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VOLUNTEER AND COMMUNITY SERVICE CENTER (VCSC)

ANNUAL REPORT

2012-13 Academic Year

Written by:

Kristi Hill, Director of Volunteer and Community Service Programs

Michael Poradek, Volunteer Programs Assistant

Olivia Hendricks ‘12, AmeriCorps Volunteers in Service to America (VISTA)

With strong support from: Twenty dedicated student staff members

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Table of Contents

Page:

Mission, Goals, Objectives & Learning Outcomes 3

Office Personnel & Operations 4

Student Volunteer Programs / Opportunities 6

Self-Agency in Youth (SAY) Program 6

Service Corps 10

Volunteers in Tutoring at Lawrence (VITAL) 13

Lawrence Assistance Reaching Youth (LARY) 13

Saturdays of Service (SOS) 13

Major Events 13

Community Sponsored Opportunities 16

Student Outreach, Support, & Education 17

Outreach 17

o Incoming Students

o Pop-up Service o Residence Halls and Small Houses o Outreach Through Recognition

Support 18

o Individual Volunteer Advisement

o Service-based Student Organizations o Summer Volunteer Opportunity Grant (SVOG)

Education 21 o Social Justice Programming

o Volunteer Hours Management

Academic Connections 22

Office of Engaged Learning 22

Senior Experience 23

Conservatory of Music 23

Teacher Education 23

Waseda/TSA Program 23

Civic Life 24

Available Statistics 24

Appendices

A: VISTA Assignment Description 27

B: MLK, Jr. National Day of Service – Read & Reflect: A Lunch Discussion 32

C: Summer Experiential Learning Grant 2013 Applicants 35

D: Volunteer Activity Tracking 39

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MISSION/GOALS/OBJECTIVES/LEARNING OUTCOMES

MISSION STATEMENT

The Volunteer and Community Service Center (VCSC) is dedicated to promoting lifelong values

of commitment to service and civic engagement among Lawrence communities by serving as a

source of information and support for students, faculty, staff and the community. Staff aims to

accomplish this by meeting with students one-on-one, facilitating communication between

student service organizations through the Community Service and Engagement Committee of

LUCC, and providing support to faculty interested in community based engagement. Activities

supported by the VCSC include ongoing programs such as mentoring and tutoring services

within the Fox Cities area, annual events in collaboration with student organizations, one-time

service-oriented opportunities for both individuals and student organizations, and social justice

educational programming to connect learning to service.

In keeping with the tradition of its founding as a student-led initiative, the VCSC is currently run

by 20* student staff members with the support of 1.8 FTE professional staff members.

* =an increase of 4 students since 2011-12

GOALS

1) Serve as an entry point to the volunteer needs of the Fox Cities and provide service to and

learning from the community

2) Work collaboratively with the community to educate students about civic responsibility,

social justice and the importance of being an engaged citizen with concern for the greater

good

3) Support the professional development and leadership needs of student leaders and student

staff that provide volunteer opportunities to the campus community

OBJECTIVES

1) Identify those needs in the community that match the strengths and/or interests of the

Lawrence community through the Service Corps program model

2) Provide social justice programming that informs students of social issues throughout the

world and connect to available service initiatives and actions

3) Offer students low-commitment ways to get involved and eventually connect students to

ongoing volunteer needs

4) Continue to better identify the needs of student leaders involved in service and provide

resources that support leaders to better serve volunteer group members

5) Track volunteer efforts and share with the community at large as a means of reflection

and promotion of volunteerism

LEARNING OUTCOMES

As a result of receiving services from the VCSC, students will…

1) Take actions to contribute to the welfare of the community and improve abilities to serve

others

2) Develop a new awareness of community issues

3) Feel better connected to the community

4) Increase their confidence in solving real-world complex problems

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OFFICE PERSONNEL & OPERATIONS

Due to financial support from the WI Campus Compact (WiCC) AmeriCorps Volunteers in

