Annual Report 2009 - 2010
Graduate Service Learning and Civic Engagement
**2009-2010 Graduate Annual Report **
GRADUATE SERVICE LEARNING AND CIVIC ENGAGEMENT
In the 2009- 2010 academic year graduate student involvement increased by 45% and the
number of hours that graduate students contributed to community partners more than
doubled.
During the 2009-2010 academic year the Scott/Ross Center continued to expand its graduate
service-learning and civic engagement initiatives.
 More than 326 graduate students from the five Simmons graduate schools participated in
service-learning and civic engagement programs organized by the Center.
 Our graduate students completed more than 33,213 hours of service-learning and
community service; they positively impacted 13 of Boston’s 23 neighborhoods in several
areas, including education, mentoring, health and mental health, hunger and
homelessness, advocacy, diversity, and the arts.
 The Center had 37 AmeriCorps Student Leaders in Service who each completed at least
300 hours of service. The group was comprised of 33 graduate students and 4
undergraduate students.
 Simmons College was one of only four schools in Massachusetts to be recognized on the
2009 "Honor Roll With Distinction," a designation given to schools that have exhibited
significant community service; Simmons also is the only college in the state to have
received the "Honor Roll With Distinction" designation three times since the honor roll
began in 2006.
 The Center expanded graduate service learning opportunities in two important areas,
introducing the first service learning course to be offered within the Simmons School of
Management (SOM), and innovating the practice of embedding community partners within
the Volunteer Management class in Simmons Master’s in Communications (MCM)
program.
 In May, 2010, the Center created and introduced the Graduate Service Learning Institute,
the first such institute ever to be offered within the New England higher education
community. The Institute was attended by more than 40 community partners, college
administrators, and faculty, and based on positive feedback and interest will be offered on
a regular basis.
We offered innovative and creative programming that tied to our mission of building and
sustaining reciprocal community partnerships while also enhancing student learning
experiences. We also were able to expand visibility of our graduate service program and
continue to establish Simmons College as a leader in this area.
For one year (2008 – 2009) we benefited from the additional staffing provided by the gift of
the Graduate Community Engagement Coordinator position funded by Emily Scott Pottruck.
This year, we were able to leverage the foundations established by this additional assistance.
The Graduate Service Learning Institute and the expansion of both the Boston Public Library
partnership and the Americorp Student Leaders in Service were key initiatives among others
enabled by the work produced by this position. Although we were able to put together a
strong graduate student assistant team, including the addition of an intern from a graduate
higher education program, without this staff position, moving forward it will be a challenge to
sustain and maintain programming while further developing new service learning course and
initiatives in 2010 – 2011.
GRADUATE SERVICE LEARNING COURSES
Throughout the academic year, service-learning projects at the graduate level encouraged
students to test and develop strategic planning and leadership skills. Through service
learning courses, graduate students applied lessons from their classrooms that assisted nonprofits with specific projects. Faculty members worked closely with community partners and
students providing assistance and knowledge to deliver successful programming and
strategic planning.
Summer 09
 GSM 526: Market Research for Strategic Growth – Professor Fiona Wilson
o Course description: Market Research introduced the concepts and applications
of marketing research through a marketing management approach. The course
emphasized basic methodology and how the special techniques used in
research procedures apply to marketing, advertising and sales, questionnaire
design, product design, and survey techniques.
o Service learning project: Built on the principle of mutual benefit, through this
hybrid service learning course, community partners received MBA-level marketresearch consulting services to further develop and expand their organizations.
In return, students had the opportunity to apply their skills to a real-world project
related to strategic growth, and to learn from the founders and leaders of social
ventures. Community partners for the course included ethical fashion company
Proxy Apparel, social entrepreneurs Arzu Studio Hope rugs, and Dancing Deer
Baking Company.
Fall and Spring 09-10
 GEDUC 493: Topics in Urban Education – Professor Daren Graves
o Course description: This class focused on multicultural education, affirming
diverse identities, and challenging oppression in education. This course is
intended to provide the urban teacher with curricular and pedagogical theories
and strategies to insure high quality education to all students.
o Service learning project: Students planned and implemented a service-learning
project with the James P. Timilty Middle School. Meeting several times with the
middle school students throughout the academic year, they co-planned and coimplemented a project based on disaster relief and preparation. In addition,
Simmons students attended a Service Learning for Teachers workshop
provided by the SRC, who also provided assistance and resources to this
project throughout the year.
