service learning initiatives for student-athlete development

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Service Learning Initiatives for

Student-Athlete Development

By:

Todd W. Schuster

Master’s Project

Submitted to the College of Education

At Grand Valley State University

In partial fulfillment of the

Degree of Master of Education

Grand Valley State University

December 2009

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Acknowledgements

My participation in college athletics has been guided by outstanding coaches and

mentors. I would like to thank my track coaches at Calvin College and Grand Valley State

University for not only their expertise in the sport, but for truly caring about student-athlete

development beyond competition. Advising student-athletes, under the supervision of Damon

Arnold, Ph.D., created experiences which made this project possible. I appreciate my parents

for their overwhelming support of my educational, athletic, and career goals. Thank you.

Abstract

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Student-athletes and their participation in intercollegiate athletics create issues of social

and identity development. To reduce the problems of isolation, lack of autonomy, and negative

faculty views, guidelines for service learning initiatives will be implemented in this project.

The project is adapted for Grand Valley State University (GVSU) and their student-athlete

population. Habitat for Humanity of Kent County (Michigan) is the chosen partner providing

an appropriate way for student-athletes to engage in community, learning, and personal

development. Instructions are provided for the GVSU administration to effectively create

orientation, scheduling, fund-raising, and evaluations for the project. The overview of student-

athlete developmental problems, coupled with the benefits of service learning, creates the

context for an effective Habitat for Humanity renovation and fund-raising project at GVSU.

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Table of Contents

Acknowledgements……………………………………………………………………...i

Abstract............................................................................................................................ii

Table of Contents............................................................................................................iii

Chapter One: Project Proposal

Problem Statement ..................................................................................................1

Importance and Problem…………..........................................................................1

Background of the Problem.....................................................................................3

Statement of Purpose…….......................................................................................5

Objectives of the Project……………………………………................................. 5

Definition of Terms……………………………………………………..................7

Scope of Project…...................................................................................................7

Chapter Two: Literature Review

Introduction………………………………………………………………….........9

Theory/Rationale…………………………………………………………………..9

Challenges Faced by Student-Athletes…………..........................................10

Autonomy…………….…………………………………………………….10

Isolation……………….……………………………………………………10

Faculty Views………………………………………………………………11

Evaluation..............................................................................................................12

Service Learning Overview...........................................................................13

Supporting Social Development ...................................................................14

Supporting Personal Development.................................................................17

Summary ..............................................................................................................19

Conclusion……………………………….………………………………...........20

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Chapter Three: Project Description

Introduction……………………………………………………………….........21

Project Components ............................................................................................21

Project Evaluation………………………………………………………………33

Project Conclusions..............................................................................................34

Plans for Implementation ....................................................................................35

References……….................……….................................................................................37

Appendixes

Appendix A-Example 2010 Spring Schedule ………..…………………………42

Appendix B- Examples of Volunteer Opportunities ……..….………………….45

Appendix C- Appendix C: Example of Release and Waiver .......………………49

Data Form .................……………………………………………………………………53

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Chapter One

Project Proposal

Problem Statement

There is a problem in college athletics with the social and identity development of

student-athletes. Specifically, the social and personal maturity needed for a successful

transition into post-collegiate life. According to Broughton and Never (2002) many

institutions focus their student-athlete development on graduation rates while ignoring the

personal needs of the student-athlete. They classify the needs into 4 areas: “academic advising,

life skills development, clinical counseling, and performance enhancement” (p. 48). This

problem involves underdevelopment of life skills and the need for added programming to guide

student-athletes in achieving social and personal growth while in higher education. The

problem has been realized by the National Collegiate Athletic Association (NCAA) by

implementing a nation-wide life skills program to combat this problem. Over 60 percent of

NCAA member institutions participate, showing that the scope of the problem involves a

majority of NCAA student-athletes (NCAA CHAMPS/Life Skills Program, 2009). Although a

large portion of student-athlete literature examines their academic development, for the

purpose of this project the need for social and identity development will be the focus.

Importance of the problem

For college students, the beginning of college marks a powerful time of socialization

and understanding identity. Smith, Carmack, and Titsworth (2006), through their research,

found that students who engage in dialogue and activities help them reduce uncertainty and

find roles among the campus community. This comfort allows for students to begin sharing

their personal experiences while forging their identity as a person. This personal strength and

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social qualities that are formed during college years allow for successful transitions to post

college life (2006). Lent, Brown, and Hackett (1996) describe this process through the Social

Cognitive Career Theory (SCCT). They analyze the importance of personal agency for career

development through SCCT. Students, as they find their academic and career interests, are

engaged in self-efficacy, outcome expectations, and goal setting. These characteristics allow

students to achieve self direction in a college environment that has the potential of limiting self

development (Lent, Brown, and Hackett 1996, as cited in Albert and Luzzo 1999).

Student-athletes make up a very diverse and unique part of the student body. While

non-athletes face the importance of gaining socialization and identity development, student-

athletes have the same need while facing higher demands. Carodine, Almond, and Gratto

(2001) explain how student-athletes face excessive time commitments, academic and athletic

requirements, and atypical lifestyles to that of the non-athlete. This is a challenge due to the

strain placed on student-athletes in academics and their given sport. However, creating identity

outside of athletics is essential to positive career and life transitions. “Student athletes must,

for example, make decisions about a career, identify and modify personal values, form

effective interpersonal relationships, develop self-esteem and integrity, and achieve

interdependence and autonomy” (Ferrante, Etzel, and Lantz, 1996, as cited in Carodine,

Almond, & Gratto, 2001, p. 20). In an environment where academics and athletics are the only

goal in development, the above life skills criteria cannot be achieved. This then is a problem

for many institutions where life skills development is not a priority.

If student-athletes continue to miss out on opportunities for social and personal

development in college, many will be unable to form vocational and career goals. Schultheiss

(2000) explains that personal and career issues are crucial for college student development.

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Students are simultaneously developing their identity, purpose, and interpersonal connections

while balancing their academic and extracurricular requirements (Schultheiss, 2000, as cited in

Hinkelman & Luzzo, 2007). Because the college experience is a time of self-exploration,

independence, and growth, it marks the most crucial time in vocational development. Students

must be supported in their creation of personal and social identity (Hinkelman & Luzzo, 2007).

Finding this support for student-athletes is just as essential due to their expounded

requirements and barriers.

Background of the problem

The National Collegiate Athletic Association (2009) (NCAA), where over 380,000

student-athletes participate at 88% of the collegiate athletics population, lists their formation

date as 1905(“National Collegiate Athletic Association”, 2009). Policies to reform athletic

practices in the NCAA have continued throughout its history where most have involved

academic standards for student-athletes. Brown (1999) writes that the first NCAA Conference

of Conferences was formed in 1946 and created the Principles for the Conduct of

Intercollegiate Athletics. The principles stated that student-athletes shall be admitted to the

institution on the same basis as any other students and be required to observe and maintain the

same academic standards (Brown, 1999). Hawes (1999) explains the modern version of

academic reform with the adoption of Proposition 48 in 1983. That legislation established a

core curriculum for which a prospective student-athlete must post a minimum grade-point

average and standardized-test score. The debate over this legislation increased throughout the

80’s due to disagreement amongst African-American coaches and student-athletes on

opportunities for minorities (Hawes, 1999). It wasn’t until the early 90’s that the focus shifted

from solely academic standards, but to increasing the overall development of student-athletes.

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Institutions across the country began developing programs to serve the needs to

student-athletes and address the problems of post-college transitions. Denson and Jordan

(1990) describe a program instituted at the University of Delaware, Newark in 1988 called

“Student Services for Athletes” (SSA) which “developed workshops designed to facilitate the

transition into and out of college and intercollegiate athletics” (p. 95). This development

reform was also seen through the 1991 NCAA convention in Nashville, TN. The 1991 reform

package consisted of three major parts: cost containment, time demands on student-athletes and

restructuring. Time demands for student-athletes produced the 20 hour rule which limited

practice time to 20 hours a week. This allowed for not only increased academic success, but

added time for community engagement and personal development (Hawes, 1999).

