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WSU ANNUAL REPORT
July 1, 2010 to June 30, 2011
COMMUNITY INVOLVEMENT CENTER
Prepared by Dr. Brenda Marsteller Kowalewski, CIC co‐director
With: Dr. Kari Petersen, CIC co‐director Carla Jones, CIC Office Specialist
Patrick Hampton, AmeriCorps Assistant Johanna Hillen, VISTA
Melinda Taggart, Student Assistant Noel Wilkinson, VISTA
Submitted to: Associate Provost Ryan Thomas
Jan Winniford, VP for Student Affairs Provost Michael Vaughan
June 1, 2011
Table of Contents 2010‐11 Service Experiences – At a Glance Service at a Glance 2006‐2011 Overview of Progress Made on Goals i I. Goals Specific to the General Operation of the Community Involvement Center 1 II. Goals Specific to General Programming of the Community Involvement Center 13 III. Goals Specific to Community‐Based Learning 18 IV. Goals Specific to UCAN Serve AmeriCorps Program 26
V. Goals Specific to Volunteer Involvement Program 33
2011‐12 Community Involvement Center Goals 36 Appendix A – Volunteer Involvement Program Appendix B – Spring 2011 Civic Engagement Student Survey Summary
List of Tables Table 1. Tracking CBL Hours Over Time 5 Table 2. Tracking FYE Service Hours Over Time 6 Table 3. Tracking VIP Service Hours Over Time 6 Table 4. Tracking Club/Organizations Service Hours Over Time 7 Table 5. Number of Students Who Successfully Completed Online Modules 16 Table 6. CBL Designated Courses Approved October 2010 19 Table 7. CBL Designated Courses Approved February 2011 19 Table 8. Students’ Perceptions of Service Experience 2010‐11 25 Table 9. As of the 05/12/2011 Active AmeriCorps Members by Grant Year 28 Table 10. AmeriCorps Members Signing Up for Second Term of Service 29 Table 11. AmeriCorps Members Signing Up for Third Term of Service 29 Table 12. AmeriCorps Members Signing Up for Fourth Term of Service 29 Table 13. UCAN Serve Day Events 2010‐11 31 Table 14. Volunteer Involvement Program Service Hours 33 Table 15. Clubs Service Hours 34 Table 16. Other Reported Service Hours from Student Affairs 34
2010‐11 Service Experiences At a Glance
Total Service
7,077 WSU Students Engaged in Service 30.8% of WSU student population
Total # of students = CBL + Community Service + AmeriCorps 131,229 Service Hours Contributed by WSU Students
Total # of hours = CBL + Community Service + AmeriCorps Annual estimated $ equivalent for service = $2,334,563.91*
*Calculated at $17.79/hour (Utah in 2010). Annual estimated value of volunteer time as figured by Independent Sector: http://www.independentsector.org/volunteer_time
Community‐Based Learning (CBL)
4,175 Students 48,621 Hours
11.65 hours served per student on average
54 Courses taught• 45 officially designated CBL courses • 9 unofficial CBL courses
168 sections of CBL courses 66 CBL Faculty
(7.8% of 847 FT & PT faculty)
Community Service Hours 2,639 Students involved in volunteer service 18,248.5 Hours served 6.91 Hours served per student on average AmeriCorps
263 Active WSU AmeriCorps members during the 2010‐11 academic year 64,360 Hours of Service completed by active AmeriCorps members
(July 1, 2010 to May 12, 2011) Over $94,000 in scholarship money awarded to AmeriCorps members during 2010‐11
CIC Annual Report 2010‐11
Overview of Progress Made on Goals
Community Involvement Center Annual Report – Overview of Progress Made on Goals
July 1, 2010 – June 30, 2011
Goals for 2010‐11 Academic Year and Progress toward Their Achievement The following is a list of goals established by the co‐directors of the CIC. The icon next to each goal indicates the progress made toward the achievement of that goal during the 2010‐11 academic year.
Accomplished
Made Progress Not Accomplished
2010‐11 Community Involvement Center Goals I. Goals Specific to the General Operation of the Community Involvement Center 1. Generate public awareness of the Community Involvement Center and what it has to offer the campus and community. Provide center newsletter. Explore the use of social media outlets as a method of accomplishing this goal in addition to other more conventional methods of years past.
2. Maintain the Community Involvement Center website. Keep it current and add pages that become necessary. Add video content to the website to make it more dynamic. 3. Fine tune and maintain the Service Hours Tracking system created for recording curricular and co‐
rricular service hours for participating WSU students. cu
d) Inserve
6. Contin
a) Explore methods for handling the increased use of the Service Hours Tracking system and implement necessary changes. b) Increase the number of faculty members and students who utilize the tracking system. c) Revamp online registration form and time logs to obtain more precise information about the service program(s) students are involved.
crease the total number of hours captured in the system to at least 35% of total hours d (currently capturing approximately 20% of total hours served).
4. Update and maintain the Service Opportunity Directory keeping it as current as possible. 5. Reconfigure the CIC Advisory Board, define purpose, provide direction and create a handbook for members.
ue to strengthen community partnerships through: a) Signing Memorandums of Understanding (increase the number of formalized partnerships by
i
25‐30 more organizations than currently have on file); b) Systematically collecting feedback from community partners regarding their satisfaction with the CIC; and c
8. P 9. U
th
Review and grant funding.
letion of new marketing materials.
w applications and award the recognition as determined by the
Communityng (Section III. 3.)
) Providing resources to community partners (i.e. community partner handbook, virtual tours, networking opportunities via social media and otherwise, training opportunities, etc.).
7. Create a “student handbook” to guide students through the process of becoming engaged in service (both curricular and co‐curricular).
artner as a campus team with Utah Campus Compact.
tilize the established working committee structure to accomplish the work of the CIC. Support ese committees in their work.
o Hall Endowment for Community Outreach Grants Review Committee •
Committee o Public Relations• Produce a new CIC brochure with inserts designed for each of the
constituent groups served by the CIC • Organize and implement compUtilize marketing and publicity committee to support this endeavor, including the completion of individual bookmarks for all CIC programs. . Maxson Scholarship Committee o Adrian L
• Review applications and grant scholarship. • Assist with planning and facilitating an Adrian Maxson Day of Service
Awards Committee o • Revie
Utah Campus Compact (UCC). ed Learning Curriculum Commio Community‐Bas ttee
• See Goals Specific to Community‐Based Learning (Section III. 2.) ‐Based Learning Faculty Development Committee o • See Goals Specific to Community‐Based Learni
II. Goals specific to General Programming of the Community Involvement Center 1. Bring more recognition and campus support for national days of service such as Make a Difference Day,
. Support and recognize student service scholars on campus in the following ways:
) Award the Excellence in Service recognition and evaluate its relationship to the CIVITAS
Martin Luther King, Jr. Day and AmeriCorps National Week of Service.
2. Engage faculty, staff and students in a campus‐wide Christmas service project. 3
a) Support the development and facilitation of the CIVITAS program; bprogram;
ii
c) Facilitate the 3rd annual Service Symposium; and
d) with the Aletheia club officers to engage these presidential scholars in service. 4. Collabora nd support other campus entities in their efforts to engage students, faculty and taff in service (i.e. WSU Bookstore Fill the Sleigh event, Science in the Parks, Education Access and
eparing to Serve online training modules. Promote these aining modules as resources to faculty, staff, community partners as well as non‐WSU related
le Pride Partnerships program to highlight and “market” the CIC’s strongest ommunity partnerships.
munity Involvement Recognition luncheon.
of the CIC). For example, track tudent service hours, the number of students participating in service and their attitudes about service
I. Goals Specific to Community‐Based Learning
Collaborate
te with asOutreach mentoring/tutoring program, etc.). 5. Provide training to WSU students via the Prtraudiences. Add modules to the training as necessary (could be identified from community partners, faculty, staff or students). 6. Develop and pilot a Purpc 7. Host the 5th annual Com 8. Assess campus participation in service over time (since the inceptionsover time. II . Continue to collaborate with WSU’s Supplemental Instruction program to provide the Community‐
.
ons for the CBL (Community‐Based Learning) esignation on courses with the assistance of the Community‐Based Learning Curriculum committee.
ommunity‐Based Learning Faculty Fellows Program and other relevant workshops, information ed by
ed Research; and
Discussion
ts in community‐based arning.
e to assess the use of service‐learning and community‐based research at WSU.
1Based Learning Supplemental Instructors program 2. Continue to promote, recruit and review applicatid 3. Continue to provide faculty development opportunities in community‐based learning via the Csessions and/or retreats. The following workshops/information sessions were identified as needfaculty in the 2008 WRCCC Faculty Survey results:
• The Scholarship of Engagement: Publishing Engaged Learning Models and Research; • Writing Grants to Support Community‐Bas• Accessing Community Organizations: The CIC as a Resource • Engaged Learning and the Rank and Tenure Process: A Panel
4. Create a faculty handbook to assist faculty interested in engaging their studenle 5. Continu
iii
iv
. Goals Specific to UCAN Serve AmeriCorps ProgramIV g in the AmeriCorps Education Award
program. 2. Provide necessary support to help the vast majority of students successfully exit the program with the full award. 3. Continue to offer UCAN Serve days and make improvements to the reflection component of the program. 4. Maintain all member files to assure compliance with the UCAN Serve grant regulations. 5. Assess impact of involvement in the AmeriCorps program.
V. Goals Specific to Volunteer Involvement Programs (VIP)
1. Continue to increase the number of WSU students participatin
1. Increase recording of service hours for all VIP programs by 20%. 2. Continue to provide leadership training and opportunities for all VIP chairs. 3. Increase the recorded service hours for clubs and organizations by 5%.
CIC Annual Report
2010‐11
0
Community Invo vement Center Annual eport
July 1, 2010 – ne 30, 2011
Goals for 2010‐11 Academic Year and gress toward Their Achievement The following is a list of goals established by the co‐d of the CIC. Under each goal is a description of the progress made toward the achievement of those goals during the 2010‐11 academic year.
2010‐11 Community Involvement Center Goals I. Goals Specific to the General Operation of the Co munity Involvement Center
l R Ju
Pro
irectors
m 1. Generate public awareness of the r and what it has to offer the campus and community. Provide center new e the use of social media outlets as a method of accomplishing this goal in additio conventional methods of years past.
Progress was made again this year to generate public awareness of the CIC via the following methods: a) giving informational presentations to various audiences; b) e‐newsletters; c) utilizing social media outlets; d) monthly email communication with students and community partners registered with the CIC; e) tabling at WSU events; f) development of new CIC “build a brochure” with inserts for students, community partners, faculty and staff; g) attend and participate in community partner meetings; and h) coverage of outstanding service events or projects in various print news outlets. These activities are listed below:
a) Presentations at opening college meetings, adjunct faculty retreat and held information sessions for faculty throughout the year.
o Preparing to Serve: Online Training Modules August 25, 2010 November 22, 2010
o Hall Endowment for Community Outreach Grants September 1, 2010
o Put the CBL Designation on Your Course September 1, 2010 November 30, 2010 January 11, 2011
o Adjunct Faculty Retreat – Community‐Based Learning February 5, 2011
b) March and April 2011 e‐Newsletter for faculty and staff posted online in Document Archives of CIC website: (http://www.weber.edu/CommunityInvolvement/sidebar/Archives.html
Community Involvement Centesletter. Explorn to other more
) c) Social Media Outlets
o Use of Facebook page to generate interest; incentives and contests to keep students and faculty engaged and aware of CIC events
o Not a large presence of partner organizations on page; instead, we advocate for them in social media
1
o Development of a Twitt e information sharing and awareness of programs
d) Monthly email communication with students and community partners
o Monthly email to 5000+ registered students with information on CIC and community events o M n with the
CIC via Facebook, updating directory, and driving them to website
o Freshman orientation sessions all summer (6 sessions) o Block party, Augo Adrian Maxson Day of Service, August 31, 2010
o Stress Awareness Fair, March 2011
‐
o Participation in community organization’s committees (i.e. Youthlinc Young Humanitarian
the CIC and outstanding community engagement events or outlets (42 media stories total).
