service-learning excellence by the numbers fy...
TRANSCRIPT
Service-Learning Excellence by the Numbers FY 2018
The Service-Learning Excellence (SLE) Program at Texas State focuses on academic Service- Learning (SL) – the application of course/program learning objectives in academic and non-academic programs to meet community partner(s) needs while incorporating a reflective component. In academic courses, Students earn classroom credit for the learning and engagement that takes place, not for the service that they complete. SL must be connected to the course or program learning goals through reflection and/or critical analysis.
SL classes are found at the graduate or undergraduate level by tenure-track or non-tenure track faculty positions. They span across the university within various departments and colleges. The SL component can be offered as an extra credit activity, a one-time event during the semester, to a continuous all semester activity.
SLE Program Growth Since Fall 2015
2014-2015
2015-2016
2016-2017 2017-2018*
Growth since 2014
% change % change % change % change
Number of Faculty Fellows 4 12 39 59 68
200% 225% 51% 1600%
Number of Departments 3 8 17 20 20
167% 113% 18% 567%
Number of Classes 4 12 39 57 69
200% 225% 46% 1625%
Number of Course Sections 4 20 60 147 227
400% 200% 145% 5575%
Number of Students 152 446 1,295 1,904 3,645
193% 190% 47% 2298%
Number of SL hours 2402 7,789.50 25,395.58 35,323.42 68,508.50
224% 226% 39% 2752%
Benefit to Community $55,414 $192,089 $637,683 $870,369 $1,688,049
Texas Average $24.66 $25.11 $24.64 $24.64
National Average $23.56 $24.14 $24.69 $24.69
Service-Learning Excellence Program
Annual Report 2017-2018
Jana Minifie, Ph.D., Director Commons 206
Service-Learning Fellows
A faculty member that facilitates a SL program is designated as a SL Fellow. Faculty teaching an academic course no longer needs to complete a 13-page RFP to be a SL Fellow. If a course meets the Academic Service-Learning requirements, the faculty member requests their department chair, to have their section add the ATTRIBUTE: Service Learning Section designation (SLSD). There is no limit as to the number of Fellows within a Department or College. The SLSD must be added each semester, as the Registrar’s Office does not carry the SLSD forward between semesters. Our Program
team verifies that each section meets our requirements before each semester.
Service Learning Sectional Designation (SLSD) Requirements
The requirements for SLSD are:
● Course/program learning objectives are applied to benefit a community partner need ● Community partner can be any for-profit, non-profit, agency, organization, or entity. ● SL activity can range from a single event to a semester-long activity. ● All students in the course must participate in the SL activity with the community partner (in
order to have the SLSD attribute). ● The syllabus must have “This is a Service-Learning Sectional Course” listed near the course
description.
● The course includes a reflective/critical-thinking piece. The reflective assignment can include any of the following formats (Please note that our Program will be glad to assist with grading of reflective assignments on a first come first serve basis): ✓Oral Reflection, ✓Written Reflection, ✓Arts and/or Multi-Media, ✓Large Group and/or Small Group, ✓Simulations and/or Activities, ✓Individual Reflection, ✓Out-of-class Reflection, and/or ✓Surveys.
Benefits of having a course designated at SLSD Benefits:
● Students will receive a certificate of completion ● Students may purchase a SL cord to wear at
graduation ● Faculty receive a certificate of appreciation ● Faculty receive a medallion to wear at graduation ● Course metrics are included in our annual report ● Faculty may apply for SL mini-grants
Faculty members will be required to provide our SLE Program with the following metrics at the end of the semester:
● Number of SL hours (by course and/or by student – template available from us) ● List of Community Partner(s) ● Estimated indirect community impact ● Reflective quotes from students, community partners (if appropriate) ● Photos, if appropriate
“I can actively see the connection
between what I am learning and WHY
it’s important for me to learn it, for when
I go into teaching.”
59 INSTRUCTORS Taught Designated Service-
Learning Courses
1, 904 Students Enrolled in Service-
Learning Courses
Academic Year 2017-2018 Successes
During 2017-2018, there were a total of 57 distinct service-learning courses offered through 147 course sections. These courses enrolled 1,904 undergraduate/graduate students. The students in these classes spent 35,323.42 hours engaging with community partners, and, according to estimates of the value of volunteer time, this represents about $870,368.99 in benefit to the community. At the end of Fall Semester 2015, we had 4 faculty fellows. Through program changes, we increased the number of faculty fellows to 12 by the end of Spring 2016 and to 39 by the end of Spring 2017. At the end of Spring 2018, we had 59 fellows as we continued to support summer SL courses abroad (Ghana, Ireland, and Sweden). Service-learning coursework is available in 20 departments across Texas State University. (Please see Supporting Materials for more information.)