In 1994 the most far reaching student-athlete development initiative was instituted

called the CHAMPS/Life Skills program. Currently 664 institutions across all divisions

participate, where NCAA grants awards from 500, 1000, or 2000 dollars to fund workshops,

graduate assistants, and materials to run the program. CHAMPS stands for Challenging

Athletic Minds for Personal Success and serves NCAA athletics in providing student-athlete

development beyond competition. The program seeks to support student-athlete development

in five areas: academics, athletics, personal development, career development and community

service (“National Collegiate Athletic Association”, 2009). At Grand Valley State University

in Allendale, MI, this program is implemented through the Laker Academic Center. The goals

of the CHAMPS program are met though community-outreach opportunities and life skills

workshops which provide education on time management, resume development, and stress

relief. Overall, the Laker Academic Center strives to empower the student-athlete to be

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successful in their college career and post-college transitions (Arnold, D, personal

communication, October 2, 2009).

Statement of purpose

While much has been done through litigation from the NCAA to further student-athlete

development, there is still a need for an increase in social and personal maturity. Student-

athletes need a solution to their identity crisis. Successful programming should bring social

and personal development for the student-athlete while advancing faculty and administration

understanding of the problem. A solution for this lack of development can come through

service learning.

The purpose of this project is to apply ideas from the literature on the value of service

learning to students and create a tangible way for student-athletes to develop in and outside the

campus community. Allowing student-athletes the opportunity to create community service

initiatives can increase their autonomy and identity development. Connecting with other

members of the campus community and outside the campus will reduce student-athlete

isolation and improve faculty relationships. Ultimately, student-athletes need to make

successful life transitions and service learning can enhance their social and identity

development. The audience will cover most of the campus community (i.e. coaches, athletic

administration, faculty, student-athletes, and service learning staff) because engaging in

effective social development requires an understanding from everyone involved.

Objectives of the project

The project objectives will allow Grand Valley State University (GVSU), a NCAA DII

institution located in Allendale, MI, to implement a service learning initiative where student-

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athletes can increase their social and identity development. This will be filled though an

effective partnership with Habitat for Humanity, one of the most successful organizations of its

kind. Lenkowsky (2009) writes that “Habitat for Humanity has in little more than 3 decades

built more than 300,000 homes for low income families” (p. 35). The organization has formed

partnerships with colleges and service learning programs across the nation and is seen as one of

the most influential groups in philanthropy and service (2009). One of these partnerships is

seen at another western Michigan institution, Aquinas College. Aquinas College partnered

with Habitat for Humanity of Kent County to renovate a local Grand Rapids, MI home in the

fall of 2009. A case study of this Aquinas College renovation will provide context and

background on how to successfully create a campus wide service learning project. GVSU will

then be used as the model for a newly created Habitat for Humanity project where schedules,

orientation, and evaluations will be adapted.

The schedule of the project will consider the issues of isolation, autonomy, and faculty

views that student-athletes face. This will be seen through the invitations to faculty members

for participation as well as the pairing of student-athletes with other students, departments, and

divisions. This will decrease their isolation and improve faculty views. For issues of

autonomy, a project objective will give student-athletes the option in creating their own fund-

raising ideas. This empowers student-athletes to be creative and take initiative with a key

portion of the project. The orientation for the GVSU student-athletes will give the participants

context for the service learning and further understanding of the history, purpose, and goals of

Habitat for Humanity. This will occur at the opening student-athlete meeting during the first

week of school. As for evaluating the project, qualitative surveys delivered to participants

after completing a day of renovation at the Habitat site will provide an understanding of what

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they learned, felt, and gathered from the experience. The responses from faculty can show if

their relationship with student-athletes changed during the process. Questions regarding issues

of isolation will be designed for the student-athletes as well. The surveys will also occur for

participants who complete fund-raising for the project. Issues of autonomy and how student-

athletes felt about making their own decisions, will guide questioning for this section of the

project

Key terms

Life Skills: According to NCAA.org: The development of character, integrity and leadership

skills. A student-athletes' ownership of their academic, athletic, career, personal and

community responsibilities.

Autonomy: Student-athlete’s ability to make informed un-coerced decisions. A process of

self-determination through many choices

Self-efficacy: According to Albert and Luzzo (1999): the belief that one is capable of

performing in a certain manner to attain certain goals. For student-athletes, social learning and

experience develops their identity (as defined in the Social Cognitive Career Theory)

Scope of the project

The scope of the project contains a large portion of the college campus community as

faculty, staff, coaches, and student-athletes are involved. While this may seem overwhelming

to consider in the study; focusing on only service learning with this population will provide the

appropriate scope for such a project. There are other ways to further social and personal

development in student-athletes other than through service learning. This can be through

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alcohol and drug awareness programs, engaging in on campus activities with other non-

athletes, or resume and career building workshops. For the purpose of this project, service

learning will be the model for the identity development.

However, despite an appropriate scope, some factors can hinder the effectiveness of

the study. The coordination and time commitments of building with Habitat for Humanity for

an entire school year, while involving the entire student body, would involve a college

administrator to oversee the daily operations. This could be through the Life Skills department

in athletics or service learning department. Without an individual managing the project, the

coordination would become very difficult. Also, coaches support for an initiative that would

require time away from practice could prove challenging as scheduling already is complex.

Student-athletes look to their coaches for guidance and motivation. If coaches aren’t invested

in the project, student-athletes may very well follow. Overall, it can be challenging to commit

to service learning, volunteering, and fund raising while there are so many other time

commitments for faculty, staff, and student-athletes. It will take proper motivation to

encourage such a commitment and can be achieved through proper orientation. Social and

identity development is a real problem for student-athletes and there should be an effective

program implemented to solve the issues of autonomy, isolation, and negative faculty views.

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Chapter Two

Literature Review

Introduction

The problem of social and identity development for student-athletes creates barriers for

successful post-college transitions. Engaging in a program that could enhance these skills

while continuing their participation in their sport could create development opportunities for

student-athletes. College students, as a whole, form society roles, moral development, and self

awareness while engaged in the campus community (Carodine et al., 2002). Furthermore,

social development during college is a unique experience following the formation seen in

elementary or secondary education. Graham and Cockriel (1995) note the call of society

leaders for colleges to embrace this development, so students can lead productive lives and

face major societal issues such as crime, poverty, and racism. They see the need for social

development, prior to entering the complexity of society, as an essential part of the

undergraduate experience. At no point as a child or post-collegiate adult does an environment

like college provide a place for relationships, learning, and career development. However,

creating social and identity change cannot occur without experience outside of the campus and

classroom. That is why service learning theory will guide program implementation. Chapter

two will first explain the exact barriers that student-athletes face in their development.

Secondly, there is an analysis of service learning theory with an overview of social and identity

objectives.

Rationale

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An assumption of this project is a clear understanding of the student-athlete challenges.

This will allow student-athletes to use service learning as a vehicle to create social and identity

development. There are several barriers that currently limit their development. Notably, lack

of autonomy, isolation, and negative faculty views all can limit the ability for these students to

develop outside the playing field. Service learning, the engagement of community in an

experimental learning environment, might provide student-athletes with opportunities to reduce

or eliminate some or all of these barriers as they transition to life following college.

Challenges faced by college student-athletes - Autonomy

Kimball (2007) explains how their autonomy and self determination are constantly

compromised by the demands of the sport. Some of these factors, found through Kimball’s

research, include: “pressure, obligation, compliance, control of the coach, academic

restrictions, not being recognized as an individual, and power dynamics” (p. 828).

These pressures align with that of being a high school teenager living with their parents.

The rules, pressures and restrictions that parents can have on teenagers is in stark contrast to

the independence of many college students find away from home. This independence allows

for autonomy development away from the structure of home. Kimball (2007) shows how

identity development for the student-athlete away from home is compromised by some of the

exact pressures high school teens face from parents. Baxter-Magolda (1998) acknowledges

that the transition into college changes autonomy, but coupled with athletics creates an identity

shift. This identity is one of commitment and compromise (Baxter-Magolda, 1998, as cited in

Kimball 2007).