“Document Archives” on the CIC website
volvement/Supplemental_Pages/In_The_News.ht
er and Vimeo account to encourag
onthly email to 200+ community representatives encouraging their interactio
e) Tabling at WSU events
ust 27, 2010
o Volunteer Fairs, September 8, 2010 and January 19, 2011
f) CIC “Build a Brochure”
o A new CIC brochure was developed by the public relations committee. It has not been widely circulated yet but will be at the beginning of fall 2011 semester. See Section 1.9Public Relations Committee for more detailed information about the development of this brochure).
g) Attend and participate in Community Partner Meetings o Attendance at COR (Coalition of Resources) and YMCA meetings to encourage awareness of
the CIC in the local community
Award Committee) to raise awareness of the CIC h) News Outlets
o Posted information aboutprojects in various print news
o See “Community Engagement in the News” in for a list of the stories: http://www.weber.edu/CommunityInml
o Additional Stories that are not linked online Standard Examiner Standard Examiner, Tuesday, February 8, 2011, Professor at Play, (WSU Professor Adam
vice) Standard Examiner, Wednesday, February 9, 2011, Bloody Ballroom, (VIP‐ Blood Battle)
Standard Examiner, Friday, May 13, 2011, Creative Nurturing, (WSU Student)
Johnston involved with ser
Standard Examiner, Tuesday, March 8, 2011, YMCA Program Helps Inner‐city Youths Consider the Possibilities Their Lives Hold, (VIP‐ YMCA)
Other News About the Diversity Movement at Weber State University, Vol. 9 No. 1, Fall 2010,
agazine, winter 2010, A Little Goes a Long Way, Pg. 10, (CBL project)
WSU Students help Guatemalan Women Jump‐start Business, (S‐L Students) Weber State University M
2
The YMCA Our Impact, 2010, The Y’s Impact in Utah, (WSU‐ CIC partnership menFriends of Great Salt
tioned) Lake, Vol. 17 Number 1, winter 2010, Partnership Strengthen
Educational Impacts, (CIC Mentioned) (CIC Volunteer Fair)
fs: Lindquist Award, (Patricia Cost and CBL projects mentioned)
May 19, 2011, Nonprofit Receives Accolades for Helping Students, (WSU d Foundation)
eep it current and add pages that become ic.
The new design was created by Jon McBride in ersity Communication and complete in September. The CIC office specialist, Carla Jones, is
ger and facilitated the shift from the old CIC website to the new. All CIC e
e new look of the CIC website, video was also added to make the website more dynamic. Ron Proctor, videographer and Planetarium staff, was hired to create videos about
pear on WSU’s YouTube page as well as
lars
WSU Science Saturdays Hosts Utah Special Olympics Winter Games
in the Parks
at for Humanity ty Health Partnership
io tly in the works:
3. Fine tune and d co‐curricular service hours for participating WSU students.
a) Explo ods for handling the increased use of the Service Hours Tracking system and implemDuring system that wa needing nually entered into the CIC tracking system.
WSU News, Vol. 14 Number 3, January 2011, Get Into Weber, College of Science E‐Newsletter, February 2011, A Feature Article From the department of Physics, (outreach programs) WSU News, Vol. 14 Number 5, March 2011, Campus News Brie
Davis Clipper,Student Amir Jackson and Nurture the Creative Min
2. Maintain the Community Involvement Center website. Knecessary. Add video content to the website to make it more dynam
The CIC website got a facelift this year. Univthe CIC website manapages were not fully moved over to the new design until February 1, 2011, which is when thnew site went live. New pages are continually being added as the need arises. In addition to th
WSU’s engagement in the community. These videos apon the CIC website:
WSU Mentors for Utah SchoWSU Moving Company WSU Physics Open House
WSU WSU Day at the Capitol CARES: YMCA After‐School Program Fishing for Education Science in the Parks/ArtsWSU Youth Impact Partnership Project HabitWSU Dental Hygiene and Midtown Communi
Addit nal videos are currenCottages of Hope Youth Impact Friends of Great Salt Lake
maintain the Service Hours Tracking system created for recording curricular an
re methent necessary changes. the 2010‐11 academic year, the CIC piloted a new touch screen hours trackings installed at 10 community organizations to help reduce the number of paper time‐logs to be ma
3
The tou hours tr logy is set up so WSU students use their W# to log intoservice service Touch s ommunity sites:
ch screen technology is offered as a supplemental package to Volgistics, the currentacking system. The touch screen techno the tracking system on site at the community organization before they begin their hours in any given day and then use their W# again to log out after they complete their hours that day.
creen monitors were set up at the following c Boys anCatholicHeritag Elementary School – YMCA After‐school Program
us times daily in order for WSU students to login and out of the system. Despite ers at each organization, we found that the computer support therefore the monitors were underutilized at most organiz CIC has a computer science student working as technical support d in community organizations. In the upcoming academic year, we plan cipate more reliability from the technol e technology, higher usage of the technology by students and partner ent tracking of hours at each of these sites. Some c h screen tracking system had excellent experie emic year. Ogden Nature Center (ONC), for exampl tracking system work flawlessly all academic year. The CIC recorde lieve is at least in
WSU students told the volunteer e of the main reasons they chose ONC to do their service hours was
ecause creen technology.
mber of faculty members and students who utilize the tracking system. The CIC is making substantial headway on meeting this goal. As shown in Table 1. below, the CIC
r service as reported in Table 2., Table 3., and
ctivities. Increasing usage of the tracking system will continue
d Girls Club at Marshall White Center Community Services e
LDS Cannery Cottages of Hope Ogden Nature Center Ogden Weber Community Action Partnership (OWCAP and an additional monitor in their annex)St. Anne’s Center Your Community Connection (YCC) Youth Impact Although all touch screen monitors were installed in community organizations during the fall semester, the computers and monitors did not consistently work with each of the computer systems at each organization. Most computers and/or monitors were freezing up or needed to be rebooted numero
our efforts to service the comput resources were lacking andations. As of April 2011, the for the computers locate to continue this tracking system project. We antiogy, better support for ths, and therefore, more effective/effici
ommunity organizations using the toucnces during the pilot phase this past acade, had the touch screend more hours at the ONC this year than any year prior, which we be
part due to the ease of the touch screen technology.coordinator at ONC that onb of the touch s b) Increase the nu
is tracking more sections of CBL classes, more students and more hours than ever before. We are making some headway on tracking co‐curriculaTable 4. below but would like to see even more usage of the tracking system for students involved in co‐curricular service ato be a goal for the foreseeable future as we continue to build a culture on this campus regarding the need to track and record service hours.
4
racking Curricular Service Hours
%)
expected service hours in CBL classes (46.7%) than in previous years. he goal is to continue to see these percentages increase with each passing year. Overall, this
oved upon.
ses and hours served in these courses in the CIC tracking system e CIC needs to continue convincing
ers to make registering with the CIC a requirement of the service assignment in
2008‐09 2009‐10 2010‐11
TAs shown in Table 1. below, almost twice as many students registered and recorded almost twice as many hours with the CIC in 2010‐11 than in the previous academic year. The percentage of students enrolled in CBL classes who are actually registering with the CIC (39and recording hours (30%) has also increased since last year. Additionally, the CIC is capturing alarger percentage of theTgoal was achieved for tracking curricular hours but can always be impr Increasing the number of courwill remain a goal for the CIC for the foreseeable future. Thfaculty membthe class.
Table 1. Tracking CBL Hours Over Time Faculty members who had students
and/or record hours with the CIC34 36 48
registerCourses entered in the system and 24 46 54therefore tracked to some extentCourses that had students registered and hours tracked
NA 21 34
Sections of courses had students record hours and were tracked in the system
NA 60 98
Sections of courses were tracked in the system and sent reports (even if students did not record hours)
86 130 168
Students who registered with the CIC
905 918 1,608
Students who recorded hours with the 443 599 1,261CIC Service hours recorded
9,157 12,907 22,698
Students enrolled in these courses 1,977 2,565
4,176
Hours expected based on enrollment 25,631 36,255 48,600
Percent of students registering with CIC 45.8% 35.8% 38.5% Percent of students recording hours with CIC
22.4% 23.4% 30.2%
Percent of service hours captured by tracking system
35.7% 35.6% 46.7%
5
Tracking Co‐Curricular Service Hours Thepar lunteer Invo
re are three main avenues through which co‐curricular service hours can be tracked: 1) ticipation in the FYE program’s community service requirement; 2) participation in the Volvement Program; and 3) participation in a club or organization.
Table 2. Tracking FYE Service Hours Over Time 2008‐09 2009‐10 2010‐11FYE instructors had students register 12 8 11and/or record service hours with the CIC
Sections of FYE had students record hours and were tracked in the system
19 12 10
Sections of FYE tracked in the CIC and sent repor
NA 17 16 ts (even if students did not
record hours) Students registered
220 207 142
Studen
86 165 95 ts recorded hours
Hours
606 1,855 805 recorded
Studen
21 346 320 ts enrolled 3
Hours 5 hour
1,665 1,550 1,600 expected based on enrollment (at s per student)
Percen
.5% 59.8% 44.4% t of students registering with CIC 68
PercenCIC
26.8% 47.7% 29.7%t of students recording hours with
Percentrackin
36.4% 119.7% 50.3%t of service hours captured by g system
The CIC fewer FYE students in the trackin this year last (95 compared to last ) and many hours a this year tha hou ded thiscompared to 1,855 hours last year). This decline in the number of FYE hours ing recorded might requiring unity s mpone ir course. The FYE program changed its service component in 2009 to optional and therefore not all inst in thei s any lo
Table 3
2008‐09 2009‐10 2010‐11
seems stude
to be capturing hours g system thannts recorded hours this year
re being recorded by FYE students 165 studentsn last (805
yearrs recor
fewer year
beervice cobe explained by fewer FYE instructors a comm nt in the
ructors incorporate a service component r course nger.
. Tracking VIP Hours Over Time
V 12 4 IP Programs registered 14V ered 139 123 338IP students registVIP service hours recorded 3,094 3,796 3917.57
6
Tracking VIP programs has improved since last year in that all VIP program chairs were still need
able 4. Tracking Clubs/Organizations’ Hours Over Time 2008‐09 2009‐10 2010‐11
successful in getting at least 1 of their volunteers to register with the CIC this year. We to work on getting VIP student service hours recorded more accurately.
T
Clubs/Organizations registered and/or record in the 3 14ed hours CIC 67Students involved in Clubs/Orgs who registered h CIC 26 2 129 wit 22Students involved in Clubs/Orgs who recorded hours with CIC NA 53 57Hours recorded for service completed by Clubs/Orgs 225 4 203573
During the 2010‐11 academic year, clubwith the CIC in order to receive ARO fuin the number
s and org were longer requi to register nds. This most likely accounts for the dramatic decrease
of clubs and organizations who registered with the CIC this year (14 registered, ar). However, of the 14 clu ho did regis did a better job of
cording their hours in the tracking system than all 67 clubs who registered last year.
ecording service hours in the CIC is not mandatory for faculty or students, therefore, it is ll participation. In addition to a ister Now aign launc the
eginning of each the fall and spring semesters, the CIC is conveying the benefits of registering both faculty and students rea that shiftin campus culture is a slow
me lo obtain mo infor about lved. rm and gs were ever so to gather
pecific information about students’ participation in VIP, CBL classes and clubs and ff link nts to appro ntities in
hour tracking system (VIP, CBL and/or Clubs‐Orgs).
otal number of hours captured in the system to at least 35% of total hours served (currently capturing approximately 20% of total hours served).
st
4. Upda
been responsible for maintaining the community partners’ information in the Service Opportunity Directory.
following has been accomplished to keep the SOD current: • C ganizations currently listed (phone/email/letters) means th ll
l contact information • M th partners ensure their site ry information is a• ll listed organizations must have a Memorandum of Understanding on file, which requires
consistent communication with the CIC to edit changes to directory and contact information
anizations no red
down from 67 last ye bs w ter, theyre Rdifficult to get fu “Reg ” camp hed atbwith the center to rocess.
lizing g thep c) Revamp online registration form and ti gs to re precise mationthe service program(s) students are invoBoth the students’ online registration fo time lo revised slightly sorganizations. This has helped the CIC stathe service
the stude all of the priate e
d) Increase the t
• Achieved – we tracked 46.7% of all CBL hours • It is difficult to measure the percentage of co‐curricular hours we are capturing in
the tracking system but we are fairly confident that we are not capturing the vamajority of co‐curricular service hours.
te and maintain the Service Opportunity Directory keeping it as current as possible. Johanna Hillen, a VISTA who is acting as the Community Partner Liaison, has
During the 2010‐11 academic year, the
ommunication with all or at aisted organizations now haveonthly communications wi directo ccurate
A
7
• Increased communication with partners has encouraged their representatives to communicate with us when contact information or site information changes
5. Reconfigure the CIC Advisory Board, define purpose, provide direction and create a handbook for me
This goal was not accomplished this year. The advisory board for the e urf oming 11‐12 academic y
6. Contin
a) Signing Memorandums of Understanding (increase the number of formalized partnerships
s
of Understanding on file
atically collecting feedback from community partners regarding their satisfaction ith the CIC; and
and all community partner contact information
uted via
ummary of Findings from July 2010 Community Partner Survey
mbers. CIC was n ver config ed
or the 2010‐11 academic year. This will remain a goal for the upc 20ear.
ue to strengthen community partnerships through:
by 25‐30 more organizations than currently have on file); Johanna Hillen, VISTA acting as Community Partner Liaison, was responsible for all aspects of this goal regarding strengthening community partnerships. She exceeded all expectationas is reported below: • Annual Report 2009‐2010 reported 33 community partners had Memorandums
• Currently, 91 organizations have Memorandums of Understanding on file for 2011;previous MOUs renewed, and 56 more added.