Service to American (VISTA) program and the LU Office of Engaged Learning the VCSC

expanded its staff to a .5 FTE VISTA professional staff member and 4 student staff members

placed in leadership positions with the Self-Agency in Youth (SAY) program; a new program

connecting the volunteer needs of the Boys and Girls Clubs of the Fox Valley (BGCFV) Teen

Center and the volunteer interests and academic needs of Lawrentian students. Olivia Hendricks

’12 was hired for this position and immediately identified resources to hire 4 Lawrentian students

to support the academic and social needs of ethnically diverse teens at the club. Her salary and

education award was funded by AmeriCorps VISTA and professional development needs of the

VISTA and the student staff stipends were funded by the Office of Engaged Learning.

Unfortunately, this funding is planned to be eliminated in August, 2014.

The Volunteer Programs Assistant/Residence Hall Director collateral was Michael Poradek who

oversaw 8 staff members working directly in the VCSC to run the department. He came to the

position with strong skills in logistics, event planning, technology and office beautification. He

improved the VCSC image and several processes/procedures.

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The Director of Volunteer and Community Service Programs entered her third year in a full time

position (previously served as the Coordinator of Internship and Volunteer Programs from 2007-

2010) and oversaw 7 students working primarily in the community through the Service Corps

program.

In keeping with its founding the VCSC continues to be the only student-run department on

campus. There are numerous benefits to hiring students and providing them with many

professional development experiences. This model allows the VCSC to provide meaningful

employment to 20 students who receive the support and training to then provide meaningful

volunteer opportunities to all Lawrentian volunteers. This results in building civically minded

leaders who can then share the message of service to all of their personal connections. A

complete list of student staff positions during the 2012-13 academic year is provided below.

VCSC Office Staff:

Micah Price ‘13 Volunteer Coordinator for Student Organizations

Emily McLane ‘14 Volunteer Coordinator for Athletes and Greeks

Nathan Nichols-Weliky-Fearing ‘14 LARY Buddy Program Coordinator

Elise Massicotte ‘15 VITAL Program Coordinator

Marika Straw ‘13 Promotions Coordinator

Lauren Schulte ‘14 Social Justice Programs Coordinator

Sophia Chung ‘13 Events Coordinator

Raena Mueller-Dahl ‘15 Student Assistant for Volunteer Recognition

Service Corps Staff:

Cayla Rosche ‘13 Boys and Girls Club of the Fox Valley Volunteer

Coordinator

Maggie Brickner ‘14 Housing Partnership of the Fox Cities Volunteer

Coordinator

Sasha Ross ‘14 Valley New School Volunteer Coordinator

Josh Graber ‘14 Greater Fox Cities Habitat for Humanity Volunteer

Coordinator

Kate Bellile ‘16 Riverview Gardens Volunteer Coordinator

Hannah Geniesse ‘16 Building for Kids Volunteer Coordinator

Abigail Hindson ‘16 Fox Valley Literacy Council Volunteer Coordinator

Self-Agency in Youth (SAY) Staff:

Septima Kulee ‘14 SAY African American Girls' Group Coordinator

Brittni Adekoya ‘16 SAY African American Girls' Group Coordinator

Assistant

Ia Yang ‘14 SAY Hmong Group Coordinator

Lauren Nokes ‘14 SAY Academics and Tutoring Coordinator

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STUDENT VOLUNTEER PROGRAMS / OPPORTUNITIES

SELF-AGENCY IN YOUTH (SAY) PROGRAM: A BOYS & GIRLS CLUB OF THE

FOX VALLEY + LU PROGRAM FUNDED BY AMERICORPS VISTA

OVERVIEW

New for the 2012-13 academic year, the Self Agency in Youth (SAY) Program was developed in

an effort to better connect LU and the downtown Appleton Boys & Girls Club Teen Center.