The most powerful support of SL is what the community partners, students, and faculty say about their experience. (Please see Supporting Materials for a sample of quotes along with pictures from their SL projects.)
Our mini-grant program provided 10-grant to SL Fellows during the last fiscal year. We will be updating the criteria for our mini-grants this summer (please see our website: provost.txstate.edu/sli/ ).
Faculty can apply for mini-grants at any time during the year. We would like to highlight our incredible team; Jeffrey Pagonis (GA- Program Director), Stephanie
Rodriguez (GA- Program Director), Shannon Alvis (GA- Associate Director), Zachary Garner (Creative Director), Lizeth Gonzalez (Work Study), Lisette Sandoval Perez (Work Study), Shanna Watkins (Work Study), and Calista Paterson (Work Study). The success and growth of the Service-Learning Excellence Program would not be possible without their hard work and dedication.
57 distinct courses with
147 sections
35,323.42 service hours
were provided by SL students
$870,368.99 of volunteer time benefited
the community
“This course gave me experience that will help me find a better
position or job in the future. It made me think about multiple
ways a company can be successful and try to capitalize on that.”
Major Initiatives FY 2018
NSF I- Corps Site Grant, $500,000 Dr. Jennifer Irvin (PI), Dr. Jana Minifie (co-PI) and Dr. Reddy Venumbaka (co-PI). 10/1/2018- 10/31/22.
Recommended SLE Program will be responsible for all non-academic entrepreneurial programming
(minimum of 2 8-week programs per year: designing, implementing, and assuring that they meet SL
guidelines), hosting the I-Corps Site website and application process, and establishing and maintaining the
Texas State Entrepreneur Network for I-Corps team Entrepreneurial Mentors.
Student Service- Learning Video Award Student competition asking students to complete a 90 second video highlighting what SL means to them
and their experience. The winning video, by team Cultivate, was a social entrepreneurial project. Videos
will to be used as marketing material. See link for Spring 2018 Winners https://youtu.be/4RxfAcrOtfs
Faculty Service- Learning Research Award The first Faculty Service-Learning Research award will be presented to Dr. Tina Cade, Agriculture. She
will receive a $500 award and a plaque during the fall faculty meeting in Applied Arts. This will be
announced in August 2018. CIRG: Community and Interdisciplinary Research Groups SLE Program participated in the event to encourage community engagement in courses and research with
Yvonne Natoli, McCoy Research
Coordinator & Director of CIRG.
SLE works with CIRG participants
to identify potential SL research
and/or grant projects (i.e., 2017
Kresge Grant submission & 2018
USDA grant).
National Campus Compact SL Director and GA’s attended
conference in Spring 2018. The conference was held in Indianapolis, IN with breakout sessions from
various University SL programs. We plan to implement strategies learned at conference to collect data from
previous/current students of SL effects on graduation rates and employment rates, among others. We will
also hold monthly SL trainings for Fellows and community partners on select topics.
Regional Houston High Impact Community Engagement Conference Shannon Alvis and Stephanie Rodriguez (GA’s) attended the conference in Spring 2018. Gained
information on student’s perspective in SL courses. Plan to implement cross- SL courses, allowing multiple
classes to work together for same Community Partners. Service- Learning Fellow Video Interview, Promotional Video for Website Videotaped 8 SL Fellows on their experience and thoughts on SL. Editing in process to use on website and
promotional material.
Kresge Foundation Grant Submitted Grant submitted July 2017 for $350,000. 13- Co-PI’s from CIRG. Not funded.
“Unlike traditional courses, the assignments and deadlines that we had
were held in higher standards for myself, and were of more impact
once completed. I enjoyed spreading awareness of what Service-
Learning was, and how it's concept contributed to the university, our
community, and my overall experience throughout the semester.
Personal friends, family and colleagues from other courses became
aware of the program and how unique, and influential was in
comparison to traditional courses.”
Community Partner, Student, and Fellow Recognition and Celebration April 29th, SL held the first annual celebration to honor SL students, fellows, and community partners.
Event allowed fellows and community partners to meet and identify needs in the community that meet
course objectives. SL poster presentations were displayed and student video winners were announced.
Major Initiatives FY 2017
Service-Learning Sectional Designation (SLSD) Fall semester 2016, the Registrar’s Office added three attributes for SL Classes: Service Learning
Perspective, Service Learning Content, and Service Learning Section. Only the “Section” designation has
been implemented at this time. Courses that had been identified as SL back to Fall 2015 had the SLSD
attribute added to the course. Starting spring semester 2017 departments could add the attribute to the
section when entering the course in the CLSS system.