• Formalization is now a standard aspect of all new partnerships. b) Systemw
• Annual assessment distributed via online survey June 1 –July 1 2010, 32% return rate • Assessment now a requirement of MOU
is updated; therefore, we expect return this year to by higher. • Annual assessment, edited from 2010 assessment, is currently open, distrib
online survey May 18–July 5, 2011
S ,
• Their singular complaint was students' lack of reliability, a quality, which, we hope,
uality of work.
Community partners respond to questions regarding their level of satisfaction with studentsfaculty and the CIC. Students
• Community partners were overwhelmingly pleased with the performance of WSU students at their site.
will be remedied by training modules. • Community partners agreed that students brought new ideas and novel
perspectives to their organization. • No partners were dissatisfied with students' dress, preparation, respect, and q
• Overall, community partners were pleased with the level of WSU students' work. Faculty
• Community partners and faculty often collaborated on the placement of students in CBL courses.
8
• Some community partners felt that they were able to give feedback to faculty;however, few community partners felt they had influence on course d
esign.
• Community partners were generally neutral concerning their ability to influence the
• A third of community partners had little or no interaction from faculty at all.
CIC t they felt, in their partnership with
ners were unaware of several scholarships and grants offered to
ents view WSU as more integrated in the community based on
the CIC allowed their organization to the community.
ortunities via social media and otherwise, training opportunities, etc.).
ers aware of new
mmunity partner handbook) in process to provide quick access links to appropriate places on website
community partners via social
ormation “How‐To” sections on website allow partners to learn how to utilize the CIC’s resources
space, instead of having to attend a training on campus 7. Create (both curricular
nary research of other service centers around the country.
8. Partner a a campus team with Utah Campus Compact.
The Com Involvement Center successfully partnered with the Utah Campus Compact again thisCompact
student learning.
• Community partners generally trust the faculty and lecturers of CBL designated courses.
• Community partners generally responded thathe Community Involvement Center, that they were moderately able to: o improve student learning o increase the capacity of their organization, and o get new ideas.
• A third of partstudents in service.
• 85% of the respond2009‐2010 data.
• Many respondents agreed that working withenhance existing services and build new connections within
c) Providing resources to community partners (i.e. community partner handbook, virtual tours, networking opp
• Training held September 2010, next training June 1, 2011 to inform new partners howto access tools and resources
• Consistent communication via monthly newsletters keeps partnresources to train students and utilize the CIC as their on‐campus representative
• Development of resource toolkit (co
• Developed process to advertise quickly and efficiently formedia outlets (Facebook, twitter, events calendar) by establishing google docs protocol for uploading inf
•from their
a “student handbook” to guide students through the process of becoming engaged in service and co‐curricular).
This goal was not accomplished this year. A former student conducted some prelimi on “student handbooks” produced out
We intend to utilize this information to pursue this goal in the upcoming year.
s munity
year. Several representatives from the university fulfilled key roles in the Utah Campus organization:
9
o Service‐Learning Coordinator (SLC) Community Service Director (CSD) o
o L)
9. Utilize th established working committee structure to accomplish the work of the CIC. Support these comm in their work.
o
itted
o ups
luding the completion of individual
offer to students, faculty, staff and community partners. The Public Relations Committee was divided into
Amy
represents faculty/staff, and green represents community partners.
and met and created their bookmarks as well. These contain excellent
o AmeriCorps VISTA Coordinators (AVC) Student Service Leaders (SS
o WSU representation on UCC Steering Committee
e ittees
Hall Endowment for Community Outreach Grants Review Committee • Review and grant funding.
18 Preliminary Applications Submitted $ 66,055.25 Requested 15 Full Applications Subm$ 58,535.84 Requested $ 57,636.97 Granted 9 Faculty, 6 Students
$ 57,636.97 Total
Public Relations Committee • Produce a new CIC brochure with inserts designed for each of the constituent groserved by the CIC • Organize and implement completion of new marketing materials. Utilize marketing and publicity committee to support this endeavor, incbookmarks for all CIC programs.
The committee met together as a whole and decided to move forward on creating a brochure for the CIC. Student Affairs paid for a professional photographer, pictures were taken at Ogden Rescue Mission, and the committee decided together on the layout for the brochure. It basically contains a short description of what the CIC can
three sub‐groups (students, faculty, & community partners) with the opportunity to create bookmarks that could be inserted into the brochure. Hillary Wallace, the Art Director for University Communication, a member of the committee, designed all bookmarks and Henderson, a writer in University Communication, produced most of the text for the bookmarks. Hillary suggested we use three different colors to designate the three constituent groups we serve, thus, orange represents students, turquoise
VIP students met and created 13 individual bookmarks describing their VIP programs. Theyalso created a poster that can be used every year to market their programs to the campus,bringing their ideas back to the public relations committee for approval. Communityfaculty sub‐committees
10
information on the benefits of being involved with the CIC. Dr. Kathryn Lindquist assisted in accessible in the entrance of the CIC. This working ducts for the CIC.
• Review applications and grant scholarship. This year 7 students applied for the Adrian Maxson Scholarship for Social Justice. The
proofreading and bookmarks are nowcommittee accomplished excellent pro
o Adrian L. Maxson Scholarship Committee
committee selected two students to receive $1,000 each. Raymond Espino Jr. is a senior at Weber State University majoring in athletic therapy
me of service to the local and campus communities. Ray has volunteered with Habitat for Humanity, the Klamath Crisis Center, youth sports, Inter
’s Multicultural Students Center. After pires to be a member of “Therapists without Borders,” a group
professionals who volunteer their professional skills in underserved nations.
who has an impressive resu
Mountain Health Care, and Weber Stategraduation, Raymond asof Jordan Jensen graduated from the DaVinci Academy of Science and the Arts in 2010 and
g her freshman year here at Weber State University. Jordan has en very active in her local city Youth Council, tutoring junior high and high school
lish and biology, and student government at both Da Vinci and eber State University. Jordan has a bright future for community engagement while
• Assist with planning and facilitating an Adrian Maxson Day of Service
ay of service was held for the first time this year on August 31, .
the event, which took place over the summer, involved finding a service
ng a service site included the following: • Has a need for volunteer assistance
• Verbally informing students who come into the CIC
is currently completinbestudents in math, EngWhere at Weber.
The Adrian Maxson D2010 at the Ogden Nature Center. The date is significant because it is Adrian’s birthdayThe planning ofsite, advertising the event, and searching for donations. The two major criteria for findi
• Can accommodate a large number of potential volunteers. The Ogden Nature Center was selected based on the above criteria. Arrangements were made with the Ogden Nature Center to host this event. The Center had a need for volunteers to help with cleaning up the summer growth, getting rid of invasive weeds, and the general cleaning up of the grounds in preparation for their fall events. Advertising the event included :
• Handing out fliers at Block Party • Posting the event on the CIC website • E‐mails to CBL Faculty, • Posting the event on Facebook.
The CIC participates in the annual Block Party event each fall on campus. During this event fliers were handed out to students who stopped by the booth informing them of
11
the Day of Service. Since the event was held close to the start of the semester it was hoped that it would be fresh in the students’ minds and they would want to participate.
Posting the event on the CIC website is another way to inform students, faculty, and the have to register with the CIC to record their at students would see the advertisement
y
desire f the use of Facebook to announce the event was for “friends” to see the posting and
uld inform them of the upcoming event.
to participate
be provided to the articipants. Donation requests went out to the following:
ince this was the first year of the event, an estimate of how many participants was
r, hot
tee ember provided the use of a propane tank, and AmeriGas donated the propane to the
get the tank filled. Participants lty and students of WSU, the studen y, a few classes from the Ogden School district, the event. Over 400 volunteers made a difference e amount of food eeded to the volunteers, the excess was donated to the Ogden Rescue Mission.
community about the event. Since studentsservice hours via our website, it was hoped thfor the event and those who want to serve have an event early in the semester that thecould attend. E‐mails to CBL Faculty went out so they could build the event into their syllabi and alsoadvertise to their students an opportunity to complete some of the required service hours for the class. The CIC is increasing the use of social media to advertise events, deadlines, and etc. to the public. “Friends” on Facebook received an announcement of the event. The otell others of the upcoming event and attend. The last form of advertising the event was verbally to those who came into the CIC office. Early in the semester the CIC receives heavier foot traffic from students who need to register in order to have their service hours tracked. The CIC staff who assists the students wo The advertising of this event was helpful in getting some WSU students but we felt it was not enough. An effort to better advertise the event this year will bemade to target WSU students to come and participate. It was decided by the Committee that a light lunch shouldp
• Costco • Sodexho
Sneeded. Once this was determined donation requests went out. A request to Costco was made and was accepted by the company. The donation of a thousand bottled watedogs, chips, and buns was made to support the event. Sodexho donated the use of a sixfoot propane grill; the propane had to be provided by the committee. A commitmevent when the member went to
of the event included staff of the CIC, facuts and staff of the Da Vinci Academ and the general public who heard about
at the event. Since an over estimation was made about thfeedn
An Adrian Maxson Day of Service for August 31, 2011 is currently in the planning stage.
12
o Awards
• eview applications and award the recognition as determined by the Utah Campus Co Cathian cumentation would be due on December 8th. Thstu ed. Th were extremely competitive and the decisions were difficult to make. The committees’ decisions were: CivCivCivCo tholic Community Services Th Cit Re
o Community‐Based Learning Curriculum Committee
•
o Commu• ee Goals Specific to Community‐Based Learning (Section III. 3.)
II. Goals specific to General g of the Community Involvement Center
Committee Rmpact (UCC).
mpus Compact moved their Recognition Event for the Outstanding Service Awards up s year to February 11th which meant WSU nominations were moved up to December 1st d supporting do
e call for nomination from the Awards Committee were successful this year with 15 dents, 9 faculty members, 8 staff members and 8 community partners being nominate nominees this year
ically Engaged Scholar: Lisa Trujillo, Respiratory Therapy ically Engaged Staff Member: Adrian Tinajero, Education Access and Outreach ically Engaged Student: Nicole Fronk, Engineering Student mmitted Community Partner: Marcie Valdez, Ca
e 2011 Annual Statewide Recognition Event took place on February 11, 2011 in Salt Lakey. All four recipients attended the event. All recipients were also recognized at the CICcognition Event held on April 6th at Weber State University.
See Goals Specific to Community‐Based Learning (Section III. 2.)
nity‐Based Learning Faculty Development Committee S
Programmin 1. Bring mo e ognition and campus support for national days of service such as Make a Difference Day, Martin Lut
The nat
r recher King, Jr. Day and AmeriCorps National Week of Service. ional Make A Difference Day is held on a specific Saturday each October. This year Make ence Day was October 23, 2010. To maximize our efforts in campus participation, events anned throughout the month in which students had an opportunity to “Make a ce.” Events throughout the month were held both on and off campus at various s throughout campus and the community. Once a list was compiled of the events going he month a triangle table display was created and dist
a Differwere plDifferenlocationon for t ributed throughout the Union Building also information was posted on our website. The display included basic information about t AmeriC
andhe events and a reference to our website and office to inquire about more details.
orps National Week of Service is held each May. This year the week was May 8‐14, he challenge with this for our program is that it is held during the summer semester e majority of our members are away from campus. One service project is planned each
2011. Twhen thyear for members to participate in. Once the event is organized an email went out to all AmeriCon our events calendar. This year, WSU AmeriCorps students participated in a clean‐up effort
ourorps member informing them about what the project is. The information is also posted
13
for Center for Grieving Children as part of the AmeriCorps week of service. Nine students VISTA volunteers from the CIC.
