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Students as Colleagues:Developing Student Leadership and

Building Capacity for Service-Learning

Nicholas Longo & Erin Bowley

April 29, 2008


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Arriving Where We Began

We shall not cease from exploration

And the end of all our exploringWill be to arrive where we started

And know the place for the first time.

- T.S. Eliot, Four Quartets


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Why Students as Colleagues

Historical: Cycle of Service-Learning

New generation: the Millennials

Instrumental: Students as enablers

Inspirational: Student voice as foundation forDemocratic engagement

Better epistemology

Good pedagogy


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A Brief History of Student Role

1980s: response to me generation and creation of COOL and Campus Compact

1990s: institutional resources and academic service-learning

Creation of Corporation for National and Community Service and growth of Campus Compact

Focus on disciplines: Zlotkowski, E., (Series Editor) 1997-2004, Service-Learning in theDisciplines, 20 monograph series

2000s: Engaged university and return to promise of student leadership

2001: Wingspread Conference on Student Civic Engagement leading to NewStudent Politics

2002: Raise Your Voice campaign launched

2007: Millennials Talk Politics (CIRCLE)

See especially, Goodwin Liu (1996), Origins, evolutions, and progress: Reflections on a movement. MetropolitanUniversities: An International Forum 7(1), 25-38.


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New Generation

Millennials (born after 1985): more civically engaged,with interest in deliberation and experience doingcommunity service

See especiallyLongo, N. and Meyer, R., College Students and Politics:

A Literature Review(CIRCLE Working Paper, 2006)

www.civicyouth.org/PopUps/WorkingPapers/WP46LongoMeyer.pdf

Millennials Talk Politics (CIRCLE Report, 2007)

www.civicyouth.org/?page_id=250


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Instrumental: Students as enablers

Taking service-learning to next level on

campuses requires new resources and

infrastructure, which are unlikely to comein the form of new staff

Connecting academic and student affairs:

development of whole person


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Inspirational: Democracy,

Epistemology, & Pedagogy

Student Voice As Core Component of Civic Engagement

We declare that it is our responsibility to become an engagedgeneration with the support of our political leaders, educationinstitutions, and societyThe mission of our state higher

education institutions should be to educate future citizens abouttheir civic as well as professional duties. We urge our institutionsto prioritize and implement civic education in the classroom, inresearch, and in services to the community.

- Oklahoma Students Civic Engagement Resolution, 2003

www.actionforchange.org/getinformed/student_ink/student_ink-

OK.html

Student Voice Leads To New Ways of Knowing and Learning


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Promising Practices

Identifying Student Leaders: ScholarshipPrograms

Training Students

Students As Staff

Student / Faculty Partnerships

Students As Academic Entrepreneurs


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Identifying Students

Service Scholarship programs: offering scholarship fundsto bring students with service experience to campusand then making them key components of service-learning infrastructure

DePaul Universitys Steans Center

Bentleys Service-Learning Scholarship Program

IUPUIs Sam H. Jones Community ServiceScholarship Program


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Training Students

Preparation for campus and community

work using cascading leadership

Monterey Bays Student Leadership in

Service Learning program course and

then 4 week summer training


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Students as Staff Resource:

Federal Work-Study

Created in 1964 as part-time employment for

low-income students

Purpose: work for the institution or work in the

public interest with an academic connection

Community service is broadly defined

As of 2000, 7% must be spent on community

service positions

National average is 15% (2006)


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Federal Work-Study continued

In 2006, FWS supported 128,000 students

engaged in service on 3,300 campuses

Students provide direct service(e.g. tutoring, various roles at non-profits)

Students provide coordination

(e.g. site liaisons, service-learning assistants,

issue area coordinators)


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FWS Principles of Best Practice

1. Integrate CSWS into the institutions overall civicengagement mission and programs.

4. Offer a range of community service positions that are

challenging, developmentally appropriate, andcontribute to the common good.

6. Ensure students receive a thorough orientation, areproperly trained for their positions, and haveopportunities for reflection and connections toacademic study.

www.compact.org/fws


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Students as Staff

Lessons from Josh Young, Center for

Community Involvement, Miami Dade

College

Student Ambassador program

www.mdc.edu/cci


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Questions

Time forQuestions


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Student-Faculty Partnerships

Lessons from Angela VanHorn, MiamiUniversity Wilks Scholarwww.muohio.edu/wilks

Acting Locally think tank in AmericanStudies, 2 years of courses with 23

students and 6 faculty partnering oncommunity engagement projects in SWOhio


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Students as Entrepreneurs: Campus

and Community-Based

Students teaching courses, doing engagedresearch, and creating communitypartnerships

Lessons from Danyel Addes, formerstudent in University of Massachusetts-

Amhersts UMass Alliance forCommunity Transformation (UACT)program


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Entrepreneurial Use of Work-Study

Students choosing community sites

(institution then creates a contract with

the site)

Students developing community projects

(based on their interest and community

partners input)


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Making Choices


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Challenges

Need to be deliberate about trade-offs

Example: challenge of sustainability withautonomous student model

Unequal power relations: it is disingenuous to pretendwe are all equal

Faculty ownership of the curriculum

Time it takes for student voice with students changingschedules and conflicting demands


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Beyond Tactical Service-Learning:

Recommendations

Regional student/faculty-staff teamsdeveloping the practices

Service Scholarship programslike sportsscholarships

Ongoing training and mentoring

Part of an engaged university


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Parker PalmerQuote

The education of the new professional will offerstudents realtime chances to translate feelingsinto knowledge and action by questioning andhelping to develop the program they are in. I

am not imagining a student uprising but ratheran academic culture that invites students tofind their voices about the program itself, givesthem forums for speaking up, rewards ratherthan penalizes them for doing so, and

encourages faculty and administrativeresponsiveness to student concerns.

- Parker Palmer, 2007


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Resources

Students as Colleagues:

Expanding the Circle of Service-Learning Leadership

www.compact.org/publications/detail/students_as_colleagues

Earn, Learn, and Serve:

Getting the Most from Community Service Federal Work-Study

www.compact.org/fws

Contacts:

Erin Bowley, Erin Bowley & Assoc. LLC, [email protected]

Kevin Michael Days, Corporation for National & Community Service, [email protected]

Nicholas V. Longo, Miami University, [email protected]

Julie Plaut, Campus Compact,[email protected]

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