Getting Our Voices Heard: Increasing Service-Learning Awareness Nationally

A key question for all of us in the Service-Learning field is how we can increase the visibility and national stature of service-learning as a viable educational methodology in an age of continuing federal cutbacks. We all know first-hand that service-learning works. We have seen the dramatic stories of fundamental change from students who have gone from at-risk, low-performing status to leadership and medium to high-performing status within the span of a single service-learning program. How do we get national attention for these dramatic stories?

The answer lies in awareness work. Our field has a tendency to shy away from the spotlight due to the inherent modesty of teachers who simply want to change the lives of students for the better and are not savvy about outreach to stakeholders such as school administrators, legislators, corporate sponsors and the general public. This is also due to the restrictions imposed on state-level coordinators on lobbying, and/or the limited amount of time and experience state-level coordinators have in this area. Further, it is also related to the fact that students do not vote, and students and teachers do not lobby. But to maintain or increase the strength of service-learning depends upon our ability to engage in this type of outreach. Without support from key decision-makers, especially legislators, there is no guarantee that service-learning support will be sustained now or in the future. It is critical that we make our voices heard now.

There are many ways to conduct outreach, ranging from focused campaigns conducted throughout the year to arranging direct visits with stakeholders to show dynamically how service-learning projects work. In Florida, we have had some success with an awareness and outreach approach based on an annual meeting where students and teachers visit the state capital to hold direct visits with their legislators. Now in its fourth year, this annual event has grown from 125 to 400 participants.

Student visits with legislators are not lobbying, as students focus on describing the service-learning efforts and do not mention specific legislation. The students are educating and providing information to legislators. Adhering to federal guidelines on lobbying does not mean legislative outreach efforts should not be conducted. Legislators need to be aware of the key issues which affect their constituents. Service-learning is a key methodology for addressing both academic needs for students and critical community needs. Legislators should be aware of Service-Learning as a strategy for fundamental change at the school level and at the community level. In addition, when students teach others about their service-learning efforts, they are both demonstrating what they have learned and also performing another level of service learning.

Our yearly awareness event, called the Raise Your Voice for Service-Learning Conference, is held at the state capital in Tallahassee and includes workshops (mostly presented by students), displays in the Capitol, student visits with legislators, a rally and press conference to celebrate Florida Service-Learning Month (April of each year), and recognize the new cadre of Florida Service-Learning Leader Schools. Nearly 400 people are planning to attend this year (to see the conference web link and flyer at Click here.). To underwrite the event, Florida Learn & Serve primarily uses returned funds from the previous grant year. Sub-grantees compete for amendments, following established program guidelines.

As part of the conference, students contact their legislators to make arrangements to meet with them both locally and when the students travel to Tallahassee. When/where sub-grantees are able to get legislators to visit their schools; long-lasting relationships can be developed between a school and its local legislator. There is nothing quite like a legislator seeing first-hand the dramatic advancements made by students and community impacts due to service-learning programs. Legislators are receptive to these stories. There is a chance that after such a visit, a legislator will maintain ties with the school and hold it up as a model to be replicated. Such relationships are exactly what our field needs nationally to foster the kind of long-term support for our practice that can eventually materialize as sustainable support through long-term funding.

The Florida Raise Your Voice Conference is held in March or April of each year, during the legislative session. It is also scheduled to avoid conflicts with spring break and state-level testing. The schedule, which is 24 hours from 1:00 p.m. on the first day until noon on the second day, is designed to reduce costs (most schools need only one night in a hotel) and limit the number of days of school that students will miss (usually two days).

Workshops, mostly student-led and focusing on student leadership, student voice, advocacy, working with media, and related topics, are held the first afternoon. For the past three years, a state legislator has participated and helped students prepare for presentations to legislators. Each year, FL&S staff secure a Florida Service-Learning Month proclamation from the Governor (please see the link below for the sample proclamation).
http://learnandserve.hhp.ufl.edu/resources/RYVSL/Proclomation%20Letter%20in%20Color.pdf

A sample agenda is below:

2010 RYVSL CONFERENCE AGENDA

Monday, April 25 (Conference Hotel, located withing walking distance of Capitol)