2. Engage udents in a campus‐wide Christmas service project. gel Tree project was facilitated again this year in partnership with the Salvation Army.
Two overcom
3. Support aa) SuThe form 5 students enrolled in the Fall 2010 semester and urray and Brenda Kowalewski team gs and Proje e Civitas course. Course struc enu under the Civitas link. As peabou
• Civic Knowledge: Understanding the underlying theories of civic engagement. ge in a process to solve some civic
• Civic Values: Developing a disposition that understands the need for civic engagement
one’s life. Students also learned how to reflect on their civic engagement experiences and how to submit those reflections and project descriptions to the online portfolio.
Two graduating seniors successfully completed their Civitas portfolios and graduated with Non
ition along with the Civitas program was in the best interest of students. Excellence in
rent
participated and two
faculty, staff and stThe An
hundred and three students, staff and faculty participated in providing Christmas gifts for 200 low‐income children in the Ogden area. Approximately 412 service hours were mitted to this service project.
nd recognize student service scholars on campus in the following ways: pport the development and facilitation of the CIVITAS program; 2010‐11 academic year marked the first official year of the Civitas program in that it wasalized with a 1 credit hour course in which7 students enrolled in the Spring 2011 semester. Drs. Leah M taught the course both semesters. Students received 1 credit of “Directed Readincts” through either their major or minor discipline for taking thture, description, and syllabi can be found on the CIC website in the student m
r the original conceptualization of Civitas by the steering committee, students learned t the four outcome areas of the Civitas program:
• Civic Skills: Demonstrating the ability to engaproblem.
and social responsibility in the world today. • Prospective Citizenship: Committing to engaged citizenship throughout
Sibi Sed Civitas (not for self but for community) on their transcripts – Christopher Becker and Shaylee Wheeler. b) Award the Excellence in Service recognition and evaluate its relationship to the CIVITAS program;
o Recognized a total of 69 students with Excellence in Service. • 14 students graduating with the recognition in December 2010 • 55 students graduating with the recognition in April 2011
o After several discussions with CIC staff, Civitas Steering Committee, and the CBL Curriculum Committee, it was decided that keeping the Excellence in Service recogn
Service is very distinct from Civitas and attracts as well as meets the needs of a diffestudent demographic than the Civitas program. Therefore, both Excellence in Serviceand Civitas will continue to be facilitated.
14
c) Facilitate the 3rd annual Service Symposium; and • Updated Service Symposium page on CIC website
http://www.weber.edu/CommunityInvolvement/ServiceSymposium.html
l
ing • Special performances by students involved in Joann Lawerance’s and Julie Rich’s
ind program sted on the Service
t to celebrate Halloween.
4. lty and staff and Outreach ing program, etc.).
support – 48 student volunteers
nt volunteers
rs Student Alumni Association/Purple Pak‐ provided planning support for service
WSU Softball team‐ provided suggestions for team service projects 5. Provide dules. Promote thes elated audiences.faculty,
•
have greater usage than the others: rofessionalism, Cultural Sensitivity, and Ethics. Over 600 students have successfully completed
that some students, faculty members
• Updated online application form to submit project abstract http://www.weber.edu/CommunityInvolvement/service_symposium_abstract.htm
• Hosted third annual Service Symposium April 6, 2011 • 46 projects • 112 students participat
Green Mapping Project and Amir Jackson’s Nurture the Creative M• Full list of projects and participants are listed in program po
Symposium webpage on the CIC website (address above) d) Collaborate with the Aletheia club officers to engage these presidential scholars in service.
• Met with Aletheia club president at the outset of the academic year and supportedtheir efforts during the Make a Difference Day events in October wherein the Aletheia club members volunteered at Lincoln Elementary School’s “Spook Ally” even
• Even more collaboration is desired in the future.
Collaborate with and support other campus entities in their efforts to engage students, facu in service (i.e. WSU Bookstore Fill the Sleigh event, Science in the Parks, Education Access
mentoring/tutor• This year the CIC provided volunteer support to the following programs:
o WSU Bookstore Fill the Sleigh‐ 2nd year ofo OttReach Science in the Parks‐ 3rd year of support – 10 student volunteers o Arts in the Parks‐ 1st year of support – 10 student volunteers o Utah Science Olympiad‐ 3rd year of support – 13 stude
• Other programs that the CIC have supported in various capacities are:
o Education Access and Outreach‐ continued to support the recruitment of peer mento
o project ideas
o
training to WSU students via the Preparing to Serve online training moe training modules as resources to faculty, staff, community partners as well as non‐WSU r
Add modules to the training as necessary (could be identified from community partners, staff or students). Usage of the modules Approximately 450 students took all 8 modules to prepare them to serve in a community organization. Three modules in particular seem toPthese three modules (see Table X. below) which suggests
15
and/or community partners are utilizing these modules that are not specific to ice experiences.
e Passed Quiz
mentoring/tutoring to prepare students for many types of serv
Table 5. Number of Students Who Successfully Completed Modules Number of
Students who Online Training ModulProfessionalism 683Cultural Sensitivity 622
cs 640EthiFERPA 442Intro to Mentoring and Tutoring 486Pre College 450Tutoring 464entoring 480M
• The use of the modules as a resource for preparing students for service has been promoted to campus faculty and staff, community partners, and colleagues across the state as well as across
Promotion of modules
the country. Presentations to Campus Audiences
• Opening School Meetings for 4 colleges
• Information Sessions – August 25, 2010; November 22, 2010 • Adjunct Faculty Retreat – February 5, 2011
Presentations to Community Partners • August 2010 – 30 partners in attendance • June 2011 – 25 partners in attendance
Presentations to Colleagues (state and national)
• Coalition of Urban and Metropolitan Universities (CUMU) Conference, Fresno, CA,
pact (UCC) Annual Conference on Civic Engagement, West Valley, UT,
• Changes to modules
f with the training system, the VISTA member was to determine e existing training modules. I was determined that small adjustments
ly pull pletely
October 2010 • Utah Campus Com
February, 2011
One of the AmeriCorps VISTAs housed in the CIC, Noel Wilkinson, continues the work of the previous AmeriCorps VISTA (Alisha Massen) to oversee the “Preparing to Serve” online training modules currently in use by faculty, staff, students, etc. Apart from maintaining and familiarizing himseladditions/changes to thwill be made to the set of online modules including: a) a test bank of questions to randomfrom during the quizzes students take following completion of each module; and b) a comnew module that defines service‐learning, community service and civic engagement. With this module, the CIC hopes to help students better understand the similarities and differences
16
between the three terms. We believe that if students understand what is expecservice‐learning class, a community service and/or a civic engagement experienc
ted of them in a e, they will
ceive more benefits from the class AND it would help students achieve expected learning
6. Develop and pilot a Purple Pride Partnership ghlight and “market” the CIC’s strongest communi
Th rtnerships program is still e conceptualization stage. The following pr de to date: • like the Youth Impact Partnership am webpage
reoutcomes.
s program to hity partnerships. e Purple Pride Pa in thogress has been maMuch Progr , plans and outlines have been
up to provide webpages for five more organizations. • group to establish parameters of tiered partnerships (what should the CIC expect,
partne s) scheduled for June 1, 2011.
Th continue to pursue this goal in th coming year. 7. Host e 5 annual Community Involvement Recognition luncheon.
o pril 6, 2011, 12:30 – 1:30 PM e annual recognition event
o
udents for Excellence in Service olunteer Involvement Program (VIP)
SIs) s the WSU Dental Hygiene student
organization. recipients: Ray Espino Jr. and Jordan Jensen
a Cost, HPHP ents
• Civically Engaged Scholar: Lisa Trujillo, Respiratory Therapy Adrian Tinajero, Education Access and
y Engaged Student: Nicole Fronk, Engineering Student
ident’s Honor Roll again this year (5th year)
8. Asses ack studentservice
the
drawnFocuswhat can the CIC provide in these rship
e CIC will e up
ththA
o 164 people attended thGroups recognized for their service/achievements:
• 106 students who successfully exited the AmeriCorps program • 69 st• 24 students serving in the V• 2 Civitas graduating seniors • 6 Community‐Based Learning Supplemental Instructors (CBL • Club Recognition ‐ The winner this year wa
• 2 Adrian Maxson Scholarship • John A. Lindquist Award recipient: Patrici• 4 Utah Campus Compact Award Recipi
• Civically Engaged Staff Member: Outreach
• Civicall• Committed Community Partner: Marcie Valdez, Catholic Community Services
• CIC makes Pres
s campus participation in service over time (since the inception of the CIC). For example, tr service hours, the number of students participating in service and their attitudes about over time. These data were compiled and are presented at the beginning of the annual report in“Service at a Glance” section.
17
III. Goals Specific to Community‐Based Learning inue to collaborate with WSU’s Supplemental Instruction program to provide the Communiearning Supplemental Instructors (CBL SI) program.
1. Cont ty‐Based L
The CBL SI program was implemented again for the 2010‐11 academic year. The following
OG 4890 Green Mapping Project
110 Interpersonal and Small Group Communication
o Pre‐Semester training with Prasanna Reddy
a during the semester
CBL Instructors, and CBL SI coordinators
ester Assessment
ilable. for the SI’s currently is through an hourly wage.
d:
Plans to better a 3rd meeting with
suimages/CommunityInvolvement/CBL_Designation_flyer_Fa
courses were selected for Fall 2010: o Julie Rich, GEo Joanne Lawrence, DANC 4890 Green Mapping Project o Colleen Garside, COMM 2
The Spring 2011 semester included the above courses plus two additional. The following two courses were added:
o Leah Murray, POLS 1100 American National Government o Becky Jo McShane, ENGL 2100 Technical Writing
Training and support for the CBL SI’s included the following:
o 6 trainings with CBL SI coordinator/assistant coordinatoro 2 trainings with Prasanno 2 individual evaluations o 1 peer evaluation o One‐on‐one meetings with CBL SI’s if requested o 2 meetings per semester with CBL SI’s,
• 1st Meeting ‐ Expectations of program (with Prasanna) • 2nd Meeting ‐ Mid‐sem
Plans are being made to implement the program again in 2011‐12 if funding is made ava
o Compensation o The following other ways to compensate the SI’s are currently being explore
• Work Study • Graduate Assistantships • Credit Hours
to improve the CBL SI program include a restructuring of initial training with Prasanna meet the needs of a CBL SI instead or a traditional SI role and to include
CBL SI’s, CBL Instructors, and CBL SI coordinators at the end of the semester as a final assessment of the semester’s program.
2. Continue to promote, recruit and review applications for the CBL (Community‐Based Learning) designation on courses with the assistance of the Community‐Based Learning Curriculum committee.
