than three hundred students and community members attended to hear about techniques for interactive play with infants and conflict resolution for teenagers.


From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy
]]> http://www.compact.org/program-models/program-models-service-by-issue-conflict-resolution-violence/visiting-scholars-lecture-series/1962/feed/ 0 “”Building Bridges”": Empowering high school students to become problem solvers http://www.compact.org/program-models/program-models-arts-in-service-programs/building-bridges-empowering-high-school-students-to-become-problem-solvers/2037/ http://www.compact.org/program-models/program-models-arts-in-service-programs/building-bridges-empowering-high-school-students-to-become-problem-solvers/2037/#comments Wed, 30 Nov -0001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=2037 Alcoa High School in coordination with the School to Career programs have selected violence reduction and reading improvement as the two areas where “”Building Bridges”" between the schools, businesses, and community agencies create safe pathways for children. The objective is to empower high school students to become problem solvers as they address the issues that deal with violence and diversity. By utilizing reading, drama, art, music and puppetry this group of student role models will impact younger children with the message of peaceful resolution and making positive choices.

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