Community leadership
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This document outlines how to develop a community leadership corps for service-learning. It defines service-learning as using community service to facilitate learning and a leadership corps as connecting students with community organizations. Developing a corps provides educational and career benefits to students while contributing volunteer hours and collaboration between schools and communities. The document recommends securing support, identifying host organizations and student interests, training and matching students, monitoring placements, and reflecting on the experience.
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Кръгла маса "Обездвижване при децата- рискове за здравето и когнитивното им р...
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This document provides an overview of service learning. It defines service learning and differentiates it from similar terms like volunteerism and community service. The key aspects of service learning are that it integrates community service with academic learning, is mutually beneficial to both the student and community, and includes structured reflection. Benefits include improved academic performance and developing skills like leadership. Critical elements are including community voice, orientation, meaningful action, reflection, and evaluation. Examples are provided of how to enhance existing volunteer projects into service learning projects. Upcoming service opportunities at GVSU are outlined.
Service Learning Power Point
This document provides an overview of service learning. It defines service learning as an instructional method that utilizes community service as a resource for learning. Key aspects include integrating academic curriculum with real-life experiences, meeting community needs, and promoting reflection. The document discusses benefits like improved grades and civic responsibility. It also outlines the preparation, action, reflection, and celebration steps involved in service learning projects.
Community learning center
The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to afterschool programs. The No Child Left Behind Act (NCLB) reauthorized 21st CCLC in 2002, transferring the administration of the grants from the U.S. Department of Education to the state education agencies. Each state receives funds based on its share of Title I funding for low-income students. Funds are also allotted to outlying areas and the Bureau of Indian Affairs.The No Child Left Behind Act narrowed the focus of 21st CCLC from a community learning center model, where all members of the community benefited from access to school resources such as teachers, computer labs, gymnasiums and classrooms, to an afterschool program model that provides services only to students attending high-poverty, low-performing schools. The services they provide include Academic enrichment activities that can help students meet state and local achievement standards. They also provide additional services designed to reinforce and complement the regular academic program, such as: drug and violence prevention programs, counseling programs, art, music, and recreation programs, technology education programs, and character education programs. Programs also may provide literacy and related educational development services to the families of children who are served in the program. [1]
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
APSCU_BestPractices_Alumni_FINAL
This document provides recommendations for best practices for establishing and maintaining alumni communities at private postsecondary institutions. It discusses structuring an alumni community by determining its place within the institution's organization, creating an advisory board, and measuring return on investment. The document also recommends offering career services, discounts, recognition programs, and scholarships to benefit alumni and gain institutional benefits like employer partnerships, advocacy, and strategic planning support from engaged alumni.
Citizenship (darwin manuel)
This document discusses active citizenship and service learning. It defines active citizenship as citizens working directly or through representatives to exercise power towards shared goals. Service learning integrates community service into instruction to teach civic responsibility and strengthen communities. The document emphasizes that being an active citizen through service helps develop individuals and countries. It is important for students to take these concepts seriously to become active citizens themselves and help create more active citizens in the future.
Citizenship (darwin manuel)
This document discusses active citizenship and service learning. It defines active citizenship as citizens working directly or through representatives to exercise power towards shared goals. Service learning integrates community service into instruction to teach civic responsibility and strengthen communities. The document emphasizes that being an active citizen through service helps develop individuals and countries. It is important for students to take these concepts seriously to become active citizens themselves and help create more active citizens in the future.
Citizenship (darwin manuel)
This document discusses active citizenship and service learning. It defines active citizenship as citizens working directly or through representatives to exercise power towards shared goals. Service learning integrates community service into instruction to teach civic responsibility and strengthen communities. The document emphasizes that being an active citizen through service helps develop individuals and countries. It is important for students to take these concepts seriously to become active citizens themselves and help create more active citizens.
'23 NSO - Bonner Program - The Big Picture
This document provides an overview of the Bonner Program, including its history and commitments, four-year developmental model, impact, and reasons for its success. The Bonner Program began in 1990 with a goal of providing college students opportunities for community service and financial support to access education. It utilizes a four-year model focusing on developing students' civic identity through service, reflection, and leadership roles. The program aims to benefit students through skill development, benefit campuses by building infrastructure for engagement, and benefit communities through partnerships and measurable impact. The document outlines campus-wide goals for the program, including scaling community-engaged learning through pathways and working groups, with an overall theory of change.
