ii • Publ icat ions and Disseminat ion Projec t

Publ icat ions andDisseminat ion Projec t(PDP):The PDP, an initiative of JESNA’s Learnings andConsultation Center (LCC), aims to improve the deliveryof Jewish education in North America by bringing theexpert procedural and content knowledge that resideswithin JESNA to practitioners and policymakers in thefield. JESNA’s research and evaluation functions —performed primarily by the Berman Center for Researchand Evaluation in Jewish Education — have generatedvaluable lessons and useable data, which have beencollected over the years through our work withcommunities. Intellectual capital is one of the primaryresources JESNA contributes in order to lead the field ofJewish education toward consistent excellence.The role ofthe PDP is to leverage this intellectual capital by bringingit to the public arena using multiple media.

The PDP:

• Produces print and electronic publications on topicsof importance to the Jewish education field based onthe coupling of Berman Center evaluation studiesand research projects with secondary sources.

• Distributes utilizable research and evaluation-basedknowledge about Jewish education to those in thefield through written, electronic, and face-to-facemedia.

• Publicizes lessons learned at academic and communalconferences and convenes thematic consultations andcolloquia.

© JESNA. ALL RIGHTS RESERVED. THIS REPORT AND ITSCONTENTS ARE THE PROPERTY OF JESNA AND MAY NOTBE REPRODUCED WITHOUT WRITTEN PERMISSION.

Methodological Preface:The Publications and Dissemination Project (PDP), aninitiative of JESNA’s Learnings and Consultation Center(LCC), brings JESNA’s knowledge and expertise topractitioners and policymakers in the field by means ofprint and online media.

Each report of the PDP focuses on lessons learned aboutan aspect of Jewish education based on research andevaluations (performed primarily by JESNA’s BermanCenter for Research and Evaluation in JewishEducation), as well as on-the-ground knowledge(primarily gleaned from JESNA’s LCC staff who workdirectly with Jewish educators in the field).The PDPreports are vehicles through which JESNA interprets andDisseminates lessons learned in the various modes of ourpractice as a way to enhance Jewish education deliverysystems.

This issue of Making Jewish Education Work considersJewish Service Learning. Learnings are derived fromthree sources:

• Evaluation reports developed by JESNA’s BermanCenter for Research and Evaluation

• Literature about, and reports from the fields ofService Learning and Jewish Service Learning

• Anecdotal feedback from practitioners in the field ofJewish Service Learning

It should be noted that the Berman Center evaluationsreferenced in this report deal with Jewish ServiceLearning programs with varied contexts, formats andtarget audiences.

Acknowledgements :JESNA wishes to thank the following people whocontributed their insights and energy to this report:Ilana Aisen, Leora Isaacs, Shayna Kreisler, Kate O’Brien,Jon Rosenberg, and Devorah Silverman.

JESNA’s Publication and Dissemination Project is funded by a generous grantfrom the Mandell L. and Madeleine H. Berman Foundation.

Making Jewish EducationWork:Report 5 • iii

Table of Contents

Making Jewish Education Work:Jewish Service Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Avenues for Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Works Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Appendix A:Referenced Programs Evaluatedby JESNA’s Berman Center . . . . . . . . . . . . . . . . . . . . . . . App-1

Appendix B:Interim Standards of Practice forImmersive Jewish Service-Learning Programs —Developed by Repair the World . . . . . . . . . . . . . . . . . . App-7

Other publications in the “Making Jewish Education Work” series:

• Making Jewish Education Work: Community Hebrew High Schools

• Making Jewish Education Work: Mentoring Jewish Educational Professionals

• Making Jewish Education Work: Complementary School Change Initiatives

• Making Jewish Education Work: Professional Development for Educators

“”

Jewish Serv ice Learningoppor tuni t ies are des ignedto engage young Jews insoc ia l and communal issues,whi le nur tur ing thei r Jewishident i t ies, sens ib i l i t ies,and knowledge base.

1 Information retrieved on May 12, 2010 fromhttp://www.servicelearning.org/what_is_service-learning/history.

2 Ibid.

3 Information retrieved on May 12, 2010 fromhttp://www.servicelearning.org/what_is_service-learning/characteristics.

4 J. Eyler and D. E. Giles. (1999).Where’s the Learning inService Learning? Indianapolis: Jossey-Bass Publishers.

Service Learning is

“a dynamic processwhich invests in thedevelopment of boththe participants andthe communities wherethey learn and serve.”

Making Jewish EducationWork:Report 5 • 1

Making Jewish Educat ion Work:Jewish Ser v ice LearningWhat is Service Learning?

What we now call “Service Learning” has its roots in a rich history of communityservice and civic engagement that has been documented in the United States as farback as the 1800s. In the 1960s, during the Civil Rights Movement, and in tandemwith the formation of the Peace Corps, there was a rise in service learning programs’popularity on U.S. college and university campuses, particularly among fraternities,sororities, and campus faith-based groups.

In 1964, an organization called Volunteers in Service to America (VISTA) began toengage young people by combining service to a community and learning both aboutcivic responsibility and the specific community being served.1 In 1969, those involvedin these early efforts met to discuss whether and how to implement service learningprograms in American colleges and universities. It was decided that students should beencouraged to participate in such programs, provided that academic leaning was anintegral component, and that academic credit should be provided for these experiences.Also, it was recommended that funding should be provided (by private organizationsand by all levels of the government) to enable student participation in service-learning.

In the 1980s, there was a renewed interest in service learning, and national efforts wereinitiated.The National and Community Service Act of 1990 authorized grants tosupport school-coordinated service learning and demonstration projects for nationalservice programs coordinated and facilitated by youth groups, non-profit organizations,colleges and universities. It also created Serve America to “distribute grants in supportof service-learning in order to simultaneously enrich the education of young people,demonstrate the value of youth as assets to their communities, and stimulate service-learning as a strategy to meet unmet community needs.”2

In more recent years, efforts in the field have described service learning as “a teachingand learning strategy… that integrates meaningful community service with instructionand reflection to enrich the learning experience, teach civic responsibility, andstrengthen communities.”3 It is a dynamic process which invests in the development ofboth the participants and the communities where they learn and serve. “Experienceenhances understanding; understanding leads to more effective action.”4 While eachorganization that facilitates such experiences has its own unique interpretation ofservice learning, there are three primary common characteristics of such programs: anexperiential component of service, some “formal” learning, and personal reflection(see Figure 1 on page 2).

