President's Higher Education Community Service Honor Roll Application (All Pages)
Uses of information: Information provided in the “exemplary project” descriptions may be published in connection with the Honor
Roll on the Corporation for National and Community Service (CNCS) website. All other information provided via this application will be
cited publicly solely in aggregate, non-institutionally identifiable terms.
Required fields are marked with a red asterisk (*)
Institutional Information
*
University of Northern Iowa
Official institute of higher education
Chief executive officer
Title:
President
First name:
Benjamin
*
Last name:
Allen
*
Chief executive officer Contact information
Street address:
20 Seerley Hall
City:
Cedar Falls
*
State:
Iowa
*
ZIP code:
50614
*
Telephone:
(319) 273-2566
Fax:
(319) 273-6494
E-mail address:
ben.allen@uni.edu
*
First name:
Shashi
*
Last name:
Kaparthi
*
IPEDS (6 digit)
154095
*
Individual completing application
Institution's code
* Lookup
Institution's name
University of Northern Iowa
*
Department / Office
President's Office
*
Official department Contact information
Street address:
20 Seerley Hall
City:
Cedar Falls
*
State:
Iowa
*
ZIP code:
50614
*
Web site:
www.uni.edu
*
Telephone:
(319) 273-3050
Fax:
(319) 273-3010
E-mail address:
instrsch@uni.edu
*
*
Total student enrollment
12609
Institutional type
Four-year public
*
If applicable, minority-serving institution
Historically black
college or
university
Hispanic-serving
institution
Tribally controlled
institution
Is the applicant institution recognized under one of the Carnegie Foundation's new Community
Engagement classifications?
Curricular
engagement
Outreach and
partnerships
Curricular
engagement and
outreach and
partnerships
How did the applicant institution learn about the Honor Roll program?
Media
advertisement
Media news story
CNCS's letter to
higher education
chief executives
Outreach
(website,
newsletter, etc.)
by CNCS or its
programs
Outreach by
Campus Compact
Outreach by
another higher
education
organization
Apply for Competition
Which competition is the institution applying for? *
General
Community
Service
Special Focus
Area
Definitions:
Community service means: activities designed to improve the quality of life of off-campus community residents, particularly low-income individuals. Community service
activities may include but are not limited to: academic service-learning, co-curricular service-learning (not part of an academic course, but utilizing service-learning
elements) and other co-curricular student volunteer activities, as well as Work-Study community service and paid community service internships. Community service
includes both direct service to citizens (e.g., serving food to the needy) and indirect service (e.g., assessing community nutrition needs or managing a food bank).
Academic service-learning means: service that is integrated with academic course content. It may involve direct or indirect service, and may include academic
research.
CNCS programs include: AmeriCorps*VISTA, AmeriCorps*State and National, AmeriCorps*NCCC, Learn and Serve America, and Senior Corps.
Notice: All estimates requested in this application are for the 12-month period ending June 30 of the Honor Roll year.
Required fields are marked with a red asterisk (*)
General Community Service: Student Service Estimates
Estimate:
a. The number of students who engaged in academic service-learning
3964
*
b. The number of students who engaged in forms of community service other than academic service-learning
c. The total number of students who engaged in community service of any kind
*
7387
d. The number of students who engaged in at least 20 hours of community service per semester
69
e. The number of students whose service was supported by one or more CNCS programs
f. The total number of service hours engaged in by the institution's students
3423
358242
3693
*
*
*
Definitions:
Scope includes: number of volunteers serving (relative to school size), time dedicated to service, institutional staff support time, level of difficulty providing services, level
of volunteer skills/ expertise utilized, collaboration with other organizations/ leveraging of resources.
Innovation includes: use of new or creative solutions to persistent problems, producing unique or surprising impacts.
Evidence of Effectiveness includes: the number of individuals served, other measurable results (e.g., number of houses cleaned/ renovated/ built), likely long-term
benefits, and evidence of sustainability/ institutionalization.