Broadly, the SAY Program mission is to:

Thoughtfully and sustainably build a sense of community by engaging Lawrentians

and Fox Valley teens in supportive relationships

Promote educational equality

Prioritize the voices and leadership of teens and college students

Value diversity in all its forms

Both partnering organizations, the Boys & Girls Clubs of the Fox Valley (BGCFV) and

Lawrence, have helped connect two groups that mutually serve and benefit from each other:

BGCFV teens getting ready for post-high school success and the diverse body of Lawrence

students who have recently navigated the college admissions process.

ORIGINS

In 2011, the Volunteer and Community Service Center (VCSC) secured a grant funded by the

AmeriCorps Volunteers in Service to America (VISTA) program and managed by WI Campus

Compact (WiCC). This grant allowed the VCSC to extend its community outreach efforts

through the addition of a full-time professional staff person. This “VISTA” is charged with

developing an anti-poverty project that both supports a Fox Valley partner organization and

offers Lawrence students meaningful hands-on learning experiences. This year, because of

community need, the VISTA grant partner organization changed from the Housing Partnership

of the Fox Cities (2011-12) to the BGCFV.

PROJECT DEVELOPMENT

College access focus: The VISTA grant requires that the campus-community partnership selects

one of several mechanisms through which to combat local poverty, with the BGCFV-VCSC

partnership selecting college access. This focus was determined through formal and informal

discussions between the VCSC, BGCFV and other LU staff, such as from the Admissions and

Multicultural Affairs Departments. A college access initiative was identified as a strong fit for

both Lawrence and the BGCFV for several reasons, including:

As an institution of higher learning, LU has reason to invest in developing the next

generation of college-goers, especially locally

A key goal of the BGCFV is to help teenagers “graduate high school on time with a plan

for their futures.”

A number of LU students have familiarity with college access programs and may have

even participated in them themselves, including Posse and College Possible. Several of

these students have expressed interest in “giving back” or in getting experience running

college access programs so they might find employment with similar programs post-

graduation

Lawrence students tend to be knowledgeable of and up-to-date regarding the college

admissions process, making them competent and passionate volunteers

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Culturally-aware delivery of college access information: After the BGCFV and VCSC

determined the end goal of a college access program, the VISTA worked with BGCFV staff and

teens to identify the best structure for the program. The first clear request from the teens was to

have a group specifically for African American girls, similar to one that had existed in the past,

in which the group went on college visits, etc. This suggestion was implemented in the form of

the Beautiful You African American Girls’ Group. Beautiful You’s popularity led to a similar

group for Hmong youth (both genders), the Hmong Youth Pride and Empowerment (HYPE)

program. Finally, a more general tutoring program was created for individuals and small groups

(not designed with consideration of specific gender or ethnic groups).

Lawrence student leadership team: To lead each of the three branches of the SAY Program,

through financial support from the Office of Engaged Learning, the VCSC was able to hire four

Lawrence students to take the lead in facilitating and planning for teen group sessions and in

building trust with the teens. These positions were financially supported with a biweekly stipend

to off-set the opportunity costs of spending the necessary time and energy (around 5-7 hours a

week for most positions) to build a group completely from scratch. In terms of advising and

supervision, these students were supported by both the VISTA and VCSC Director.

GOALS

In addition to the general goals of

1. deepening and establishing greater awareness of the connection between LU and the

BGCFV and

2. establishing new college access programs

there were several other related goals for the 2012-13 SAY Program:

3. Increased engagement of Lawrence volunteers in the community

4. Documented increase in teen interest in and knowledge of college: Per VISTA grant

requirements, an end-of-year survey of teens needed to show that at least 75% of youth

participating in college access programming reported an increase in their understanding

of the benefits of attending college and what it takes to be accepted into college.