SL Graduation Cords & Certificates Starting fall semester 2016, SLE Program began to offer SL graduates a cord to wear at graduation. Students
were surveyed to determine which color they preferred resulting in red/gold intertwined cords. SLE
Program sells these cords for $10 each. The sales of graduation cords are increasing awareness among
students regarding SL classes. Students are awarded a personalized certificate upon completion of SL
course. Bobcat Days
We had a presence at Bobcat Days
fall/spring semester. We provide
information about our current SL
classes and projects. We are
reconsidering participating in
Bobcat Days until students are able
to search on Catsweb for the SLSD
attribute.
Advisory Board Spring semester 2017 we held our first SLE Advisory Board meeting. Members consist of community
partners, faculty, staff, and students. Ms. Jenna Parro (Advisory Board President) and Mr. Josef Hobdy
developed and organized the Advisory Board. Both have been Program Directors for SLE in the past. The
Advisory Board has been instrumental in advising the strategic plan for the SLE Program. Expanding to Round Rock Spring semester we added Nursing to our SL Fellow team. They had several SL Health Fairs near the end
of the semester. I attended 3 of these events and it was very rewarding to hear from the nursing students
first hand their experiences from participating in SL projects.
Monthly Newsletter During each long semester, SLE Program sends out a monthly newsletter with updates in our program,
highlighting a SL Fellow, reminder of SL metrics, and other pertinent information.
Campus Reach For Service-Learning directors, one of the major challenges each semester is to capture SL Fellow metrics.
A Texas State entrepreneurial student, Joshua Escobedo, developed the business Campus Reach. He has
“This was super rewarding. The resources that my professor provided
was super helpful too. Rayburn did an amazing job in teaching us and
showing us the resources we have. I would not change it. I believe it is
awesome as it is. I feel that I got a lot out of this class. Everything I
would learn, I would use it outside of the classroom. And that is how
professors should be teaching. Best experience ever, thank you!
Service learning to me is a strategy based on teaching and learning
focused on community service. I feel that Service learning is highly
important for individuals and allows them to become more passionate
about what individuals are learning and teaching.”
done national market validation of a need for a web-based program that will serve as a tool to capture SL
metrics as well as a portal for students to conduct reflective assignments, share progress updates, and if
appropriate, for community partners to get updates. A beta version was used in a SL class this spring
semester. It will be available for SL classes starting fall 2017 semester. Several workshops will be held
during the summer and beginning of fall semester to introduce Campus Reach to faculty Fellows. It will
also start a national campaign fall semester 2017. Monthly Presentation Fall semester we implemented monthly presentations highlighting SL Fellows along with students and
community partners (where appropriate). These
presentations allowed for faculty, students, and staff to
see the wide array of SL projects across campus. SL
projects can be for extra credit for a few students to full
class participation in a semester long project. Next year,
instead of presenting our own programs, we will be
partnering with Dr. Catherine Hawkins, Director Faculty
Development. We are planning on highlighting the
research opportunities from SL courses.
Going Forward
Bringing innovation to the classroom. Engaging learners. Impacting the community.
As we go forward, the following is a list of some of our strategic goals for service learning: Research with Dr. Jangmin Kim (Social Work) to study the impact of SL courses on
students, faculty, and community partners. Survey to be developed by June, with
submission to IRB in July, study to be conducted over FY 19.
Start application process for Carnegie Community Engagement Classification (due April
2019). Work with Student Affairs to develop the committee.
Edit Faculty videos
HON 3398T Community Service Learning – Offering Fall 2018
Work with Austin Smiles in developing Texas State contacts: Speech Therapy, Camp
Amigo (Speech & Psychology, summer program, with Dell Children’s Hospital)
Continue to expand Dr. Renick’s SAH and MAP programs to other academic units for
sustainability of the programs
Find potential grants for SL program: Food & Agriculture SL Program grant being
submitted 7/9/18 with co-PIs Dr. Tina Cade and Ms. Yvonne Natoli ($224,370); NSF I-
Corps Site has been Recommended as of 7/1/18 (awaiting funding decision); NSF I-
Corps Site Grant, $500,000, Dr. Jennifer Irvin (PI), Dr. Jana Minifie (co-PI) and Dr.
Reddy Venumbaka (co-PI). 10/1/18-/31/22. Recommended. SLE Program will be
responsible for all non-academic entrepreneurial programming (minimum of 2 8-week
programs per year: designing, implementing, and assuring that they meet SL guidelines),
hosting the I-Corps Site website and application process, and establishing and
maintaining the Texas State Entrepreneur Network for I-Corps team Entrepreneurial
Mentors.
Sponsor Town/Gown Innovation Summit working with SLE Program Advisory Board,
Yvonne Natoli (CIRG), Student Affairs, San Marcos Chamber of Commerce, and the
International Town and Gown Association.
Implement Campus Reach project based, SL software in SL courses
“The science club has certainly been a big hit
with the Crockett students. As principal it is
great to see kids playing around with
scientific concepts, voluntarily, after school,
with grins on their faces. If learning theory
tells us that some of the most powerful
learning occurs when we are having fun, it
has definitely been a success by this metric.”