General Community Service: Exemplary Project Descriptions
In the blocks below, please provide narrative descriptions of at least one, and up to five, especially successful student community service projects. Please title each
project and limit each project narrative description to 1,800 characters, approximately 300 words. (Every block need not be used. Include only exemplary projects.) Within
each project description, provide details pertaining to each of the three evaluation categories: Scope, Innovation, and Evidence of Effectiveness.
Each Project Must Include:
1. Indication of the kinds of services provided;
2. Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
3. Whether student participation was during regular academic sessions or during summer or other breaks.
If relevant, project descriptions should also discuss:
1. Program practices or institutional support elements that were found particularly helpful or effective;
2. Collaborations with community agencies, including K-12 schools; and
3. Whether the project was supported by Federal Work-Study, CNCS programs, or other Government programs.
Project 1
Project title
Camp Adventure - An AmeriCorps*ProCorp Program
*
Participating
students
Number:
362
*
Service hours:
202375
*
Number:
2
*
Service hours:
380
*
Participating
faculty/staff
Issue areas
(check all that
apply):
At-risk Youth
Community and Economic Development
Culture/Arts/ Performance
Disaster/ Emergency Prevention and
Mitigation
Disaster/ Emergency Response and
Recovery
Education/ Dropout prevention
Employment
English as a Second Language
Environment
Health/ Nutrition
Homelessness
Housing
Hunger
Mentoring
Senior Citizen Services
Special Needs Support for the
Disabled
Tutoring
Youth Development
Other
Narrative block
UNI’s Camp Adventure Youth Services program is an AmericCorp*ProCorps host site. The
AmeriCorp*ProCorps program is offered in partnership with American Humanics, Inc.(AH)
and is targeted for placement of students and alumni of AH-affiliated campuses into
positions as volunteer coordinators and/or at-risk youth workers. Students participating in
this program engage in service both during the academic year and summer with children
and youth in all branches of the military, as well as in parks and recreation departments,
US Embassies, and international schools. Particularly significant has been the service to
support military dependents. With the increased and extended deployments, many bases
have experienced staff shortages. The Camp Adventure students provide the extra
emotional attention and support that children and youth need in these times of high stress
for active duty service people. They accompany the children and the families through loss
and grief. They serve as family support, as well as leaders and teachers of sports and
recreation activities and child care centers, helping to enhance a feeling of community,
even when many in the community are absent. This is a high energy program which
provides a positive outlet for accumulated stress. Students are both mentors and role
models for those they serve. Many of the children and youth served aspire to become
future counselors in the program as a result of their positive experiences. The UNI
students gain skills in program planning, risk management, behavior management, conflict
resolution, professionalism, diversity, health and youth development, as well as a deeper
appreciation for the burdens and sacrifices which military families face as a result of the
ongoing war.
Project 2
Project title
*
Disaster Recovery Assistance
Participating
students
Number:
17
*
Service hours:
2820
*
Number:
52
*
Service hours:
4781
*
Participating
faculty/staff
Issue areas
(check all that
apply):
At-risk Youth
Community and Economic Development
Culture/Arts/ Performance
Disaster/ Emergency Prevention and
Mitigation
Disaster/ Emergency Response and
Recovery
Education/ Dropout prevention
Employment
English as a Second Language
Environment
Health/ Nutrition
Homelessness
Housing
Hunger
Mentoring
Senior Citizen Services
Special Needs Support for the
Disabled
Tutoring
Youth Development
Other
Narrative block
The Federal government declared 83 out of Iowa's 99 counties disaster areas as a result
of the tornadoes and flooding in late spring of 2008. UNI students, faculty and staff
provided an array of efforts in response to these disasters. An emergency shelter was set
up in the West Gym on campus, providing housing for roughly 100 disaster victims.
Counselors from UNI's Educational Psychology Department offered services at
Parkersburg Community Schools. UNI students assisted with Parkersburg Camp Falcon
Pride by providing a 6-week no-fee summer day camp for 98 children affected by the
disasters. The University housed roughly 600 individuals from FEMA, the Red Cross and
AmeriCorps in residence halls. FEMA set up emergency relief offices and a FEMA / Red
Cross processing center on campus for disaster victims seeking assistance. The UNI
Regional Business Center (RBC) hosted community meetings with businesses affected;
400 entrepreneurs attended these sessions and their short-term needs were assessed.