Isolation

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Student-athlete isolation also adds to the problem of social and identity development.

Carodine et al. (2002) explains how the great time demands and commitment for student-

athletes can lead to a disconnection from the rest of campus. This provides many negative

consequences for the student-athlete as the rest of campus fosters personal and life skills

development. Furthermore, Gerdy (1997, as cited in Carodine et al., 2002) writes:

A major factor in students leaving an institution is the feeling of personal isolation.

Given that a significant number of student athletes, particularly in the sports of football

and basketball, report ‘frequent’ or ‘occasional’ feelings of isolation . . . athletic

departments should intensify efforts to encourage student athletes to build relationships

outside the department. (p. 61)

Lanning and Toye (1993) describe the tendency for student-athletes to spend much of

their time with other student-athletes as seen in their athletic commitments, social activities,

and in the classroom. Many student-athletes take the same classes because of their practice

and game schedules giving them fewer opportunities to form relationships with non-athletes.

This is another form of student-athlete isolation. There is a need for engagement with different

individuals across the campus for effective social and identity development to take place.

Faculty views

Another crucial relationship of the campus community is that of faculty and the

student-athlete. A healthy connection between faculty and student-athletes can not only build

academic success, but effective personal development. Baucom and Lantz (2001) explain in

their study the tendency for faculty to stereotype student-athletes. Research has shown that

student-athletes who participate in “big time” revenue sports (i.e. football and basketball) have

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classroom performance below not only the student body, but those who participate in non-

revenue sports. Faculty may then stereotype the entire student-athlete body as less intelligent

which brings a major barrier in faculty/student-athlete dialogue. The study also showed,

“Faculty perceived student-athletes negatively in situations dealing with academic competence,

special services, and recognition” (p. 266). Unnecessary recognition was seen through student-

athlete coverage in the student newspaper. Some faculty felt student-athletes should not be

recognized for out of the classroom activities, a view that adds to the identity crisis of a

student-athlete. Although their identity through athletics can be ignored by campus faculty, it

can be effective in leading student-athletes to an identity that is beyond their sport.

Evaluation and grading

For student-athletes to the end the issues of autonomy, isolation, and faculty views

there must be an opportunity to develop skills outside of the classroom and playing field. This

is seen and supported through the literature of service learning. Giles (1991) goes back to the

works of John Dewey, circa 1938, who discussed the linkage of education and experience. He

established experiential learning as pedagogy and created the central idea that education

includes a civic and moral imperative. In doing so, he established a field that would later

encompass our modern understanding of service learning (Giles, 1991, as cited in Bernacki &

Jaegar, 2008). Service learning will be the basis for solving the problem of social and identity

development amongst college student-athletes. Understanding the background, definitions,

and research involving service learning are keys to implementing such a practice.

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Service learning

The introduction of service learning into higher education curriculum is recent in

regards to the entire American higher education history. Stanton, Giles, and Cruz (1999)

explain the change during the 1960’s and 1970’s involving the war on poverty and student

activists seeking alternative education to that of a monolithic, teacher-centered, and alienating

education system. Within these movements was an idea that action in communities and

structured learning could be combined to create stronger service and leadership, providing

more relevant education for students (Stanton et al., 1999, p.1). Since that movement, the

attempt to define service learning has been difficult. Eyler and Giles (1999) write that in 1990

there were 147 definitions in the literature and dozens of programs were implemented with

varying requirements. For one college that has a half day of community service there will be

another that requires two years of intensive programs involving course credit. They both call it

service learning.

The foundation of service learning, whether it is brief or semester long, involves a

balance between community engagement and a reflection on the actual service (the learning).

Overall, no matter what definition is chosen, the process of students being involved in the

community and reflecting on it has become increasingly popular. This pedagogy is now

advocated by “students, faculty, college presidents, Congress and even the President of the

United States” (Eyler and Giles, 1999, pp. 5-6). However, for the purpose of this project, the

definition as defined by Stage, Watson, and Terrell (1999) will guide the program

implementation. They write:

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Service learning initiatives allow faculty and student affairs professionals to

collaboratively engage students in an educational process that maximizes student

learning and personal development. Service learning programs encourage natural

partnerships between institutions of higher education and the community, providing

students with experiences that combine real community needs with intentional learning

goals. (pp. 103-104)

Supporting social development

Maximizing community partnerships and social constructs are seen through this

definition and are supported through literature in the service learning field. Beere (2009)

explains that partnerships are more efficient than working alone and exemplify the notion that

the whole is greater than the sum of the parts. That is, campus and community can accomplish

more together than either could do alone (Beere, 2009). This involves not only accomplishing

the very act of building or providing a service, but engaging in dialogue with everyone

participating. Through this effective partnership and community involvement, students gain

valuable skills for post-college transitions. Brownell and Swaner (2009) show that service

learning brings experiential learning to the community experience. It focuses students on real

world (unscripted) problems and issues, and broadens students thinking about what it means to

be a part of a community beyond the campus.

Keen and Hall (2009) furthers this point through their study of service learning and

what it means to have partners in dialogue amongst the community and campus. They

conducted an analysis of longitudinal surveys completed at 23 liberal arts colleges by

participants in co-curricular service programs, collectively called the Bonner Scholar Program.

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The study's findings suggest that the core experience of service is not the service itself but “the

sustained dialogue across boundaries of perceived difference that happens during service” (p.

77). This is cultivated along the way with the community, organizations, supervisors on site,

college staff, and, centrally, with their peers. Peers may offer the most challenging dialogue to

make sense of pressing moral, economic, social, and political dilemmas. With these dialogue

partners, students can construct new understandings of compassion and what is required of

them now and in their future.

This social development seen in community partnerships and dialogue amongst peers

creates measurable changes for student’s involved in service learning. Two studies in the

1980’s effectively show these results. Williams (1980) notes the findings of his psychological

orientation study amongst service learning participants at a Midwestern university. The study

shows lower scores for social avoidance and distress while seeing a greater tendency to

approach others in social interactions. Students also had higher scores for social adequacy and

interpersonal communication (Williams, 1980, p. 132, as cited in Kendall, 1990).

Another analysis is seen through the Gansneder and Kingston (1984) report on their

longitudinal study of participants in its University Year for ACTION program (UYA) at the

University of Virginia. The program participants, who participated in service opportunities

throughout a full school year, were contacted by the project staff. They found that the

participants, now University of Virginia alumni, devoted twice as many hours than non-UYA

participants to community service activities. Over 70 percent of UYA participants commented

that participation improved their social and career development. They also reported that for 80

percent of UYA participants, participation in the program changed their career goals

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(Gansneder and Kingston, 1984, p.135, as cited in Kendall, 1990). Career development as seen

in this study is a result of the community partnerships formed through service learning.

Allowing students to further career development and create interpersonal skills through

service learning has become a goal for many universities. Ehrlich (1997) noted as president of

Indiana University that their graduates were “unprepared to collaborate as members of a team.

While most of the tasks they would be called on to perform in their communities and

workplaces would be as team members, most of their undergraduate work had been done

alone” (Ehrlich, 1997, p. 23, as cited in Eyler and Giles, 1999). Service learning can provide

team building because it involves different interactions than that of the classroom. This also

allows students to see a common humanity with people different from themselves.

Seeing differences amongst communities and ultimately recognizing diversity is a key

result of the social development seen in service learning. Eyler and Giles (1999) write that one

of the most consistent outcomes of service learning is reducing negative stereotypes and

increasing diversity awareness. Their study of 57 freshmen, who spent three hours a week

working in local service agencies, resulted in 75 percent having more positive descriptions of

the people they worked with after their service. Issues of diversity become more real when it

goes beyond classroom dialogue and debate. Battistoni (1995) describes the service learning

program at Rutgers University which accomplishes this out of classroom recognition. Their

program offers one of the most effective vehicles for engaging issues concerning diversity and

democracy in class dialogue. Issues were explored through texts and classroom discussions,

but most importantly, in “community service placements, where students, themselves from

different backgrounds, worked with people from diverse racial, economic, and religious

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backgrounds” (p. 30). Overall, diversity can be discussed, debated, and studied, but until a

student is faced with it head on in the field, there cannot be a complete understanding.