Continue to work with faculty to turn SL course work into research efforts
Find strategic partnerships across campus to expand SL
Increase service-learning related research
Initiated a SL Researcher Recognition Award, stipend of $500
Provide a meaningful list of SL peer-reviewed journals for faculty
Add SL research and teaching attributes to digital measures
Add SL qualifications for new faculty positions
Create meaningful relationships with local stakeholders (Community Partners)
Increase SL beyond the classroom
Partner with Student Affairs to incorporate SL into academic student
organizations. Currently, student organizations continue SL type projects through
their profession organizations. Examples include Biology’s 3-student
Organizations and American Marketing Association. Working with Student
Affairs, we can assist student organization leaders with including a reflective
component and identifying academic program objectives are being applied to
meet the community partner(s) need.
Design and implement professional training for faculty in assisting with designing SL
courses.
Design a training workshop (need to research best practices of other programs)
during the summer session and provide a stipend of $250-$500 for faculty that
complete the training and offer a new SL course
More detailed success metrics for students
Follow up on students that participate in SL courses regarding: retainment,
graduation, job success and other rates, following the research published success
metrics.
More detailed success metrics for community partners
Follow up with community partners to determine the long-term impact at 1-year
to 3-year increments from participating with SL students and faculty
Develop of Department Mini-Grants (in addition to faculty mini-grants) to turn courses
into SLSD as part of course requirements (course SL versus faculty SL specific) –
Delayed until additional funding is raised.
“I felt like service learning was way better than sitting down in a lecture environment because it let us
communicate with students we may not talk to in class at all. I benefited from learning more about
marketing since I am not a marketing major about all the key components just incase I cannot get a job
in my degree of Management; I will have some knowledge about marketing as well. My favorite part was
actually getting chances to meet outside of class at the business of our choice and make a brand new
marketing plan for them so they can prosper since mostly students make up San Marcos population. I
felt the rubric was word for word on what he wanted in everything that was due and if we had questions
we could ask him ahead of time. I would not change anything about the service learning because it was
beneficial to everyone in class even if you were not a major in marketing.”
Supporting Materials
2017-2018 Service-Learning Fellows
Dept Name Semester Dept Name Semester
NUR Armstrong, Gay Fall NUR Johnson, Alisha Fall
NUR Barr, Jessica Fall SOWK Jones, Sally Dr Summer
NUR Belcik, Kimberly Spring NUR Kajs-Wyllie, Marylyn Fall Spring
NUR Betz, Nicholas Daniel Fall ARTC Kim, MiHyun Spring
NUR Biggan, Elizabeth Fall Spring CHEM Lewis, Karen Dr Spring
NUR Boyd, Shawn Fall HA Lieneck, Cristian Dr Fall Spring
REC Burke, Jessica Dr Fall Spring NUR McDonald, Dana Rebecca Fall
AG Cade, Tina Marie Dr Fall Spring SOWK Meeker, Linda Summer
MGT Cameron, David Spring MGT Minifie, Jana R. Dr Fall Spring
ECO Charles, Joni Dr Fall Spring NUR Neller, Sarah Anne Fall
CI Collins, Kristina Dr Fall SOWK Norton, Christine Dr Fall
NUTR Crixell, Sylvia Fall ARTC Park, Hannah Spring
PSY Czyzewska, Maria Dr Fall Spring NUR Patel, Stephanie Fall
BIO Daniel, Kristy Summer SOWK Pulliam, Rose Dr Summer
TH Dahlenburg, Michelle Fall MKT Rayburn, Steven Dr Summer
Fall Spring
REC Deringer, Antony D. Dr Fall Spring HA Renick, C. Oren Dr Fall Spring
PSY Evans, Jacqueline Dr Summer PSY Rogers, Robyn LPC Fall Spring
NUR Felske, Carrie Fall PSY Seay, Ollie Dr Spring
PA GEO PSY
Fields, Billy Summer MGT Smart, Dennis Dr Summer
Fall Spring
NUR Finney, Mary-Margaret Fall MKT Smith, Karen Dr Spring
NUR Furst, Cari Fall EDTC Smith, Shaunna Dr Fall
GEO Hagelman, Ronald Dr Fall GS Taylor, Sunni J. Dr Summer
Fall Spring
NUR Halbach, Andrea Jeanne Fall Spring MGT Thompson, Bill Spring
NUR Hester, Melinda Dr Fall Spring REC Thomas, Krista (Allie) Fall Spring
NUR Hollinger, Elizabeth Fall REC Walters, Sarah E Fall Spring
NUR Horn, Kelly Fall CHEM Whitten, Steven Spring