Fall 09
 GEDUC 400/401: Pre-practicum Seminar, Practicum Seminar Elementary –
Professors Maryellen Cunnion and Ellen Davidson
o Course description: These courses addressed topics and issues that aligned
with Graduate Education students’ classroom experiences, including developing
curriculum frameworks and lesson plans, as well as, classroom management
and parent communication. Each student in this class participated in a prepracticum or practicum experience.
o Service learning project: The Scott/Ross Center provided a service learning
workshop that taught each graduate student how to incorporate service learning
into their elementary classrooms. The Center also provided support in the
planning and implementation of service projects geared to student portfolios.
 MCM 497: Communication for Volunteer Management – Lecturer Kris Danna
o Course description: The course took an in-depth look at the American volunteer
industry through historical, theoretical, philosophical, and managerial points of
view. Classes included lectures and group exercises that focused on the
application of learned material such as risk management and organizational
capacity.
o Service learning project: The Scott/Ross Center introduced the innovative
practice of placing service-learning partners in the classroom for a semester.
Volunteer managers, from The Women’s Lunch Place and the Boys and Girls
Club of Boston, attended classes as students as well as serving as the service
learning partner. Students conducted and presented service learning projects
to address specific volunteer challenges within each organization.
 PT 750: Health, Wellness and Advocacy – Senior Lecturer Toni Tasker
o Course description: This course addressed the social determinants of health
and the major health issues facing western society, with a focus on
epidemiology, prevention, and interventional strategies. Students examined the
behavioral issues related to reducing the incidence of these conditions, and
managing them when they are present, including learning, motivation, and
behavior change strategies. Students used the literature to select strategies to
address prevalent health problems at the individual, school/workplace, and
community levels.
o Service learning project: Students worked collaboratively with community
partners including the Peterborough Senior Center, Boston Health Care for the
Homeless Program, Girls Get Connected, and Community Re-entry for Women
(CREW) at Project Place. Students assessed a need at each organization and
applied course materials and experiences to help the partner address the
challenge of health and wellness advocacy as well as providing direct service
and coordinating programming. Students presented their findings and research,
and made recommendations for the organization’s future. Some students chose
to travel to Bolivia and Nicaragua, led by Toni Tasker, as their service-learning
component. During their stay, they worked with small communities to address
health needs.
Spring 10
 MCM 454: Corporate Image – Assistant Professor Vonda Powell

o Course description: How organizations create and communicate organizational
identity is the centerpiece of communications management. Corporate image,
reputation, and branding share the strategic aim of creating and maintaining
favorable perceptions in the minds of stakeholders. Accordingly, this course
discussed the fundamental strategic tools requisite to build, reconstruct,
manage, and sustain organizational branding.
o Service learning project: Students worked on branding strategies encompassing
the corporate image needs selected by community partner the Women’s Lunch
Place.
MCM 481: Strategic Communication and Organization Change – Lecturer Gayle
Gifford
o Course description: The class examined the role of communications in
leadership and change management. Objectives of the course included:
completing a situational analysis; developing a communications plan with goals,
objectives, strategies, implementation plan, budgets and measurements;
gaining a deeper understanding of organizational systems.
o Service learning project: Students completed communications plans for
nonprofits seeking to make a significant organizational change. Students
prepared a research outline, produced interim reports sharing research findings,
and outlined key strategic questions for each communications plan. The final
outcome for each team was a comprehensive communications plan addressing
the organization change issues and an oral presentation. Community partners
included the Massachusetts Campus Compact, Boston Women’s Fund,
Women’s Lunch Place, Crittenton Women’s Union, Community Servings, and
Simmons College library.
GRADUATE CIVIC ENGAGEMENT
 AmeriCorps Student Leaders in Service (ASLIS) is funded through the Massachusetts
Campus Compact (MACC) and coordinated for Simmons by the Scott/Ross Center. It
provides a $1,000 AmeriCorps Education Award to students who volunteer 300 hours over
a one-year period, and $1250 for students who volunteer 450 hours over a one-year
period. The S/RC has facilitated the Americorp Student Leaders in Service Program
(previously called Scholarship for Service) since 2004 – 2005. Growing from 7 positions to
currently 37 positions.
During the past academic year, 4 undergraduate students and 33 graduate students
representing the College’s schools of Arts and Sciences, Social Work, and Library and
Information Sciences, earned $38,000 in program scholarships. Two students in this group
secured 450 volunteer hours positions. In addition to volunteering with a primary partner,
the students served as a group at Community Servings, the Greater Boston Food Bank,
the Mount Pleasant Home, Fenway Victory Gardens, and Citizens Energy Corporation and
the United Neighbors of Lower Roxbury.