• Review courses submitted for the CBL designation. o Call for applications at three different times during academic year
(http://www.weber.edu/wculty09.pdf)
oo Reviewed a total of 12 courses
12 courses received CBL designation
18
• 2 CBL designated courses accepted for Spring 2011
Table 6. CBL Designated Courses Approved October 2010 Course # Course Title Instructor NameESL 2351 Communication I Debi Sheridan ESL 2451 Communication II Debi Sheridan
L designated courses accepted for Fall 2011 • 10 CB
oved February 2011 Table 7. CBL Designated Courses Appr
Course # Course Title Instructor NameCommunity Service‐Learning Stephanie
Bossenberger DENT 3301 Lab Richard Fry CS 3750/4750 Software Engineering
EDUC 3200 Foundations of Diversity Melina AlexanderEDUC 4650 Validated Methods Melina Alexander
EDUC 4581 Special Education Melina AlexandePre‐Student Teaching in
r
EDUC 6555 MethodsAdvanced Instructional
Melina AlexanderENGL 2100 Technical Writing Becky Jo McShane
POLS 1100 National Government LeahIntroduction to American
Murray
POLS 3990 Science Research Leah Murray Introduction to Political
gnated and taught this academic year can be found online at:
http://www.weber.edu/CommunityInvolvement/CBL_Designation.htmlo Full list of courses desi
3. ContCommu ram and other relevant workshops, information essions and/or retreats. The following workshops/information sessions were identified as needed by culty in the 2008 WRCCC Faculty Survey results:
• Accessing Community Organizations: The CIC as a Resource s: A Panel Discussion
inue to provide faculty development opportunities in community‐based learning via the nity‐Based Learning Faculty Fellows Prog
sfa
• The Scholarship of Engagement: Publishing Engaged Learning Models and Research; • Writing Grants to Support Community‐Based Research; and
• Engaged Learning and the Rank and Tenure Proces
CBL Faculty Fellows Program The Community‐Based Learning (CBL) Faculty Fellows program operated as the central vehicle for e 2010‐11 academic year. Eight faculty members orig l gram as a Fellow, while 8 experienced CBL faculty
training faculty in CBL again during thina ly enrolled and participated in the pro
19
participa h a mentor and was retreat at Alta Lodge sponsored by the Bennion Center and
Utah Campus Com ing the fall 2010 semester to learn a munity‐ba pedagogy; c) meet at least twice during the fall d) revamp to an exis a community‐based mponent ourse for the o nation; f) attend a statewide e on civic sored by the U mpact, February 10, 2011; and g) meet with the CBL Faculty Fellows group during the spring semester to discuss progress, successes and challenges in their CBL experiences. Six of the eight fellows and five of the mentors were successful in completing the program. During the spring semester, all esignated courses. Workshop titles, m culty menu under the “CBL Fac s Progra
CBL Faculty Fellows/Mentors ook Gr
ted in the program as mentors. Each Fellow was paired witexpected to: a) attend an orientation
pact, August 12, 2010; b) attend a series of 5 workshops durbout com sed learning with their mentor
include semester;learning co
at least one syllabus; e) submit their c
ting course to fficial CBL desig
conferenc engagement spon tah Campus Co
but one of these newly revamped courses were taught as CBL d
aterials and videos can be found on the CIC website in the faulty Fellow m” link.
B oup Through a partnership hi CIC hosted group, bringing together t ws a in the 2 Fellows program. During th embe “Soul o . Discussion around lved w uld be suitab ading assignment in a class in its entirety or o shared with each other the different projects t were CBL classes. M members would share a difficulty they up would discuss different solutions. The plan is to continue these book gro e following semester, partly in an effort to help m fac provide an where the mentors and fellows can get together
Faculty Development Workshops/Information Sessions
with the Teache faculty fello
ng Learning Forum, thend mentors participating
a monthly 010‐2011 CBL
book
is meeting, m rs of the book group read f a Citizen” by Loebthe book invo hether the book wo le to assign as a re
as sections. The group als working on in theirheir students any times one of the were facing and the gro
up meetings throughout thulty fellows but also tootivate the new environmentto assist each other.
o Information Sessions
• Information Sessions and workshops for faculty o Provided 12 workshops/information sessions on 6 topics
Preparing Students to Serve: Online Training Modules
010
Grants
o Workshops
• August 25, 2010 • November 22, 2010
Put the CBL Designation on Your Course • September 1, 2• November 30, 2010 • January 11, 2011
Hall Endowment for Community Outreach• September 1, 2010
rship of Engagement: Publishing Engaged Learning Models and The ScholaResearch (Presenters: Valerie Herzog and Brenda Kowalewski)
• October 13, 2010 • February 1, 2011
20
Writing Grants to Support CBR (Presenter: Chris Millard) • November 15, 2010 • March 1, 2011
Accessing Community Organizations: The CIC as a Resource (Presenter: Johanna Hillen)
• September 20, 2010 • January 12, 2011
• Adjunct Faculty Retreat o February 5, 2011, Preparing Students for Community‐Based Learning o Sponsored by Teaching Learning Forum o Provided two back‐to‐back sessions o
• Civic Engagement Conference for faculty o Utah Campus Compact sponsored event,
9 faculty members in attendance
Feb. 10, 2011, West Valley, UT 26 WSU faculty, staff, students and community partners attended
4. Creat ‐based l
current project underway by one of our AmeriCorps VISTA members, Noel Wilkinson, is the
taff step‐by‐step through the process of creating a CBL course. The handbook will focus on three main parts (CBL Basics, Tools
ich faculty/staff can navigate freely as ection of the handbook is drafted and
5. Continue to WSU.
Several methods ed to assess the use of service‐learning and community‐based ) service hours tracking system; b) the CBL designation; feedback surveys; and e) interviews with
a) Hours Tracking
The Service students across campus. Forty‐eight faculty ns of courses over the academic year did utilize
nt and received reports from the CIC regarding the service hours of stude
also helped pus and the number of hours experiences.
o• Lindquist Award Recipient Lectures
o Brian Dorsey, Land‐use Planning via Community Service‐Learning, November 10, 2010, 1:00 PM, Hetzel‐Hoellein room in Stewart Library.
o Stephanie Bossenberger, The Dental Hygiene Program’s Community: Off‐campusand On‐campus Service and Learning, March 23, 2011, 1:00 PM, Hetzel‐Hoellein room in Stewart Library.
e a faculty handbook to assist faculty interested in engaging their students in communityearning. Acreation of a handbook on Community‐Based Learning that Weber State faculty/staff teaching courses could use to implement service‐learning and CBR projects. The goal of the handbook is to teach the basics of CBL pedagogy, while walking faculty/s
in the CIC, and Advanced Applications of CBL) through whthey are using the handbook. As of this report, one scurrently being reviewed by the CIC staff.
assess the use of service‐learning and community‐based research at of data collection were utiliz research at WSU in 2010‐11: a
c) unofficially designated CBL classes; d) student faculty.
System Hour Tracking System was made available to all faculty and
members teaching 168 sectiothe system to some extetheir nts (discussed in Section I.3.b. of this report). The Service Hours Tracking System
determine the use of community‐based learning techniques across cam students participated in such
21
b) CBL All CBL designated up in the hours tracking system, however, not all faculty or studen ly followed through and actually submitted hours to the CIC to register with them to do so; however, this year we did see more faculty requiring than ever before. Therefore, all student service hours p sses were not officially tracked in the CIC’s system
ough the courses official CBL designation. Understanding which not will
ported a number of other courses in programs that y‐based
performed by ked, are reported here because the hours of service
supplement the
The following summarizes some of the data gathered from the Service Hours Tracking System,
ic
hing official CBL classes had students register and/or record hours
ve students
• 54 CBL courses cially designated CBL courses taught in 2009‐10
ed in the service hours tracking system
Designated Courses classes were automatically setts in these classes actual
for tracking purposes. Most faculty members still strongly encouraged their students the center rather than required
students to register with the CIC erformed in CBL designated cla
but are known to the CIC thrfaculty members have “bought‐in” to the CIC’s hours tracking services and which haven ui fl ence programming for the upcoming year.
c) Unofficially Designated CBL Courses Finally, the CIC is familiar with and/or has supah ve not officially designated their courses as CBL but require a significant communit
learning experience (English, Honors, Sociology and others). The service hours these students, although unofficially tracah ve been made known to the CIC through our support and involvement in these courses.
Therefore, data on enrollment and service hours completed in these coursesdata collected from the tracking system and officially designated CBL courses. This number ofunofficial CBL courses is decreasing as more faculty are designating their courses each year.
CBL Designated classes and unofficially designated CBL classes taught in the 2010‐11 academyear.
• Faculty Use of CBL • 66 CBL faculty
55 official CBL designated faculty 11 unofficial CBL faculty
• Identification of 66 CBL faculty (of the total faculty listed above) 37 faculty members teac
18 faculty members teaching official CBL courses but did not haregister or record hours with the center
11 faculty members teaching unofficial CBL classes had students registerand/or record hours
• Courses
45 offi 9 unofficially designated CBL courses taught in 2009‐10
• Classes (sections of courses) o 168 CBL classes (sections)
147 official CBL classes (sections) 21 unofficial CBL classes (sections) record
22
• CBL Students
• 4,067 Service‐Learning Students 975 enrolled in official CBL classes and recorded hours with CIC 2,366 enrolled in official CBL classes but did not record hours with CIC 230 enrolled in unofficial CBL classes and recorded hours with CIC 497 enrolled in unofficial CBL classes and did not record hours with CIC
• 108 Community‐Based Research Students 56 enrolled in official CBL classes and recorded hours with CIC 52 enrolled in official CBL classes but did not record hours with CIC
g
• 4,421 Community‐Based Research Hours
system
l CBL hours d) Stud
The student feedback survey feedback.html
• 4,175 total CBL students
• Hours • 44,200 Service‐Learning Hours
19,087 hours recorded via tracking system for official CBL classes 22,095 hours in official CBL classes that were not captured in CIC trackin
system 3,018 hours recorded via tracking system for unofficial CBL classes
3,611 hours recorded via tracking system for official CBL classes 810 hours in official CBL classes that were not captured in CIC tracking
• 48,621 tota
ent Feedback Survey
(http://icarus.cs.weber.edu/dha/CIC_ServerSide/volunteer/student_ ) was
commu during the fall 2010 and spring 2011 semesters. All
trackin in the survey. Two
e 261 respondents who completed the survey, 238 listed their age. The median age
ith a range from 17 to 56 years of age. The average number of ondents was 25.1 of the respondents
worked at least 20 hours per week in the paid labor force while attending WSU.
in five general areas: a) perception of service‐e‐learning course; c) attitude toward
al
administered again this year to students who were registered with the CIC via a nity‐based learning course
students who were registered with the CIC and participated in the online service hours g system were sent an email inviting them to participate
hundred and sixty‐one surveys were fully completed and returned.
Of thwas 23.9 years old whours of service completed over the course of the semester for resphours (n=169). Of the 169 respondents who were employed 75.15%
The survey asked students for feedbacklearning experience; b) evaluation of the serviccommunity involvement; d) influence of service on major or profession; and e) person
23
reflections on service. Table 8. below summarizes the data gathered from the closed‐vey questions.
se alf
e student respondents could see the 5%) and
Course
Overall, there was a generally positive evaluation of the service‐learning course in terms structure and delivery of the service‐learning component. Student respondents
the objectives of the community work in relation to discuss
o‐thirds report that their learning was enhanced by the participation of
dents o eported developing a good relationship with the course instructor because of the
overwhelming majority of students s‐on
Attitude Tow rd Community Involvement
spondents were not already volunteering before enrolling in community‐based learning course (47.1%). The vast majority of respondents
reported positive attitudes toward community involvement at the end of course. They rk they had done in the community via the course was beneficial
d helped them to become more aware of the needs in the
umented in the the community‐
4.3%).
reported that they were comfortable working with cultures other than their own
ended sur
Perception of Service‐Learning Experience The majority of student respondents to the survey saw the application of their courmaterial to everyday life via the service‐learning experience (78.5%) and over hsuggested that the service experience helped them to better understand course material (57.9%). Additionally, about half of thvalue of spending time outside of the classroom and in the community (52.agree that this opportunity should be offered in more courses at WSU (60.5%).
Evaluation of Service‐Learning
of itssuggested that the syllabus outlinedthe course objectives (64.4%) and that they had an opportunity to periodicallythe community work in relationship to course content (65.5%). Additionally, nearly tw
of the studentsboth other students (64.4%) and community partners (64.0%). Over half the stuals rcommunity work performed (54.4%). Lastly, an(81.2%) are in favor of courses that connect learning in the classroom to handinvolvement with community issues through community‐based learning.
aApproximately half of the rethe
felt as though the wofor the community (78.9%) ancommunity (74.7%). Additionally, the vast majority of student respondents reported a sense of responsibility to serve their community (84.7%) and suggested they would probably volunteer or participate in the community after this course (77.0%).
Influence of Service on Major or Profession One of the outcomes of community‐based learning experiences docterature is career development opportunities for students. Althoughlibased learning experience did not necessarily help the majority of students clarify career plans (44.8% said it did) or choose a major (31.4% said it did), it did seem to help them become aware of their strengths and weaknesses (76.6%) as well as hone some skills that are vital in the workforce: communication in a “real world setting” (67.8%); problem solving skills (62.5%); plan and complete a project (69.7%); and leadership skills (7 Personal Growth and Development Another outcome of community‐based learning documented in the literature is personal growth or development for the individual. The majority of student respondents
24
(88.5%) and that the community work in the course made them more aware of their biases and prejudices (62.1%). Overall, student respondents seem empowered by community involvement and believe that most people can make a difference in their
Table 8. Studen ree
community (94.6%). ts’ Perceptions of Service Experience 2010‐2011 (n=261)
Disagree Neutral AgPerception of Service‐Learning The community psubject matter I learned can be used in everyday life.