NUR Hughes, Monica J. Spring NUR Wilson, Michele A Spring
NUR Jeffery, Janene Louise Fall GEOG Yuan, Yihong Dr Fall Spring
NUR Jillapalli, Regina Fall REC Zimmermann, Jo An Dr Summer
2017-2018 Service-Learning Courses Dept. Course Description Semester
AG 3308 Organic Gardening Fall/ Spring
AG 4305 Landscape Design Spring
ARTC 4309 Interactive Media III Spring
BIO 4350T Ireland Field Biology Summer
BIO 5350T Ireland Field Biology Summer
CHEM 3381 Biochemical Techniques Spring
CI 5330 Multicultural Teaching and Learning Fall
CI 5319 Social, Emotional, & Cultural Contexts of Advanced Development Fall
ECO 3304 Environmental Economics for Decision Makers Fall Spring
EDTC 5340 Issues in Educational Technology Fall
GEO 4310 Regional Field Study: International Sustainable Transportation Engagement Program
Summer
GEO 4336 Transportation Systems Summer
GEO 5313 Environmental Management Fall
GEO 4427 GIS Design and Implementation Fall/Spring
GS 3310 General Science Su/ Fall
GS 3320 General Science Spring
HA 3347 Essentials of Healthcare Law Fall/Spring
HA 4305 Healthcare Service Marketing Fall/ Spring
HA 5371 Marketing Health Services Spring
HA 5321 Healthcare Law Fall/ Spring
MGT 4350 Business Plan Development Spring
MGT 4353 Integrated Field Studies Spring
MGT 4399 Independent Studies: Integrated Field Studies Fall
MGT 5313 Strategic Management Su/Fall/ Spring
MKT 3365 Services Marketing Summer
MKT 3375 Marketing for Social Change Spring
MKT 4330 Promotional Strategy Fall/ Spring
NUR 3110 Health Assessment Across Lifespan Practicum Fall
NUR 4250 Maternal, Newborn, Pediatric Nursing Practicum Fall
NUR 4350 Maternal, Newborn, Pediatric Nursing Fall
NUR 4280 Community Based Nursing Practical Spring
NUR 4380 Community Based Nursing Spring
NUTR 5306 Advanced Child Nutrition Fall
PSY 3338 Psychology & Law: Protecting the Vulnerable Fall/Spring
PSY 4391 History & Theory Summer
PSY 4396 Psychology Applied Internship Fall/Spring
PA 5351 Urban Transportation Policy Summer
PA 5387 Research Practicum: International Sustainable Transportation Eng. Summer
POSI 4322 Public Policy Formulation Summer
POSI 4397 Research in Public Admin: International Sustainable Transportation Summer
REC 2330 Leadership in Recreation & Leisure Services Fall/Spring
REC 2336 Field Experience Summer
REC 2335 Recreation Program Development Fall/ Spring
REC 2370 Practices in Therapeutic Recreation Fall/Spring
REC 3335 Advanced Recreation Program Development Su/Fall/Spring
REC 3340 Design & Maintenance of Recreational Facilities Summer
REC 4320 Advanced Therapeutic Recreation in Psychiatric Settings Fall/ Spring
SOWK 3339 Ghana: Human Rights and Social Justice Applied Summer
SOWK 4360 Ghana: Human Rights and Social Justice Applied Summer
SOWK 5300A Adventure Therapy Fall
SOWK 5339 Ghana: Human Rights and Social Justice Applied Summer
SOWK 3339 Social Work with Older Adults/Service Learning-Mariposa Summer
SOWK 5360 Ghana: Human Rights and Social Justice Applied Summer
SOWK 5328 Interdisciplinary Perspectives on Aging Summer
TH 4330P Teaching Artists in Schools and Communities Fall
FY 18 SL Direct/Indirect Community Partners
SL Fellows are asked to self-report their direct and indirect community partners. Below are the faculty reported results:
Dept. Direct Community Partner Indirect Community Impact
AG
- City of San Marcos Main Street Association - City of San Marcos - Texas State University - City of San Marcos Parks
- Several hundred people visiting downtown daily
- The design ideas are worth at least $250 to $500 each to each organization (18 students X 4 designs x $250= $18,000
ARTC - Amala Foundation - City of San Marcos - Mermaid Society of SMTX
-
BIO - Waterford Council, Killarney National Park,
and Field Studies Council. -Two city populations plus visitors 25,000
CHEM
- Hernandez Elementary School 5th Grade Science Camp (San Marcos, TX)
- Blazier Elementary School 3rd, 4th, 5th Grades Science Fair: Poster Judging
- KIPP Aspire Academy “Mad Scientist Night”
-SMCISD
CI
- Texas State University Campus Event - Tomas Riviera Award - Strange Fruit & Lemonade
- Austin Mexican Museum of Art - Aga Khan Foun
- 102 People - 25 High School Students - 20 Elementary School Students
ECO - Cities of Junction and Bandera - Dark Night
Skies and Light Pollution - Hill Country Alliance
EDTC - Oak Creek Elementary in Comal ISD - 83 community members attended our maker
event, including elementary teachers, students, and their families.