5 Information retrieved on May 12, 2010 fromhttp://www.education.jhu.edu/newhorizons/strategies/topics/service-learning.

6 Ibid.

2 • Publ icat ions and Disseminat ion Projec t

FIGURE 1 — COMPONENTS OF SERVICE LEARNING

With the synthesis of these three experiences, service learning becomes much greaterthan the sum of its individual parts.

The service component of service learning engages participants in important tasks thathave identifiable goals, and “significant consequences.”They address complex problemsin complex settings rather than simplified problems in isolation. Service componentsare designed to engage participants in:

• “Real” projects, as opposed to those that have been “manufactured” for the purposeof the program.

• Cooperative rather than competitive experiences that promote skills associatedwith teamwork and community involvement.

• Tasks that challenge them cognitively and developmentally.

• Projects that are not “one-sided” benefiting only participants or only thecommunity.

The learning component of service learning programs sets clear educational goals “thatrequire the application of concepts, content and skills from the academic disciplines,and the construction of one’s own knowledge.”5 Service learning “teaches the skills ofcivic participation and develops an ethic of service and civic responsibility; it is oftencategorized as “experiential” education.

The reflection component is the most individualized in a service learning program.Ideally, reflection takes place during all stages of the work (before, during, and after theservice is completed), uses different pedagogies to elicit critical thinking, and is a corecomponent of the service learning program’s curriculum.6 Some examples of reflectiveactivities include: journaling or writing; creating art; open discussions about students’expectations and exploring whether or not they were realized; gauging the impactparticipants were able to make; asking students to consider what they learned and/orhow the service activity affected them; conferring in pairs or in larger groups aboutwhat felt different as a result of the service and/or the learning, and identifying possiblepost-service learning opportunities.

7 Information retrieved on May 12, 2010 fromhttp://www.justaction.org/about/index.htm.

8 Repair theWorld led a process which included dozensof practitioners and resulted in the publishing ofInterim Standards of Practice in October, 2010 (seeAppendix B).

“Providers of JewishService Learningopportunities explainthat Jewish values arecentral to theirprograms.”

Making Jewish EducationWork:Report 5 • 3

Generally, there are two types of service learning opportunities. Immersive experiencesusually engage participants in full-time direct service for at least seven days. Mostoften, participants leave their regular routines and travel to another community to learnand to serve. Other opportunities could be called intermittent and include a range ofexperiences, such as intensive full-day service projects and episodic volunteering.Regardless of the duration, service learning programs often maximize studentparticipation in all aspects of the project, from preparation and design throughimplementation and assessment. According to one Berman Center evaluated program,participants shared that the opportunity to be involved from the outset of the servicelearning experience was critical to their overall experiences.

What is Jewish Service Learning?

Though some would suggest that Jewish Service Learning programs have existed fordecades, others posit that they are a more recent phenomenon of the late 1990s. JewishService Learning opportunities are designed to engage young Jews in social andcommunal issues, while nurturing their Jewish identities, sensibilities, and knowledgebase. Jewish Service Learning builds on the core components of service learning withtwo related additions. First, the service, learning, and reflection components are allcontextualized within and informed by Jewish values. Second, the experiences of theparticipants are intentionally infused with Jewish texts and traditions.

Providers of Jewish Service Learning opportunities explain that Jewish values such astikkun olam (repairing or bettering the world), volunteering, study, gemilut chesed (actsof loving kindness), and tzedek (justice) are central to their programs.They expresstheir hope that program alumni will use the Jewish learnings from their experiencesas a lens through which to view other aspects of their lives; to “recognize Judaism’srelevance.” 7

Examples of some of the goals of Jewish Service Learning programs include:

1. To deepen the commitment to the Judaic imperative for civic and socialresponsibility and to the Jewish community’s role in American public life and inworld affairs;

2. To provide a greater appreciation for the enduring wisdom of Jewish texts andvalues through the examination of their relevance to a variety of social andpolitical issues;

3. To stimulate leadership, activism, and advocacy on social issues that challengeour communities, our nation, and the world so that program alumni can becomeagents for positive change in society; and

4. To foster a heightened sense of civic awareness and responsibility amongstudents; to further their commitment to fully participate in the American publicarena and in the institutions that work on behalf of the Jewish people and thestate of Israel; and to help them see this commitment as a natural outgrowth oftheir Jewish learning.

Currently, there are no universally accepted standards of quality for Jewish ServiceLearning programs, though many program providers agree that this is a pressing need.8

9 BTW Consultants, Inc. (May 2008). Jewish ServiceLearning — What Is and What Could Be: A Summaryof an Analysis of the Jewish Service LearningLandscape. Berkeley: BTW Consultants, Inc.

10 Ibid.

11 Ibid.

4 • Publ icat ions and Disseminat ion Projec t

There are, however, a collection of process-oriented (rather than outcome-oriented)indicators of quality commonly identified by program providers.These are:

• Motivated participants who join the program because they are committed to fulfillall of its components;

• Educated participants — especially about issues being addressed through theirservice and the roots of those issues;

• Experienced educators and trip leaders who serve as role models;

• Authentic service that is meaningful both to the community being served and toparticipants, characterized by effective partnerships between participants and thecommunity;

• A strong Jewish context for the service work, including structured Jewish learning;

• Adequate time that is well-structured, during which participants reflect on theirexperiences and discuss their service and its impact; and

• Post-service follow-up and activities that provide participants continuity related totheir service.9

Who Participates in Jewish Service Learning?

According to a recent study, participants in Jewish Service Learning programs areusually between 11-19 years of age, with most participants being 15- or 16- years-old;a smaller cohort is older than 19.10 Jewish Service Learning program providers estimatethat in the United States, more than 8,000 teens participate in single-day JewishService Learning projects, and another 3,500 Jewish young adults participate inimmersive Jewish Service Learning programs annually.These figures seem relativelysubstantial until one compares them with participation in Birthright Israel, which plansto take almost 10,000 young adults (ages 18-26) to Israel in Winter 2010-2011 alone,and which received more than 23,600 applications for those spots in just seven days.11

Jewish Service Learning participants often are recruited from other Jewish youthservice organizations serving tweens and teens, including denominationally affiliatedand other youth groups, and campus-based organizations (e.g., Hillels). Over the past18 years, JESNA’s Berman Center for Research and Evaluation has evaluated nearly20 Jewish Service Learning programs with teen participants (i.e., intermittent and notimmersive programs).The vast majority of participants in these programs (between50 and 90%) had connections with other Jewish community agencies or organizations,and most already had “a strong grounding in Jewish education” and “a strong Jewishidentity.”These data are consistent with anecdotal feedback from Jewish ServiceLearning program professionals.