Hundreds more continue to be served through MyEntreNet's listserv. The RBC also put up
a large tent in the midst of Parkersburg to serve small business owners on a walk-in
basis. Students assisted with organizing webinars, providing research and technical
assistance, and communications / public relations activities for small businesses. The
Institute for Decision Making (IDM) staff and student interns have dedicated substantial
resources to recovery and reconstruction efforts in Parkersburg / Butler County.
Specifically, IDM guided community leaders through the community input and decision
making process, determining priority steps to focus public and private resources. IDM has
been assisted in this process by several UNI faculty members.
Project 3
Project title
Community Engagement as a Service Learning Laboratory *
Participating
students
Number:
416
*
Service hours:
32964
*
Number:
13
*
Service hours:
1508
*
Participating
faculty/staff
Issue areas
(check all that
apply):
At-risk Youth
Community and Economic Development
Culture/Arts/ Performance
Disaster/ Emergency Prevention and
Mitigation
Disaster/ Emergency Response and
Recovery
Education/ Dropout prevention
Employment
English as a Second Language
Environment
Health/ Nutrition
Homelessness
Housing
Hunger
Mentoring
Senior Citizen Services
Special Needs Support for the
Disabled
Tutoring
Youth Development
Other
Narrative block
Undergraduate majors in Family Services and Gerontology engage in various service
learning projects throughout their academic careers, through coursework, independent
studies, internships and involvement in student organizations. The variety of community
sites include food bank, Family and Children's Council (child abuse prevention and
parenting), Seeds of Hope and other sites for domestic violence prevention and
intervention, Bremwood Home (Lutheran Services of Iowa), CASA (Court Appointed
Special Advocates), Habitat for Humanity, school counseling, child life specialist in hospital
pediatric units, family worker with in-home visits, youth-at-risk, Cooperative Extension
Service, emergency shelter, hospice, Hawkeye Area Agency on Aging, boys and girls
club, scouting, after school programs, nursing homes, hospitals, teen parenting programs,
family planning clinics, juvenile court services, Waterloo Schools - Kids Cafe (after school
program), and others. Through class assignments, students engage in doing assessment
of needs linked to grant writing assignments to address the identified needs; observe and
interact with people from a variety of development levels, and provide volunteer hours to
many agencies. Through independent study, one student worked on developing youth
violence prevention initiatives utilizing Facebook as the contact medium. The culminating
experience for most majors is their internship which requires from 250 to 720 hours of
direct involvement with an agency/professional setting and the clientele it serves.
Project 4
Project title
*
University of Northern Iowa CATS Polar Bare, Run, Walk or Roll
Participating
students
Number:
200
*
Service hours:
300
*
Number:
50
*
Service hours:
75
*
Participating
faculty/staff
Issue areas
(check all that
apply):
At-risk Youth
Community and Economic Development
Culture/Arts/ Performance
Disaster/ Emergency Prevention and
Mitigation
Disaster/ Emergency Response and
Recovery
Education/ Dropout prevention
Employment
English as a Second Language
Environment
Health/ Nutrition
Homelessness
Housing
Hunger
Mentoring
Senior Citizen Services
Special Needs Support for the
Disabled
Tutoring
Youth Development
Other
Narrative block
The UNI Polar Bare, Run, Walk & Roll is a philanthropic program which provides an
opportunity for students, alumni, and the community to give back to the Cedar Valley
Salvation Army while participating in this fun mile run, walk, or roll. This event was
coordinated by the Alumni Association student organization CATS (Connecting Alumni To
Students). The Polar Bare Run is a winter wear drive, which includes coats, hats, mittens,
and scarves (new or slightly used). When participants registered for the event they
received a free T-shirt in exchange for their winter wear item. All proceeds benefited the
Salvation Army. The race began and ended at the UNI Alumni Association house and ran
loops throughout the UNI campus. The event was held in November at 9:30 p.m. at night.