Supporting personal development

The social development, whether through diversity awareness or interpersonal

communication, is documented throughout the literature of service learning. However, there is

also research regarding service learning personal development and the creation of moral

identity and self-awareness. Fullinwider (1988) makes the case for moral development as

simply “learning by doing”. He writes that “the central and ongoing resource for moral

education is experience, real or vicarious” (Fullinwider, 1988, p. 406, as cited in Kendall,

1990). The literature and research for moral identity making shows how service learning can

indeed fill the role of education through experience.

Boss (1994) found in his study, increased moral development for students who

participated in service learning. He used the “Defining Issues Test” (DIT) created by Rest

(1986) and conducted a pretest and posttest analysis to find the results. Gorman, Duffy, and

Heffernan (1994) used the DIT as well in a study of students in a philosophy and theology

course. Students from the course who participated in service learning increased their use of

principled moral reasoning according to the DIT (Boss, 1994; Rest, 1986; Gorman et al., 1994;

as cited in Bernacki & Jaeger, 2008).

Detailing what “moral reasoning” occurs for these service learning participants is

important in assessing such a strategy. Brownell and Swaner (2009) note that moral reasoning

increase their sense of civic responsibility and the development of a social justice orientation.

Overall, they can effectively apply their learning to real-world situations. More examples of

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moral reasoning are seen through the work of Iozzi (1981) who developed the Socio-Scientific

Reasoning Model. Through her study of service learning she saw moral development through

students facing a variety of cognitive development situations. This was seen through students

encountering different viewpoints, considering the role of self in society, reflecting on one’s

value system, and facing dilemmas (no wrong or right answer). Overall, their model seeks to

prepare students, through service learning, to function more effectively and less selfishly in a

constantly changing and complex world.

The literature also sees moral reasoning as interconnected with the concepts of self-

knowledge and self-understanding. Understanding one’s limits, abilities, and skills is certainly

expounded by the college experience and service learning can take it even further. Eyler and

Giles (1999) saw in their freshmen survey, as noted earlier, an increase in self-awareness from

78 percent of service learning participants. One student wrote:

It’s given me an opportunity to develop in ways that wouldn’t have otherwise-like

being more confident in me and my abilities. I am more articulate about issues and

more responsive to the media portrayal of these issues. It allows me to be more of an

advocate for these issues in conversations with friends and acquaintances. (p. 36)

This improved thinking and awareness that the student in Eyler and Giles (1999) study

experienced is drawn upon in the work of Anderson (1997). He writes that “participation in

service learning projects enhances reflective thinking, decision making, self-esteem and self-

confidence” (Anderson, 1997, p. 87, as cited in Abernathy and Obenchain, 2001). These

results of self-understanding are even seen in service learning outside of the United States.

Ngai (2006) studied 93 university students in a local service learning program in Hong Kong.

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The survey data showed that students developed personal autonomy and recognition of their

potential. The program enhanced self assurance, assumptions of new responsibilities, and

identity growth. This study shows an example of furthering student responsibilities by ways

that are new to the participant. Service learning has the potential to influence students in

forming responsibility and maturity that go beyond the classroom and campus.

Summary

Student-athletes, through service learning could effectively challenge the barriers of

autonomy, isolation, and faculty views. These barriers limit their social and identity

development and therefore, with the use of service learning, this development could be

furthered.

Autonomy for student-athletes is supported through the moral reasoning found in

service learning research. Forging a personal identity, through a sense of civic responsibility

and the development of a social justice orientation, can guide student-athletes (Brownell &

Swaner, 2009). Isolation can be decreased through the community partnerships and peer

dialogue that occurs through service learning. Engaging with members outside of their

respective teams will allow further social development and understanding of people different

then themselves. As noted by Eyler and Giles (1999), understanding difference is crucial to

reducing negative stereotypes and increasing diversity awareness (Eyler & Giles, 1999).

Faculty views will be improved if dialogue is increased between them and the student-athlete

body. Again, this is supported through the social development of service learning.

Community, administrative, faculty, and student bonds are formed through a common purpose.

Faculty views can improve through the awareness of student-athlete participation in

25

experimental learning. Faculty beliefs over disengaged student-athletes who don’t care to learn

can be compounded through their social and identity education as seen through service

learning.

Conclusion

Service learning can provide a way for student-athletes to develop both personally and

socially. The issues of autonomy, isolation, and faculty views will guide the implementation

process. Because there are so many ways to define service learning and design programming

for colleges and universities, a precise plan must be developed. This plan should take into

account the many challenges of student-athletes while providing ways to decrease their

development barriers. Habitat for Humanity involves both fund raising and actual participation

in the building of the project. Giving student-athletes the ability to fund raise with their own

ideas, motivations, and decision making will be important in meeting project goals. This will

be the “learning” portion. Effective orientation will also create context and further learning

objectives. Creating opportunities for the entire campus population to participate in building

will also be significant in the project design. This will be the “service’ portion. As seen

through the literature, service learning for student-athletes through Habitat for Humanity will

create exciting opportunities for social and identity development.

26

Chapter 3

Project Description

Introduction

Throughout the student-athlete literature, it is clear that this subgroup faces challenges

to their social and identity development. Three trends emerge through cases of isolation, lack

of autonomy, and negative faculty views. For student-athletes to effectively reduce these

barriers, a campus wide program should be implemented to increase student-athlete community

engagement and personal decision making. Service learning provides a model of social and

identity development that can create this unique opportunity. For this project in particular,

Habitat for Humanity and the process of fund raising and providing renovation for a local

home will be the focus. A brief case study of Aquinas College in Grand Rapids, MI provides

context and background on how to successfully create a campus-wide service learning project.

Included are suggestions from representatives of Habitat for Humanity Kent County (Grand

Rapids, MI region) for an effective fund raising and home building schedule. Grand Valley

State University (Allendale, MI) will be a model for a newly created Habitat for Humanity

project where the schedules, evaluations, and goals will be adapted.

Project Components

Aquinas College

Aquinas College, with 2,100 students, is a liberal arts college that is a “community

rooted in the Catholic Dominican tradition” (About Aquinas, 2009). Their mission statement

seeks to provide “a liberal arts education with a global perspective, emphasizes career

preparation focused on leadership and service to others, and fosters a commitment to lifelong

learning dedicated to the pursuit of truth and the common good.” (About Aquinas, 2009). In

27

regards to mission statements, institutions must remember the necessity for all organizations to

be in accordance and support the goals of the college or university. The housing department

should have the same goals to provide “leadership and service to others” as the men’s soccer

team. Through their 2009 Habitat for Humanity project, the entire school was able to adapt

aspects of the institution’s mission statement. This forms community when different

individuals, groups, and divisions seek to achieve a common goal.

In April of 2009, this common goal of renovating a local home was introduced to the

Aquinas community. They partnered with Habitat for Humanity of Kent County to underwrite

and complete a LEED (Leadership in Energy & Environmental Design) for Homes Certified

“Total Gut Rehab” home in southwest Grand Rapids. Total gut rehab construction requires

rebuilding the home while maintaining the original structural components. Eric Bridge,

Service Learning Coordinator at Aquinas, headed the project and explained the importance of

the sustainability piece with the build. He remarked, “Aquinas was the first school to offer

sustainable business as a degree and it reflects our goals of sustainable initiatives across

campus” (E. Bridge, personal communication, November 1, 2009). The project provided

sustainability in action, service learning, and community engagement across campus. The

sustainability factor, along with the necessity to fund-raise for the renovation, began with a

blue jean collection drive, resulting in 731 lbs of blue jeans collected from Aquinas students

and the surrounding community. The rehabbed home will contain insulation made out of

recycled blue jeans showing how a campus can fund-raise for materials while still creating

further sustainability. Perhaps most importantly, the jean drive was the first step in the process

and allowed the entire campus to be involved from the beginning. Students, faculty, alumni,

and staff became aware of the upcoming build which was to begin in August, 2009.