78.54% articipation aspect of this course helped me to see how the
6.51% 14.94%
The community w erstand the lectures and read
15.71% 26.44% 57.85% ork in this course helped me to better undings in this class.
I feel that I wouldspent in the class
have learned more from this course if more time had been room instead of doing community work.
52.49% 24.52% 22.99%
The idea of combshould be practic
% ining work in the community with university coursework ed in more courses at Weber State University.
11.49% 27.97% 60.54
Evaluation of Service‐Learning Course The syllabus provcommunity work
% ided for this course outlined the objectives of the in relation to the course objectives.
15.33% 20.31% 64.37
The other studen
ts in this class played an important role in my learning.
12.64% 22.99% 64.37%
I had the opportuwork and its relat
5.52% nity in this course to periodically discuss my community ionship to the course content.
16.09% 18.39% 6
My interactions with the community partner enhanced my learning in this course.
15.71% 20.31% 63.98%
I developed a goothe community w
d relationship with the instructor of this course because of ork we performed.
18.01% 27.59% 54.41%
I am in favor of coto hands‐on invollearning.
urses that connect what you are learning in the classroom vement with community issues through community‐based 5.36% 13.41% 81.23%
Attitude toward Community Involvement I was already volu
.13% nteering in the community before taking this course.
33.33% 19.54% 47
I feel that the comcommunity.
78.93% munity work I did through this course benefited the
4.21% 16.86%
I was able to wor course.
95% k directly with a community partner through this
10.34% 15.71% 73.
The community waware of the nee
ork involved in this course helped me to become more ds in my community.
6.90% 18.39% 74.71%
I will probably vo
lunteer or participate in the community after this course.
7.66% 15.33% 77.01%
I have a responsib
ility to serve my community.
3.45% 11.88% 84.67%
Influence of Service on Major/Profession Doing work in the y helped me to become aware of my personal strengths and weaknesses.
8.81% 14.56% 76.63% communit
The community w g my career plans.
ork in this course assisted me in clarifyin32.57% 22.61% 44.83%
Performing workpursue.
31.42% in the community helped me clarify which major I will
43.30% 25.29%
25
The work I perforin a “real world”
2% med in the community enhanced my ability to communicate setting.
11.11% 21.07% 67.8
The community asolving skills.
5% spect of this course helped me to develop my problem‐
11.11% 26.44% 62.4
The work I performed in this course helped me learn how to plan and complete a project.
13.03% 17.24% 69.73%
Participating in the community helped me enhance my leadership skills.
9.20% 16.48% 74.33%
Personal Reflections on Service Most people can make a difference in their community.
1.53% 3.83% 94.64%
I was comfortable working with cultures other than my own.
2.68% 8.81% 88.51%
The community work involved in this course made me more aware of my ownbiases and prejudices.
9.96% 27.97% 62.07%
y e) Interviews with CBL Facult Over the Spring semester, one of our AmeriCorpvisited with a pool of faculty representing
s VISTA members, Noel Wilkinson different levels of CBL practitioners a r St
is pedagogy dec morCIC was interested in what tools the faculty member was using/aw d if ere
the tionhelp new CBL faculty. On the other d, the
as the orp m the CBL SI program) to interested faculty. In addition, the CIC asked each faculty member
c uld and
view was, of the by
he faculty interviewed talked about how the center collects and ledged the current system in place may
be limited by technology, low staff numbers, etc. One faculty mem ine th by students a met her
e access to the most update record of students in her class. This f inf wt solutio is r Exp
Vic Net
eriCorps Program
t Webe ate, from unfamiliar to faculty who have been teaching with th for a
are of anade or there w
e. The tools
or information that they would have liked to see. In talking withthe CIC discovered topics that could
long‐time han
CBL practi CIC was
ers, able
to take this time to promote programs already in place (such AmeriC s progra and
interviewed if they knew of someone in their program whom thepotentially invite to the Fa
enter co contact ll semester’s CBL Faculty Fellows Program.
One of the benefits the center received from this interunderstanding of concerns/reservations held by faculty to some
project services
an offered the
CIC. For example, a handful of tthe frequency of reporting hours, however, they acknow
ber expla d that if e center could find a better way to log the hours submittedhav
and kind o
hod forormation
to as
helpful as the CIC staff came to together to discuss differen ns to th equest. loring
IV. Goals Specific to UCAN Serve Am
in the AmeriCorps on
mplishing the goal of reaching 100% of our allotted slots this few extra.
received training for the AmeriCorps program in 2 gra0‐11 grant year which includes
the Gear‐Up slots to the of
applied for and received.
1. Continue to increase the number of WSU students participating Educati Award program. The CIC has been very successful in acco
stgrant year. As of April 21 , we had filled all of our allotted slots plus ao 236 students 010‐11 nt year
o CIC enrolled 188 new AmeriCorps members in 201
o This is a large increase from last year’s total, due number grants that we
26
o Increasing the number of members who are re‐enrolling in theThe numbe
programt year
. rs below reflect the members’ 2nd term of service gran
8 in 2007‐08 grant year
ow reflect the members 3rd term of service grant year*
The numbers below reflect the members 4th term of service gra *
ll in mum
ugh the AmeriCorps Education Award Program
• 64,360 AmeriCorps hours completed since July 1, 2010 by 263 active and exited in more than just 2010‐11 grant year)
Over 25 ucation
nts
udents have been very active in the community. Two hundred and sixty three active (some of which are now exited) AmeriCorps members completed 64,360 hours of service since
1) are from curricular based programs requiring
grams are in what AmeriCorps calls “careers in the common good,” such as health related fields, education and social work. Nine members are from the Volunteer Involvement Program
neral WSU student urricular
increasing ts participating in the AmeriCorps Education Award
o 1 in 2006‐07 grant year oo 17 in 2008‐09 grant year
o 12 in 2009‐10 grant year 33 in 2010‐11 grant year
The numbers beloo 10 in 2010‐11 grant year
nt yearo 1 in 2010‐11 grant year
*As per the Kennedy Serve Act of 2010, members can now enroservice thro
a maxi of 4 terms of
AmeriCorps members (enrolledo 221 of these members are from curricular programs o 9 of these members are from the VIP program
o 1,576 hours completed by VIP participants since July 1, 2010 o 33 of these members are from the general WSU student population, not
necessarily connected to a particular program
• 128 current AmeriCorps active members from 2010‐11 grant year o Committed to 81,075 hours of service in the community o Will receive a total of $249,284 upon completion of the program
0 WSU students have been working with the CIC to earn their AmeriCorps EdAwards over the course of the 2010‐11 academic year. These students have been enrolled in the program in three different grant years: 2008‐09, 2009‐10 and 2010‐11 (important to note that grant years run from August 18th – August 17th of following year). The center has been responsible for training, enrolling, tracking, and keeping compliant files for all of these studethroughout the year. Additionally, the CIC staff has scheduled monthly service project events and reflection sessions for AmeriCorps members to attend. These st
July 1, 2010. The majority of these members (22service to the community through practicum, internship and clinical experiences. Many of these pro
(VIP) at WSU and these members have collectively contributed 1,576 hours of service to the community since July 1, 2010. The remaining 33 students are from the gepopulation rather than coming to AmeriCorps through any particular curricular or co‐cprogram.
As you can see from the data presented in Table 9. below, the CIC has been very successful in the number of WSU studen
27
program over time. When the CIC (known as CBEL at the time) took over the A
responsibility of m g in the program in
nts participating in the 2005‐06 grant year. In this most as successfully increased its AmeriCorps membership to ‐2010 grant year in part to a large increase of students in AmeriCorps.
or the 2010‐11
10. Two hundred thirty six WSU students were trained for successfully
rd within the 2010‐11 academic year. One hundred and membe enrolled in the 2010‐11 grant year remain active along with 10 additional
s). embers by Grant Year
eriCorps in July of 2006, there were 6 WSU students currently participatinthe 2004‐05 grant year and 14 studerecent grant year, 2010‐11, the CIC h188. This is an increase from the 2009from curricular programs participating
The CIC was very active in recruiting and training new AmeriCorps members fgrant year that began in August 18, 20the program, of which 188 enrolled. The CIC helped 68 of these students to complete the program with the full awatwenty rsmembers who enrolled in the program in the previous grant year (totaling 130 active member
Table 9. As of the 5/12/2011 Active AmeriCorps M
ent Members Exited Program Curr
Grant Year
Exit w/ No
Active
Scholarship $$
Hours Committed
CIC CIC Active Exit w/ Hours Completed
Trained Enrolled Prior to July 2006
Full Award
Scholarship (w/full aw
$$
ard) Award
2004‐05 0 N/A N/A 6 35* $45,928** 18,357*** 8 0 $0
2005‐06 31 31 14 24 $32,089 11,885 21 0 $0 0
2006 0 $0 0 ‐07 93 41 N/A 28 $36,589 15,089 13
2006‐07 Students
$0 0 13 3 N/A 0 $0 0 3 0 HS
2007‐08 0 134 87 N/A 74 $105,308 42,600 13 0 $0
2008‐09 0 157 118 N/A 96 $141,438 53,589.17 22 0 $0
2008‐09 Up
0 Gear‐ 12 9 N/A 5 $9,339 3329.61 4 0 $0
2008‐09 Up HS Students
0 Gear‐ 22 19 N/A 5 $5,000 1640.05 14 0 $0
2009‐10 4,500 141 88 N/A 67 $96,921 36,497.36 16 5 $11,815
2009‐10 Up
3,900 Gear‐ 43 33 N/A 13 $17,089 7,614.18 15 5 $10,452
2009‐10 Up HS Students
0 Gear
1 1 N/A 0 $0 0 1 0 $0
2010‐11 65,625 210 161 N/A 60 $83,842 26,665 0 101 $202,549
2010‐11 Up
8,850 Gear‐ 26 27**** N/A 8 $10,599 3,278.25 0 19 $29,506
Totals 883 591 1474 415 $584,142 220,545 130 130 $254,322 82,875
* Includes nt yr 1 partial ** Does not include partial award ***Includes partial ****Re‐enrollees need only be trained 1x/ gra
28
ot
aware of their eligibility for multiple terms. Data in Tables 10, 11, and 12 below demonstrates that the CIC staff members have been
Individuals are eligible to enroll in the AmeriCorps program and receive an education voucher up to four times in their life time, as per the new Kennedy Serve Act. Additionally, members do nhave to do a second training if they re‐enroll within 30 days of their exit date during the same grant year. During the 2010‐11 grant year, the CIC staff members have continued to make a concerted effort to make exiting AmeriCorps members
successful in increasing the number of AmeriCorps members who re‐enroll in the program. Table 10 AmeriCorps Members Signing Up for Second Term of Service
1st Term Grant Year 2nd Term Grant Year # of “re‐up’s” 2005‐06 2006‐07 12005‐06 2008‐09 12006‐07 2007‐08 22006‐07 2008‐09 12006‐07 2009‐10 2 2007‐08 2007‐08 62007‐08 2008‐09 122007‐08 02 09‐10 12008‐09 2008‐09 32008‐09 20 09‐10 72008‐09 20 ‐11 1 102009‐10 20 ‐11 10 172010‐11 2010‐11 15
69Total
Table meriC Mem Signin p for rm nd m Gran rd Term rant Y ‐u ”
11 A orps bers g U Third Te of Service2 Ter t Year 3 G ear # of “re p’s
2008‐09 2010‐11 12009‐10 2010‐11 32010‐11 2010‐11 6
Total 10
Table 12 AmeriCorps Members Signing Up for a Fourth Term of Service
3 Term Grant Year 4 Term Grant Year # of “re‐up’s” rd th
2010‐11 2010‐11 1 Total 1
2. Provide necessarythe full awa
supp help vast jority dents exit the program rd.