Feedback from alumni of Berman Center-evaluated Jewish Service Learning programsprovides insight into their motivations to participate in the programs. Across thestudies, the most frequently cited reason for participation was the opportunity to “giveback,” either to their own or to another community. Another common explanation was“to be part of an elite leadership group.”

12 See Appendix A for descriptions of the referencedBerman Center evaluated programs.

“Participants in JewishService Learningprograms seekopportunities to “giveback,” either to their ownor to anothercommunity.”

Making Jewish EducationWork:Report 5 • 5

Who Provides Professional Support for Jewish ServiceLearning Programs?

In many ways, Jewish Service Learning programs that target teens are similar to otherJewish teen programs. In fact, experts and practitioners in the field have observed thatJewish Service Learning program staff are often rabbinical students, rabbis, and Jewishsummer camp professionals. Jewish Service Learning programs and participants benefitmost from staff who are supported by well-informed advocates (both within theirorganization and within their geographic community) and who participate in ongoingprofessional development.The most effective professional leaders are capable,charismatic, and stable in their positions. Like staff of any effective Jewish teenprogramming, Jewish Service Learning professionals must demonstrate certain skillsets and knowledge domains, including, but not limited to:

• Adolescent development

• The socialization of teens

• Group dynamics

• Judaic knowledge

• Pedagogy

• Program and organizational management and administration

• Marketing and advertising

• Evaluation

Conducting Jewish Service Learning programs presents unique challenges. Staff fromselect Berman Center-evaluated programs reported that they encounter “significantlogistical and philosophical challenges” in the planning and implementation of thecommunity service component of their programs.These include scheduling difficulties,identifying appropriate and sustainable service projects, and balancing their otherresponsibilities with the unique time demands of the service learning project.Philosophical challenges include defining responsibilities for the staff and for theparticipants, and determining when to step in if/when difficulties arise.

Professionals interviewed for relevant Berman Center evaluations indicated that wherelocal networks (or Communities of Practice) existed, they were valued highly; wherethey did not, they were missed. Some professionals expressed a desire to convene withcolleagues to advance program coordination and enhancement, and to take advantageof networking and professional development opportunities.

Accomplishments of Jewish Service Learning Programs

While many Jewish Service Learning programs have conducted formal programevaluations (including the 11 referenced in this report that were conducted by theBerman Center),12 few (if any) have undertaken ongoing on longitudinal studies toassess their longer-term impact on participants and/or the communities they served.Nevertheless, we can distil important learnings from the data and experiences.

6 • Publ icat ions and Disseminat ion Projec t

Generally, Jewish Service Learning programs seem to have a greater effect onparticipants’ attitudes and knowledge/understanding about Jewish values,learning and service than on their behaviors following their completion of theprograms.One Jewish Service Learning program alumnus summed up his/herexperience by saying: “It was an early and unique influence, understanding that goingout and passing out a meal has more impact than reading about homeless people.I think [ Jewish Service Learning program] made me feel that it was important tomake a positive contribution; that it isn’t about making money in this world. Yourlegacy is about what kind of impression you leave and how many people’s lives youhelp to improve.”

Jewish Service Learning program alumni surveyed and interviewed by the BermanCenter across a number of program evaluations indicated that their participation in theprograms affirmed their understandings that:

• Jews have obligations to contribute both to their “general” communities andsociety, as well as to the Jewish community and the Jewish people. In the wordsof one program alumnus: “As a Jew, it is my duty to pursue social justice not justfor the Jewish people, but all the people of the world.”

• Community service is an extension of the Jewish commitment to tikkun olam(repairing the world), and the relationship between the ideals of Americandemocracy and social justice. Further, human rights are an extension andapplication of Jewish values.Another alumnus said: “As a Jew, I am responsible towork to improve the whole world around me.”

• Being Jewish is an important part of participants’ identity.Program alumniindicated that the Jewish Service Learning programs were helpful in reconcilingtheir multiple identities. “Instead of continuing to have a ‘Jewish life’ and a ‘secularlife,’ I learned how to live my life through a Jewish lens.”

Further, Berman Center evaluations of several Jewish Service Learning programs thathave political foci noted that the programs provided participants with knowledgeabout and insight into the political system, alongside strategies to express Jewishvalues through activism.As one alumnus said, “It is an awesome thing to be able tohave an effect on the laws and legislation that affect us in our lives. And I can!”

In terms of changes in the behaviors of Jewish Service Learning program alumni (i.e.,what they actually do differently after completing the programs), feedback fromprogram providers and alumni is mixed. On the one hand,most alumni indicated thatas a result of their participation, they both knew how to access political systems andinfluence policies in their own communities and felt empowered to do so. They saidthat their participation in Jewish Service Learning programs “positively influencedtheir propensity toward social activism.”As an example, findings from one BermanCenter evaluation showed that more than 25% of the program’s alumni reportedincreases in specific behaviors (e.g., following current events relating to the Jewishcommunity and public policy issues).

13 BTW Consultants, Inc. (May 2008). Jewish ServiceLearning — What Is and What Could Be: A Summaryof an Analysis of the Jewish Service LearningLandscape. Berkeley: BTW Consultants, Inc.

“While many JewishService Learningprograms haveconducted formalprogram evaluations…few (if any) haveundertaken ongoing onlongitudinal studies toassess their longer-termimpact on participantsand/or the communitiesthey served.”

Making Jewish EducationWork:Report 5 • 7

Along those same lines, regardless of their prior involvement in Jewish activities,nearly one-third of all teens reported increased involvement in Jewish activities afterthey participated in a Jewish Service Learning program. Teens indicated that theywere volunteering more, both within and outside of the Jewish community; they alsostated that they increased their financial contributions to general causes.