Presentation
This document provides an overview of the work of Tata Institute of Social Sciences, Aide et Action International, and Aide et Action's iLEAD Guwahati skill training program. It discusses iLEAD Guwahati's establishment in 2009, its goal of providing vocational training and employment opportunities for marginalized youth, and its delivery of training programs in four trades. It also describes the internship experience of an MSW student at iLEAD Guwahati, including community outreach activities, case studies conducted, and recommendations provided to strengthen iLEAD's alumni association and community mobilization efforts.
Service Learning 101
The document provides an overview of a seminar on service learning presented by Shannon Healy. The seminar covers definitions of key concepts like volunteerism, service-learning, and civic engagement. It also outlines the benefits of service-learning and its 5 critical elements: community voice, orientation and training, meaningful action, reflection, and evaluation. Examples of how to enhance existing service projects are discussed. Contact information is provided for the Community Service Learning Center and its staff.
Diving Deep: Growing the Field of Civic Engagement Practitioner-Scholars
This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
BUILDING SCHOOL AND COMMUNITY PARTNERSHIPS.pptx
This document discusses methods for building partnerships between schools and their surrounding communities. It identifies establishing a school-community advisory board, encouraging volunteer programs, and engaging in collaborative projects as key ways to foster communication and collaboration between schools and community members, parents, local businesses, and organizations. Regularly communicating through newsletters and events, involving parents, and developing mentoring programs are also recommended to create a supportive environment for students and strengthen relationships between the school and community.
Role of NGO, Civil Society and Advocacy in Education
This document discusses the roles and functions of NGOs, civil society, and advocacy groups in secondary education. It outlines that NGOs focus on areas like teacher training, curriculum development, community mobilization, and supporting special needs children. Their roles include creating innovative schooling models, monitoring education programs, and advocating for policy reforms. Civil society plays an important role as a link between communities and the government in designing, implementing, and monitoring education. Advocacy groups advocate for child-centered education policies and provide legal support for students with special needs.
2015 New Director Orientation - Vision & History
This document provides information about the Bonner Vision and program. It discusses the goals of providing college students opportunities to engage in community service through developmental and financial support. The Bonner program aims to promote access, diversity, civic engagement, community building, social justice, international perspective, and spiritual exploration. It also outlines common commitments for Bonner scholars, including engaging in weekly service, developing as agents of change, serving legitimate community needs, connecting service to studies, and accomplishing inspiring projects. The document summarizes the impact of the four-year Bonner program on student development and skills. It outlines community impact goals around cooperation between campus and community, strengthening a culture of service, and forming a higher education consortium committed to service.
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Community leadership
- 1. Developing a Community Leadership Corps: A Model for Service-Learning
- 2. What is service-learning? Service-learning is an educational method that emphasizes learning through community service
- 3. What is a community leadership corps? A community leadership corps connects students with an organization or initiative in his or her community
- 4. Why develop a community leadership corps? • Provide educational experience for students • Teach positive values, leadership, citizenship, and personal responsibility • Encourage students to become active community members • Teach job skills to students
- 5. Why develop a community leadership corps? (cont.) • Contribute your outreach efforts to local community, the state, and beyond • Increase school-community collaboration • Help with community education • Contribute many hours of service to people in need, non-profit agencies, private sector companies, and governmental agencies
- 6. When is a good time to develop a community leadership corps? A community leadership may be most useful for you after your organization has created its strategic plan and developed relationships with strategic partners
- 7. Who should be involved in developing a community leadership corps ? You will need to have partnerships between the institution or organization that recruits and supports the students or youth and the individual organizations where they will be placed
- 8. How do you go about developing a community leadership corps? 1. If possible, secure resources and support 2. Identify host organizations and any additional partners 3. Identify host organization needs 4. Recruit students 5. Identify student interests
- 9. How do you go about developing a community leadership corps? 6. Train students 7. Match students with host organizations 8. Monitor and support students during their placements 9. Allow students, hosts, and sponsors to reflect on the experience 10. Celebrate!
- 10. How do you go about developing a community leadership corps? 6. Train students 7. Match students with host organizations 8. Monitor and support students during their placements 9. Allow students, hosts, and sponsors to reflect on the experience 10. Celebrate!