Students will learn about such topics as credit, taxes, real estate, budgets, investments, etc. Twenty of them will be recruited based on a written essay and their academic performance at BMCC to be Financial Literacy Ambassadors (FLA). Besides participating in the workshop, the FLA will be mentored by a member of the business community and participate in service learning with New York City high school students. The FLA will reflect on what they learned in the workshop, which will be demonstrated through focus group surveys and reflective pieces written by the students at the end of the workshop.

The service learning proper will occur when the FLA share what they have learned with their high school counterparts. In consultation with the Office of the Superintendent of Manhattan High Schools, BMCC will target five high schools for participation in the project, whose student profile is similar to that of BMCC’s. The FLA will provide service learning to the high school students through individualized and small group advisement supplemented by visits to financial institutions where the high school students can see real applications of what they have learned from the BMCC FLA. Like the ambassadors, the high school students will gain an understanding of how to organize budgets, deal with credit in a responsible manner, and save for the future, among other topics. The success of the service learning aspect of the proposal with the high school students will be determined by their response to a survey comparable to the one administered to the BMCC FLA.

For further information, please contact Dean Erwin J. Wong by phone at 212.220.8322 or by email (ewong@bmcc.cuny.edu).

These service learning experiences will involve students from many academic disciplines, such as English, Psychology, the Humanities and Horticulture, working in conjunction with several non-profit agencies including Habitat for Humanity, Family Services of Greater New Orleans, St. Tammany Youth Service Bureau, Bring Back New Orleans Commission, and various schools and/or school districts. Students will apply knowledge from their academic disciplines to provide informational assistance to families and workers, tutoring for students and landscaping services for rebuilding schools, public areas and replacement houses built by non-profit organizations.

For more information on this service learning initiative, please contact the grant program director, Warren Puneky, Jr., at 504-915-8012 or wpunek@dcc.edu.

GWCC plans to use classes in Geographic Information Systems to develop a community map that identifies hot zones of need in surrounding neighborhoods. Boomers enrolled at GWCC will be referred to the Workforce Transition Center to determine their skills, career interests and values as they relate to community service choices. Once assessed, boomers will be connected to a school or community agency, from the community map hot zone, with an identified need for assistance in one of 3 areas: education, social work and health care. Social Work classes will connect with boomers interested in organizational management, social policy, or economic development.

GWCC's bilingual nursing will serve minorities needing healthcare education, and boomers with backgrounds in math and science will assist the needs of low achieving math and science students in K-12.

For more information please contact Martha Bergin at 602-286-8747 or via email at martha.bergin@gwmail.maricopa.edu

In its inaugural semester, the program will be offered in one Early Childhood Education course and one Mental Health and Human Services course and will pave the way for future early career exploration Service-learning initiatives. The project will serve as a vehicle through which career students can become active participants in service-related projects or activities that aim to respond to the needs of the community. The program intends to build upon the close relationships that KCC has established with many service organizations in Brooklyn. Through these relationships, a formal model of community involvement that will harness Service-learning's full potential in the areas of career and citizenship development will be established. Structured in a manner that will assure effective early career exploration through service-learning experiences, the program will further enhance the academic and career goals of Kingsborough students while addressing compelling community needs.

For additional information, Dr. Elizabeth Basile can be reached at (718) 368-5115 or via email at ebasile@kbcc.cuny.edu.

The goal is to increase high school and college graduation rates by supporting student involvement in the community and encouraging service-learning while students are still in high school. Current enrollment in REACH is over 240 students with disadvantaged students identified by the following criteria:

1. First generation to attend college
2. Students who work 10-30 hours
3. Foster child
4. Incarcerated family member or lives in temporary housing or teen parent
5. Physical/mental disabilities
6. Single parent home, and
7. Under-represented group.

The Center for Service-Learning will work with REACH students to select sites that will develop their civic skills. MCC's Center for Service Learning currently has over 200 active community partners. REACH students will collaborate with community college students in established service-learning projects on campus such as the Dr. Seuss literary project or the rose garden environmental project. They will be active in planning and implementing those events. During their senior year, REACH students will enroll in a 1 credit Service-learning course that requires 50 hours of community service. A Service Learning Coach will train REACH students and their parents on the fundamentals of service-learning and civic engagement and to be a support system for the participants.

Faculty in the REACH program will attend a 4 hour training module on service-learning and civic engagement. Other MCC service learning faculty will be recruited as mentors for REACH participants. The Office of Service Learning will extend this training opportunity to all faculty in the 10 colleges of the Maricopa Community College District.

For more information, please contact Duane Oakes at 480-461-7214 or via email at duane.oakes@mcmail.maricopa.edu

The service learning team focused on establishing service learning guidelines, procedures, and performed a baseline assessment to help institutionalize service learning at MATC. The guidelines were drawn from several institutions across the country and compiled into easy to use packets individually geared towards students, faculty, and community organizations. The guidelines fit easily into newly established procedures for the involved parties to follow when beginning or improving service learning projects. The baseline assessment of faculty who were doing service learning or “service-learning-like” activities identified target instructors for the team to follow-up with and a measure to demonstrate MATC’s growth in the field.