On the other hand, not all Jewish Service Learning programs consistently producepositive outcomes. A number of the Berman Center evaluations found that someJewish Service Learning programs experience mixed success, with several alumniindicating that their participation neither deepened nor influenced connectionsbetween Jewish values and activism.Parents of alumni of select Jewish ServiceLearning programs that the Berman Center evaluated indicated that they did notperceive changes and/or attribute changes in their children’s social activism to theirparticipation in the program. It is possible that some programs simply did notstimulate change on the part of their alumni, but it is also possible that since so manyparticipants were strongly identified and heavily involved in the Jewish communityprior to their participation in the Jewish Service Learning programs, the programs maynot have had additional impact. As one Jewish Service Learning program alumnusexplained, “I’m already involved in a community service program at my school, soregardless of what I learned and did through [the Jewish Service Learning program],I would still be involved.”Another possibility might be that because the Jewish ServiceLearning program evaluations were designed to measure short-term impact, the fulleffect of the program could not be realized at the time of the evaluation.

Program duration may also have a differential impact on participants and beneficiaries.It has been posited that “short-term programs have greater impact on the server [i.e.,the participant] but more limited effect on the community served, while longer-term programs achieve more measurable benefit for both the community served andthe server.”13

8 • Publ icat ions and Disseminat ion Projec t

Avenues for Explorat ionTo maximize the reach and impact ofJewish Service Learning programs, itwill be necessary to address thefollowing issues.

ENSURE THAT JEWISH SERVICE LEARNINGPROGRAMS ARE STAFFED BY THE HIGHESTCALIBER PROFESSIONALS:

Provide staff of Jewish Service Learning programs withhigh-quality, ongoing professional developmentopportunities.

• This should include initial training and should extendthroughout their tenure.The focus should be ondeveloping and enhancing the knowledge and skillsthat are unique to Jewish Service Learning programsand on those that are relevant across teen and youngadult program efforts.

ACTUALIZE THE FULL POTENTIAL OF JEWISHSERVICE LEARNING PROGRAMS ASEDUCATIONAL AND LIFE-CHANGINGEXPERIENCES:

Develop and publish standards of quality for JewishService Learning programs.

• These standards should relate to all three mainprogram components: service, learning (both Jewishand general), and personal reflection.

• This process should include a study of secular servicelearning organizations and programs that have donethis well, and also a process through whichbenchmarks would be identified to both assureprogram quality and demonstrate program impact.

Generate measurable outcomes for Jewish ServiceLearning programs. Such outcomes might include:

• For the participants:

— Fluency with Jewish values and texts relevant tothe project.

— Maintaining a connection with otherparticipants, professionals, and/or communitymembers.

— Continued engagement in Jewish learning.

— Ongoing participation in community serviceopportunities.

• For the professionals:

— Enhanced skills related to the facilitation of theproject and all of its facets, including logisticalskills, mastery of the Jewish texts being explored,engendering inter-personal connections (betweenand among the various constituents —participants, professionals, the community).

— Serving as a positive Jewish and civic-mindedrole model for participants and the community.

• For the constituency being served:

— Resolution (full or partial) to the issues/problemsbeing addressed through the service.

— Deeper feelings of connection with the Jewishcommunity, specifically the sponsoringorganization and its participants.

ENGAGE JEWISH SERVICE LEARNING ALUMNIFOLLOWING THEIR COMPLETION OF THEPROGRAM:

Jewish Service Learning programs should facilitateconnections between participants who successfullycomplete their programs and Jewish communal andactivist organizations to allow for a seamlesscontinuation of activism.

Making Jewish EducationWork:Report 5 • 9

STREAMLINE THE PROCESS OF IDENTIFYINGTHE “RIGHT” JEWISH SERVICE LEARNINGPROGRAM FOR PROSPECTIVE APPLICANTS:

Explore the benefits of developing field-wide resources.Such resources could include:

• A vision statement

• A marketing strategy

• An evaluation plan

ESTABLISH WHETHER EXISTING JEWISHSERVICE LEARNING PROGRAMS ARE MEETINGTHE NEEDS OF PROSPECTIVE APPLICANTS:

Determine the scope of need for programs of differentdurations, different areas of emphasis/subject matter,and different aged participants. If outstanding needs aredemonstrated:

• Identify any shortfalls affecting the field, such as:

— The number of motivated and qualifiedparticipant

— The number of qualified professionals

— Formal training and certification programs forprofessionals

— Professional development opportunities topromote continued growth and learning

— Networking opportunities for lay and professionalprogram leaders

• Design and pilot new models

FACILITATE THE EXPLORATION ANDIMPLEMENTATION OF NEW INITIATIVES:

Secure additional financial resources.

• These might include grants to specific Jewish ServiceLearning programs and/or their participants orfundraising to bolster all such programs and/or theirparticipants.

Stimulate collaborations to advance the field.

• Collaborations might include secular ServiceLearning programs or service organizations, inaddition to those under the umbrella of the Jewishcommunity.

IDENTIFY ADVOCATES AND CHAMPIONS OFJEWISH SERVICE LEARNING:

Utilize them to advance the field.

• Current and potential funders should be used toleverage support — human AND financial —through existing structures and including Federationsand other Jewish communal service organizations.

14 Babylonian Talmud, Tractate Kiddushin, 40b.

10 • Publ icat ions and Disseminat ion Projec t

Conclus ionThe Babylonian Talmud offers the following story: “Rabbi Tarfon and the Elders wereonce reclining in the upper story of Nitza’s house in Lydda when this question wasbrought to them: Which is greater, study or action? Rabbi Tarfon answered: Action isgreater. Rabbi Akiva answered: Study is greater.Then they all answered: study isgreater because study leads to action.”14

Today’s Jewish youth live in a world of constant distraction and immediategratification that often encourages individual interests over collective responsibility.However, their world also is filled with opportunities for their engagement, throughboth general and specifically Jewish organizations and programs. Jewish ServiceLearning programs offer unique opportunities to teach and learn, while simultaneouslyexperiencing Jewish values and Jewish texts. Communal institutions would benefitfrom supporting efforts to develop a coalition of leaders to advance the field andincrease the impact of Jewish Service Learning on participants, professionals, and thecommunities they serve.

Making Jewish EducationWork:Report 5 • 11

Works CitedBabylonian Talmud,Tractate Kiddushin, 40b.

BTW Consultants, Inc. Jewish Service Learning — WhatIs and What Could Be: A Summary of an Analysis of theJewish Service Learning Landscape. Berkeley: BTWConsultants, Inc. May, 2008.