RESULTS

1. Deepening and publicizing the connection between LU and the BGCFV:

a. With indicators such as 3 former SAY program volunteers now choosing to spend

their summers hired on as paid staff at the BGCFV, several Lawrence students

selecting to complete practicum requirements and course projects at the BGCFV

(see section on “Academic Connections”) and multiple Lawrence student

organizations initiating contact with the VISTA to run special enrichment events

at the BGCFV, the SAY program is clearly strengthening the relationship between

Lawrence students and the BGCFV

b. Increased publicity of the SAY program and the growing Lawrence-BGCFV

partnership is evident in several ways, including:

The BGCFV website now features two stories related to the Lawrence

partnership: “Being a Beautiful You Volunteer” and “Lawrence University

Partnership”

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LU staff recently completed a photo shoot of SAY program teens and

volunteers, likely to be featured in the 2012-13 Report to the Community

2. Establishing new college access programs:

a. Beautiful You served well over 25 teen girls, with sample activities including:

Weekly group discussions covering topics like resume-writing, how to plan a

college visit, goal-setting, identifying your strengths, etc.

Trip to Lawrence’s Women’s Empowerment Fair with tour of parts of campus

and dinner in Andrew Commons

African American Women’s Panel featuring Paris Brown from Lawrence

Admissions, members of Kimberly-Clark African American Employee Network

and others talking about success, education, self-esteem and being an African

American woman

“Your Black is Beautiful” presentation and discussion led by SAY leadership

team promoting self-esteem in the face of negative media and peer messages b. HYPE served over 20 Hmong youth, with sample activities including:

Weekly group discussions led by LU leadership team and Tommy Yang, UW-

Fox Valley student and diversity group president, covering topics like famous

Hmong individuals who attended college, career interest inventories, etc.

Visit to Lawrence, dinner in Andrew Commons and discussion in the Diversity

Center with the Assistant Dean of Student for Multicultural Affairs

Game night with LU’s Asia A student organization

Hmong cultural awareness outreach at Wilson Middle School

Presentation on Hmong language and culture from Appleton Hmong-American

Partnership director

c. Tutors served over 60 teens, with sample activities including:

“Pathways to College” workshop designed and led by Lauren Nokes, outlining

year-by-year steps throughout middle and high school to prepare for college

applications Goal-setting workshop designed and led by LU volunteer Jaime Gonzalez, who

has interest in career counseling or working for a college access program similar

to one he attended Academic self-esteem and stereotype threat workshop designed and led by

leadership team Weekly Spanish vocabulary games provided by Lawrence’s former Spanish

theme house Weekly one-on-one tutoring in subjects like AP Calculus, history, ESL, provided

largely by LU’s Lambda Sigma honor society students and education students General development of relationships between Lawrence students and teens, used

as incentives for homework completion (e.g. basketball game together only after

finishing math homework)

3. Increased engagement of Lawrence volunteers: The activities listed above were made

possible by the involvement of over 77 LU volunteers and the SAY leadership team, who

collectively spent over 747 hours serving the BGCFV through the SAY Program. In

addition, the following Lawrence student organizations offered enrichment activities to

the teens this year or have begun working with the VISTA to offer an activity next year:

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Lambda Sigma honor society, VIVA Latin Culture group, Men’s basketball team, Kappa

Alpha Theta sorority, Asia A Culture group, Anime Club, Beta Psi Nu/All in One,

Appletones, and Posse Program cohorts.

4. Increase in teen interest in and knowledge of college: End of year surveys of 34 teens

involved in one of the three SAY programs revealed that the goal of 75% of teen

participants becoming more interested in and knowledgeable about college was

surpassed, with specific percentages below.

Survey item: Because of Beautiful

You/HYPE/Lawrence tutors, I…

Percent of teens agreeing or strongly agreeing (percentages taken across Beautiful You, HYPE and

tutoring programs, though these percentage are almost

identical when broken down by each program)

Am more interested in college 97

Better understand what I need to do to get into

college 100

Know I can get help with questions about my

future or school work 97

BENEFITS TO LAWRENCE

Lawrence student support from culturally similar communities: Since one way the

BGCFV differentiates itself from other youth-serving programs is by targeting “those

who need us most”, it tends to have a high percentage of teen attendees not from the

traditionally more privileged, white middle class demographic. Nearly all teens come

from families considered low-income. On average, at least 66% of teens in attendance at

the BGCFV are individuals of color, and 58% come from families whose income places

them below the poverty line. These trends make the BGCFV an important hub for

discussions about culture, race, and equality, and for providing programming that is

contextually-relevant to teens. In addition, the BGCFV has been successful in recruiting

other volunteers of color from the community, for example Cynthia Marshall, an African