28

The build schedule began August 20th and was completed November 1st with

construction occurring Wednesday through Saturday. Half of the builds had sign up limits of

18 and the other half was limited at 36. When the build hit full swing, Eric Bridge began to see

some of the challenges of using Habitat for Humanity in connection with student’s schedules.

Bridge commented, “Working half a day became an issue as Habitat organizers explained how

the build is much more productive in 8 hour shifts” (E. Bridge, personal communication,

November 1, 2009). For Habitat build leaders, the training process for inexperienced student

workers can be time consuming and trying to do so twice a day is difficult. Some classes

would change their classroom sessions to work at Habitat for an entire day, while other

students would work full days on Saturdays. Overall, it became clear that the need for

Wednesday and Thursday volunteers was a much higher demand than that of Friday and

Saturdays.

As covered in the literature review, finding the learning portion of service learning can

sometimes prove difficult. Aquinas, while not completing dismissing the learning factor, had

an increased focus on the actual service. However, learning initiatives were seen in some areas

of the project. In their kickoff presentation April, 2009, the explanation of the LEED certified

process, jean recycling, choosing home owners, and the goals of Habitat for Humanity

provided great context and education for the Aquinas community. Furthermore, interaction

with the owners provided an increased cultural perspective and education for participants.

Matthew Riak and Achol Kuir are the owners and Matthew is a former “Lost Boy” of Sudan.

He now ministers to a community of approximately 200 Sudanese. They invested 300-500

hours of work into building their home prior to assuming responsibility for their 25-year, zero-

29

percent interest mortgages. Prior to building, this information is shared with volunteers as they

participate in on site orientation (College Relations, 2009).

An increased learning initiative could have been found through fund-raising. A

majority of the funds raised for the project were achieved through their individual donors.

Students did little to raise funds and could have achieved education through the process.

Knowing why a project like renovating a home takes financial support can be an important

learning initiative for not only college students, but also faculty and staff. The process of

creating fund raising ideas requires decision making, organization, and a clear understanding of

Habitat objectives. For a renovation, the funds needed are estimated at $35,000. Perhaps for

future projects, Aquinas could seek to make the fund raising effort “grassroots” as to provide

increased learning for the entire Aquinas community.

Habitat for Humanity

Habitat for Humanity of Kent County, who partnered with Aquinas College, is a

division of Habitat for Humanity International. This organization provided a trusted partner

and effective vessel to achieve the goals of community engagement, sustainability, and service

learning for the college. Habitat International began in 1976 and serves to eliminate poverty

housing and homelessness by making decent shelter a matter of conscience and action. Kent

County Habitat, in particular, is leading the way in sustainable-design, or "green" homes. They

built the first LEED certified in the nation, notably awarded by the U.S. Green Building

Council. In 2007, Habitat for Humanity Kent County made the commitment to build all

homes in the future to LEED certifications. According to their website, “a few thousand

http://www.habitatkent.org/green/leed.php

30

dollars invested in green-building can help Habitat families save an estimated $1,000 per

home per year in electric, water, heating and cooling costs” (About Habitat Intl’, 2009).

Through communication with Habitat for Humanity of Kent County, a western

Michigan college or university can create an attainable renovation plan. Beginning in the fall

semester, the institution should focus their campaign on fund-raising. A semester long process

of raising funds will provide the first step needed to begin building in the spring semester.

This process is just as essential as the home build itself. Often, Habitat for Humanity

volunteers focus their work on the actual build and not the financial side of it. Kathy

Forzley, Faith and Community Relations Director at Habitat Kent County, explains that “fund

raising is equally important and it can be just as fun” (Kathy Forzley, personal communication,

November 5, 2009). This process can indeed be entertaining as seen through fund raisers done

at area colleges and schools. The Habitat Kent County staff hosts relays, snow softball

tournaments, sign a stud, buy a brick, “danceathons,” and many more activities. Overall, a

goal of $19,000 should be achieved by the end of the first semester. These funds can come

from alumni donors, students, faculty and staff, or a combination of all involved. The staff at

Habitat Kent County seeks to increasingly involve and organize students in future builds.

This involvement is seen through their current partnership with Grand Valley State

University, Cornerstone University, Davenport University, and Calvin College (all western

Michigan area institutions). They seek to create a renovation project where financial support is

drawn from the work of student organizations from all campuses involved. Joni Jessup,

volunteer coordinator at Habitat Kent County, comments that an issue in the definition of such

a project; is the fact there are so many organizations, divisions, and supervisors working in the

build. Clear objectives should guide a project involving many schools and organizations as

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scheduling can prove difficult. Habitat Kent County should receive scheduling and budget

questions and information from one individual representing each school instead of random

communication from all (Joni Jessup, personal communication, November 5, 2009).


The following steps should be taken for implementation of a Habitat for Humanity

renovation for Grand Valley State University (GVSU) and their student-athlete population. A

meeting should be set up with Joni Jessup (Volunteer Coordinator) and Kathy Forzley (Faith

and Community Relations Director) at Habitat for Humanity of Kent County in the early

summer before an academic year. These individuals have experience working with colleges

and will provide further details in the fund-raising and renovation process. During this summer

meeting, the location, budgeting, and scheduling agenda can be created. Choosing a house that

is in west side of Grand Rapids will be essential to travel convenience for Grand Valley

participants. Particular attention should be given to bus routes and the ability to use public

transportation to arrive at the given site.

Organizing the financial components of the renovation will follow as there should be an

exact understanding of what funds need to be raised for completion. In past builds, a goal of

$37,500 by the end of the academic year has guided fund-raising. This amount is half of the

$75,000 needed as the rest of funds come from government grants involving neighborhood

stimulus and renovation. A goal of $20,000 should be achieved by January 1st, of the academic

year with renovation beginning on February 1st.

A key aspect of this project will be collaboration with the rest of the campus for fund-

raising. I suggest a five team plan. The first team will consist of intercollegiate student-

32

athletes numbering approximately 600 students. The following four teams are representatives

from the largest student organizations at GVSU. Each group has between 300-600 students.

They are: fraternities and sororities, club sports, service and advocacy, and cultural student

organizations. These teams should be called upon in a formal letter written from the GVSU

CHAMPS/life skills department to participate in this project. Currently, student organizations

at GVSU are already working with Habitat Kent County, but not on a campus wide level.

Fund-raising will be focused on the 5 team component while the actual build itself will be open

to all members of the campus.

The scheduling component is the most difficult agenda item as working with student

schedules can be complicated. Laying out the work week will be important to discuss as

students have higher availability on Friday and Saturday then that of Monday through

Thursday. A possible schedule would be building days scheduled for Wednesday through

Saturday and would be consistent with Habitat 4-day build weeks. The difficulty of scheduling

around class commitments can be solved using some flexibility and strategies. Communicating

with Habitat to schedule half a day sessions once a week is essential. This would allow for

students with afternoon or morning classes to work a 4 hour shift. This should be a one day

process (Wednesday or Thursday) as orientation for the construction leaders is time and energy

consuming.

In addition to half day schedules, the entire campus should be made aware of the

renovation and educate professors on the service learning taking place at the Habitat site.

Classes could be adapted to fit a day of volunteering at the site. For instance, a business class

studying non-profit organizations could spend a class examining Habitat for Humanity and

then serve for a day in the build later in the week. Urban studies majors could examine

33

neighborhood stimulus packages while an environmental studies course could spend a day on

LEED Certified homes. This would fit the Stage, Muller, and Terrell (1999) service learning

definition. They write that service learning should provide “students with experiences that

combine real community needs with intentional learning goals” (p.104).

Student-athletes

Student-athlete identity and social development can be improved at GVSU.

