Digital Commons Network^™

The Impact Of Community Service Involvement On Three Measures Of Undergraduate Self-Concept, Joseph B. Berger, Jeffrey F. Milem

Higher Education

The central purpose of this study is to increase our understanding of how community service involvement affects the development of undergraduate self-concept. The findings from this study suggest that the quality of service involvement is more important than the amount of service performed by students.

Foundation Resource Guide: A Compilation Of Major Foundations That Sponsor Activities Relevant To College-Community Partnerships, Office Of University Partnerships

Higher Education

This guide was prepared by the Office of University Partnerships (OUP), an office established by HUD in 1994 to encourage and expand the efforts of colleges and universities that are striving to make a difference in their communities. The original version of this publication was developed as a resource for grantees under HUD’s Community Outreach Partnership Centers (COPC) Program. OUP now administers seven university and college programs serving a broad range of institutions of higher education. The foundations described in this guide are national foundations that likely will fund the kinds of projects OUP grantees are undertaking.

Connecting The Classroom And The Community: Service-Learning Programs Allow Students To Apply Real-World Experience With Classroom Studyblack Issues In Higher Education, Phaedra Brotherton

Higher Education

The events of Sept. 11 have been credited with awakening a desire for many to do something meaningful and give back to their communities. But for the past decade, a growing number of institutions of higher education have been doing their part in developing civic-minded citizens through service-learning programs that allow students to earn credit for performing community service.

Principles Of Best Practice In Community Service Work-Study, Erin Bowley, Marsha Adler

Higher Education

The following document outlines best practice in combining college and university work-study experiences with community service and service-learning. The principles were created by Erin Bowley and Marsha Adler for Campus Compact after conducting focus groups with practitioners from 52 colleges and universities in May and June, 2002. Ten principles that help construct an effective community service work-study program are listed below, then explained in greater detail with key points and specific campus examples. Representatives from the campuses used as examples are willing to be contacted for further information; their contact information appears at the end of the document.

Images Of Service: Reflections From The Campus Compact Midwest Collaboration Community Service Directors Fellowship Program 2000-2001, Beth Blissman, Jay Cooper

Higher Education

We Americans are people of the journey. From boats across the Atlantic by way of Pilgrim quest, to the holocaust of the middle passage, to classic travelogues such as On the Road or Travels with Charley (in Search of America}, the stamp of the mythic journey seems to be indelibly planted on our national psyche. And as we all know, journeys have several staple elements: anticipation, consumption of a variety of foods at exorbitant prices, wrestling with a roadmap, and children in the back crying, "Are we there yet?" A quintessentially American component to the journey, however, is the postcard.

Service-Learning On American Campuses: Challenges For Pedagogy And Practice, Sandra Enos

Higher Education

Over the past twenty years, there has been a steady increase in the number of students involved in community service and service-learning programs on college campuses. A recent report by Campus Compact (2003) noted that 33 percent of college students on its member campuses were engaged in community service programs during the last academic year. Surveys by Compact found that eleven percent of higher education faculty offered an average of 30 service-learning courses on campuses (Campus Compact 2003, 2003a). Increasingly, institutions of higher education are supporting these efforts by establishing community service and service-learning offices, staffing them, and by providing …

Summer Service Learning — What Distinguishes Students Who Choose To Participate From Those Who Do Not? Part One: Religion, Parents, And Social Awareness, Mary Beckman, Thomas A. Trozzolo

Higher Education

Since 1980, 2455 Notre Dame students have participated in the Center for Social Concerns’ Summer Service Project Internship (SSPI), previously referred to as the Summer Service Program, or SSP. Currently, over 200 students choose this experience yearly. These students spend eight weeks working with disadvantaged populations during the summer, as part of a three-credit course. Students have volunteered in homeless shelters, hospitals, soup kitchens, day care centers, schools, and boys and girls clubs in more than 300 cities since the beginning of the program two decades ago.

Moving Mountains: Institutional Culture And Transformational Change, Judith A. Ramaley

Higher Education

Our institutions are changing all the time but for the most part these changes do not make a big difference, either because the results are confined to an isolated segment of the organization or because the environment is not responsive. To be considered truly transformational, the initiative must alter the culture of the institutions by changing select underlying assumptions and institutional behaviors, processes, and products; it must be deep and pervasive, affecting the whole institution; it must be intentional; and it must occur consistently over time (Eckel, Hill, & Green, 1998).

Inducing Voluntary Community Service In Undergraduates: The Relative Contributions Of Prior Experience, Coursework, And The Dispositions Of Empathy And Moral Development, Susan M. Hudec

Thesis, Dissertations, Student Creative Activity, and Scholarship

In the past twenty years, higher education has been criticized for what is perceived to be a failure to create better citizens. As a result of this criticism, a variety of pedagogical and curricula innovations have been attempted. One of these innovations is service learning, a form of experiential learning, which engages students in activities that combine fulfillment of community needs and opportunities for promotion of student learning and development (Kendall, 1990). This study hypothesized that moral development and empathy would increase over the course of the required service learning experience in the first semester of college and that required …

Service Helix: A Grounded Theory Of College Student Development And Outcomes Through Involvement In Community Service, Mary Kay Schneider

Thesis, Dissertations, Student Creative Activity, and Scholarship

Community service and service learning have been lauded as ways of teaching civic and social responsibility during college. In order to better understand the concept of social and civic responsibility and whether students gravitated toward these concepts, this study was undertaken. The grounded theory was designed to understand students' experiences with community service, what they see as outcomes from their involvement, and the role of responsibility in this dynamic.

Grounded theory was utilized as the methodology because of the lack of research and theory regarding service and the outcomes for the servers. To achieve depth of understanding, information-rich participants were …

Economic Prosperity In Maine: Held Back By The Lack Of Higher Education, Philip A. Trostel

Maine Policy Review

Maine lags the nation in economic prosperity and in education attainment, and there is little doubt that the relative lack of higher education in Maine is a leading factor. In this article, Trostel looks at each of the three sources of Maine’s relatively low education attainment: the net emigration of college graduates (who are presumably in search of employment opportunities elsewhere); relatively fewer students going on to college; and the net emigration of high-school graduates leaving Maine to attend out-of-state postsecondary schools. While all three factors have happened in Maine to some extent, the net emigration of the state’s high-school …