American Kimberly-Clark engineer who volunteers with Beautiful You, and Tommy

Yang, a Hmong student from UW-Fox Valley who is well-connected with the local

Hmong community. For Lawrence students who may come from homes or communities

with a different cultural or ethnic makeup than the one on campus, the BGCFV can

provide a “home away from home” where they can not only connect with teens who may

remind them of friends or siblings, but also with other adult peers and mentors like

Marshall and Yang. SAY leadership team member Ia Yang suggests this is a benefit of

her work with the HYPE group:

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“HYPE is a place for Hmong teens to have their own place and a way to express themselves

without worrying what others might say about them because of their background. It also

builds a community outside Lawrence that you can easily turn to when there aren’t a lot of

other people like you here. It is a good way to get connected with the Hmong community if

you get homesick or miss siblings but can’t see them a lot.”

Skill and interest development (including cultural sensitivity): In an increasingly

globalized world, it is important to their success that LU students develop competencies

in areas like global learning and cultural sensitivity. However, these largely interpersonal

competencies require hands-on experience, and the BGCFV provides a unique space for

that. Volunteers have access to BGCFV trainings on poverty and multicultural awareness,

led by BGCFV staff who are well-versed in these topics.

These sorts of discussions with staff along with interactions with teens may help students

understand complex societal issues at a more personal level, for example as expressed by

one volunteer who may work with youth in his future as a music educator:

“I have been learning that I took a lot of my privilege for granted. I didn't need another

person motivating me or helping me learn because it was a part of my family's

expectations. Some kids I have encountered don't have stable family situations or people

close to them who expect a lot out of them. I have learned that to be able to really help a

teen I need to recognize this.”

Survey results from the SAY leadership team supported that participation in the program

helped them further develop other important “soft” skills, including communication,

leadership and conflict resolution, and all four strongly agreed with the broader statement

that participation had helped them develop transferable career skills.

Better community connections lead to enhanced academic, internship, work and other

partnership opportunities for LU and its students: By forging a stronger connection with

the BGCFV, new opportunities beyond the SAY program open for LU in the community.

For example, in part because of the SAY program, three volunteers had the relationship

with the BGCFV to seek and attain summer employment. In addition, with new

internship positions opening up at the BGCFV in areas such as development, having a

strong ongoing connection ensures Lawrence students learn about these valuable

opportunities.

Additional information about the VISTA project can be found in Appendix A.

SERVICE CORPS PROGRAM

Service Corps is a civically minded program that places students identified as low-income at

diverse community agencies near campus that have strong volunteer needs and can provide

personal and professional support to a Lawrentian. In addition to targeting low-income students

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the program also targets first-year students as these students tend to have the greatest need for

employment. The program has two goals:

Develop a peer network and provide support that enables students to serve as agents of

civic engagement responding to local community issues

Through the Service Corps liaison positions develop diverse volunteer opportunities that

meet the need of key community partners and interests of Lawrentian volunteers

The following table outlines the accomplishments of the Service Corps team this year. Service

Corps staff have been able to help recruit, orient, and often times train many volunteers for these

agencies, both from the community and from Lawrence University (LU). Overall, the

community agencies have responded well to the program and benefited from the students’

contributions.