• 11 a.m.-1:00 p.m. Registration
• 1:00-1:45 p.m. Opening Plenary
• 2:00-3:15 p.m. Workshops I (8 choices)
• 3:30-4:45 p.m. Workshops II (8 choices)
• 4:45-5:00 p.m. Closing Plenary, instructions for next day
• 6:00-7:15 p.m. Service-Learning Leader School and State Farm Reception and Awards

Tuesday, April 26 (events at Florida Capitol)

• 8:00-8:45 a.m. Set up displays in Capitol
• 8:45-11 a.m. Students man displays, students and teachers visit legislators
• 11:15 a.m. Rally/press conference to recognize April as Service-Learning Month
• 11:45 a.m. End of Conference
  

Scheduling Visits with Legislators
Every group who comes to the RYVSL meeting plans to visit with one or more state Senators or Representatives on the morning of the second day (there is time for them to visit with multiple offices). At these visits, students educate their elected officials about service learning and their projects. Contact information for all members of the House and Senate members is provided by our staff as well as multiple resources to help them provide information about service-learning efforts to elected officials and the media: Click here for the media kit page. We encourage sub-grantee coordinators to have students take the lead, whenever possible, in communicating with legislators and related conference planning and logistics.

Lastly, it is important to emphasize that outreach and awareness are valid and important forms of service-learning. One of the key types of service-learning, and one which has strong documented research on impacts, is advocacy. By engaging with their legislators and other key stakeholders, students meet a real community need and can have improved academic outcomes, get career preparation, enhance social and speaking skills, and become civically engaged. Service-learning is a two-way street and by helping our legislators learn about our amazing work we help our students as well by allowing them become more involved, more proactive, more self-sufficient, and more knowledgeable citizens.

Helpful Resources

Download the FL&S Student Guide for Working with Legislators. Click Here.
See our page on Outreach and working with the Media.Click Here.

Submitted by Javier Betancourt, Florida Learn & Serve

Waiting for Superman

Although I’ve yet to see the film Waiting for Superman, I have many thoughts about it. Several of my friends and colleagues working in education have seen the film or talked about it and there have been a number of responses, some good, and some bad. In my opinion, the movie falls somewhere in between.

When a film gets people talking about the state of education in our country, I think it’s a good thing. Whether the conversation is good or bad, I believe bringing attention to such an important issue brings us, as a nation, one step closer to talking about solutions. Although I personally believe that too many people spend too much time talking about the problems and not enough time discussing and planning viable, sustainable solutions, I also think it provides an opportunity to change the way people address this issue.

In the New York Times article “Waiting for Somebody” written by Gail Collins, David Guggenheim, the director of the movie, said he’s not offering an answer: “It’s really not “pro” or “anti” anything. It’s really: “Why can’t we have enough great schools?” I couldn’t agree with David more. Why can’t we have more great schools in the wealthiest country in the nation? Why can’t we put more money into education? Why can’t we get rid of poor teachers and why can’t we reward good teachers with higher pay and better treatment? Why should innocent children, born into poverty, not be offered the opportunity to be educated by a highly qualified teacher in a safe environment? Why do so many people seem to assume that because an innocent child is born into wealth that their life is so much better? Why do we focus so much attention on numbers and not enough on actual, factual stories at our schools? Why aren’t we doing a better job supporting education in this country?

There are so many questions that I do not know the answers to but wish could be discussed in a forum that truly brings attention to the issues we face in the U.S. education system. I wish that every single household in our country was talking about education every single day. I wish that more time was spent discussing solutions and real change could happen.

Every single person old or young enough to work towards change in this country should be thinking and talking about educational issues each and every day and should not let up until we have transformed U.S. education into a system that truly works. I am frustrated with the many initiatives, living in silos that aren’t, in my opinion, truly fixing the educational issues in our country. I know there are many of you out there who care as much as I do and am as frustrated as I am but we need to ask ourselves how we can do more. We can’t settle with I’m doing my part and the best I can as an individual. None of us alone can save the world but if we did a better job coming together as a nation, maybe, just maybe we could make a real difference for the entire country and not just the children and families lucky enough to be in the right place at the right time. It isn’t good enough and our children deserve better!

Submitted by Stephanie Hahn, M. Ed.
Arizona Department of Education

Stranger to Friend – SEANet Transforms Service-Learning Collaboration.