Participating in this campus wide project will allow student-athletes to experience the benefits

and results of service learning. This will be seen through decreased isolation, increased

autonomy, and positive faculty views. Prior to reaching these goals there must be recognition

of student-athlete practice and competition commitments. This is the greatest challenge in

achieving project success. The GVSU athletic program is the top program in NCAA Division

II winning the Director’s Cup (given to the top men and women’s athletic program) each of the

past four years. Practice and competition is taken seriously and time commitments are given

great consideration. According to Head Athletic Director Tim Selgo, “I am hesitant to let

student-athletes at Grand Valley, participate in too many activities as it may hinder their busy

academic and athletic schedules” (Tim Selgo, personal communication, 16, October, 2009).

He encourages community outreach and service learning, but regarding a year long process, he

has some reservation.

Scheduling

In order to have support from the athletic administration, clear guidelines regarding

student schedules should be communicated to Head Athletic Director Tim Selgo. The first

guideline is analyzing the seasons for each sport. A sport participating in the winter semester

34

will have different guidelines to a sport participating in the fall semester. For example, the

men’s football team, a fall participating team, will be asked to participate in the renovation

portion of the project and not the fund raising component during the fall. The team will be

given the option to help fund-raise, but that will be up to the team. During their off season,

they will be given a schedule sign up asking for participation with groups of eight football

players and coaches. The number eight was chosen as during the thirty scheduled build dates

(standard for Habitat renovations) each date is separated with numbers requested at “Up to 18”

or “Up to 36” (see Appendix A). This is important consideration regarding the purpose of the

project. Assigning groups of 36 and 18 football players could actually increase cases of

isolation for student-athletes.

This is where the project becomes exciting and beneficial for social and identity

development. Nine members of the student senate, any sorority, or the LBGT center could

potentially be partnered with the football players for a day requiring 18 individuals. The ninth

member of the football group will be a faculty representative invited by the team. Invitation of

a faculty member that does not attend games or may have negative views of the football

players is encouraged! Imagine the conversations, community, and lack of isolation of eight

football players, a geology professor, and nine members from the theater club interacting for a

day of renovating. This can improve issues of isolation and faculty views among student-

athletes.

Fund-raising

The fund-raising component will be reserved for teams that are competing during the

winter semester. Again, the opportunity for in season teams to help renovate will be allowed,

35

but their focus should be on creating fund-raising ideas. For teams like men’s and women’s

basketball, who compete both during the fall and winter semesters, there should be the option

to participate in one or the other. Fund raising goals will be collaborative with the five team

system as other organizations on campus are participating. The GVSU athletic department has

raised close to $10,000 in past fund-raisers for Make a Wish foundation. This history shows

that achieving a fund-raising goal of $7,500 is attainable.

Autonomy and the process of forming decisions amongst student-athletes is prevented

by coach mandated practices, activities, living situations, and class choices. Fund-raising can

be an opportunity for teams to create, decide, and implement an event without a coach ordering

it. Team captains shall be given information on the Habitat build and be encouraged to lead

the team in creating fund raising ideas. A list of ideas can be given to the student-athletes, but

it will be up to them to create and decide on a fund raiser that interests them. Ideas include car

washes, selling “Mardi Gra” beads, parent donations, and 3 on 3 basketball tournaments.

Team Categories

As for organizing the fund raising effort and renovation, teams are divided into three

separate categories. Teams that only compete in the fall semester will be asked to focus their

work on renovation in the winter semester. These teams are men and women’s cross country,

women’s volleyball, women’s soccer, and men’s football. They will not be budgeted into the

$7,500 goal. As noted before, fall teams are welcome to make additional contributions to the

fund-raising if they feel they have the ability to do so. In the winter semester (the off-season),

each fall team will be asked to participate in two full days of renovation work. The team will

be divided into the groups of eight student-athletes as noted in the football example. So for

36

example, the women’s cross country team consisting of 40 members will be divided into 5

separate teams that can choose a date to build based on their schedules. Finding eight students

that have a Wednesday available to build would be convenient for Habitat scheduling. The

total hours completed by fall sport teams would reach approximately 4,400 hours if every

individual of each team participated in two separate eight hour renovations.

Teams that compete throughout the year are seen in men and women’s basketball, golf,

tennis, and swimming. They will have a unique schedule that is conducive to their sport

seasons. These teams will be asked to contribute half the amount to fund-raising compared to

teams participating in the winter semester. However, they will additionally be asked to work

for one day during the renovation schedule, which of course is half of what fall teams will

contribute. This would reach approximately 1,100 hours by working one full eight hour day if

everyone participated.

Winter semester teams will have a goal of fund-raising a majority of the student-athlete

$7,500 goal. These teams are baseball, softball, and men and women’s track and field. Listed

below are the goals each team should reach based on size and the time constraints of their

playing seasons.

Baseball: $1,000 (30 student-athletes, participate in winter semester)

Track & Field: $3,000 (100 student-athletes-men and women, participate in winter semester)

Softball: $700 (19 student-athletes, participate in winter semester)

Basketball: $500 (28 student-athletes-men and women, participate throughout the year)

Golf: $500 (18 student-athletes, men and women, participate throughout the year)

37

Tennis: $500 (18 student-athletes, men and women, participate throughout the year)

Swimming: $1,300 (76 student-athletes, men and women, participate throughout the year)

The total adds up to a $7,500 contribution to Habitat for Humanity and should be

attainable for each team based on total student-athletes and amount of time they can contribute.

For student-athletes participating solely in winter semester sports, each individual is

responsible for $34 by dividing the total. Conversely, student-athletes participating throughout

the year average out to $17 per person. A majority of the hours of the renovation will be

completed by student-athletes where as the fund-raising will be equal among the student

organization teams. A total of 8,500 hours are needed to complete most Habitat renovations.

This will be achieved through student-athlete contribution of 5,500 hours and 3,000 hours from

non-athletes, staff, and faculty.

Orientation

The orientation and introduction of this bold Habitat for Humanity initiative should be

provided to student-athletes immediately. A beneficial environment for explaining the project

will be at the Laker Pride and Tradition Meeting which is held during the first week of school

every September. Every student-athlete is expected to be at the meeting which is led by

athletic director Tim Selgo and the athletic department staff. A recap of the previous year,

standards, pep talks, and speeches from alumni are normal activities at this meeting.

Introducing Habitat for Humanity would be a suitable addition to the meeting and will provide

context for information presented to teams throughout the year. The basics in terms of fund-

raising goals, hours expected for completion, and the ability for student-athletes to form their

own fund-raising ideas will be covered. Also, encouraging student-athletes to begin the

38

process of choosing a faculty member to invite for their renovation team will be discussed.

The learning portion of service learning can be furthered during this meeting as well by

showing a short film clip on Habitat for Humanity as well as discussing the background of the

future homeowners. As for the clip, the “Introduction to Habitat for Humanity” video found on

their website would be a perfect way to share information, goals, and the history of the

organization to the student-athletes. Discussed in the video are the goals of providing low cost

mortgages, building simple affordable housing, building dignity and self reliance, building

leadership and teamwork, promoting sustainable development, and transforming lives and

communities. The history of the organization is seen and all is accomplished in only a six

minute clip (Habitat Intl’, 2009).

It should be noted that the learning initiative of service learning is also furthered

through the creation of fund-raising ideas, collaborating with faculty, meeting and learning

about the homeowner’s responsibility for purchasing a Habitat home. There will be

orientation, information, and dialogue in place to prevent student-athletes from simply painting

some walls and considering it service learning. This project can be referred to as service

learning as long as there is clear communication with participants.

Project Evaluation

Evaluating the success of the project will be multi-faceted. Determining the success of

fund-raising budgets, whether students were able to find transportation to the site, faculty’s

response to team invites, and many other issues should be analyzed. Qualitative survey

analysis where students, faculty, and staff can provide comments in simple questioning will be

essential to understanding the success of the project. Assessment of the project through

39

surveys will be two parts: surveys given to student-athletes after reaching fund-raising goals

and surveys given to student-athletes, faculty, and campus participants after a day of

renovating. Fund-raising surveys should consider the ease or difficulty of reaching budget

goals, willingness of team captains to lead teams in creating ideas, and the learning they

experienced through the process. Questions of social and identity development can connect

literature to project components. This could be seen through questions regarding coaching

staff lack of influence and the freedom, enjoyment, and autonomy that a student-athlete

experiences through it. Surveys following the renovating should be completed after their final

renovation day. Considerations of social and identity development could be analyzed through

understanding of the home owner’s role in the Habitat build, sustainability, community

dialogue that took place during the work, and having a sense of personal accomplishment after.