BTW Consultants, Inc. Reflections on J-Serve: The Practiceand Promise of a Jewish Teen Day of Service. Berkeley:BTW Consultants, Inc. April, 2009.

Eyler, J. and Giles, D. E. Where’s the Learning in ServiceLearning? Indianapolis: Jossey-Bass Publishers. 1999.

JESNA. Evaluation of the Religious Action Center’s L’TakenSeminar. June, 2005.

________. Evaluation Study Findings: SPARK — theCenter for Jewish Learning at Jewish Funds for Justice.Unpublished document. May, 2008.

________. Panim El Panim — Impact Evaluation.Unpublished document. June, 1993.

________. Report to the Teen Advisory Council of the TeenInitiative: A Collaborative Project of the Jewish CommunityFederation of San Francisco, the Peninsula, Marin andSonoma Counties — Formative Evaluation of ProfessionalDevelopment Programs for Teen youth Workers. Unpublisheddocument. June, 1999.

________. Report to the Washington Institute for Leadershipand Values — The Jewish Civics Initiative. Unpublisheddocument. June, 1999.

________. Report to the Washington Institute for Leadershipand Values and the Jim Joseph Foundation — The Day SchoolJewish Civics Initiative. Unpublished document.September, 1999.

________. Review of Teen Engagement in Havurot andJCCs in the San Francisco Bay Area. Unpublisheddocument. September, 2007.

________. Study of the Impact of the Diller Teen Fellowship— A Jewish Teen Leadership Program. Unpublisheddocument. June, 2006.

________. Summary Memo — Exploratory Follow-upStudy of Panim el Panim Alumni Cohorts I-V. Unpublisheddocument. March, 2007.

________. Summary Memo of Findings: Teen Engagementin Bay Area JCC Jewish Teen Programming. Unpublisheddocument. September, 2007.

________. Summary Memo — Sulam: The Center forJewish Service Learning. Unpublished document. June,2007.

Johns Hopkins University School of Education.Information retrieved on May 12, 2010 fromhttp://www.education.jhu.edu/newhorizons/strategies/topics/service-learning.

JustAction.org. Information retrieved on May 12, 2010from http://www.justaction.org/about/index.htm.

ServiceLearning.org. Information retrieved on May 12,2010 from http://www.servicelearning.org/what_is_service-learning/history and http://www.servicelearning.org/what_is_service-learning/characteristics.

“”

Jewish Serv ice Learningprograms offer uniqueoppor tuni t ies to teach andlearn, whi le s imultaneous lyexper ienc ing Jewish valuesand Jewish tex ts.

Appendix A: ReferencedPrograms Evaluated byJESNA’s Berman CenterDiller Teen Fellowship

The Diller Teen Fellowship is a national initiativethat promotes Jewish teen leadership.The nationalFellowship program is modeled after the program ofthe same name which was first developed in SanFrancisco in 1997-1998.

The Diller Teen Fellowship Program is a selectiveten-month program for cohorts of twenty 11thgraders, focusing on leadership training, communityservice, Israel education, and Jewish ethics andidentity-building. During eight Sunday workshopsand three intensive weekend retreats, Fellowsparticipate in Jewish educational training and createand implement social service projects.The programculminates in a three-to-four-week summer seminarin Israel, includes a mifgash — an encounter withIsraeli peers in San Francisco prior to the Israel trip— and in some years has also included reunionmeetings/programming.

Jewish Civics Initiative

The Jewish Civics Initiative is a program for 10th,11th and 12th grade high school students thatteaches participants to apply Jewish values to publicpolicy and social justice issues.The program iscomprised of three parts:

1. Jewish Civics: A Tikkun Olam World RepairManual, a year-long curriculum on public policyissues and Jewish values

2. The JCI Retreat, a Washington seminar on socialissues, Jewish values, community service andpolitical advocacy

3. Community Service Learning, a community-based service project with local agencies devotedto social change or direct service

Co-sponsored by The Washington Institute forJewish Leadership and Values (now the PANIMInstitute of BBYO) and JESNA, the Jewish CivicsInitiative was in its fifth year of operation at the timeof the Berman Center evaluation (and in 2010, JCI isin its 15th year). Staff of the Washington Institute(now the PANIM Institute) has had primaryresponsibility for creating and revising thecurriculum, providing professional development andconsultation to teachers and local programadministrators, and planning, administering andconducting the Washington Retreat. JESNA staffhave recruited communities for participation,provided consultation about community-basedprogram development, and evaluated aspects of theprogram.

The Day School Jewish CivicsInitiative

The Day School Jewish Civics Initiative, sponsoredby The Washington Institute for Jewish Leadershipand Values, was launched in 1998 (and is now thePANIM Institute of BBYO).The program wasdesigned:

• To foster a heightened sense of civic awareness andresponsibility among students in Orthodox Jewishday schools and yeshivot; to further theircommitment to fully participate in the Americanpublic arena and in the institutions that work onbehalf of the Jewish people and the state of Israel;to help them see this commitment as a naturaloutgrowth of their Jewish learning

• To provide Jewish day school students with greaterappreciation for the enduring wisdom of Torahtexts and values through examination of theirrelevance to a variety of contemporary social andpolitical issues

Making Jewish EducationWork: Report 5 • App-1

A

• To facilitate the involvement of Jewish day schoolstudents in community service activities of benefitof the general and/or Jewish community

Like its original counterpart, the Day School JewishCivics Initiative is comprised of the course using thecurriculum, the Washington retreat, and communityservice projects.

Four day schools, Yeshiva of Flatbush (Brooklyn,NY), Ma’ayanot (Teaneck, NJ), Columbus TorahAcademy (Columbus, OH) and Yeshiva UniversityHigh School (New York, NY) served as pilot sites forthe initiative during the academic year 1998-1999.

L’Taken Teen Social Justice Program

The L’Taken Teen Social Justice Program (L’TakenSeminar) series is one of many programs sponsoredby the Religious Action Center of Reform Judaism(the RAC).The RAC’s programming reflects theircommitment to the concept, “L’taken olam b’malchutShaddai: repair of the world under the realm of theEternal” through the three focal areas of the ReformMovement: Torah, Avodah, and Gemilut Chasadim.

The RAC’s conference and seminar programs focuson developing skills among students, professional andlay leaders to help them become agents of socialaction in their local communities, equipped to addresslarger social justice issues and public policy concerns.