It was designed to have participates feel just how cold it is during the Iowa winter
evenings without winter wear. (The event is held no matter how snowy or cold!) The
teams were made up of residence halls students, student organizations, fraternities,
sororities, groups of friends, community residents and alumni! There were over 250
participants. The CATS organization donated 15 large boxes and 15 large bags full of
winter wear to the local Salvation Army. It was the largest one-time donation that the
Salvation Army had ever received and helped approximately 165 families. Fall 2007 was
the first time that the students had coordinated an event of this type and they are looking
forward to hosting it again in Fall 2008.
Project 5
Project title
American Humanics Student Association
*
Participating
students
Number:
50
*
Service hours:
1000
*
Number:
2
*
Service hours:
60
*
Participating
faculty/staff
Issue areas
(check all that
apply):
At-risk Youth
Community and Economic Development
Culture/Arts/ Performance
Disaster/ Emergency Prevention and
Mitigation
Disaster/ Emergency Response and
Recovery
Education/ Dropout prevention
Employment
English as a Second Language
Environment
Health/ Nutrition
Homelessness
Housing
Hunger
Mentoring
Senior Citizen Services
Special Needs Support for the
Disabled
Tutoring
Youth Development
Other
Narrative block
American Humanics (AH) is a national certification program preparing the next generation
of nonprofit leaders. American Humanics Inc. was founded in 1948 and is now in
partnership with 80 colleges and universities. AH also proudly partners with 19 national
nonprofit organizations. AH is the only nonprofit organization to meet the need of educating
and preparing students to be leaders in the nonprofit sector. The University of Northern
Iowa has been an American Humanics Institution since 1988. As part of UNI's commitment
to student development and community engagement, the UNI American Humanics Student
Association (AHSA) engages in a 500-hour service project each academic year. Two
organizations were chosen as the recipients of the 500 hours: the Lincoln Multicultural and
Multigenerational Center (LMMC), a new nonprofit in Waterloo needing assistance is
starting up a new nonprofit, and the Community Foundations Leave a Legacy program,
researching the awareness of planned giving in the Cedar Valley. Every year UNI's
American Humanics program hosts the annual Cedar Valley Volunteer Fair in collaboration
with the Cedar Valley Volunteer Center. The event brings in over 45 nonprofit
organizations needing volunteers. About 250 UNI students were able to walk through the
fair and talk to organizations of their choice to identify possible volunteer opportunities.
American Humanics students host an annual Nonprofit Awards Luncheon in partnership
with Veridian Credit Union. American Humanics presented eight awards to nonprofit
professionals in the area, and Veridian Credit Union honored five faculty members from all
the colleges for their outstanding community service with $1000 to donate to the nonprofit
of their choice.
Definitions:
Youth From Disadvantaged Circumstances: Children and youth up to age 25, who, because of certain characteristics, special and exceptional needs,
circumstances, experiences or insufficiencies, encounter financial, legal, social, educational, emotional and/or health problems and may have significant difficulties
growing into adults who are responsible citizens, productive workers, involved members of communities, and good parents.
Notice: All estimates requested in this application are for the 12-month period ending June 30 of the Honor Roll year.
Required fields are marked with a red asterisk (*)
Special Focus Area: Student Service Estimates
Estimate:
a. The number of students who engaged in academic service-learning in the Special Focus Area - as identified in the Application Guidance
b. The number of students who engaged in forms of community service other than academic service-learning in the Special Focus Area
c. The total number of students who engaged in community service of any kind related to the Special Focus Area
*
480
*
3162
d. The number of students who engaged in at least 20 hours of community service of any kind per semester in the Special Focus Area
e. The number of students whose service in the Special Focus Area was supported by one or more CNCS program
f. The total number of service hours in the Special Focus Area engaged in by the institution's students
2682
72716
29
1581
*
*
*
Definitions:
Youth From Disadvantaged Circumstances: Children and youth up to age 25, who, because of certain characteristics, special and exceptional needs,
circumstances, experiences or insufficiencies, encounter financial, legal, social, educational, emotional and/or health problems and may have significant difficulties
growing into adults who are responsible citizens, productive workers, involved members of communities, and good parents.
