Beyond Service Learning:Intellectualizing TC Students and the Public

Elizabeth Lopez & Baotong GuGeorgia State University

eslopez@gsu.edu bgu@gsu.edu

ATTW ConferenceSan Francisco, March 2005

Overview

Our Service Learning Model Defining Service Learning Our Model in Action

• Educating Students

• Educating Organizations

• Cases Conclusions

Our Service Learning Model

Students

Teachers & Higher Education

Organizations

Defining Service Learning

Service Learning is…

a reciprocal, reflective, and responsive synergy

among students, organizations, teachers,

and institutions of higher education

that involves both service and learning

Characteristics of Effective Service Learning

Relationships are collaborative and reciprocal

• Expectations and standards are negotiated

• Roles are clearly defined and understood Participants are reflective about their involvement Parties are responsive to the needs of others All participants are served in some way Learning occurs in complex ways and by all involved

Service Learning Model in Action: The Grant Writing Course

Cross-listed (upper undergraduate and graduate) Offered twice so far at Georgia State Enrollment around 20-25 each semester Huge demand of grant writing service in Atlanta

Educating Students (1)—Understanding the Process

• Selecting a good client and project

• Conducting thorough research

• Selecting a potential funding source

• Making good matches between the client and the foundation

• Writing a killer grant

• Performing good follow up

Educating Students (2)—Defining Student and Teacher Roles

Student’s Roles As a member of this class As a member of the organization As a member of the community and the society at large

Teacher’s Roles As your instructor As your supervisor As your grant reviewer As your friend and colleague

Educating Students (3)—Project Selection Criteria

A reputable organization Good, worthy project Access to client Reasonable amount of research Scope appropriate for a team of 1-3 people Doable in the time frame Technically and cognitively within reach

Educating Students (4)—Student & Client: Asking Questions What’s your mission? What programs/services do you offer? What programs/projects are you seeking funding for? Do you have a project plan? Do you have anybody on staff working on writing grants? How much access would I have to information and the contact

people? What’s the scope of the project and what’s the timeline like? How much access to us do you expect? What available information on the organization do you have that we

can currently access? What’s your history of grant seeking? Any successful grants in the

past?

Educating Students (5)—Strategic Planning Organization’s Strategic Plan

• Mission• Goals and Objectives

Organizational Characteristics• Leadership and management• Physical Assets (office space, equipment, etc.)• Financial Resources• Recognition

Organizational Strengths Organizational Problems or Weaknesses Proposed Organizational Activities

(Adapted from Mikelonis, Betsinger, & Kampf. 2004. Grant Seeking in an Electronic Age. Allyn & Bacon)

Educating the Organization (1)—Coordinating Student-organization Relationship

How

• Instructor communicating with organization

• Students copying me their email communication with client

• Alerting the client about this

• Direct communication between me and client if necessary Why

• To keep posted of student’s progress

• To be better informed about the client

• To spot any potential red flags

• To provide timely help whenever necessary

Educating the Organization (2)—Defining Expectations

What organizations can expect from our students:Commitment to the project

Ready access (easy to reach via email, phone, or f2f contact)

Respect for and understanding of your organization

Reasonable amount of research

Reasonable quality in writing

Reasonable time commitment: several hours a week (please be

understanding of the fact that nearly every student has a full course load)

Educating the Organization (3)—Defining Expectations

What we expect from the organization Your commitment to the project A clear vision (mission statement) A good project plan (this is your responsibility) Important, sometimes sensitive, information if needed, such as

budget Easy access to you (via email, phone, or f2f contact) Timely response No illegal activities

Case 1—GMAAC Student’s Email to InstructorClient failed to provide the needed info by the deadlineClient stalled by sending student back to the instructor for

clarification on leadership and management structureStudent felt client was reluctant to provide info or didn’t have itClient said they only needed funds for a full-time or part-time

coordinator for the family literacy programCurrent program funding was being used for ESL immigrants

when it was supposed for refugees and asylumsClient sent in an initial inquiry proposal for $30,000 to Ford

Foundation, and when pressed by the foundation about some aspects of the proposal, changed funding request to $10,000.