According to RAC staff, the concept for the L’TakenSeminars evolved more than 30 years ago whencongregations brought student groups to Washingtonand requested visits with the RAC. At that time,RAC staff worked to create weekend programsreferred to as “Political Action Seminars” for thesestudent groups.The number of attendees and thestructure of the programs continued to grow overtime. In 1994, the RAC hired its first conferencecoordinator. By 1996, the RAC offered four seminarsper year with each seminar drawing between 300 and400 students. In the 2001-2002 program year, theseminar schedule expanded to offer six seminars.Each seminar was limited to 250 students perseminar yielding 1,500 participants per year. (As of2010, each seminar is limited to 325 students perseminar, yielding 1,950 participants per year.)

The RAC is committed to providing qualityprogramming and to understanding the breadth anddepth of the impact of their efforts. For this reason,the RAC engaged JESNA’s Berman Center toconduct a formal evaluation of the L’Taken Seminars.

Panim el Panim

Panim el Panim is one of several programs designedto introduce young Jews to U.S. politics. In 1988,PANIM: The Institute for Jewish Leadership andValues (formerly The Washington Institute for JewishLeadership and Values, now the PANIM Institute ofBBYO) established the Panim el Panim program forJewish high school students. Panim el Panim is oneof several PANIM programs designed to “bringJewish high school students from across the Jewishreligious and educational spectrum to Washington,D.C. to learn about political activism and civicengagement in the context of Jewish values andprinciples.”

During the four-day seminars which take placethroughout the school year, participants explorecurrent social issues through interactive discussions,through problem solving scenarios and throughstudying applicable Jewish texts. Participants meetwith political experts and advocates who represent avariety of viewpoints on each of the issues covered.Since 1988, 12,500 teenagers have participated in thePanim el Panim program.

PANIM maintains the following goals for the Panimel Panim program:

• To deepen the commitment to the Judaicimperative for civic and social responsibility and tothe Jewish community’s role in American publiclife and in world affairs

• To provide a greater appreciation for the enduringwisdom of Jewish texts and values through theexamination of their relevance to a variety of socialand political issues

• To stimulate leadership, activism, and advocacy onsocial issues, which challenge our communities, ournation, and the world so that program alumni canbecome agents for positive change in society

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Spark: The Center for JewishService Learning at the JewishFunds for Justice

Spark: The Center for Jewish Service Learning at theJewish Funds for Justice (“The Spark Center”) seeksto inspire a commitment to service and activism as anexpression of Jewish identity and an ongoingcomponent of an individual’s life.The program workswith organizations, families, students, and schools todevelop and deliver meaningful Jewish servicelearning programs in local communities in two ways.First, Sustained Service Programs (HeartAction andLiteracyAction) deepen Jewish engagement throughweekly or bi-weekly community service, educationabout issues, reflection, text study, and personalencounters. For these programs, the Spark Centersupplies the necessary Jewish service learningresources (curricula, Jewish text, service opportunities,etc.), training, and ongoing coaching and consultationto practitioners in the field. Second, Service andLearning Travel Programs (in Baltimore, the GulfRegion, and Los Angeles) are intensive, short-termopportunities for teams of teens, college students,families, and adults to meet existing communityneeds while gaining important skills and learningabout/reflecting on relevant historical, social, andpolitical issues through the lens of Jewish ethics andvalues.The Spark Center develops these projects inpartnership with local organizations includinggrantees, community development institutions, andpartner organizations.

The Spark Center launched the Bay Area JewishService Learning Project (BAJSLP) in January, 2005,to provide leadership in the community and tosupport field practitioners in the creation andimplementation of high-quality Jewish servicelearning activities throughout the San Francisco BayArea among Jewish youth of all ages in a variety offormal and informal settings.The BAJSLP is aprogram of the Bureau of Jewish Education of SanFrancisco, the Peninsula, Marin and SonomaCounties (BJE) and is funded by the Jewish Fundsfor Justice, the Richard and Rhoda Goldman Fund,and through a dedicated portion of the teenallocation the BJE received from the Jewish

Community Federation of San Francisco, thePeninsula, Marin and Sonoma Counties.

As of 2010, the Service Learning program at JewishFunds for Justice takes about 450 participants a yearon immersive Jewish service learning travel programs.As in the past, these participants include collegestudents, teens, and young adults, as well as familiesthrough a newly launched B’nai Mitzvah initiative.Jewish Funds for Justice no longer runs sustainedservice programs, but continues to make theHeartAction and LiteracyAction curricula andresources available to service learning educators.

Sulam: The Center for JewishService Learning

The BJE of Greater Los Angeles launched Sulam:The Center for Jewish Service Learning in 2006 tohelp Jewish teens deepen their connection to Jewishtradition through their active service to others.Thearchitects of Sulam posit that while communityservice activities for Jewish youth have proliferated inrecent years, these programs lack opportunities for theconcurrent Jewish study and personal reflectionnecessary to produce genuine impact on learners.Sulam’s service learning program is based in anexperience/reflection or learning/action model ofeducation. Sulam’s mission is to share and teach itsvision and understanding of its three-prongedapproach to Jewish service learning: Jewish learning,acts of service to others, and personal reflection.Theorganization provides multiple resources to teens,parents, educators, and other youth professionals inthe community through in-person and onlineresources, including the following three principalprogram components:

• The Sulam website (www.sulamcenter.org) offersservice opportunities, Jewish learning and a widerange of pedagogic resources designed for formaland informal educators.

• The Resource Library is a valuable trove of books,videos, curricular units, lesson plans, and relatedmaterials relevant to Jewish service learning.

• Consultative Services provided by Sulam’s directorhelp individuals, schools, and organizations to

introduce service learning approaches into Jewishclassroom settings and youth group programs.

According to Sulam, there is evidence that teensperceive service to others not only as a requirement oftheir schools and other organizations, but also as apersonally meaningful activity. Sulam’s leadership alsoasserts that while educational institutions in LosAngeles currently encourage youth participation insocial action and volunteerism, more work needs tobe done to ensure the use of the service learningmodel.Working with the Jewish community, Sulam’sprograms and resources are intended to help students,parents, and educators/youth professionals make theexplicit link between community service experiencesand Jewish learning and reflection.