• CI been essfu ducin e nu tu o ot e e pwith the award
ort to the ma of stu successfully with C has succ l at re g th mber of s dents wh do n xit th rogram
o 21 members did not exit with the award in 2005‐06 grant year
29
o 13 members did not exit with the award in 2006‐07 grant year
60 members from 2010‐11 grant year successfully exited
lars
• 415 ave successfully program since 200 grant year o 42 awarded to th members o 5 hours complet se exited members
The data in T ove, suggest tha has been successful helping more students successfully ex m over time. ‐06 grant year, 21 nts did not exit the program successfully. This number dropped to only 13 nts exiting without the award in the year, despit eased membership that year. Again we see a decrease in t of members no fully exiting in the 2007‐08 grant year (13) despite the increase rship. Out of all who enrolled in the 08‐09 grant year (this includes the nd Gear‐Up High embers) 27% (40) have exited unsuccessfully. This increase was e large number o ssful members from e Gear‐Up program (64% non‐completi 2009‐10 grant ye has a 26% ove non‐completion, with Gear‐Up at 45% (five members still active). The 11 grant year thus fa s a 100% completion rate with 68 out of 188 members exited. To b the AmeriCorps program, a new ce. T in otential Gear‐up mentors com obationary perio e Gear‐Up program before having the mentors attend an Am training session t mentors, who e selected by the Gear‐Up supervisor, h dedication to th p program and are m ntors who are likely to complete the . Currently 8 out olled this grant year ve completed successfully. Also, seven mem ers are re‐enrollments e program (five from vious grant years, one completed a term from a previous grant year and has re‐enrolled twice this grant year, and the last one nrolled for a second term). AmeriCorps stud are making a tremendous impact on the commu As you can see in Table 9. above, the 415 ts who successfu ed the WSU AmeriCorps Education Award program since the 2004‐05 grant year to date have contributed over 220,000 hours of service to the community. The remaining 130 currently enrolled students are committed to completing another
y am. Since the 2004‐05 grant year, 415 WSU students have successfully
exite ed in Table 9. above,
o 13 members did not exit with the award in 2007‐08 grant year o 22 members did not exit with the award in 2008‐09 grant year o 16 members did not exit with the award in 2009‐10 grant year
o All members who have enrolled during the 2010‐11 grant year have either exited
the program successfully or are still active in the program to date.
•o 26,665 hours completed o $83,842 scho hip money awarded
students h exited the 4‐05 $584,1 ese exited 220,54 ed by the
able 9., ab t the CIC in it the progra In the 2005 stude
stude 2006‐07 grant
substantiallye the incr in
he number t successin membe members 20Gear‐Up a School m due to th f unsucce thon). The ar, as of date, rall
2010‐ r ha
etter assist the Gear‐up program in having a higher completion rate inpolicy was put into pla he policy that was installed volves having p
plete a preriCorps
d with tho enroll. These
ave show ar
n program
e Gear‐u eof 27 enr ha
b into th pre
began under the new policy, successfully completed a term and has re‐e
ents studen
nity.lly exit
82,875 hours of service. This is an amazing contribution worth noting. Another noteworthy statistic to discuss is the amount of scholarship money that is being earned bthe students in the progr
d the program with scholarships that collectively total $584,142. As report
30
the 254,322 upon comple asset to both the
3. Continue Serve days and make improvements to the reflection component of the progra
• 194 AmeriCorps members participated in at least one UCAN Serve Day N Serve Day
Our t opportunities for members to serve outside of r al service programs. We hold these events at least once per month with additional
t is given through We con inued our relationship with programs such as the OttReach: Science in the Parks,
We
130 current members with whom the CIC is working, will receive a total of $tion of the program. The AmeriCorps Education Award program is a wonderful
community and our WSU students.
to offer UCANm. • 12 UCAN Serve Day events offered to AmeriCorps members
• On average 18 members participate during any one given UCA
UCAN Serve Day program has provided some greathei norm
service days in any given month if an opportunity to serve arises. Notice of each even e‐mail and is posted on the CIC website.
have tThanksgiving Challenge, Catholic Community Services, and the Ogden Nature Center and Utah Science Olympiad programs in providing volunteers to assist in these programs for service days. have also fostered new relationships with organizations such as the Youth Impact and the Arts in theParks program. All UCAN Serve Day events and the number of AmeriCorps participants at each event is summarized in Table 4. below. Table 13. UCAN Serve Day Events 2010‐11
Date/Month UCAN Serve Day Event Number of Participating
AmeriCorps MembersJune‐ July Science in the Parks/ Arts in the
Parks10
August Adrian Maxson Day of Service‐ Ogden Nature Center
8
September Habitat For Humanity Work Party 10October Trick‐Or‐Treat For Food/Make A
Difference Day14
November Student‐to‐Student/Gear‐UP Thanksgiving Challenge
0 – Cancelled due to weather
December WSU Bookstore‐ Fill the Sleigh 48January Youth Impact Mentoring Day 25February Bridging the Gap Valentines Dance 42
March Utah Science Olympiad 13April Ogden Nature Center Earth Day
Event15
May A Center for grieving Children‐ Spring Cleaning
9
Success has been found, for most of the service days, by having members RSVP to the coordinator othe programs. This in part, puts more responsibility upon the AmeriCorps member to be accountable for their commitment to the service day coordinator.
f
31
4. M
diligently to maintain the AmeriCorps files according to the UCAN Serve grant regulations.
• Conference training calls are held regularly for updating policies and addressing issues. aining sessions were held at the
rs meeting in
• A review of all completed member files are made before being sent out to the UCAN
5. Assess impact of involvement in the AmeriCorps program.
ion
aintain all member files to assure compliance with the UCAN Serve grant regulations. The CIC staff members have worked
• Monthly file reviews are being done as time logs are being turned in and recorded.
• Site visits were made by the UCAN Supervisor and also trAnnual Colorado Campus Compact UCAN Serve Program CoordinatoDenver.
Serve office in Denver to ensure compliance. • A mini audit was given by the UCAN Supervisor during the April site visit. Our program
was found to be in compliance with policies and procedures.
AmeriCorps impacts the member’s personal growth, career development and their connectto their community.
Service to Others “My best experience was when I got to see a teenager reunited with his parents after a long struggle for both parties.” Referring to a case she worked on ‐ Erica, Social Work Job/Life Skills
asp of service is missing a vital piece of knowledge to g their patients, ers.” – Marilyn, ene Personal Growth and Awareness
“A person working without a true grive the BEST to community, and employ Dental Hygi
ined a lot of confide lso reminded many times why I
chose this field of study” rence to her student teaching. – Abigail, Education
“I feel serving others he ring and understanding person.” In reference ving an AmeriCorps ygien
Community Service
“I ga nce in my ability to teach. I was a In refe
lps me to be a more ca
to ser term of service– Burke, Dental H e
service impacted m portant cond
chances & opportunities ice house.” In re serving at a at for Humanity site
eriCorps also helped ms out there, so it wil be to get involved with future.” – Sarah, tal Hygiene
Serving the Underserved
“This e by making me realize how im to start their lives in a n
it is to give families seference to
Habit – Ashley, Gear‐Up “Am me to know what volunteer progra are easier
my community in the Den
dental“By providing a low‐cost care facility, I was able to increase dental health knowledge
to those who otherwise I to serving at the WSU Dental Hygiene n Health Dental Clinic – KaDee, Dental Hygiene
would not have been able to afford it” /Mid‐Tow
n reference
“There is nothing better than knowing I’m helping people that needed help. And with my help those students are in college” In reference to helping future 1st Generation college
32
students to fill out FAFSA paperwork & getting a response to receiving funding for college –
V.
German, Gear‐Up
Goals Specific to Volunteer Involvement Programs (VIP) ‐ section authored by Kari Petersen 1.
grams were housed. The Environmental Initiatives committee, Homeless
ah Olympics Winter Games all did have
This year’s data reported here includes the VIP program, Clubs & Organizations, and other picture of service than the charts used in
ed 10,413. However Utah Special Olympics team self‐reported 4,455 hours whi hly exaggerated. Other service provided by Student Affairs reported 6,09
Table 14. Volunteer Involvement Program Students Hours
Increase recording of service hours for all VIP programs by 20%. Hours recorded for the VIP Program are still a combination of hours reported through Volgistics and Director and Chair reports. Vic‐Touch was not always operating properly at the sites inwhich the VIP procommittee, Your Community Connection, YMCA, Alternative Spring Break, Utah Special Olympics Team, Bridging the Gap, Done in a Day, & Uthours recorded for their programs.
Student Affairs volunteer services. This gives a clearer last year’s annual report. For 2010‐2011 VIP students volunteered a total of 9,345 hours. Last year the report show
ch was probably hig4.59 hours of service.
Alternative Spring Break 29 1298Best Buddies 60 260Boys & Girls Club 44 441.8Bridging the Gap 63 146.2Christmas Tree Bridge 21 31Done In A Day 613 675.4Environmental Initiatives 17 99.08Food Pantry 28 70Habitat for Humanity 27 400Head Start 27 711.6Homeless Projects 111 746Service Week 5 30Special Olympics Team 12 3700Special Olympics Winter Games 41 340YCC 29 274.2YMCA ‐ Heritage Elementary 19 122Total 1146 9345
See nd impact statement.
Appendix A for list of VIP programs, number of students involved, hours served a
33
Table 15. Clubs Students Hours
1st Gen 4 127AMSA 14 108.77Billiards 2 8Bowling 25 90Clubs at St Anne's 43 64Delta Chi Omega 1 57Dental Hygiene 9 1410.15FEA 6 97.5Freedom Riders 16 546Hope Alliance 1 5LDS Institure 4 116.5Phi Alpha Theta 1 4Pi Theta XI 6 24Pre‐Dental 85SIFE 2 31STAND 1 8Women's Rugby 1 3Women's Soccer 1 24Totals 137 2808.92
r reported service m Student Affairs
Students ur Salvation Army 203 412
Table 16. Othehours fro
Ho sAngel/TreeEmerging Leaders (SIL) 42 420Hispanic Area Council 10 110Honors 8 3.81 3Intervarsity 30 1200MLK Day/Diversity Center 75 460Multicultural Center 2 12Native American Council 7 28SIL Leadership Conference 72 144Soup on the 25th 87 272 .76Student Althletes 734 1163Upward Bound 75 1125Women's Center 11 284 Totals 1356 6094.59
34
2. Continue to provide leade rtunities for all VIP chairs. As the Assistant for S Leadership I (Kari Petersen) was part of the team providing leadership opportunitie e ber State University. We held the Advisor Executive Le Retreat on April 26 7 at WolfCreek, attended Utah Leadership Academy (ULA) on Ma , 2010, Student Invo me Leadership held the WSUSA Student Leadership Sherwood Hills on gust 10 , and the Academy of Leadership (AOL) on August 16‐1 ents are invited a encour to attend Academy of Leadership (AOL) and the Uta my (ULA stud leaders attend the WSUSA Student Leadership R
3. Increase the reco rs for clubs d tions by 5%.
Last year th had only 5 clubs record hou is year we had 8 clubs recording hours, an increase of . Anne’s document ub members doing service on Saturdays when they w ment ho s with th ‐Touch System. On February 25, 6 students vo ebruary 26, 2 tud lunteered, and on February 27, 11 students volunteere erved 63 hours.
Office Staff during 2 2 Co‐Directo this role) Secretary/O l‐time) Work‐study per week) Program Coordinator (3/4 time professional
2 AmeriCorps VISTAs (full‐time)
rship training and oppotudent Involvement and
s for stud nts at Weadership ‐2y 11‐14 lve nt and Retreat at Au ‐117. All stud nd agedh Leadership Acade ). All entetreat.
rded service hou an organizae CIC ing rs. Th63%. However, St ed clere unable to docu ur e Vic
lunteered, on F 7 s ents vod. They s
010‐11 rs (each ½ time inffice Specialist (ful
(20 hoursStudent staff member)
35
2011‐12 Community Involvement Center Goals (Subject to change one new CIC Assistant Director is hired)
Specific to the General Operation of the Community Involvement Center I. Goals
rate public awareness of the Community Involvement Center and what it has to offer the and community. Provide center newsletter. Explore the use of social media outlets as a of accomplishing this goal in addition to other more conventional methods of years past.
1. Genecampusmethod . Maintain the Community Involvement Center website. Keep it current and add pages that become
c. 3. Fine curricul
b) Increase the number of faculty members and students who utilize the tracking system. c) Revamp online registration form and time logs to obtain more precise information about the service program(s) students are involved. d) Increase the total number of hours captured in the system to at least 35% of total hours
turing approximately 20% of total hours served).