Student felt the client wanted her to do an insight, plan, and implementation proposal all at once.

Case 1—GMAACInstructor’s Reply to StudentPotential Red Flags No project plan

• Best case scenario: client only had a vague initial idea about the project, had yet to figure out the rest

• Worst case scenario: Client only interested in getting the money Discrepancy between whom they were supposed to serve and whom they were

actually serving• Best case scenario: shift of needs within the community• Worst case scenario: inappropriate or even unethical use of funding

It’s all the student’s job• Researching for whatever information she needed• Figuring out the program and its objectives• Working out a project plan• Identifying funding sources• Writing the grant application• Submitting the grant

Case 1—GMAACStudent’s Email to Client Hi, xxx

The organizational structure information Dr. Gu needs concerns how your organization is governed, by whom, what kind of hierarchy, etc.  The purpose of this info is to understand the hierarchical structure so that further down the road I'll know whom to talk to to find some particular info, and I'll have a better understanding of your plan and whether your plan will work under that hierarchical structure.

xxx, it's very important that I receive a synopsis of your plan for servicing ESL immigrants under a separate Family Literacy program today. Additionally, I need the above information today by 5pm if I'm going to continue to proffer my service as your grant writer. I must e-mail my initial report and strategic plan to Dr. Gu today (Mon. Mar. 15th).

Also, Dr. Gu said that I'm only to assist you guys in finding a funding source--that we should work on that together.  I'm still working on it, and I have to submit 2 viable sources by Wed.  Additionally, I will start writing the grant this week. Let me know if you have any suggestions.

Case 1 Examined via Model

Relationships defined in different ways • Different expectations and standards from organization

• Roles defined among all parties but ignored/misinterpreted by organization

Strong reflection by student but not by organization Poor responsiveness from organization; unclear

communication between instructor and organization All parties served but not as expected Learning occurred in more complex ways than

expected

Case 2—The F CenterThis Particular Organization

F Center: a community network center Parent organization: a 501©3 organization Mission: to help close the digital divide Service offered: low-cost computer classes to low-income and

poverty-level residents Facility: ten 486 computers Funding sources: HUD and some other agencies

Case 2—F CenterTwo Versions of Their Situation

First Version Faces exhaustion of HUD funds by January 2002 Needs to become self sufficient through course fees Needs additional funds for computer upgrades and operating costs Has generated little funding with previous grant applications

Second Version Plan to hire a head grant writer to generate funds for operating costs and for

hiring three more grant writers Previous year’s budget for operating costs still accurate 90 users instead of the 400 claimed the first time, with 10-15 paying for

classes No recruitment efforts and HUD funds good only through January 2004 Center’s priority: securing operating costs for two years after HUD funds run

out rather than securing means for self sufficiency through courses

Case 2—F CenterStudent’s Perception of the Situation

What He Was Told What He Found Out 400 registered users Nobody using the center during any of

his visits

$7,200 on new hardware 10 old 486 computers

Large amount of money from funding sources for a paid intern

Him being the only intern, and not paid; supervisor evasive about the subject

Committed to serve local community No plan of how; no statistics for track records; no followup

$20,000 from HUD according to statements in previous grant applications

$37,000 from HUD according to center’s budget

Case 2—F CenterThe Ethical and Legal Problems

Budget gap

• HUD fund for operating costs: $37,000

• Wages budgeted: $27,000

• Actual wages total: $14,000

• Wage budget unaccounted for: $13,000

• A big part of the total budget unaccounted for Disappearing course fees: $5,600 ($800 x 7) C wants $44,000 for operating costs, but budget says $37,000 C wanted to invite HUD people for a fundraiser, but G said no

for fear of an audit

Case 2—F CenterStudent’s Perception of Causes of Failure

No established need No methodology No results evaluation No clear qualifications No plan No accurate financial information

Conclusion—Service Learning Model: Different Dimensions

One dimensional Two dimensional

• Organization-Higher Ed: consulting, grants/funding

• Organization-Student: internships

• Student-Higher Ed: traditional projects/cases

Three dimensional

• Service learning synergy

Students

Teachers & Higher Education

Organizations