The “Stranger to Friend” transition is a phrase borrowed from Alan Peshkin’s study of Riverview and its high school (1991)

[i]. It provides a helpful framework for understanding diversity and perceptions of otherness, especially in education and in teacher professional development. At the multi-ethnic Riverview High School, Peshkin describes how “students [made] a passage [from the status of stranger] to the status of friend” (p.211). This is much like a passage among pre-service (and in-service) teachers in Service-Learning professional development.

SEANet’s Leadership Team is a working board enhancing and building the value and voice for academic service-learning throughout SEANet’s membership across the nation. SEANet is working for you and with you (friends versus strangers).

Through SEANets’ upgraded web page, regularly scheduled webinars (also archived), weekly blogs and special assignments, your service-learning colleagues communicate, add value, share an academic K-12 Service-Learning vision and press a key claim: without learning, service is less than half the point.

In 2010, your SEANet Leadership Team has worked with three main Activity priorities.

Activity 1 – “Build organizational capacity to sustain and grow SEANet as a national voice to advance high-quality academic service-learning.” Activities include developing capacity for potential investors in academic service-learning…

Activity 2 – “Build SEANet Executive Board capacity to better leverage the leadership within the SEANet membership.” Your colleagues are working for you and with you.

Activity 3 – “Provide a series of professional development opportunities for SEANet members to develop and enhance academic service-learning program development and sustainability knowledge and skills. “ This activity includes the following components:

Activity Goal #3.1 is “Provide leadership in developing a PK-20 system of professional development for pre- and in-service teachers.”

Stranger to Friend –-- Service-Learning Transforms Pre-Service Teacher Training.

A Modest Request: To those SEANet participants -- I am asking SEANet (you) to share (e-mail reply to this blog):

(1) your pre-service & in-service teacher professional development systems currently in place (plus your contact information) and

(2) your priority needs and questions.

· My commitment, as your current SEANet Secretary, is to share the information I receive with cluster leaders and with the SEANet Leadership Team. I’ll gather and forward your input, challenges and questions plus systems and approaches to pre-service and in-service teacher professional development and teacher T/TA.

· The SEANet Board can then review and include current practice, questions and needs in planning and implementing SEANet’s process for 2011.

A number of states effectively implement significant pre-service and in-service teacher professional development in Service-Learning. Most all states share some key challenges but the Board may not know your specifics. Please share your overview, challenges and plans by the end of January 2011.

A recent article, “From Stranger to Friend: The Effect of Service-Learning in Preservice Teachers’ Attitudes Toward Diverse Populations[ii]” portrays some elements of the need and important aspects of professional development that can help a teaching practice through Service-Learning.

Service learning teacher professional development can significantly influence participants’ view of cultures other than their own. Service learning affects pre-service teachers’ attitudes about working with students from diverse backgrounds.

SEANet’s core Professional Development and Training/Technical Assistance activities in 2010 will become even more crucial in 2011. There are many reasons for their increasing importance. Please stay (a friend) involved in SEANet. As an instructional practice, Service Learning can benefit from some “common core standards” and “new teacher induction” methods, plus integrated ways to disseminate best practice across the nation’s State Education Agencies.

SEANet, The State Education Network for Service Learning, has accomplished promising initial steps in these activity areas in 2010 and some positive announcements about plans and partnerships for 2011 will soon follow.

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[i] Peshkin, A. (1991). The color of strangers – The color of friends: The play of ethnicity in school and community. Chicago: The University of Chicago Press.

[ii] Zeller, N., Griffith, R., Zhang, G., & Klenke, J. (2010). From stranger to friend: The effect of service learning on preservice teachers’ attitudes towards diverse populations. Journal of Language and Literacy Education [Online], 6(2), 34-50. Available http://www.coa.uga.edu/jolle/2010_2/Zeller_Stranger.pdf

Submitted by:

Pete Ready
Education Specialist
Office of Educational Improvement & Innovation
Oregon Department of Education
pete.ready@state.or.us

Teaching Academy - Service-Learning with a Career Focus

Last November I started my position as Learn and Serve America Coordinator for the state of Illinois. I work at the Illinois State Board of Education in Springfield every morning overseeing the federal grant, but in the afternoons I travel ten minutes to Lanphier High School where I teach a service-learning elective for seniors who would like to pursue a career in education. We call it the Teaching Academy. This service-learning class is a great opportunity for students to volunteer daily in their community as they discover whether or not a teaching career is right for them.