Service Corps Partners Primary projects

Boys and Girls Clubs of

the

Fox Valley

(BGCFV)

Managed the “adopt an agency” relationship connecting

volunteers of the National Association of Music Educators

(NAfME) to K-6 club youth on a weekly basis

Developed two new fine arts programs that brought LU

volunteers to the club on a weekly basis. These classes were

“Exploratory Music” and “Hip-Hop Dance”

Regularly ran the “pop-up” service in the conservatory to recruit

fine arts volunteers

Habitat for Humanity,

Greater Fox Cities Area

Coordinated the “Habitat Homeowner Health and Home Safety”

workshop

Helped coordinate gift wrap at Fox River Mall, “Celebration of

Partnership” event and Earth Day events at Habitat ReStore

Organized complete 2012 families’ construction files &

completed home warranty folders for 2013 homeowners

Responsible for bringing Habitat ReStore to campus in June to

re-use unwanted items left by students

Housing Partnership

of the Fox Cities

Organized cultural competency training for all staff; identified

topics, recruited 4 speakers and measured success in shifting

ideologies

Facilitated an independent study course for three anthropology

students resulting in a thorough history of the Wire Works

factory

Recruited front desk volunteers and a volunteer filmmaker.

Valley New School

(VNS)

Acted as the organizations primary volunteer coordinator:

recruited, trained, oriented, scheduled and supported all

volunteers (and paid tutors) for individual and "general help"

tutoring

Managed a database of student needs, tutors needed, and

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available tutors

Brought VNS students to LU on MLK, Jr.National Day of

Service to learn various topics from Lawrentian volunteers

Fox Valley Literacy

Council (FVLC)

Taught a weekly class to four beginning-level English students

and tutored a student working towards his U.S. Citizenship

Managed all social media outlets; providing daily updates about

upcoming trainings, literacy news, etc.

Received certification to administer the English Language

Learner exam and administered many exams

Reformatted tutor training manuals, ordered books and made

phone calls to Spanish speaking students

Recruited 10% of FVLC’s volunteers – all Lawrentians

Riverview Gardens

Acted as the organizations primary volunteer coordinator:

recruited, trained, oriented, scheduled and supported all

volunteers

Created tabling displays and attended many community events

to inform the Fox Cities of Riverview offerings

Tracked volunteer efforts in both Riverview’s and the VCSC’s

system

Developed successful service project on MLK, Jr. National Day

of Service, recruiting 75+ volunteers

Building for Kids

Children’s Museum

Recruited several students from the Waseda/TSA program to

volunteer in the Davinci Art Studio

Tracked volunteer hours in the museum’s Volgistics system

Collaborated with Habitat for Humanity to host a children’s

event at the museum during the “Celebration of Partnership”

annual event

Volunteers Recruited for Service Corps Partners

*=New partner in 2012-13

Habitat for Humanity,

Greater Fox Cities Area

154 (78 in 2011-12)

Boys and Girls Clubs

of the Fox Valley

173 (Unreported in 2011-12)

Valley New School 12 (38 in 2011-12)

Housing Partnership

of the Fox Cities

9 (21 in 2010-11)

Fox Valley Literacy Council* 18*

Riverview Garden 106*

Building for Kids Children’s Museum 10*

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VOLUNTEERS IN TUTORING AT LAWRENCE (VITAL) This student organization is run by a student staff member in the VCSC. VITAL is a unique

program in the area because it offers completely free tutoring services. All tutoring takes place in

the Mudd Library on campus, based in this year’s new VITAL Tutoring Area (2nd

Floor), with

Lawrentians tutoring approximately one hour per week, although many choose to volunteer

more. This year there were 63 Lawrence students involved in the program, tutoring 69

elementary through high school age students. These 63 LU volunteered a total of 418.75 hours.

LAWRENCE ASSISTANCE REACHING YOUTH (LARY)

This is a very well established program on campus. It is a student organization, of which the

leader is a staff member in the VCSC. In the words of a past LARY Coordinator, Lawrence

Buddies should “actively model and encourage good character, self-discipline, and social skills”

through meeting with their little buddy for two hours per week at Edison. Through the leadership

of this year’s LARY Coordinator, the program also expanded to include several all-LARY events

for program participants including a pen-pal winter and summer writing program which is

currently on-going. This year there were 45 LU students matched with children at Edison

Elementary School, volunteering a total of 1,210 hours (an average of approximately 28 hours

per Lawrence student).

