Learning Through Community Service.Community-service projects have traditionally been a part of many summer camp programs. Countless trails have been built or made accessible, staff blood drives have been held for local blood banks, food and toy donation drives have been held for local charities, just to name a few. But how and why should a camp get or stay involved in community service? Benefits of Service Learning Service learning is an educational movement taking place on campuses ranging from elementary to university levels that gives a deepening twist to volunteerism with a focus on training and reflection related to volunteer community service (Korbin & Mareth, 1996). The projects often cross ethnic, age, gender, and issue boundaries to foster effective citizenship between the participants and leaders. Studies have been conducted to see what types of changes occur among students participating in service learning. The results of one such study indicate increased ability in cognitive complexity, social competency COMPETENCY, evidence. The legal fitness or ability of a witness to be heard on the trial of a cause. This term is also applied to written or other evidence which may be legally given on such trial, as, depositions, letters, account-books, and the like. 2. , perceptions of working with diverse others, and self-certainty (Osborne, Hammerich, & Hensley, 1998). These skills could be gained through many avenues, but service learning offers participants the opportunity to wrestle with tough problems and seeks to make a difference, which takes the important issues of humanity out of the abstract and gives them names, faces, and a personal connection (Godfrey, 2000). Implementing Community Service at Camp In addition to documenting the educational value of community service programs, work has been done to develop implementation models and risk-management guidelines guidelines, n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. . The models developed for these programs offer starting points Noun 1. starting point - earliest limiting point terminus a quo commencement, get-go, offset, outset, showtime, starting time, beginning, start, kickoff, first - the time at which something is supposed to begin; "they got an early start"; "she knew from the and potential partnerships for camps. The range of community involvement through camp is endless; the challenge is to develop safe, specific projects that further the mission and philosophy of the camp program while broadening the exposure opportunities for campers and staff. Implementation model The National Youth Service Day XI Toolkit (Youth Service America Youth Service America, or YSA, is a resource center that partners with thousands of organizations committed to increasing the quality and quantity of volunteer opportunities for young people, ages 5-25, to serve locally, nationally, and globally. , 1999) can serve as a template for beginning new service projects or strengthening existing projects at camp. The following key points from the template have been adapted to apply to the camp community: * Set specific goals. Brainstorm the overall vision, target groups to serve, and what the project says about your organization. * Choose project sites. What issue do you want to address, e.g., literacy, environment, HIV/AIDS HIV/AIDS Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome , elderly, or low-income housing? What size do you expect the project to be, e.g., one day, ongoing through the summer, one cabin group, or entire camp? What type of service are you imagining, e.g., collecting donations, clean-up, or construction projects? Will the project be activity or performance based? What expectations does the agency have? Who will supply the equipment needed? What logistics are needed? * Prepare leaders. Create guidelines for site assessment, communication with agency, and training in skills to lead on-site reflection, evaluation, and camper orientation and training, including safety and liability issues. * Organize the event. Who will manage details, troubleshoot, and instigate To incite, stimulate, or induce into action; goad into an unlawful or bad action, such as a crime. The term instigate is used synonymously with abet, which is the intentional encouragement or aid of another individual in committing a crime. learning opportunities during the project? * Follow up. Process learning with campers, with the agency, and those who received help. * Plan a way to tell the story to others. Each project has the potential to be radically different, and/or you may find a project that works very well for your program that can be taken to varied sites. The key to success seems to be the integration level of the project with the camp program. A progression from doing projects in camp to neighboring neigh·bor n. 1. One who lives near or next to another. 2. A person, place, or thing adjacent to or located near another. 3. A fellow human. 