The students meet in the high school classroom one hour each day, and during that time they cover topics such as classroom management, curriculum development, motivation, classroom arrangement, children’s literature, etc. The text used for much of the teaching methods portion of the class is Tools for Teaching by Fred Jones. The students do not have individual copies of the book, but they take notes as the teacher discusses some of the most important topics from the text.

In addition to the teaching methods instruction, the class provides the opportunity for students to take field trips to schools, historic sites, museums, and parks located within their community. The purpose of the trips is to let the students experience other schools, to give them ideas for field trips that they can plan for their future students, and to teach them the proper way to conduct field trips, followed by reflection. The Teaching Academy students have visited places such as the zoo, Lincoln Memorial Garden, the Early Childhood Learning Center, the alternative high school, the Vachel Lindsay Home, the University of Illinois at Springfield pre-service teaching class, and the Abraham Lincoln Presidential Museum. Last week’s field trip was to the theatre to see Waiting for Superman.

The students also welcome a variety of speakers to the classroom. Superintendents, principals, former teachers, student teachers, psychologists, professors, and teacher recruiters are just a few of the guests that have been invited to visit the academy. After reading A Child Called It, the students prepare questions that they have about child abuse and a teacher’s responsibility as a mandated reporter before the psychologist comes to discuss the questions with them. Another yearly guest is a former teacher who taught physical education until she was seventy-five years old. She has a unique perspective on the changes that took place in the world of education throughout her fifty-year career. All of the guests offer advice and experiences that can help the students as they decide on their future careers.

Service projects are an essential part of each year in the Teaching Academy. These opportunities involve the students in their community and teach them how to organize activities. The projects are based on community needs that present themselves at times throughout the year. During the Lincoln Bicentennial Celebration, the students participated in a Lincoln post-it-note project. An artist directed the students as they pasted 16,200 post-it-notes on two 7’ by 55’ grids; the images of the president were not clear until the banners were completed. Two years ago the students presented a play version of The Lorax by Dr. Seuss to elementary students who attended the Environmental Fair at the Illinois State Fairgrounds. Last year, Teaching Academy students sponsored a Morning of Poetry for district teachers and their children or grandchildren at the Vachel Lindsay Home. (Lindsay was the foremost poet in America in the 1920’s, and he is Springfield’s second most famous citizen). The future teachers performed Lindsay’s children’s poetry, including “The Little Turtle,” and then helped the young guests with a little turtle craft while they all snacked on turtle-shaped sugar cookies with green icing. In each of the three years of the Teaching Academy, the students have created colorful quote murals representing works they studied in the classroom: Freedom Writers’ Diary, The Lorax, and “The Little Turtle.”

Perhaps the most valuable Teaching Academy experience is the daily interaction that the high school students have with the students and teachers in elementary classrooms. The students leave the high school academy after sixth hour and go directly to the elementary classrooms for the last hour of the school day where they learn the real work of teaching. The academy students tutor individual students, read books and teach short lessons to the entire class, supervise recess, grade papers, organize folders, and perform the mundane tasks of sharpening pencils and photocopying papers. Their time at the elementary school is like a mini-student teaching experience through which the high school students learn what it is like to be a teacher, and the elementary teachers and students enjoy having the extra help in their classrooms.

Academic Learning, Community Service, Reflection, Career Planning--The Teaching Academy offers all of these service-learning elements…every day of the school year.

Submitted by:

Deborah T. Huffman

Learn & Serve America Coordinator

Illinois State Board of Education

Curriculum & Instruction

Building a Statewide Presence for Service-Learning

Since I began working with the Learn and Serve America program in 1995, I’ve often pondered how we can best meet the dual need of both building capacity for and implementing quality service-learning. In Texas we’ve tried to address this with a variety of strategies, but I believe that none has more promise for expanding our reach than strategic partnerships.

We’ve had some good experience with partnerships, but we’re still wrestling with some key questions:

· What are the attributes of an effective, reciprocal partnership for service-learning?

· Would we benefit from a working definition of a partnership to help guide and inform our organizational relationships?

· To what degree are we willing to compromise on some aspects of service-learning quality in exchange for partnerships that provide us with greater reach and exposure?

· What resources are required to maintain and nurture these partnerships?

· To what extent should we sustain our partnerships, or should we let some run their course?