In addition to solidifying MATC’s service learning foundation, the team has engaged with faculty, community organizations, and K-12 school districts in two projects that are/will become annual events, the Environmental Survival Challenge and the Walk Against Poverty. During the Environmental Survival Summer Challenge, MATC students will help facilitate service learning projects with middle school students from Oak Creek-Franklin Joint School District, Raymond School District, and the Milwaukee Public Schools over 3 weeks in the summer. Students from each school will attend several different sites to learn to save energy, retain water and maintain a healthy aquatic ecosystem, reduce trash and hazardous waste, and use alternative transportation. Each project site will mix city, suburban and rural schools, providing a diverse learning environment for the MATC students.

According to U.S. Census figures, Milwaukee has the seventh highest poverty rate in the nation. More than one in four residents lives in poverty; over 62,000 of those living in poverty are children and make up 41.3% of all the children in the city.

Milwaukee Area Technical College took action! Partnering with a variety of community organizations, a three-day campaign was hosted to raise awareness of poverty in Milwaukee and southeastern Wisconsin. Over 300 service learning students from a variety of courses participated in the second annual “Walk Against Poverty Campaign”. This service learning event model included presentations, demonstrations, art displays, advocacy, education and a march put on by students, instructors, agency organizers and community members, to call attention to various causes, effects and solutions to poverty.

For more information, please contact Courtney Marlaire at 414-297-6773 or via email at marlairc@matc.edu.

SDCC welcomes the Accent on Student Success: Engaged Together in Service (ASSETS) grant as a funding source to help it establish a solid footing for a campus Service Learning Program. Since border issues such as immigration, infectious diseases such as HIV and flu pandemics, other aspects of public health, bioterrorism, and water quality have become much more pronounced during this decade in the San Diego- Baja California region, faculty and students at SDCC have recently established a Border Symposium, hosted alternately between San Diego and a community college in Tijuana. Our new Campus Service Learning program provides an excellent way to engage our students with the border issues related to Homeland Security and Domestic Preparedness.

For more information, please contact Cassie Morton at 619-388-3763 or via email at cmorton@sdccd.edu

For more information, please contact Juana Jose at 520-383-0044 or via email at jjose@tocc.cc.az.us.

Through its participation in the Accent on Student Success: Engaged Together in Service (ASSETS) initiative funded by Learn and Serve America and the Community College National Center for Community Engagement, Lone Star College --Tomball's service learning project will include students from Government, Computer Gaming Certificate Program and Club, and Vocational Nursing Program.

1. Civic Engagement (CE) Training Module-The Lone Star College--Tomball Government discipline will team with the Computer Gaming Certificate program and Student Gaming Club to develop a CE computer training module. The module will include the following objectives with respect to the political process:
   • identify youth within the community that are disadvantaged economically, socially and politically and expand their awareness of the political process, and
   • strengthen the community by the inclusion of young people who understand the nature of citizen participation.

   The purpose of the module is to acquaint the user with the concepts of SL/CE and to develop the user's receptive attitude toward such assignments. The module will be modified for use in the community by partnering with the local America's Promise program (Tomball's Promise) and Tomball ISD.

2. Bio-terrorism Community Awareness and Preparation Module - Responding to the recent community interest in homeland security and hurricane disasters, the Lone Star College--Tomball Vocational Nursing Department will partner with the college Computer Gaming Certificate Program to develop a bio-terrorism awareness and preparation module. The module will give vocational nursing students training in bio-terrorism scenarios and give a sense of civic responsibility in preparing and demonstrating the module throughout the community. The module will place the user at the heart of a disaster scenario and will highlight the health implications, community response resources, and various preparation methods available to citizens. This will benefit local nonprofit medical clinics like TOMAGWA, where nursing students will disseminate the information learned to the non-profit representatives and their volunteers, and advance the Safe Places and Healthy Start emphases of Tomball's Promise.

For further information, please contact Clark Friesen at 281-401-1807 or via email at clark.w.friesen@lonestar.edu.

Type 2 diabetes is a widespread problem that directly or indirectly affects everyone on the reservation. While many adults are diabetic or are at risk of becoming diabetic, the problem is also affecting children. In the fall of 2005 when the Tribal Diabetes Program screened children in kindergarten through eighth grade in the schools on and around the reservation, they found that 57% of the children are at increased risk of becoming diabetic. TMCC’s service learning/community engagement project is working with area schools and other community partners, including the Reservation Diabetes Program, the 5 + 5 Coalition, the Rolette County Wellness Coalition, the Reservation Wellness Coalition, and Boys and Girls Club, to improve the health of the community by increasing awareness of the problems associate with diabetes and ways to reduce the risk of developing the disease or of having complication related to it. This is being done through numerous activities that utilize the knowledge and skills relevant to the particular courses students are taking in a variety of disciplines.

For more information please contact Peggy Johnson at 701-477-7817 or via email at pjohnson@tm.edu.