Conclusions

Student-athletes participating in intercollegiate athletics gain skills, personal

development, and exciting experiences providing life long memories. However, as discussed

in chapter one, the barriers of isolation, autonomy, and faculty views are serious issues that

need to be addressed in our institutions of higher education. There indeed are positives and

negatives to participation and communicating these results is important. Further study

weighing the benefits and disadvantages of competing in intercollegiate athletics can create a

clear picture for high school students considering athletic participation in college.

Chapter two discussing the history, definitions, and benefits of service learning

provides the connection between the student-athlete problems and a viable solution. Service

learning creates social and personal development that is seen through research and the

40

literature. Creating opportunities for student-athletes to branch out and reduce isolation, not

only with campus members, but also with the local community, have powerful implications for

social development. Understanding the history of an organization like Habitat for Humanity,

the process of fund-raising for builds and renovations, as well as learning about the

homeowners and their situations creates opportunities for learning and identity development.

Understanding the context is crucial to effective service learning. Overall, the service learning

method is well documented and is increasingly used in secondary and higher education settings

throughout the world. Further study regarding student-athletes using service learning would be

a useful addition to the literature. The unique needs of student-athletes, especially with their

time commitments, create added difficulty for service learning projects. Unresolved questions

remain on the benefits of service learning when time constraints deter further learning

opportunities. In other words, how much learning should occur in order for service learning to

be considered actual service learning?

Plans for Implementation

Through an internship with the Grand Valley State University CHAMPS/Life Skills

program, I was able to share these findings with my colleagues and supervisors. Dr. Damon

Arnold, Director, has taught our staff the importance of “thinking big” in regards to student-

athlete development. Community outreach, fund-raising, and workshops are constantly being

redefined as we think of bigger and better ways to serve student-athletes and our local

community. Through this project, a new and better way of community, collaboration, service

learning, and autonomy development is provided for student-athletes at GVSU.

41

Although my time is limited with the internship, Dr. Arnold has encouraged temporary

staff to leave a “paper trail” so the work done now can be used in years to come. This is my

extensive version of a “paper trail”. Of course, my continued passion for student-athlete

development and further career opportunities in the field will allow me to share this project

with more institutions. Tim Selgo, the GVSU Athletic Director, has influence on the NCAA

DII Board of Trustees. If this project, plan, or actual implementation is successful in the eyes

of Mr. Selgo, his connections and networking could extend this idea to other CHAMPS/Life

Skills programs. Overall, collaboration with athletic departments will be a continued purpose

in my career and sharing this project will provide further opportunities for student-athletes to

increase social and identity development.

42

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service. Raleigh: National Society for Internships and Experimental Education.

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Kimball, A., & Freysinger, V. (2003). Leisure, stress, and coping: The sport participation

of collegiate student-athletes. Leisure Sciences, 25(2/3), 115-141.

Kimball, A. (2007). You signed the line: Collegiate student-athletes’ perceptions of

autonomy. Psychology of Sport and Exercise, 85(8), 818-835.

Lenkowsky, L. (2009). Habitat for Humanity's Founder Blended Old and New

Philanthropy. Chronicle of Philanthropy, 21(9), 35-35. Retrieved September 21, 2009,

from Academic Search Premier database.

Lanning, W., & Toye, P. (1993). Counseling athletes in higher education. Student athletes:

shattering the myths and sharing the realities. 61-70. Virginia: American Counseling

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http://www.ncaa.org/wps/ncaa?key=/ncaa/ncaa/academics+and+athletes/champs+-

+life+skills

National Collegiate Athletic Association (2009). Retrieved September 28, 2009, from

www.ncaa.org

Ngai, S. (2006). Service learning, personal development, and social commitment: A case study

of university students in Hong Kong. Journal of Adolescence, 41(161), 165-176.

Ryan, K., & Parker, M. (2005). Impact of service learning on university student athletes'

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Smith, A. K., Carmack, H. J., & Titsworth, B.S. (2009). Managing the tension of

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University Press of American, Inc.

Stanton, T. K., & D. E. Giles, & N. I. Cruz (1999). Service learning: a movement’s pioneers

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Watt, S. K., & Moore III, J. L. (2001). Who are student athletes? New Directions for Student

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2

Appendix A:

Example 2010 Spring Schedule

48


To register on-line go to: www.habitatkent.org. On the right side of the page click on the photo of the volunteer

in a white hard hat; where the lettering says: "Volunteer On-Line; click here to sign up". The first time you

will be required to register and then the system will take you to the Events page where you can scroll down the

list to view and sign up for specific volunteer dates.

Those under 18 years may not use power tools or be on ladder and scaffolding.

You will receive a confirmation with basic information and directions. If you have any questions,

call Joni at 774-2431 ext.224.

* tasks may be changed without notice due to adjustments in the construction schedule.

DATE Shift Task* Number Requested

Thurs. Aug. 20 8am-4pm Deconstruction Up to 18

Fri. Aug. 21 8am-4pm Deconstruction Up to 18

Sat. Jan. 23 8am-4pm Deconstruction Up to 18

Wed. Jan. 27 8am-4pm Deconstruction/Frame Up to 18

Thurs. Jan. 28 8am-4pm Deconstruction/Frame Up to 18

Fri. Jan. 29 8am-4pm Decon/Frame/Doors/Wind. Up to 18

Sat. Jan. 30 8am-4pm Foam Sheeting/Windows Up to 18

Wed. Feb. 3 8am-4pm Foam Sheeting/Windows Up to 18

Wed. Feb. 17 8am-4pm Insulation Up to 18

Thurs. Feb. 18 8am-4pm Insulation Up to 18

Mon. Feb. 22 8am-4pm Paint/Siding/Rem. Concrete Up to 36

Tues. Feb. 23 8am-4pm Paint/Siding/Rem. Concrete Up to 36

Wed. Mar. 3 8am-4pm Paint/Siding/Cabinets Up to 36

Thurs. Mar. 4 8am-4pm Int. doors/Siding/Trim Up to 36

Sun. Mar. 7 Noon-4pm Int. doors/Siding/Trim Up to 36

Mon. Mar. 8 8am-4pm Siding/Trim Up to 36

Tues. Mar. 9 8am-4pm Siding/Trim/Shed Up to 36

Wed. Mar. 10 8am-4pm Siding/Trim/Shed Up to 36

Thurs. Mar. 11 8am-4pm Siding/Trim/Basement Wall insulation Up to 36

Fri. Mar. 12 8am-4pm Siding/Trim/Flooring Up to 36

Sat. Mar. 13 8am-4pm Siding/Flooring/Details Up to 36

Tues. Mar. 16 8am-4pm Final Details Up to 18

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Wed. Mar. 17 9:30am-4pm Landscape Up to 18

Thurs. Mar. 18 8am-4pm Counter Tops/Final Paint Up to 18

Fri. Mar. 19 8am-4pm Final Details Up to 18

Sat. Mar. 20 8am-4pm Punch List Up to 18

Wed. Mar. 24 9:30am-4pm Punch List Up to 18

Thurs. Mar. 25 8am-4pm Punch List/Cleaning Up to 18

Sun. Mar. 28 Noon-4pm Punch List/Cleaning Up to 18

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Appendix B:

Examples of Volunteer Opportunities

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HABITAT FOR HUMANITY OF KENT COUNTY

VOLUNTEER OPPORTUNITIES

CONSTRUCTION

We build on Tuesdays, Wednesdays, Thursdays and Saturdays. Our biggest need is for WEEKDAY

VOLUNTEERS. No experience is necessary. A desire to learn and have fun is great!!