GEO
- City of San Marcos - City of Austin - San Marcos Greenbelt Alliance - Office of Sustainability - Austin Fire Department - Wildfire Division
- San Marcos Residents - Austin Residents
GS
- Crockett Elementary - Brenda Butler - Keith Cunningham - SMCISD
-
HA
- Mariposa - CTMC Outpatient Rehabilitation Center - SOAR Horse Back Riding for All - Lopez Family - McCoy’s Supply CO. - Chris - Senior Access
- Elderly Residents San Marcos - Low SES Residents - CTMC Readmission - People with Limited Mobility - Patients - Physical Therapist
MGT
- BS Brewing - Campus Reach - Cultivate - Dahlia Woods Gallery - Murphy’s International Consulting - Pre-Vent Feeders
-
MKT
- Food Insecurity & Proposed Service Solutions
- Metroflex - Nebula Hookah - Creeds and Crest - Alpha Strike Games - CrossFit San Marcos - Grins Restaurant - Railyard - Spring Loaded - Maine-iac - Texas Ski Ranch - Alzheimer’s Association - Community Action of Central Texas - Neuropathy Alliance of Texas - PAWS Shelter of Central Texas - Rundberg Educational Advancement District - Six Square - Austin’s Black Cultural District
- San Marcos Small Business - Number of People Reached per Team:
o Alzheimers= 108 o Community Impact= 155 o Neuropathy= 30 o PAWS= 13 (2 pets adopted) o Rundberg= 8 o Six Square= 123
NUR - Georgetown Independent School District
(16 schools) - Head Start
- $7,000 - Nicaragua
- Hutto ISD - Wesleyan Independent Living - St. David’s School of Nursing Health Fair
NUTR
- Tracy Erickson - Breastfeeding Coordinator - Texas Special Supplemental Nutrition
Program for Women, Infants, and Children (WIC)
-
PSY
- Travis County Probate Court - Strengthening Relationships/ Strengthening
Families - Rural Talent Search (RTS) - Upward Bound Program - ResCare Premier - Mendez Elementary - Hays- Caldwell Women’s Center (HCWC) - Hays County Juvenile Probation - The Austin State Hospital - C.A.M.P. University - YMCA - Hill Country Intergroup - COAP - PALS Place - Central Texas Food Bank - Travis County Sheriff’s Office - Live Oak Living Community - Hays- Caldwell Women’s Center - Marbridge - The Texas Baptist Baptist Childrens’s Home - Aids Services of Austin/ University of Texas
Department of Nursing - Dobie Middle School Family Resource Center - Aloha Friendship House - San Marcos Animal Shelter - Southside Community Center - Feed My People - Hays County Food Bank - Starry - Crossroads - South Austin Therapy Group - Goldenrod RV Park - P.A.W.S Animal Shelter - Legend Oaks - Grassroots Leadership - San Antonio Animal Defense League - Front Steps - HealthSouth Rehabilitation Hospital - DriveAsenior - Laurel Ridge Treatment Center - Caritas Austin - Foundation Communities - Serve San Marcos
- Travis County - 92 - Lives of 180 People with Cognitive Disabilities
- UTHealth - Harris County Psychiatric Center - Down Home Ranch - His Love Counseling - Logistics Health Incorporated
PA - -
POSI - -
REC
- Victorian College for the Deaf(VCD) Melbourne
- Myrtle Cottage (Sydney) - Bell Dementia Program - MacArthur Diversity Service Initiative
(Sydney) - Camden District Activity Centre (Sydney) - Mt. Annan Outreach Dementia Program - New South Wales Goalball-National Team - Association of Recreation Enthusiasts at
Texas State - Various Other Student Organizations at
Texas State - Several Community Partners Such as Cru and
Austin Stone - San Marcos Consolidated Independent
School - District San Marcos Parks and Recreation
Aquatics
- Families of Students Enrolled in After- School Programs
- Texas State University - 38000 - 373 Participants Study Abroad Programs - San Marcos Community - 58,892 - 185 People from Disciplinary Alternative
Education - 200 People San Marcos ISD Special Education
SOWK
- MAP program - The Queensland School in Aglogbloshie
Slums - Mr. Asante - SIS - Ms. Paulina - Paul - Mariposa - San Marcos Housing Authority - Foster Care Alumni Creating Educational
Success (FACES) - Hays County Juvenile Center
- 20 Residents & Staff - 30 Family Members - 25 Teachers - 300 Students - Positive Youth Development
TH - -
2017-2018 Service-Learning Quotes
(Please note: Pictures may not be associated with text)
The TX State students have been wonderful! The lessons
were so engaging! Thank you for taking time to be with
our students! Many would always say at the end of the
lesson that Mondays were best day ever because that's
when they came to Science Squad.