Special Focus Area: Exemplary Project Descriptions
In the blocks below, please provide narrative descriptions of at least one, and up to five, special focus area projects. Please title each project and limit each project
narrative description to 1,800 characters, approximately 300 words. (Every block need not be used. Include only exemplary projects.) Within each project description,
provide details pertaining to each of the three evaluation categories: Scope, Innovation, and Evidence of Effectiveness.
Each Project Must Include:
1. Indication of the kinds of services provided;
2. Detailed evidence, including quantification if possible, of the project's benefits to individuals and communities; and
3. Whether student participation was during regular academic sessions or during summer or other breaks.
If relevant, project descriptions should also discuss:
1. Program practices or institutional support elements that were found particularly helpful or effective;
2. Collaborations with community agencies, including K-12 schools; and
3. Whether the project was supported by Federal Work-Study, CNCS programs, or other Government programs.
Project 1
Project title
Classic Upward Bound Trio Program
*
Participating
students
Number:
76
*
Service hours:
448
*
Number:
5
*
Service hours:
500
*
Participating
faculty/staff
Issue areas
(check all that
apply):
At-risk Youth
Community and Economic Development
Culture/Arts/ Performance
Disaster/ Emergency Prevention and
Mitigation
Disaster/ Emergency Response and
Recovery
Education/ Dropout prevention
Employment
English as a Second Language
Environment
Health/ Nutrition
Homelessness
Housing
Hunger
Mentoring
Senior Citizen Services
Special Needs Support for the
Disabled
Tutoring
Youth Development
Other
Narrative block
The University of Northern Iowa Classic Upward Bound (CUB) Trio Program develops
collaborative relationships with students, parents, schools, and the community. It provides
services and support to enhance the academic skills and motivation of low income and
first-generation students. The program empowers students to complete high school, enter
a post-secondary institution, and ultimately obtain at least a Baccalaureate degree. The
UNI CUB program services include Academic Advising and Counseling, Personal and
Career Counseling, Supplemental Instruction and Tutorial Services, Financial Aid
Counseling, Study Skills Development Workshops, Academic Instruction, Cultural and
Educational Enrichment Activities, College Admissions Assistance, Six Week Summer
Residential Program, and a Bridge Program. It is a year round program. The UNI CUB
program has a nearly 100% high school completion and college placement rate, as well as
an 86% college retention/graduation rate. The UNI CUB program is funded by the U.S.
Department of Education and the University of Northern Iowa. The U.S. Department of
Education requires that at least two-thirds of the program participants come from a
low-income and first-generation family in which neither parent has a four-year degree. The
other one-third of participants come from either a low-income or first-generation family.
More details about this program are available online at http://www.uni.edu/eop/cub
/index.htm.
Project 2
Project title
*
Literacy Education in Schools
Participating
students
Number:
997
*
Service hours:
12450
*
Number:
11
*
Service hours:
51
*
Participating
faculty/staff
Issue areas
(check all that
apply):
At-risk Youth
Community and Economic Development
Culture/Arts/ Performance
Disaster/ Emergency Prevention and
Mitigation
Disaster/ Emergency Response and
Recovery
Education/ Dropout prevention
Employment
English as a Second Language
Environment
Health/ Nutrition
Homelessness
Housing
Hunger
Mentoring
Senior Citizen Services
Special Needs Support for the
Disabled
Tutoring
Youth Development
Other
Narrative block
The Literacy Education program provides rich service experiences with diverse
populations for university students in three broad areas: literacy coursework, work study in
an America Reads after-school tutoring program, and continued engagement with a
Spanish-English dual language program in the state. This program provides students in
their methods courses with tutoring experiences in local schools with diverse student
populations and a high number of low Socio-Economic-Status (SES) families. Field
experiences included one-to-one tutoring, working with small groups, and/or working with
an entire grade level class. The Literacy Education minor/endorsement courses provide
advanced experiences in the field, including intensive one-to-one tutoring for children in
need of literacy remediation. This work has been included in schools’ reading improvement
plans. In addition, this program supports the Student Reading Association in providing
after-school tutoring in local schools through the America Reads work study program. This
volunteer program provides experiences in tutoring one-to-one and in small group settings
for children who were in need of additional literacy support. In 2007-08, this program
provided both homework and literacy support for 45 children in a local school. Families
and teachers of children involved reported children’s increased engagement in literacy
activities in school and at home, and increased interest in reading. A third outreach to
diverse populations is a dual language program in Marshalltown, Iowa. Through this work,
students at the university are provided opportunities to observe classrooms, work with
classroom teachers in a dual language setting, and at the graduate level work with
students and teachers in staff development efforts.