4. Used as a form of familiar address. v. land to the broader community helps with the growing pains grow·ing pains pl.n. Pains in the limbs and joints of children or adolescents, frequently occurring at night and often attributed to rapid growth but arising from various unrelated causes. of lessons learned by doing and helps campers and staff members grow into the responsibilities of larger projects. Risk-Management Issues The general principles of risk management that apply every day at camp also apply to service-learning community projects, but extra attention to the safety of participants in a community project is important. The Nonprofit A corporation or an association that conducts business for the benefit of the general public without shareholders and without a profit motive. Nonprofits are also called not-for-profit corporations. Nonprofit corporations are created according to state law. Risk Management Center (Seidman & Patterson, 1996) offers the following strategy: * Identify the risks. Analyze develop. mental characteristics of the age group, legal duties, and responsibilities, and examine the situation, e.g., site, staff, activities, and agency. * Assess the risks. Categorize cat·e·go·rize tr.v. cat·e·go·rized, cat·e·go·riz·ing, cat·e·go·riz·es To put into a category or categories; classify. cat the risks. What can your organization tolerate? Which risks can be reduced or even eliminated? * Decide how to control the risks. Use control measures that may include avoidance by deciding not to offer a specific program; modification of policy, plan or procedure; transfer through contract; or insurance, retention, and preparation for consequences. * Implement the risk-management strategy. Follow through with plans and procedures; create a culture of understanding the importance of enforcing policy. * Review and revise the risk-management strategy. Involve participants in the process of improving and addressing issues for the next time. These steps are an important part of the planning process and can also be an important part of orienting o·ri·ent n. 1. Orient The countries of Asia, especially of eastern Asia. 2. a. The luster characteristic of a pearl of high quality. b. A pearl having exceptional luster. 3. campers to the process and plans for the community project. Campers perspectives may lead to new issues for your staff to consider, and consequently, campers can enjoy the opportunity of contributing to the overall risk-management team. Unique safety precautions precautions Infectious disease The constellation of activities intended to minimize exposure to an infectious agent; precautions imply that the isolation of an infected Pt is optional, but not mandatory. The above general risk-management steps apply to both every-day camp experiences and community-service projects; however, community-service projects may well induce the need for specific risk-management guidelines that apply to unique situations beyond the normal camp day. For example, does the nature of the project necessitate ne·ces·si·tate tr.v. ne·ces·si·tat·ed, ne·ces·si·tat·ing, ne·ces·si·tates 1. To make necessary or unavoidable. 2. To require or compel. providing guidelines for campers interacting with the public; discussing first-aid and emergency precautions (How far is emergency medical help from the project site? Will tools or equipment be used that require safety procedures or first-aid supplies?); or determining creative ways to identify a group of campers in a large crowd if the project is off site (brightly colored bandanna, same T-shirts, wristband wristband An identifying bracelet attached to a Pt's wrist at the time of admission to a health care facility, which may be the only identifier used during a person's stay in a hospital , etc.)? Use of the planning process outlined in the standards for program operating procedures provides a platform to address situations in a proactive manner prior to the project. Because the project may be out of the normal routine, the standard procedures may not address the complexity or scope of the potential danger. The planning process has potential to increase the benefits and reduce the risks by examining as many angles as possible. Community involvement is about sharing and learning. You and your program are in a community .... How can you become a more integrated part of it? Brainstorm a few ideas, implement one, and see where it takes you and your community be a catalyst for increasing the learning opportunities for your camp community and beyond! Gwynn Powell is an assistant professor at the University of Georgia Organization The President of the University of Georgia (as of 2007, Michael F. Adams) is the head administrator and is appointed and overseen by the Georgia Board of Regents. teaching recreation and camp administration. She has twelve years of professional year-round experience in camping. References Godfrey, P. C. (2000). A moral argument for service-learning in management education. In P. C. Godfrey & B. T. Grasso (Eds.), Working for the Common Good: Concepts and Models for Service-Learning in Management. Washington, D.C: American Association American Association refers to one of the following professional baseball leagues:
Study beyond the level of secondary education. Institutions of higher education include not only colleges and universities but also professional schools in such fields as law, theology, medicine, business, music, and art. . Korbin, M., & Mareth, J. (1996). Service Matters: A Sourcebook for Community Service in Higher Education. Denver, CO: Education Commission of the United States United States, officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. . Osborne, R. E., Hammerich, S., & Hensley, C. (1998). Student effects of service learning: Tracking change across a semester se·mes·ter n. One of two divisions of 15 to 18 weeks each of an academic year. [German, from Latin (cursus) s . Michigan Journal of Community Service Learning, (5), 5-13. Seidman, A., & Patterson, J. (1996). Kidding Around? Be Serious! Washington, D.C.: Nonprofit Risk Management Center. Youth Service America. (1999). National Youth Service Day XI Toolkit. Washington, D.C.: Youth Service America, Inc. |
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