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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
The Impact Of Community Service Involvement On Three Measures Of Undergraduate Self-Concept, Joseph B. Berger, Jeffrey F. Milem
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
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
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
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
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
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
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
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).