Project 3
Project title
Iowa Math and Science Education Outreach Initiatives
*
Participating
students
Number:
232
*
Service hours:
11621
*
Number:
53
*
Service hours:
2010
*
Participating
faculty/staff
Issue areas
(check all that
apply):
At-risk Youth
Community and Economic Development
Culture/Arts/ Performance
Disaster/ Emergency Prevention and
Mitigation
Disaster/ Emergency Response and
Recovery
Education/ Dropout prevention
Employment
English as a Second Language
Environment
Health/ Nutrition
Homelessness
Housing
Hunger
Mentoring
Senior Citizen Services
Special Needs Support for the
Disabled
Tutoring
Youth Development
Other
Narrative block
The University of Northern Iowa has a 132-year history in teacher education. Students
majoring in math and science education areas benefit from co-curricular and curricular
service opportunities. The state of Iowa and the nation are facing a shortage of math and
science educators. UNI's Iowa Math and Science Education Outreach Initiatives have
focused on helping to serve underprivileged and at-risk students by working at after school
programs; recruiting students into math and science fields; enhancing student achievement
in math and science; and providing current teachers with professional development
opportunities. In addition to student field experiences in the classroom, students volunteer
as mentors, tutors, science camp organizers; and special events such as back-to-school
night with both parents and students and much more. UNI faculty, staff and students give
service to local schools through special classroom presentations about math and science,
specific research areas and special projects. They encourage area students and teachers
to visit UNI and work with faculty and staff on math and science experiments and
research. Faculty and staff offer many professional development opportunities through
workshops and presentations to help educate teachers about the latest teaching methods.
Specific examples of math and science education outreach include one-on-one tutoring
with k-12 students; lesson planning and instruction; leadership in area science camps and
math and science-related events; mentoring by UNI students with prospective students
and current faculty and staff; mentoring between UNI math and science faculty and area
teachers; participation in the Iowa Children's Water Festival; Young Scientists Camp;
Physics Olympics and Nanoscience workshops.
Project 4
Project title
Partnership between UNI and Central Middle School
*
Participating
students
Number:
70
*
Service hours:
1225
*
Number:
2
*
Service hours:
24
*
Participating
faculty/staff
Issue areas
(check all that
apply):
At-risk Youth
Community and Economic Development
Culture/Arts/ Performance
Disaster/ Emergency Prevention and
Mitigation
Disaster/ Emergency Response and
Recovery
Education/ Dropout prevention
Employment
English as a Second Language
Environment
Health/ Nutrition
Homelessness
Housing
Hunger
Mentoring
Senior Citizen Services
Special Needs Support for the
Disabled
Tutoring
Youth Development
Other
Narrative block
The partnership between UNI and Central Middle School (CMS) is a long-standing
program that began in 1994. Central Middle School enrolls significant numbers of students
from low income backgrounds, and it has recently been placed on the "watch list" under
the No Child Left Behind act. Currently, Middle Level Majors enjoy several field
experiences at Central Middle School. Each year, in the class, Middle Level Curriculum, 60
- 70 UNI Middle Level Majors create curriculum by developing WebQuest units each
semester. Then they teach their units to CMS students to field test their curricula in a one
to one or small group setting. Each field experience includes 6 - 10 hours of teaching.