The science club has certainly been a big hit with the
Crockett students. As principal it is great to see kids playing
around with scientific concepts, voluntarily, after school,
with grins on their faces. If learning theory tells us that some
of the most powerful learning occurs when we are having
fun, it has definitely been a success by this metric. And in
light of the fact that we were implementing a new program
and all of the obstacles inherent in doing so, it really seems like it has flowed very smoothly. My 5th grade
team is especially excited at the prospect of working with some biology concepts in the spring and how that
might build upon what they are already doing in class. In short, the Science Club was a welcome addition
to Crockett and we look forward to even more collaboration in the future.
I enjoyed this project, because unlike projects I have had in the past, it allowed my group and I to take a
look at a fully functioning business. To use this real-world example to allow students to understand how
integral a well working marketing strategy can be, was both challenging, as it was rewarding. I feel that I
can take a lot away from this project, to help ensure I career for myself in the future. My favorite part of
the project, was getting to analyze the SWOT (Strengths, Weaknesses, Opportunities, and Threats). I
enjoyed this the most because it really hi-lights just how competitive today's market is. Also I was glad to
see that local businesses were willing to help students in this project and were, not willing to cooperate. I
feel as if working with a group on this project, helped me to mature, and allow trust in others that they will
complete their part of the project, as I am held accountable for my part. Again, I thought that it was
extremely helpful that the local business owners were willing to meet and provide feedback. I would
encourage students in the future to really take the time to, understand the business they choose, and really
try and make a change for said business.
Working with the school nurse gave me a better idea of what it's
actually like to work in a school environment as an RN. It opened my
eyes to how much work it actually is. We were able to save the school
nurse hundreds of man hours of time by assisting her with our
screenings. I learned what it actually means to be a school RN, and
how to effectively give instructions to children who may or may not
understand you completely and who may or may not speak your
language.
I just wanted to tell you, once again, how impressed Akata and I were
with your student’s presentations. They all presented with such skill
and confidence. We were really amazed and I know our staff will
appreciate the work, especially the info-graphics.
You all seem to be producing greater and greater students all the time so please keep telling them that WIC
employs a LOT of nutritionists and dietitians. Also, as I was listening to your students, I was thinking of
other ideas for future classes.
I’ve always thought WIC should develop a funny and educational animated video that helps explain some
of the “super heroes” of breastmilk to a very low-lit audience, such as WIC. Your students could possibly
take deep dives into the multiple functionalities of
individual breastmilk super heroes, like
lactoferrin, SigA, lysozymes, etc and develop
presentations/info-graphics on each. They would
also have to develop how they would describe the
ingredient to a low-lit audience in a funny and
educational animated video and what super-hero
they would suggest for that ingredient.
Developing the WIC materials was a challenge,
however I feel like it was an important task to take
on because many of us will be interacting with
individuals that may not have had the education
we had. I also felt like it brought the materials full
circle. It was definitely a learning experience but
was worth it.
It was cool to get to actually DO what we're going to be doing in the field. I enjoyed working with my group
on hands-on tasks that will actually help me in the real world. I was also really surprised that we were able
to pull it off without any previous experience!
I felt like service learning was way better than sitting down in a lecture environment because it let us
communicate with students we may not talk to in class at all. I benefited from learning more about
marketing since I am not a marketing major about all the key components just incase I cannot get a job in
my degree of Management; I will have some knowledge about marketing as well. My favorite part was
actually getting chances to meet outside of class at the business of our choice and make a brand new
marketing plan for them so they can prosper since mostly students make up San Marcos population. I felt
the rubric was word for word on what he wanted in everything that was due and if we had questions we
could ask him ahead of time. I would not change anything about the service learning because it was
beneficial to everyone in class even if you were not a major in marketing.
Being a part of this internship has completely shattered my expectations. I thought that I would walk into
this community and be their savior, that they needed someone to come and save them. This was in no way
true. I have learned that not only are they equal but also each one of them are so special. They have talents
and dreams, and a full intention to achieve them.
I learned that there is so much more to them then the label that they are given by society or the diagnosis
they have. They too have opinions and feelings that
we should adhere too. This internship taught me that
there is so much more to life to appreciate. In
particular one resident’s appreciation of life
changed my outlook on my own life.
I was lucky enough to see positive results for his
business even before the end of this project. He sold
his beer in more places, created a beautiful website,
and has started to interact with his consumers
online. All of these things will help his business
grow. I believe that he his more excited now about
doing these new things, as he believes our
recommendations will benefit his business. He now
has a clear path to growth with many creative ideas for him to work with, which is certainly a positive
impact on him, his business, and his family.