Elizabeth Ard
Ellen Chu
Melissa Chu
Amanda Clouse
Caritas Holy Family Hospital
Boston Teachers Union School, Auburndale Community Library
Adoption & Foster Care Mentoring
Nazareth House
Ashley Desilet
Annie Dunbar
Cressida Hanson
Sarah Harden
Sarah Hewitt
Mia Hogains
Salihah Ismail
Katherine Jacobs
Abigail Kenny
Marin Kirby
Kyle Kozelka
Kim Langhorn-Harrell
Susanna Locke
Kecia Lopez
Laura Melkonian
Princess Moody
Shawna Mullen
Kristin Mulvey
Heidi Murphy
Allison Pazar
Katye Procyshyn
Christina Rimelspach
Venchele Saint Dic
Laura Satram
Katharine Sevy
Maya Shivakumar
Maura Simpson
Kristin Sinclair
Melissa Sorrell-Kimble
Sara Stolfi
Heather Trickett
Karabeth Vanick
Kathryn Whitaker
Boston Area Rape Crisis Center
Gateway at The O’Bryant High School
Mission Hill School Library
Brookside Community Health Center
Strong Women, Strong Girls
The Living and Recovery Community under Victory Programs
Bridge Over Troubled Waters
Suffolk County House of Corrections
Orchard Gardens Pilot School
Alliance for Inclusion& Prevention
Roxbury Comprehensive Community Health Center
BMC Child Witness to Violence Project
Hosmer Elementary School
North River Collaborative
Refugee Immigration Ministry
New Mission Hill High School
The Women’s Lunch Place
Children's Charter Trauma Clinic
Spectrum Health Center
America Reads at the Farragut School
Boston Public Library
Bay Cove Treatment Center
Girls Preparing to Succeed
Marion Manor
Responsive Advocacy for Life & Learning in Youth (RALLY)
Rebound Adolescent & Family Treatment Center
Concord-Carlisle High School
Athenaeum of Boston
City of Newton Department of Senior Services
Cambridge Court Clinic
The Institute for Health and Recovery
South Shore Mental Health Center
Lawrence Elementary School
 Women Who Lunch (WWL) is a joint initiative between the Women’s Lunch Place and the
Simmons Masters in Communication Program. This collaboration began in the spring of
2008, when the students of the MCM 454 Corporate Image taught by Vonda Powell,
engaged in a service learning project with the Women’s Lunch Place. The WWL program
calls upon the tradition of women effecting social change. It fosters civic engagement and
the first lunch sponsored by Simmons College connected MCM alumnae/i to the MCM
program and the College and addressed their interest in organizations with a social
mission. Future plans include continuing this program each fall at Simmons and in the
spring sponsored by another organization. Spring 2010 was sponsored by State Street
Bank.
 Doctoral Physical Therapy Program
The doctoral physical therapy service-learning program is the longest continuous graduate
service-learning program at Simmons (eight years). Due to the success of the PT 750:
“Health, Wellness and Advocacy” course, the program expanded to meet the needs of
designated community partners year round. Currently, first and second year physical
therapy doctoral students have the chance to volunteer at an established site (see
descriptions below). The third year students, who are enrolled in the PT 750 course are
those who have volunteered in their first and second year and are now in a coordinator
position. Their service-learning revolves around supporting their first and second year
colleagues as they work directly with the community. This redesign of the program has
given more volunteer opportunities to physical therapy doctoral students, while enhancing
the services provided to those in need in the local area.
o Hand-to-Hand with Boston Healthcare for the Homeless Program (BHCHP)
Each week during the past academic year, 16 physical therapy students provided 15minute hand rubs to homeless patients in the BHCHP interim care hospital and a
veteran’s homeless shelter BHCHP clinic. This program brings stress relief and
additional care and comfort to the patients.
o Peterborough Senior Center Yoga Program
Physical therapy students offered a weekly yoga class for senior citizens at the
Peterborough Senior Center in the Fenway. Nine Simmons graduate students
participated during the academic year. This program helps participants become more
aware of the mind/body connection, improve balance and flexibility, and increase
fitness knowledge.