Each year, in the class, Middle Level Socialization and Instructional Strategies, 60 - 70
Middle Level Majors tutor CMS students during study hall or during the after-school
program. The Central Middle School teachers group the study hall students so each UNI
future teacher has 4-6 CMS students in a small group. The after school numbers vary.
Many Middle Level Majors volunteer to help CMS teachers and staff at their back-toschool night for parents and students entitled Central Celebrates. Volunteer jobs vary,
from serving the meal to painting the faces of young adolescents. Typically, 35 - 45 UNI
students volunteer for this event. Central Middle School is filled with students and their
families, numbering approximately 600.
Project 5
Project title
Educational Theatre and Drama Outreach
*
Participating
students
Number:
87
*
Service hours:
115
*
Number:
4
*
Service hours:
172
*
Participating
faculty/staff
Issue areas
(check all that
apply):
At-risk Youth
Community and Economic Development
Culture/Arts/ Performance
Disaster/ Emergency Prevention and
Mitigation
Disaster/ Emergency Response and
Recovery
Education/ Dropout prevention
Employment
English as a Second Language
Environment
Health/ Nutrition
Homelessness
Housing
Hunger
Mentoring
Senior Citizen Services
Special Needs Support for the
Disabled
Tutoring
Youth Development
Other
Narrative block
Every semester students research, create, implement and assess various projects that
link drama and theatre to K-12 learning opportunities that focus on core curriculum life skill
areas of creativity, critical thinking and problem solving. Specific topics have included
bullying, self-esteem, and elements of drama including but not limited to characterization,
acting, playmaking, theatre production, movement, pantomime, role-play and
improvisation. The resulting work was viewed by multiple classes and/or groups of young
people in the region. Examples of such outreach activities include the Sturgis Youth
Theater and the Kaleidoscope Series for Youth. Sturgis Youth Theater provided quality
productions, meaningful production experiences, and varied theatre study opportunities for
1097 youth in surrounding communities this past year. In the Kaleidoscope Series for
Youth, children do live performances based on literature, historical events, or educational
issues such as bullying for grades Pre-K to 12. Approximately 20,000 youth were reached
with this program this past year.
Required fields are marked with a red asterisk (*)
Institutional Supports for Service
1. Is community service or service-learning explicitly cited in your institution's mission statement or strategic plan? *
Yes
No
Don’t know/ data not available
2. Does the applicant institution have at least one full-time staff member responsible for coordinating student community service
or service-learning activities? *
Yes
No
Don’t know/ data not available
How many? 4
3. Does the applicant institution provide scholarships or other financial rewards to students for community service, such as
"matching" the Segal AmeriCorps Education Award? *
Yes
No
Don’t know/ data not available
4. Does the applicant institution offer academic courses that integrate community service with academic content, i.e., academic
service-learning courses, as defined above? *
Yes
No
Don’t know/ data not available
Approximately how many? 776
5. Does the applicant institution require academic service-learning courses as part of the core curriculum of at least one major
or disciplinary area? *
Yes
No
Don’t know/ data not available
6. Does the applicant institution reward the use of academic service-learning through faculty promotion and tenure decisions, or
by providing awards or professional development opportunities? *
Yes
No
Don’t know/ data not available
Government Supports for Service
1. Does the applicant institution utilize AmeriCorps, including VISTA, members in recruiting student volunteers or coordinating
student service projects? *
Yes
No
Don’t know/ data not available
2. Does the applicant institution have an ongoing grantee, sub-grantee or other supportive relationship with any of the following
CNCS programs?
Learn and Serve America
Americorps*State and National
AmeriCorps*VISTA
AmeriCorps*NCCC
Senior Corps
3. Please identify any ongoing relationship the applicant institution has with other Federal, State, or local government agencies
in support of student community service activities
Federal Work Student Community Service Learning Positions – 61 Positions Off-campus
Americorps*ProCorps
AmeriCorps Education Awards—recently renamed the Segal AmeriCorps
Education Awards
Community Outreach Partnership Center (COPC) under the United States
Department of Housing and Urban Development
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