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FLORIDA CAMPUS COMPACT SPECIAL PROGRAMS
Below is information for the Florida Campus Compact Student Assistantship Program, Emerging/Certified Scholars Program, and the Engaged Scholars Fellowship Program.
Questions or comments? Please contact us.
The SAP has been created to increase the quality, impact and sustainability of the scholarship of engagement through service-learning, civic engagement, and campus-community collaboration in Florida. By cultivating student leaders to assist CSDs with the implementation and development of service-learning on campuses and in communities, the SAP will help bridge the gap between the student body, CSDs, faculty, community, and FL|CC. The SAP promotes FL|CC's mission on campuses, builds sustainability and a stronger infrastructure, and provides necessary training that will enhance student leadership, helping to develop a stronger student voice in Florida.
There are two main jobs within the SAP including being a member of the Student Leadership Council, and an assistant to the CSD with a work plan created to promote the advancement of service-learning within the campus culture.
Responsibilities
Selected participants in the SAP will contribute to their own campus by serving as an assistant to the CSD and to the state-wide effort by serving on the Student Leadership Council (SLC).
Student Assistant:
- The Assistant will follow an individual work plan created by the student, CSD, and FL|CC staff.
- The individual work plan will ensure that the CSD and Student Assistant are adequately meeting the needs of the students at each individual campus while promoting the institutionalization of service-learning within higher education.
- The SAP will empower the selected student assistants at campuses around Florida to advance dimensions of institutionalization based on the 2002 Andy Furco Self-Assessment Rubric for the Institutionalization of Service-Learning in Higher Education. These five dimensions include: Philosophy and Mission; Faculty Support and Involvement; Student Support and Involvement, Community Participation and Partnerships; and Institutional Support. While the Furco Rubric specifically focuses on Service-Learning, the SAP has an expanded focus to help institutionalize the following community-based instructional activities:
- Course-based Service-Learning: a teaching tool that reinforces specific classroom learning, meets community needs, and fosters civic responsibility. Service projects are used as a part of a class assignment to help students display achieved learning as part of their grade.
- Co-curricular Service-Learning: a teaching tool that reinforces general and/or specific participant learning, meets community needs, and fosters civic responsibility. Service projects may be voluntary, but are not associated with a specific course.
- Service Internships: an intensive teaching tool that reinforces cumulative student knowledge. Students are placed in a professional field gaining supervised, practical experience while serving the community. The placement is typically with a non-profit, civil service/government, or charitable organization.
- Community-Based Research: Community-based research takes place in community settings and involves faculty, students, and community members in the design and implementation of research projects. Community partners should: be involved helping to define research objectives and have input into project organization; have influence on project direction; be part of the analysis and interpretation of data and should have input into how the results are distributed; and benefit from the research processes and outcomes.
- Community Federal Work Study: as part of the Federal Work Study (FWS) program, evaluated students may be paid to work with non-profit and government agencies on community-based projects while students expand their professional and personal skills, earn work-study dollars, and gain actual work experience. This work is not tied to a specific class or major, and can focus on a variety of issues such as: literacy training, social services, housing and neighborhood improvement, public safety, recreation, "at-risk" youth, and community improvement.
Student Leadership Council:
- The SLC will be composed of all the student participants in the SAP from around the state of Florida.
- The SLC is a main function of the assistantship which will allow students to learn from each other, empower their respective student bodies, and to help lead the statewide effort to engage students.
- The SLC's responsibilities include but are not limited to:
- Collaborating with FL|CC on the annual state-wide Student Scholars' Institute.
- Help guide/steer FL|CC's student programming.
- Help create student-driven resources and promote civic engagement that will be available to campuses in Florida state-wide.
- Formulate outreach objectives and strategies to advancing civic engagement and service-learning.
- Attend a training program, which will address issues relevant to the SLC.
- Voice and represent student concerns and issues in the state of Florida.
Communication
- Most of these activities will take place at the participating student's individual college/university campus.
- The conferences and training sessions will take place in a centralized location in Florida, and most of the communication will be done via monthly conference calls, e-mail, and online forum.
Commitments
- The SAP is a yearlong program, though the program may be repeated by each participant for up to three (3) years.
- Other time commitments are monthly conference calls, online activities, and weekly office hours with the campus CSD.
- Conference calls and online activities will be decided by the SLC and FL|CC staff, while weekly office hours will be agreed upon between the student participant and the CSD.