This course gave me experience that will help me find a better position or job in the future. It made me
think about multiple ways a company can be successful and try to capitalize on that.
My group and I received valuable feedback for our business plan. We have decided to pursue this
opportunity after graduation. I have met some amazing people in this course and feel that we have all
grown together as a family. I've been lucky to know Dr. Minifie as she has provided our team with endless
support and great advice for our future. I am excited to pursue Cultivate as it allows us to make such a
huge impact on businesses and individuals all over the world and the environment.
Being able to help a real life business owner better her business and seeing how happy she was with our
work.
The most rewarding aspects of taking this Service-Learning
course were seeing positive results in our community partner
and learning so many things that I can do to benefit my future
business. Our client is such a good person and has always
loved helping people, so it was extremely rewarding being
able to help his business grow and succeed. Doing the
research necessary for the improvements and
recommendations he needed has greatly helped in my path to
entrepreneurship, as well. I learned a lot and had the most fun
in that class with that project than any other class I have
taken.
The most rewarding aspect of this course for me was the interaction between my group and our client.
Dahlia was so excited to be working with us this semester and would message us frequently with ideas or
suggestions for where we should steer our research. This made the project a lot more engaging and
genuinely fun to do. It is a great motivating tool to get instant feedback on how well your project is doing
and I felt that throughout this course
The most rewarding aspect of taking this course was being able to make an impact through business
The most rewarding aspect of this class was in having my work and efforts be beneficial to a real
company and its operations. From the first meeting with Josh, it was obvious that through the course
there was real potential to help him gain further understanding of what steps could be taken to further
grow his company. Unlike traditional courses, the assignment and deadlines that we had were held in
higher standards for myself, and were of more impact once completed. I enjoyed spreading awareness of
what Service-Learning was, and how it's concept contributed to the university, our community, and my
overall experience throughout the semester.
Personal friends, family and colleagues from
other courses became aware of the program
and how unique, and influential was in
comparison to traditional courses.
Cultivate has the opportunity to help businesses
and people all over the world. It also has the
opportunity to create a more positive impact on
the environment. The potential impact that
Cultivate could have on small businesses and
individuals all over the world are endless and
super exciting.
Being able to see how Education makes a
difference in a community and how education
can bring a community together.
Getting to teach science to kids in the community.
Teaching students and getting positive feedback from those kids
Getting to reach a young audience over everyday concepts was rewarding.
You get to work with kids hands on!
The parents and children seemed to really appreciate our projects and activities, and they were able to
learn in a fun way and for free.
It taught students about rainbows.
It helped students see how
education can be fun!
Benefits future teachers, builds
their confidence, etc.
I have always struggled with
group work, and this group made
it more enjoyable. I learned how
to work together on a deeper
level and we learned a lot from
one another.
It allowed me to open up and be
myself.
They got to learn about science
and different topics within science.
It made us more experienced and confident in our degree.
I believe this is an awesome opportunity that I received. I feel that I benefited from this because of I was
able to help the community. Everything I was learning in class I was implementing it into helping the
community. The project we did in class was my favorite part because I got to be a part of helping a new
business. But, it was a Texas State Alumni which was more exciting. Even seeing how my classmates
helped the other businesses in this community was awesome to see.
This was super rewarding. The resources that my professor provided was super helpful too. Rayburn did
an amazing job in teaching us and showing us the resources we have. I would not change it. I believe it is
awesome as it is. I feel that I got a lot out of this class. Everything I would learn, I would use it outside of
the classroom. And that is how professors should be teaching. Best experience ever, thank you! Service
learning to me is a strategy based on teaching and learning focused on community service. I feel that
Service learning is highly important for individuals and allows them to become more passionate about
what individuals are learning and teaching.
The best thing about service learning is that when you are working with a community and creating a
difference you can see the outcomes in most cases. Learning and applying what we have learned to better
our community and lives within gives individuals more motivation
to continue to learn. The want to continue to learn not only
expand individuals understanding of material being taught, but
also allows them to apply the lessons to real life situations.
Something I recommend for most individuals is to take advantage
of service learning courses. Don’t be afraid to push your limits
when learning and applying the material being taught. Truly
pushing yourself to understand everything will help you both in
the service learning course, but also in the real world.
Solomon Masala from Amala FoundaKon I was so impressed by your students today - and more so, I can
see just how much of an amazing professor you are from their skills and their knowledge.
July Moreno, Founder of Mermaid Society of SMTX I completely
LOVE all of your student works!
It challenged me to be responsible for not only my work but also for
the work of my group.
Good idea of what it’s like to teach and construct and lesson
I believe that the Service Learning Program brought me closer to
my classmates and professor. We all share the same goal of
educating our community which made it easier to relate to one
another.
Being able to work with kids.
Hands on experience
The learning experience and knowing that I was able to expand a child’s knowledge on a given topic.