The Teen Initiative: A CollaborativeProject of the Jewish CommunityFederation of San Francisco, thePeninsula, Marin and SonomaCounties

It was not by chance that Staff Development was listedas the first imperative in the three-year plan that wasthe mandate and framework for The Teen Initiative.From its inception, the Task Force on Programs andServices for Teenagers understood the pivotal role ofyouth workers in creating “a vibrant Jewish teenagecommunity,” as well the challenges of recruiting andretaining charismatic, knowledgeable adult leaders todo this work. For this reason, significant resources havebeen allocated for building “a community ofcommitted, intellectually engaged, creative, diverse,caring, and vibrant youth professionals who know eachother, learn from each other, and work together oncommunity-wide programs.”

The three primary objectives in the area of staffdevelopment are to:

• Increase the number of knowledgeable and skilledJewish youth professionals;

• Increase the number of Jewish youth professionalsengaged in continuing education;

• Expand and publicize consultation services providedby the Teen Resource and Program Consultant.

An array of programs is developing and beingsupported through the Teen Initiative to helpachieve these objectives. They include:

• Networking and In-Service Education: Monthlymeetings of program providers and youth advisorsto share organizational information, engage incooperative or collaborative projects, learn fromexperts and build a supportive community.

• Continuing Education/LAATID: Stipends forcompletion of 16 units of participation inprofessional development opportunities includingworkshops, seminars, conferences and networkgatherings offered for Jewish educators in thegreater San Francisco area.

• Professional Development Subsidies: Scholarships tosubsidize participation in conferences andworkshops others than those offered throughLAATID.

• Professional Development Support and Consultation:Ongoing consultation by the Teen Resource andProgram Consultant including on-site visits,curriculum development, liaison to localeducational specialists, support in creating orchanging organizational structure, facilitatinginter-group coordination and collaboration, andassisting with placement.

• Centralized Resources: Publication of a resourceguide for Jewish youth professionals and youthleaders which details local resources includingretreat sites, leadership curricula, local educatorson various topics, relevant websites and a databaseof regional youth professionals.

• Israel Experience for Youth Professionals: Israelprogram and four workshops for 10 professionalsdesigned to increase their knowledge and deepentheir relationship to Israel. In return for agenerous subsidy, participants committed to 1-2years of work in the field of Jewish youth work,taking active roles in Israel education in theirparticular youth organizations and in community-wide Israel events, and working with the IsraelExperience to promote youth trips to Israel.

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• Professional Training to Incorporate Youth onGoverning Boards: A community-wide trainingsession for youth, youth professionals, lay peopleand funders, facilitated by a nationally recognizedorganization, to explore the benefits and barriers toyouth governance, to develop skills and steps forincluding youth on governing boards, and to designaction plans specific to the structures andcharacteristics of each participating organization.

• JEWbilation Celebration: Participation incollaborative planning and implementation of theannual day-long community teen conferenceemphasizing the positive aspects of Judaism.(Moved to Imperative 2: Teen LeadershipDevelopment for 1998-99).

In 2004, the JCF conducted a strategic assessmentwhich led to the creation of the Jewish Teen Alliance( JTA) as an independent entity under the auspices ofthe Federation. Based on mutual recognition by theFederation and the leadership of the JTA, the JTAcame under the direction of the BJE during the2006-2007 fiscal year in order to bolster the group’seffectiveness.The primary goal of the JTA is to mapand connect Jewish teen programs and to raiseawareness among teens about the range of Jewishprogrammatic choices available to them.

JTA UPDATED DESCRIPTION (2010) :

JTA’s vision is to ensure that San Francisco Bay AreaJewish teens view Judaism as an ally and resource asthey navigate adolescence, and are informed of andinspired to engage in Jewish life. JTA works toachieve this outcome in three ways. First, JTA activelyconnects with parents, educators and teens via awebsite, online community calendar, and other socialmedia. Second, JTA works region-by-region to designand implement community-based local initiatives tostrengthen or enhance teen programming. Forexample, JTA launched the Jewish Teen Coalition( JTC), a student-led alliance of fosters a sense ofunity among all Jewish youth in the South Peninsula;created a robust countywide teen program in SonomaCounty; and is spearheading the launch of a uniquelydesigned outreach program in San Francisco.Third,JTA leads the Bureau of Jewish Education’s Network

of Jewish Teen Educators.This community meets fivetimes yearly and keeps educators connected to eachother to share best practices and current trends inteen education in the SF Bay Area and at large. Aweekly e-newsletter goes out to all Network memberswith job openings, opportunities for teens and otherresources for professional development. As a result ofJTA’s work, teens are empowered to createprogramming they care about; parents are learningnew ways to support their teens in a Jewishframework; teen educators are attending seminars inyouth empowerment, managing change, adolescentdevelopment, and self-care, and local communities aresuccessfully implementing initiatives to strengthenand deepen teen engagement in Jewish life.

Bay Area JCC Jewish TeenProgramming

The San Francisco Jewish community has a long-standing commitment to providing formal andinformal educational opportunities for its teens. Inrecent years, the San Francisco Federation hasengaged in a series of efforts to coordinate andsupport programming for Jewish teens in order tomaximize teen participation and to enhance theeffectiveness of the programs. Many Jewishcommunity leaders in the San Francisco Bay Areahave considered JCCs and Havurot High programscompelling modes of engagement and/or gateways toteen involvement in the wider Jewish community.The JCC’s Jewish teen programs encourage Jewishtweens and teens to engage with the Jewish worldand to extend this involvement in college and beyond.However, they face stiff competition for a limitednumber of highly affiliated Jewish teens alreadyinvolved in one or more excellent programs. Some ofthe venues currently providing formal and informalprogramming for Jewish teens in the area include twonew community Jewish day high schools,denomination-based programs (e.g., synagogues, theirdenominational movements, Zionist organizations),elite teen leadership programs (e.g., Diller TeenFellowship, Jewish Community Teen Foundations),sports organizations (e.g., Maccabi), and socialjustice/social action organizations.

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Teen Engagement in Havurot:Peninsula Havurah High

The school is the Bureau of Jewish Education’sPeninsula Havurah High (PHH), a two-semester peryear supplementary Jewish education program for 9ththrough 12th graders in the South Peninsula. PHHcreates an opportunity for students to form their ownJewish identities while providing formal and informaleducational opportunities that expose participants tothe variety and richness of Jewish life.