Partnerships often start from a need, and our case is no different. Starting about 2003 we realized that we needed additional support for our Summer Institute in Service-Learning and that we had a natural ally in State Farm Insurance, which was beginning to promote service-learning not just nationally but also in Texas. We were delighted to spread the word among our subgrantees about Project Ignition, and in return State Farm Texas happily supported our Summer Institute with several small grants. Several years later, well before the recent recession, we received an invitation from our State Farm contact to create a Texas version of Project Ignition for middle and high school students. The result was $240,000 for two years of funding that involved young people in 29 schools across the state in social action projects designed to improve the driving habits of teens.

Likewise, in late 2005, when we were writing our Learn and Serve America grant for the 2006-2009 cycle, we realized that we had to secure more matching funds and also determine a pressing and relevant community need that we use for our Needs and Activities performance measure. One idea led to another, and before long I was calling one of our service-learning colleagues at the Texas Parks and Wildlife Department (TPWD) and pitching the idea of working together on the grant. We decided to focus on environmental stewardship as our common need. We would encourage our subgrantees to partner with TPWD on environmental service-learning projects, and they would promote service-learning through their networks as well.

The plan worked fairly well. Most, but not all, of our subgrantees involved at least some students in environmental service-learning projects. We developed and distributed service-learning resources to Project WILD facilitators around the state. And we secured some much-needed matching funds in the first year of our grant.

Four years later we received some unexpected dividends in the form of a $255,000 grant from Encana Oil and Gas, which the TPWD Foundation solicited on our behalf. This funding enabled us to create the Texas Healthy Habitats grant, which, now in its second year of funding, engages students in grades 5 through 12 in environmental service-learning activities designed to address one or more of the goals in the state’s Conservation Action Plan. With the help of this grant and our partnership with TPWD, we’ve been able to work with new subgrantees including not just public schools but private nonprofit schools and nonprofit organizations as well.

We’re starting to think beyond grants, however, as the primary focus of our partnerships. This past summer one of our program coordinators suggested that we explore ways to partner with the state office of FCCLA (Future Career and Community Leaders of America). After much discussion, we agreed to staff an exhibit at the state conference of the Family and Consumer Sciences Teachers Association of Texas (FCSTAT). Our staff worked with two teacher advisors for FCCLA to develop a one-page handout linking our LEADERS model of service-learning to the FCCLA planning process. These teachers also graciously agreed to manage our exhibit with help from one of our staff members, and the result was that we provided nearly 225 FCSTAT teachers with helpful materials and information on service-learning as a strategy for Family and Consumer Sciences classes as well as for FCCLA. We’re now exploring potential next steps for this partnership, which we hope will create another ally for service-learning in Texas.

I welcome your thoughts and hope you’ll share examples of your experiences with service-learning partnerships at the state level. Although I doubt that we’ll ever have enough Learn and Serve America funding to reach all our school districts, I’m convinced that strategic partnerships with other organizations can substantially increase our efforts to make service-learning a common experience for all students.

John Spence, Director

Service Learning Texas

A Statewide Initiative of the Texas Education Agency

and Region 14 Education Service Center

2499 South Capitol of Texas Highway., Suite A-107

Austin, TX 78746-7757

phone, (512) 420-0214 x 101

fax, (512)420-0224

john@servicelearningtexas.org

www.servicelearningtexas.org

Program Alumni as a Source of Program Support and Expansion

Like most states, Michigan’s Learn and Serve programs are built on the efforts of individual educators. Program alumni represent a wealth of knowledge on service-learning as an instructional strategy, but because of their work to build programs that are sustained in their buildings and districts; they also understand how to create a supported and sustained service-learning movement. These individuals represent an often untapped force for deepening the practice and for expanding it’s reach across the state.

For nearly a decade the Michigan Community Service Commission has had a policy of funding Learn and Serve – Michigan subgrantees for a six-year period. Subgrantees follow a specific road map that emphasizes program implementation and sustainability. The six-year funding window allows school districts the time to continually improve the quality of service-learning practice in the classroom and it also allows them time to build systems and habits that will be necessary to sustain service-learning beyond the grant term. District service-learning coordinators are central to this approach and yet, we have failed to adequately tap them in Michigan.

Across the country, these service-learning coordinators take a dual approach to supporting the growth of service-learning. On a daily basis, they work to engage more teachers in service-learning. They assist new teachers in developing reciprocal partnerships with community organizations, help them identify curricular links, and assess the academic impacts of their experiences. They develop and regularly use their skills as mentors, cheerleaders, instructional coaches and community liaisons.