Advantages
- Through this program the student participants will have opportunities for personal and professional development, to gain in-depth knowledge concerning the field of service-learning, leadership training and monetary compensation.
- For students and schools that qualify, this position is optional as a FWS position.
- Upon review of end of semester assessment reports submitted to FL|CC, student participants have the opportunity to earn a $200 stipend from FL|CC for each semester of work.
In an effort to develop a corps of regional presenters and consultants who can promote best practices in service-learning and community engagement across the state of Florida, Florida Campus Compact (FL|CC) invites faculty and staff members who are well acquainted with service-learning to apply for the 2009-2010 Certified Scholars Program. This structured certification program produces effective presenters and consultants to support FL|CC campuses and create inter-campus collaboration through trainings and workshops.
The FL|CC Certified Scholar Program consists of three sequential phases:
- Learning, Creation, and Preparation ("Train the Trainer"): Participants will take part in workshops hosted by FL|CC highlighting various strategies for successfully hosting trainings/workshops/presentations. All participants will create a peer reviewed training/workshop/presentation on a selected service-learning subject. Throughout the program, participants will have the opportunity to submit outlines, research, and any other corresponding work to experts in the field for suggestions and feedback.
- Experience and Certification: All participants will be expected to offer their preapproved training/workshop/presentation to at least one member campus in the state during the program year. After revisions and peer evaluation, each scholar will be certified as an official service-learning consultant.
- Service and Professional Development: After completion of this program, all Certified Scholars will be given the opportunity to maintain a close relationship with FL|CC, giving trainings/workshops/presentations, providing consultative services, and representing FL|CC in various capacities in order to expand the impact of our work statewide.
This program provides a professional development opportunity for participants by advancing the field, expanding the reach of service-learning and FL|CC, thereby benefitting students, faculty, and communities in Florida and beyond. Participants will receive a $500 stipend for each semester of participation and may apply for support for related travel and other costs.
As part of an ongoing effort to provide valuable professional development and training for campus leaders across the state, Florida Campus Compact (FL|CC) invites Service-Learning/Civic Engagement/Community Service Directors (CSDs), Coordinators, and Faculty to apply for the 2009-2010 Emerging Scholars Program. This yearlong program provides an opportunity for participants to develop their interests in service-learning while working with experts in the field to build and develop high quality service-learning/civic engagement programs.
Emerging Scholars will be expected to:
- Participate in service-learning workshops and seminars
- Strengthen networks with colleagues and campuses throughout the state of Florida
- Produce resources for the field and receive feedback on their work
- Further service-learning and other engagement efforts on their campuses
- Develop and promote sustainable programs on individual campuses and across the state
Over the course of the year, scholars will have the chance to share their accomplishments and seek advice on their challenges through conference calls and face-to-face meetings with FL|CC staff members, other program participants, and service-learning experts. Each scholar will develop and submit a project portfolio, which will include personal reflections on the value of this program, best practices, and research related to the programs or projects they create or improve. These portfolios will be compiled and showcased as a resource to be shared statewide.
After completing the program, participants will have the opportunity to apply for the "FL|CC Certified Scholars Program" for further professional development and training in the field of service-learning.
Florida Campus Compact invites research proposals from engaged scholars at our member campuses through this new fellows program as part of an ongoing effort to improve the theory and practice informing collegiate service-learning and community engagement in the state of Florida. Researchers from all disciplines are invited to apply.
Up to five Florida scholars will be chosen by a panel of qualified reviewers to receive this distinction. Fellows will have the opportunity to be part of an active community of scholars who will meet quarterly (either virtually or in person) to discuss strategies for research design and dissemination. Each scholar will receive a small amount of financial support for her or his research and will be invited to submit an article for publication in a special peer-reviewed volume of Florida Engaged Scholarship to be published in 2011.
At least three of the five scholars selected will be tenure-earning. Projects focusing on community impacts of collegiate service-learning and community engagement will be favored. Interested researchers should complete the attached application and must include a project budget not to exceed $2500, with no more than $2000 to be spent on a faculty stipend. Funds will be available for distribution beginning July 15, 2009, and all deliverables will be due June 15, 2010. Deliverables will include a copy of a 25-30 page article on the research outcomes that may be submitted to our Florida publication or another appropriate forum, a short report/précis on the project based on an FL|CC template for inclusion in promotional materials, and an updated CV for the fellowship recipient that can be used in promotional materials. Participants will also be invited to present research at FL|CC events and may be invited to provide informal mentoring for emerging researchers in the state.
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