Every Wednesday evening, PHH students areexposed to cross-denominational learning with thegoal of increasing their ability to identify themselveswithin the context of the larger Jewish world. Byparticipating in community projects and leadershipopportunities, teens learn the importance of beingpositive role models and how their actions are able tomake positive changes in the world.The studentswelcome the informal atmosphere and appreciate theteen community that is naturally created throughsocial interaction and the development of newfriendships.The result is more connected, solidlygrounded teens that often continue to be involvedwith the Jewish world while in college and beyond.

San Francisco Havurah

The school is the Bureau of Jewish Education’s SanFrancisco Havurah (SFH), a two-semester per yearsupplementary Jewish education program for 9ththrough 12th graders in San Francisco. SFH createsan opportunity for students to form their own Jewishidentities while providing formal and informaleducational opportunities that expose participants tothe variety and richness of Jewish life.

Every Wednesday evening, SFH students are exposedto cross-denominational learning with the goal ofincreasing their ability to identify themselves withinthe context of the larger Jewish world. Byparticipating in community projects and leadershipopportunities, teens learn the importance of beingpositive role models and how their actions are able tomake positive changes in the world.The studentswelcome the informal atmosphere and appreciate theteen community that is naturally created throughsocial interaction and the development of newfriendships.The result is more connected, solidlygrounded teens that often continue to be involvedwith the Jewish world while in college and beyond.

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Appendix B: InterimStandards of Practice forImmersive Jewish Service-Learning Programs —Developed by Repair theWorldIntroductionRepair the World has developed interim standards ofpractice for immersive Jewish service-learning (IJSL)programs1 to identify best practices in program designand implementation.These standards were developedusing precursor documents and with significant inputfrom practitioners and other stakeholders. Precursordocuments include:• “K-12 Service-Learning Standards for Quality

Practice” developed by the National YouthLeadership Council

• “Educational Goals and Standards for JewishService Trips” developed by Rabbi David Rosennfor UJA-Federation of New York’s Break NewGround initiative

• “Standards of Practice for Short-Term ServicePrograms” developed by the Charles and LynnSchusterman Family Foundation and supplementedby the Universal Jewish Service Vision developedfor the May 2007 conference, From the GroundUp, Advancing Jewish Service

• Break Away’s “The Eight Components of aQuality Alternative Break.”

Adopted in October 2010, the interim standards forthis young and diverse program field have someinherent limitations: First, because of the programfield’s diversity, full consensus on elements included

in these standards is not yet possible. Second, manyprograms hold themselves to additional standardsthat they believe are very important but that do notreflect current practice across a broad range ofprograms. Both of these limiting factors mean thatsome programs will feel that some standards are toostringent and others are not stringent enough.Despite these limitations, we believe that the interimstandards of practice will help to further develop amore clearly defined and unified program field inwhich programs are consistently of high quality andhave significant positive impacts.

Repair the World anticipates that these standards willserve as a communication and assessment tool inseveral ways, including:• As a criterion to inform Repair the World’s IJSL

grant-making, as will be reflected in grantmakingmaterials

• As a resource for IJSL programs to share withparticipants, community-based partners, fundersand other stakeholders

• As a reference for Repair the World in itscommunication with current and emerging IJSLproviders, secular service-learning providers, fundersand other stakeholders.

These are interim standards that will be informed inan ongoing way by the experiences of IJSL programsand of Repair the World and by work led by Repairthe World across the programmatic field to evaluateprogram design and outcomes.

Standards of Practice1. Authentic Service:Participants engage in service

that addresses genuine and unmet communityneeds.Indicators:• The program works in collaboration with

community partners to establish a shared visionand set common goals to address communityneeds

• Service has demonstrable positive impact on

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1 Repair theWorld currently supports immersive programs that are at least one week and as long as one year. Some organizations that run IJSL programs define immersive differently.

B

communities and/or individuals served• Service outcomes are valued by those being

served• Service is appropriate for participants’ skills• Sufficient service work is available to involve all

participants throughout the program.2. ProgramDesign: Program is intentionally

designed to achieve well-articulated outcomes forparticipants and service recipients.Indicators:• Service is the central activity of programs of all

lengths and short-term programs include atleast 25 hours of service per week

• The program has sufficient duration andintensity to address community needs and meetspecified participant outcomes

• The program’s educational framework directlyrelates to the program’s intended participantoutcomes

• Service is directly related to the program’sintended outcomes for participants and for thecommunity being served.

3. Integrated Jewish Learning,ContextualLearning and Reflection: The program has aneducational framework that includes activitiesthat (1) root the service that takes place duringthe program in Jewish learning and (2) deepenparticipants’ understanding about the social,economic and historical context in which theservice occurs.Indicators:• The educational framework is articulated in

writing• The program combines reflection and learning

in a way that is appropriate to the programmodel and service context

• The program incorporates multiple challengingreflection activities that prompt deep thinkingand analysis about oneself, one’s Jewish identityand one’s relationship and responsibilities tothe Jewish community and to society.

4. Diversity:The program strives to promoteunderstanding of diversity and mutual respectamong and between participants and communitymembers.Indicators:• Service and learning activities encourage

participants to identify and analyze differentpoints of view

• Participants are actively encouraged tounderstand and value the diverse backgroundsand perspectives of those offering and receivingservice

• The program fosters cultural understandingthrough explicit cross-cultural training oranother comparable approach.

5. ProgressMonitoring:The program assesses thequality of implementation and progress towardmeeting goals and uses results for improvementand sustainability.Indicators:• The program collects evidence of the quality of

service-learning from multiple sourcesthroughout the service-learning experience

• The program uses the evidence to improve theservice-learning experience in the future.

6. Recruitment,Orientation and ReorientationIndicators:• Methods for participant recruitment and

selection ensure that program requirements areclear to prospective participants and that theirmotivations for applying to the program arealigned with the program’s design and objectives

• Before the service experience begins,participants are oriented to the mission andobjectives of the program and the host agencyor organization with which they will be working

• Participants engage in activities to broaden theimpact of their experience on themselves, theirpeers and their communities. For short-termprograms this will typically take place after theimmersion experience.

7. FacilitatorTraining:Educators/program leadershave adequate training to succeed in their roles.Indicators:• Educators/program leaders are formally trained

in relevant program areas such as facilitation ofservice projects; integrating Jewish learning,contextual learning and reflection; groupdynamics and health and safety

• Program uses methods for evaluating andproviding feedback for educators/programleaders.

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http://www.jesna.org