. Upda ty Directory keeping it as current as possible.
. Reco tion and create a handbook for embe
. Continue to strengthen community partnerships through: number of formalized partnerships by
20‐25 more organizations than currently have on file); b) Systematically collecting feedback from community partners regarding their satisfaction with the CIC; and c) Providing resources to community partners (i.e. community partner handbook, virtual tours, networking opportunities via social media and otherwise, training opportunities, etc.).
7. Create a “student handbook” to guide students through the process of becoming engaged in service (both curricular and co‐curricular). 8. Partner as a campus team with Utah Campus Compact. 9. Utilize the established working committee structure to accomplish the work of the CIC. Support these committees in their work.
o Hall Endowment for Community Outreach Grants Review Committee • Review and grant funding.
o Adrian L. Maxson Scholarship Committee • Review applications and grant scholarship. • Assist with planning and facilitating an Adrian Maxson Day of Service
o Cody Odekirk Scholarship committee
2necessary. Add more video content to the website to make it more dynami
tune and maintain the Service Hours Tracking system created for recording curricular and co‐ar service hours for participating WSU students. a) Explore methods for handling the increased use of the Service Hours Tracking system andimplement necessary changes.
served (currently cap 4 te and maintain the Service Opportuni 5 nfigure the CIC Advisory Board, define purpose, provide direcm rs. 6
a) Signing Memorandums of Understanding (increase the
36
• Rev time. o Awards Comm
• Review applications and award the recognition as determined by the Utah
o Community‐Based Learning Curriculum Committee
. Goals specific to General Programming of the Community Involvement Center
iew applications and grant scholarship for the firstittee
Campus Compact (UCC).
• See Goals Specific to Community‐Based Learning (Section III. 2.) II
as Make a Difference ay, Martin Luther King, Jr. Day and AmeriCorps National Week of Service.
ristmas service project. 3. Supp scholars on campus in the following ways:
m; and .
. Collaborate with and support other campus entities in their efforts to engage students, faculty and
ss and utreach mentoring/tutoring program, etc.).
ining to WSU students via the Preparing to Serve online training modules. Promote these aining modules as resources to faculty, staff, community partners as well as non‐WSU related
e identified from community partners, faculty, 6. Devecommu ps. 7. Host
s, the number of students participating in service and their attitudes bout service over time.
I. Goals Specific to Community‐Based Learning
1. Bring more recognition and campus support for national days of service suchD 2. Engage faculty, staff and students in a campus‐wide Ch
ort and recognize student servicea) Continue to grow and facilitate the CIVITAS program; b) Award the Excellence in Service recognition; c) Facilitate the 4th annual Service Symposiud) Collaborate with the Aletheia club officers to engage these presidential scholars in service
4staff in service (i.e. WSU Bookstore Fill the Sleigh event, Science in the Parks, Education AcceO 5. Provide tratraudiences. Add modules to the training as necessary (could b
staff or students).
lop and pilot a Purple Pride Partnerships program to highlight and “market” the CIC’s strongest nity partnershi
the 6th annual Community Involvement Recognition luncheon.
8. Continue to assess campus participation in service over time (since the inception of the CIC). For example, track student service houra II
‐tructors program.
2. Continue ions for the CBL (Community‐Based Learning) nity‐Based Learning Curriculum committee.
1. Continue to collaborate with WSU’s Supplemental Instruction program to provide the CommunityBased Learning Supplemental Ins
to promote, recruit and review applicatdesignation on courses with the assistance of the Commu
37
3. Continue ng via the Fellows Program and other relevant workshops, information
and/or
ngaging their students in community‐based
. Continue to assess the use of service‐learning and community‐based research at WSU.
. Goals Specific to UCAN Serve AmeriCorps Program
to provide faculty development opportunities in community‐based learniCommunity‐Based Learning Facultysessions retreats.
4. Create a faculty handbook to assist faculty interested in elearning. 5 IV
the program with the ll award.
3. Conti the reflection component of the program 4. Main
ograms (VIP)
1. Continue to increase the number of WSU students participating in the AmeriCorps Education Awardprogram. 2. Provide necessary support to help the vast majority of students successfully exitfu
nue to offer UCAN Serve days and make improvements to.
tain all member files to assure compliance with the UCAN Serve grant regulations. 5. Assess impact of involvement in the AmeriCorps program. V. Goals Specific to Volunteer Involvement Pr hese goals will be determined once a new assistant director is hired for the Community Involvement TCenter.
38
Appendix A
Volunteer Involvement Program
lternative Spring Break
tudents: 28
ight students spent their Spring Break building homes for Habitat for Humanity in
tudents learned building skills and were able to meet with families being awarded the
e housing for low-income families and how the families partnered by completing ip.
friends and memories you make on
Number of Hours 412
Impact: Christmas was provided for 200 low-income children in the Ogden Area.
Boys & Girls Club
Students: 44
Hours: 441.83
Impact: Students were able to serve at the Marshall White Center. Students learned how to create and implement projects for children ranging from 5-16. The field day they created with many students involved with athletes at WSU was extremely successful.
Student Reflection: “The kids at the clubs have so much spirit and hope. Their positive attitudes make me want to help them achieve their goals. They all have the biggest smiles on their faces, even with what they have been through.”
A
S
Hours Served: 1,298
wenty-eTVentura California.
mpact: SIhomes they could not afford without the assistance of Habitat for Humanity. Students saw firsthand the difference their service made. Students became more aware of the barriers for ffordabla
hundreds of service hours of their own in order to earn the privilege of homeownersh
Student Reflection: “Spring Break lasts a week, but the lternative Spring Break last a lifetime. And knowing that you’ve positively affected people’s A
lives is just amazing.”
Angel Tree
Number of Students, Staff & Faculty Involved: 203
39
Best Buddies
tudents 60
nts were able to work with students that have intellectual and developmental disabilities. Many of our students in education and especially special education join in these
helpful for them in validating their career choices.
or life.”
nd
“I love listening to the many experiences people have had along the way. Gap has provided me with the opportunity to serve and learn from people in the
community who have some of the best stories and knowledge about life. I’ve grown so much
Served 31
t
S
Hours Served 260
Impact: Stude
service activities. It is
Student Reflection: “Join Best Buddies to change lives. You’ll not only make a difference;you’ll make a friend f
Bridging the Gap
Students: 63
Hours Served 146.2
Impact: Students get to know, serve and bring joy to seniors. Students get a sense of history again an awareness of different perspectives and life experiences.
Student Reflection:Bridging the
through this experience.”
Done In a Day
1.Christmas Tree Bridge
Students 21
Hours
2.One Day Even
Number of Students: 11
Hours Served: 77.35
American Red Cross Blood Drive
Number of Students Involved Giving Blood: 490
40
Student Volunteers Administration and Marketing for two blood drives
tal: 227
e representative from the SLC Red Cross Office many times ent. The Fall drive was two days and the Spring drive was three days. Students
learned and practiced organizational, leadership, and marketing as they organized and ents. Students will able to have donor sign up for times to donate and
were in charge of the intake table throughout the actual event. Another impact was the
e
tner: “I would have to say, this was a fantastic first year for Weber State to enter the blood battle. We had great success this time because of the volunteers and setting
” Jesse Holt-Volunteer Coordinator for American Red Cross of Northe
Enviro
17
Number of Hours
Impact areness of the need to use efficient light bulbs in one’s home. They also had the opportunity to educate younger children on the importance of recycling with
ools.
lieve most people do. I believe there is a Initiatives Committee is dedicated to
aking the planet a more sustainable and beautiful place.”
Habitat for Humanity
Students 12
Hours Served 108
Spring Blood Battle To
Fall Blood Battle Total: 263
Total Hours Service 685.35 Total Hours
Total Students 513
Impact
VIP students met with Jesse Holt, thplanning the ev
implemented the two ev
awareness of the need for more donors which was demonstrated by the February event alone where there were 70 first time donors.
Student Reflection: “ For students with busy schedules, Done-In-a-Day is perfect! In one day, you are able to give back and develop an immediate sense of fulfillment and satisfaction fromserving those in the community. Done-in-a Day eliminates the excuse of not having enough timto serve.”
Community Par
realistic goals for the week.rn Utah.
nmental Initiatives
Number of Students
99.08
: Students created an aw
their green bus tour to elementary sch
Student Reflection: “I love beautiful things, and I besacredness to life, and that’s why the Environmental m
41
Number of Students 27
Number of Staff 2
rved 400
ed and dedicated for the family. Two more homes are being built. Students became aware of the need for low cost housing in Ogden and also learned how to
ir was able to sit on the Weber/Davis Habitat for Humanity ( fundraising, building expertise, and volunteer
es volunteering with Habitat for Humanity reaffirmed my t we gain more by giving more of ourselves to others.”
Students learn hands-on science experiments and how to
teach science principals.
nd
Homeless Projects
y
Impact: Catholic Community Services food bank received cases of food for their pantry (the SU volunteers) St. Anne’s received assistance with food,
serving, sorting of donations, and hygiene items. The Salvation Army received a new nursery,
Student Reflection: “Working with the Homeless Projects Committee has taught me to always
Number of Hours Se
Impact: One home was complet
organize volunteers. Student chaBoard learning all that goes on behind the scene.coordination.)
Student Reflection “My experiencbelief tha
Head Start
Students 27
Hours: 711.6
Impact: Student chair collaborated with Dr. Adam Johnston in providing a science curriculumand training for 40 Head Start teachers.
Student Reflection: “The kids in Head Start are so open to learning. I find it rewarding to spetime with them and teach them what I know while we play together.”
Students serve at Ogden Rescue Mission, St. Anne’s Homeless Shelter, Catholic CommunitServices (where students partner at the LDS Cannery) and the Salvation Army.
Number of Students Involved: 111
Hours Served: 7
equivalent of cans generated by W
with clean toys, a delightful mural, new paint and a ceiling absent of asbestos. Ogden Rescue Mission received assistance with their large food giveaways.
be ready to lend a helping hand.”
Special Olympics Utah Team
Student: 12
42
Hours Served: 3700
Special Olympics Utah Winter Games
l relationships as they coach athletes each week and participate in annual state and national Summer and Winter Games. Creating and implementing programs for Special
n,
lection: “When you volunteer with Special Olympics, you help the athletes feel a part of the Winter Games and help them become the person they are capable of being.”
YCC/YOUR COMMUNITY CONNECTION
Number of Students Involved: 29
Impact: Students assisted with the gym nights on Monday and Wednesday, preparing and
“Volunteering at the YCC will be one of the most regarding experiences you’ll have at Weber State. The people you will meet will forever alter how you view the world.
2
d
efreshments. One of the objectives of the program was to encourage young first generation children to start thinking
Student Reflection: “Volunteering at the YMCA was the highlight of my week, it felt great to hile, where the rewards were not paid in money but in the small
control himself, or watching the kids learn to
Students: 41
Hours Served: 340
Impact: Students who participate in this program provide a gateway to empowerment, competence, acceptance and joy for the Special Olympics athletes. Student volunteers are able to form meaningfu
Olympians provide students the opportunity to learn skills in time management, communicatioevent planning and marketing.
Student Ref
Number of hours served: 247.24
implementing lesson plans. Student also assisted with the event “Walk a Mile in My Shoes as well as the annual fundraiser, Real Men Can Cook.
Student Reflection:
YMCA
Number of Students Involved 19
Hours Served: 12
Impact: Young children in the after school program were able to work with art in order to express what they planned to be when they grew up. They worked with clay, water colors anphotography. An art exhibit was held at WSU during the month of May with the Opening Eventtaking place on May 9th. Parents, school administrators, and students were bused to the university for the opening reception to enjoy the art and light r
about college and have the knowledge that this avenue is open to them.
be invested in something worthwsuccesses of seeing a boy with anger issues learn to
43
44
uments, or watching an older child take younger ones under his/her wing to coach them in soccer.”
“Being part of the YMCA after-school program has guided my career choice. YMCA teaches ity of education among elementary-aged students. This has to be dealt with, and
It is a real asset to have so many enthusiastic WSU students participate
play new musical instr
about the disparI want to do my part to help.”
Partner Reflection: “with the YMCA kids in the after-school program. The YMCA initiate is to promote higher education and having a partnership with WSU students encourages the kids to consider college.”