Promising Pals
75 graduate students, and more than 200 faculty, staff, and alumnae/i participated in this
mentoring and literacy program at the James P. Timilty School during the past academic
year. The College’s involvement with this program has grown steadily during the past
eight years, The 2009-2010 theme was “Dare to Dream.” This initiative matches more
than 650 sixth through eighth graders with an adult pen pal. The pen pals correspond
throughout the year and meet at a celebration breakfast in June. SRC staff and the
graduate student coordinator provide support and attend monthly steering committee
meetings.
GSLIS COMMUNITY LIBRARY PARTNERSHIPS
 Alternative Spring Break at the Mission Hill School Library
Each year, the Scott/Ross Center offers students several community service
opportunities during the March spring break. In 2010, the Center coordinated a week of
service for GSLIS students at the Mission Hill School Library. The students cataloged
more than 1500 volumes during the Alternative Spring Break week. GSLIS students also
participated in a one-day service event at the Farragut School Library.

Farragut School Library Partnership
For six years, GSLIS students have helped organize the library at Boston’s Farragut
School during Alternative Spring Break resulting in a fully functional library. The library
staff reports that the collection has reached an optimal state. During the past academic
year, our involvement included ongoing support for two Guest Reader Days in K-5
classrooms. In addition, 3 graduate students volunteered weekly to read in classrooms,
develop curriculum support materials, and process borrowed items.

Other GSLIS community engagement partners:
Brookline Public Library Teen Room, Orchard Gardens, Harbour School Library, the
Boston Public Library in Mattapan. During this academic year, the Center also
inaugurated a new graduate service-learning partnership with the Boston Public Library.
CONFERENCES AND PROFESSIONAL DEVELOPMENT
Graduate Service Learning Institute, May 2010
The Institute was the first event specifically focused on graduate service-learning to be held
on the East Coast. Participants learned about best practices and how to establish and/or
strengthen service-learning at the graduate level. Keynote speaker, Julie Elkins, Ph.D.,
Director of Academic Initiatives, National Campus Compact, addressed the status and future
of graduate service-learning. Moderated by Carolyn Grimes, Program Director Graduate
Service Learning and Community Engagement and Barbara Canyes, Executive Director,
Massachusetts Campus Compact, a panel of faculty, community partners, and servicelearning professionals shared their expertise and experience, and served as resources for
participants. Following the panel discussion, there were two breakout sessions: "Best
Practices in Graduate Student Service-Learning" and "Getting Started with Graduate Student
Service-Learning."
The Institute drew more than 40 attendees, including faculty and staff from 18 colleges and
universities and community partners and service learning professionals from 7 non-profit
organizations. Through the Institute, the Scott / Ross Center seeks to promote, share, and
explore successful service-learning models and practices on the graduate level.
GRADUATE STUDENT ASSISTANTSHIPS
Graduate students play a vital role in the daily work of the Scott/Ross Center. With the
support of, the School of Social Work, and the Office of Alumnae/i Relations and Annual
Giving, graduate students participate in assistantships that facilitate graduate service
programs and provide them with valuable community engagement and leadership
opportunities.
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Promising Pals Coordinator: Shawna Mullen, CAS ‘10
Graduate Student Assistant Communication Liaison and Special Projects: Sarah
Cleveland, SW ‘10
AmeriCorps Student Leaders in Service Coordinator: Sara Stolfi, SW ‘10
Graduate Community Engagement Liaison: Heather Trickett, SW ‘11
Graduate Student Intern: Rebecca Neville, Boston College School of Education ‘10
2009-2010 DISTINGUISHED GRADUATE CIVIC ENGAGEMENT AWARDS
The Scott / Ross Center presents this award to foster civic engagement while connecting
graduate students to organizations with a social mission. The award recognizes leadership
and outstanding student involvement with the community: Recipients are chosen for their
work in building strong community partnerships while offering creativity and initiative toward
their service projects. Community partner feedback is considered in the selection process.
Alyssa Arevalo, ’10 MCM, received the 2009-2010 award for volunteer and service-learning
work with the Women’s Lunch Place “Women Who Lunch” initiative.
GRANTS
Americorp Student Leaders in Service - $38,000
CONCLUSION
We are excited to be recognized for our community work on the graduate level and look
forward to continuing to expand and strengthen programs while working closely with our
community partners focusing on sustainability and shared outcomes. Goals in 2010 – 2011
include securing the resources needed to support the “anchor” partnerships that have been
established while also being able to explore new initiatives. We also hope to expand our
support to students interested in gaining skills and knowledge through new internship
program placements (GSLIS and SOM) and capstone projects with community based
organizations but also through expanding service learning and civic engagement
opportunities for graduate students in general. We will also concentrate on more outreach to
graduate students.