Skill Leader – Supervise and lead volunteers on site on specific tasks (i.e., Framing, Vinyl Siding,

Painting, and Trim Carpentry)

General Construction Volunteer

Site Host – Meet and greet volunteers and assist with registration

Recycle Volunteer – Supervise site recycling and take materials to collection centers

Donate licensed labor

Become a “Weekday Regular” – Call each week to be directed on where volunteers are needed for

non-scheduled construction work, such as punch lists

Become a “Rescue Crew” for higher skilled construction volunteers – we will call you when we are in

need having a job finished up in a hurry

HABITAT RESTORE

Price and move product from the warehouse to the retail floor

Assist with donation pick-ups

Assist cashier

Assist customers on the retail floor

Clean and organize

Assist with deconstruction assignments

WAREHOUSE

Inventory and Organization of materials and supplies

Tool Maintenance

Truck/vehicle Maintenance

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Small Motor Repair

Lawn maintenance: mow lawns

Snow plowing of parking lot and shoveling of sidewalks

Painter for trim – for houses under construction

Handy-person at the Habitat warehouse and office

OFFICE

Serve as substitute receptionist for office manager

Assist with telephone calls

Assist with data entry

Work on bulk and direct mailing campaigns

Clean office and recycle

HOSPITALITY

Hospitality Coordinator – organize and recruit food providers for construction volunteers for a given

project

Hospitality – Provide a meal for construction volunteers

VOLUNTEER SUPPORT

Assist in organizing the Annual Volunteer Recognition Event

Assist in periodic volunteer recruitment events (Breakfasts)

EDUCATION

Lead a homebuyer education class (Decorating on a budget, wallpaper, etc.)

HOMEBUYER INVOLVEMENT

Interview families as part of homebuyer selection

Partner with a future homeowner. Be a mentor to a family, help them earn sweat-equity

Assist with homebuyer newsletter

Assist with homebuyer events (Christmas Party and Summer Picnic)

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CHURCH & COMMUNITY RELATIONS

Be a Habitat representative at community volunteer fairs

FUND RAISING AND DEVELOPMENT

Assist in coordinating special events

OTHER SPECIALITY JOBS

First Aid Kit Maintenance

Teach CPR

Photography

GIVE A GIFT TO HELP BUILD HOUSES

Sponsor a house – Raise $5,000 - $60,000 and supply volunteers

Adopt-A-Day - $1,000 (week day) or $2,500 (Saturday) and volunteers

Donate a truck, tool trailer, building materials, office supplies, etc.

Donate corporate employee hours

COMMITTEES

Selection Committee – Recruits, screens, interviews, and recommends new homeowners. Meets for 2

selection per year (Mar-May, Aug-Oct)

Family Support Committee – Supports, assists and provides for educational programs for new

homeowners on issues of budgeting, community resources, and home ownership. Offers credit

classes for people needing to improve credit for homeownership applications. Meets 3rd Tuesday of

month, at 9:00 AM.

Mortgage/Finance Committee – Reviews rolling five-year financial plan and annual budget as

submitted by management. Monitors other financial and banking activities. Oversees homeowner’s

mortgage performance, including review and intervention of delinquent mortgages.

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Appendix C:

Example of Release and Waiver

55

RELEASE AND WAIVER OF LIABILITY

Please read carefully! This is a legal document that

affects your legal rights!!

I desire to work as a volunteer for Habitat for Humanity of Kent County, Inc., a Michigan nonprofit

corporation, (“Habitat”) and engage in the activities related to being a volunteer. I understand that

the activities may include constructing and rehabilitating residential buildings, working in the Habitat

office and warehouse, living in housing provided for volunteers of Habitat, and travel to participate in

these activities. I freely, voluntarily, and without duress execute this release under the following

terms:

1. Waiver and Release. I hereby release and forever discharge and hold harmless Habitat and its successors and assigns from any and all liability, claims, and demands of whatever kind or nature, either in law or in equity, which arise from my work with Habitat. I understand that this release discharges Habitat from any liability or claim that I may have against Habitat with respect to any bodily injury, personal injury, illness, death, or property damage that may result from my work for Habitat, whether caused by Habitat or its directors, officers, employees, or agents, or otherwise. I understand that, except as otherwise agreed to by Habitat in writing, Habitat does not assume any responsibility for or obligation to provide financial assistance or other assistance, including but not limited to medical, health, or disability insurance, in the event of injury or illness.

2. Medical Treatment. Except as otherwise agreed to by Habitat in writing, I hereby release and forever discharge Habitat from any claim whatsoever that arises or may hereafter arise on account of any first aid, treatment, or service rendered in connection with my work for Habitat.

3. Assumption of Risk. I understand that the work for Habitat may include activities that may be hazardous, including, but not limited to construction, loading and unloading, and transportation to and from the work sites. In connection thereto, I recognize and understand that activities at Habitat may, in some situations, involve inherently dangerous activities. I hereby expressly and specifically assume the risk of injury or harm in these activities and release Habitat from all liability for injury, illness, death, or property damage resulting from the activities of my work for Habitat.

4. Insurance. I understand that, except as otherwise agreed to by Habitat in writing Habitat does not commit to carry or maintain health, medical or disability insurance coverage for any volunteer. Each volunteer is expected and encouraged to obtain his or her own medical or health insurance coverage.

5. Photographic Release. I hereby grant and convey unto Habitat all right, title, and interest in any and all photographic images and video or audio recordings made by Habitat during my work for

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Habitat, including, but not limited to, any royalties, proceeds, or other benefits derived from such photographs or recordings.

6. Other. I expressly agree that this Release is intended to be as broad and inclusive as permitted by the laws of the State of Michigan, and that this release shall be governed by and interpreted In accordance with the laws of the State of Michigan, I agree that in the event that any clause or provision of this release shall be held to be invalid by any court of competent jurisdiction, the invalidity of such clause shall not otherwise affect the remaining provisions of this Release which shall continue to be enforceable.

I have carefully read this document, fully understand its contents, and sign it voluntarily. I further

state that I am _____ years of age and am competent to sign this document. This document shall bind

me, my heirs, and personal representatives.

Print

Name

Street Address

City State ZIP

Email Address

Telephone

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Signature Date

Employer Church

_______________________________________

HABITAT HOUSE #

------------------------------------------------------------------------------------------------------------

FOR MINORS:

I am the parent or guardian of the participant who has signed above and who is under eighteen (18)

years of age. I have carefully read this document, fully understand its contents, and sign it voluntarily.

I agree to indemnify and to hold Habitat and its agents, employees, directors, and workers harmless

for any liability arising out of claims, which may arise from my child’s participation in the Building

Activities.

________________________________ ________________________________

Signature of Parent or Guardian Print Name

_________________________________________________

Data Form

GRAND VALLEY STATE UNIVERSITY

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ED 693/695 Data Form

NAME: Todd Schuster

MAJOR: (Choose only 1)

Adult/High Ed __X__ Elem Ed SpEd Admin

CSAL _____ Ed Diff _____ SpEd ECDD

_____ Early Child _____ Mid & H.S. _____ SpEd EI

_____ Ed Tech _____ Read/Lang Arts _____ SpEd LD

_____ Ed Leadership _____ School Counseling _____ TESOL

TITLE:_Service Learning Initiatives for Student-Athlete Development

__________________________________________________________

PAPER TYPE: (Choose only 1) SEM/YR COMPLETED: Fall 2009________

__X__ Project

_____ Thesis

SUPERVISOR’S SIGNATURE OF APPROVAL___________________________

ERIC DESCRIPTORS

1. Service Learning 6. Intercollegiate Athletics

2. Educational Needs 7. Social Isolation

3. Education 8. Personal Autonomy

4. Student Empowerment 9. Faculty Relationship

5. Student Participation 10. Adult Development

service learning initiatives for student-athlete development

Documents

studentathlete development

fundraising project

overview of student

project possible

scope of project

studentathlete population

service learning initiatives

service learning overview