SATURDAYS OF SERVICE (SOS)

Approximately once per month throughout the school year a student staff member in the VCSC

organized a one-time-only volunteer opportunity lasting between two and five hours on a

weekend. These opportunities provided short and easy ways for students, especially unengaged

students, to get involved in exploratory volunteer opportunities, featuring a wide range of

topics/issues, without a long-term commitment. This year students went to the following sites:

Quarry Quest (Neenah Quarry), Heckrodt Wetland Reserve, Emergency Shelter of the Fox

Valley, Riverview Gardens, and Father Carr’s Place 2B (Oshkosh) with approximately 6-20

participants for each event.

MAJOR EVENTS

INTO THE STREETS is a program designed to be an introduction to freshman students about

the needs of the community and to encourage their future participation in volunteer service.

Participants are afforded the opportunity to tour an agency, learn about the mission of the

community agency and available volunteer opportunities and then provide some type of service

with a group of peers.

Once again the program was enhanced due to the extra hands of the AmeriCorps VISTA who

took a lead role in providing a meaningful welcome, organizing an “after party” to encourage

group sharing and reflection and to further connect students not only to service but the assets of

Appleton. The event had three components:

1. Orientation: Participants arrived and were pre-assigned a leader and a community agency

to serve. Leaders facilitated icebreakers (and in some cases activities) with their groups of

volunteers. After small groups had some time to get to know one another the VCSC

Director welcomed all students and introduced them to community engagement at LU.

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The VISTA also welcomed the group and shared a personal story of what she had gained

from her community involvement while a student at LU.

2. Service: Over 125 students (as compared to 80 students in 2011) served the 8 community

agencies listed below. Agencies provided their own orientation and organized a volunteer

project for 10-20 students for about a two hour period.

St. Vincent de Paul Thrift Store

Emergency Shelter of the Fox Valley

Riverview Gardens

Habitat for Humanity ReStore

Brewster Village (with LU group Glamour Gals)

BEAMING, Inc.

Sustainable Lawrence University Garden

Building for Kids Children’s Museum

3. After Party (aka reflection): To help connect the students to each other, help them further

reflect on their service, and provide some appreciation volunteers were invited to return

to campus to participate in several activities, learn from upperclassman about the “hidden

gems” of Appleton and enjoy some ice cream and chocolate covered strawberries.

Activities included:

Circle reflection

Poverty chair activity – this activity demonstrated that the wealthiest 10% of

Americans own 70% of the wealth in the U.S.

Community assets – participants discussed their favorite aspects of their home

communities and then worked with upperclassmen to find an equivalent favorite in

their new Appleton community

The event ended with a closing highlighting additional ways to get involved in service and

volunteers were encouraged to visit several tables highlighting volunteer opportunities with the

Volunteers in Tutoring at Lawrence (VITAL), Lawrence Assistance Reaching Youth (LARY)

and Self-Agency in Youth (SAY) programs. On a satisfaction survey, 93% of survey participants

expressed they had interest in returning to their service site again and 94% of survey participants

indicated they planned to volunteer during their time at LU.

The program is a great introduction to the community, especially for students who are from

outside the Fox Valley. Additionally, because community agencies provide some overview for

the need for their services, students become exposed to new ideas that may have an influential

impact on their future perspectives on community, social justice and humanitarian issues.

Participating in a group service project allows students a comfortable approach to becoming

involved in the community and may motivate future interests in career and volunteer options and

expand social connections.

MLK, JR. DAY OF SERVICE has been a growing a success and this year surpassed all

expectations. It was even recognized by State Representative of the 57th

Assembly District Penny

Bernard Schaber. The AmeriCorps VISTA, who could be here when school is closed for winter

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break (December is an important planning month for this event), assisted in expanding the

program. For a second year, a theme of “learn, serve and celebrate” was selected.