Successful service-learning coordinators also take a “2000 feet above sea level” view of their school districts. They work with key leaders to determine specific educational needs and the priorities established by their school board and administrators. Along with their leadership team, these coordinators find ways to leverage service-learning and Learn and Serve – Michigan resources to address district needs and priorities.

When approached from this multi-dimensional approach, we find that a great deal of the program elements become the norm in their schools once the funding period has ended. Teachers are habitually using service-learning in their classrooms; it is built into school policy, it is listed as strategies in school improvement plans, funds are identified to maintain projects, community partners continue their relationships with their partner classrooms, and service-learning strategies are regularly included on professional development calendars.

So then what do you do with these successful service-learning coordinators?

This loss of service-learning alumni talent has been a challenge for us in Michigan. Perhaps it has been a challenge for you as well. Over the last three years, we have been exploring methods for keeping service-learning alumni more vested in the service-learning network and for engaging them in growing the field Michigan. In a perfect world, we would be able to continue our financial investment in established service-learning school districts while still investing in emerging districts. In the absence of a growing funding allocation we are trying a few other strategies.

Intermediate School District Training and Outreach

In Michigan, the Intermediate School District System (ISD) has been an excellent source of ongoing training and program outreach. With a minimal training investment, our successful past grantees have continued to offer professional development that includes service-learning as a strategy. Ionia County Intermediate School District reacted to an emerging program need this summer and offered a multi-day training on instructional coaching for service-learning. This session helped the ISD maintain their involvement in service-learning and provided a critical service that was outside of the state professional development calendar.

This ISD commitment has also translated to enhanced outreach to potential Learn and Serve districts. Copper Country Intermediate School District has been instrumental in regionalized training and has been supportive to three local school districts who successfully applied for Learn and Serve – Michigan funds. These local approaches would have been impossible without the efforts of former service-learning coordinators who lend their local capacity to us. These two former grantees cultivated nearly ten new school districts for us over the last few years.

Conference Presenters

In order to share the success of our programs and to advocate for service-learning we need to saturate the agendas at educational events. Limited staff capacity and travel budgets make it impossible for state-level staff to be at all of the important conferences. Former grantees are perfectly equipped to be a service-learning presence on our behalf. Two grantees, one former and one current, presented sessions on service-learning at the Michigan Education Association annual meeting this fall. We assisted the presenters by providing materials for their sessions. By more intentionally investing in these efforts, by paying modest conference registration fees or mileage, we would greatly spread the prevalence of quality service-learning training beyond what is currently available.

New Grantee Coaches

One of the best things we’ve done lately is create a service-learning coaching corps. In order to provide more intensive on-site program support we contracted with two exceptional service-learning coordinators from Clarkston Community Schools and Lowell Community Schools. These former grantees are experts at instructional practice and at building systemic supports for service-learning. It became evident this year that a number of our newly selected subgrantees would need some additional guidance.

These former grantees had practical experience growing programs from scratch and had local connections that would benefit the less experienced grantee. For a modest fee, the contractors will provide several days of on-site coaching, professional development and ongoing remote support on things like financial reports and individual hand-holding on our friend LASSIE. The feedback from our new grantees has been very positive and already we are seeing that they are starting stronger than others have in the past.

Advocacy

Is anyone better equipped to advocate for service-learning than a successful former Learn and Serve grantee? The service-learning coordinator, and often their superintendents and school boards, know exactly why the Corporation for National and Community Service funding is critical to the growth of the field. We should all be tapping them for Learn and Serve Challenge and Hill Day Events. The limitations imposed on them as a grantee are lessened once they “graduate” from the program. It would be ideal to identify a source of private funding to send them to important advocacy events. We will certainly be exploring that option over the coming year.

All of these strategies can be very effective in keeping talented educators connected and committed to service-learning and the Learn and Serve program. Not every former grantee is cut out for these roles but if we can identify one every year or two, and engage them in a mutually beneficial arrangement that suits their skills and needs, the field will benefit tremendously.

How are you keeping your service-learning experts in the family? What incentives have you been able to offer? How have the service-learning coordinators expanded your capacity for outreach?

Submitted by Angelia Salas

Michigan Community Service Commission