Learn: Initially spearheaded by LU faculty member Cathy Kautsky due to her interest in

celebrating the 150th

anniversary of the Emancipation Proclamation and led by the Director of

Volunteer and Community Service Center, representatives from the Presidential Committee on

Diversity Affairs, Office of Multicultural Affairs (OMA), and two faculty members with a

special interest (Jeremy Bakken and Mary Good) came together to plan the “Read and Reflect: A

Lunch Discussion” event. The book “Why Are All the Black Kids Sitting in the Cafeteria” was

selected as a text that would most interest Lawrentians and funding to purchase the books was

obtained initially through the Dean of Students office and then when more books were needed

through the Provost office. Registration was closed at 250 participants (199 were students) and

approximately 200 participants came to the event. Participants read the book over winter break,

discussed the book at a small table with a trained student facilitator, shared thoughts about race

relations on campus and created a “wish tag” to share their hopes for race relations in the future.

Program goals:

CLARITY: Understand how ideas of racial identity develop and better understand

racial issues of common concern.

COMMUNITY: Broaden perspective and understanding of self and others.

COMMITMENT: Develop a strong commitment to improved understanding of

diversity/ race issues/etc.

On a satisfaction survey one student shared the following when asked how the event helped

broaden understanding of self and others:

“This discussion was the first completely honest and open discussion I have ever had

about race with others; before race has always been a taboo subject that people are

afraid to speak of. It helped me to realize just how important it is to always think before

speaking, and to acknowledge when something someone has said is hurtful. It is vital to

progress on the issue of race to stand up and call someone out when they say something

racially or generally discriminatory towards a given group, because this is the way by

which we will be able to abandon stereotypes and move forward. The discussion also

helped me to understand that no one is prejudice-free, and this allows me to work to

understand and regulate these prejudices.”

Additional information on the “Read and Reflect: A Lunch Discussion”

event can be found in Appendix B.

Serve: This years’ service component of the day offered two opportunities to students – off

campus volunteer opportunities vs. on campus volunteer opportunities in an effort to eliminate as

many obstacles to college student engagement in service as possible.

On campus: One hundred and ninety-eight (198) Lawrentians participated in the six

student-led volunteer opportunities listed below. The amount of interest in this event was

very surprising and will be considered in the future.

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Glamour Gals: Get a makeover and learn how to give makeovers to elderly

residents at Brewster Village. Also, make crafts to donate to Brewster Village!

Greenfire: Prepare eco-friendly craft kits to teach to kids

Harbor House: Volunteer orientation was provided to students interested in

volunteering in the future.

Habitat for Humanity: Make birdhouses to give to new homeowners and learn

about homelessness, Habitat for Humanity, and Appleton area organizations

committed to providing low-income housing.

WhoKnits: Learn how to knit a blanket square (no experience necessary!), create

a blanket to donate to homeless shelters.

GLOW’s BGCFV Orientation: Volunteer orientation was provided to students

interested in volunteering in the future.

Off campus: Sophia Chung ’13 developed a curriculum around tolerance for four

different grade levels (K-2, 3-4, 5-6, 7-teen) and trained 98 Lawrentian students to deliver

that curriculum to over 650 youth at seven Boys and Girls Clubs of the Fox Valley after

school sites. This event once again received much media attention from local newspapers,

radio stations and news stations and was well received by the staff and youth at the

BGCFV and the Lawrentian volunteers.

Celebrate: The VCSC partnered with the Office of Multicultural Affairs (OMA) who organized

the celebratory portion of the day. The student staff of both OMA and the VCSC supported all

aspects of the day. Connecting the events continues to save university resources by combining

promotional materials for the day and by avoiding overlap of programming.

COMMUNITY SPONSORED OPPORTUNITIES The VCSC has greatly benefited from its networking and communication with numerous community

agencies throughout the past year. The following are opportunities in which the VCSC seeks to

communicate to students regarding on-going and one-time-only service opportunities which are

hosted by Appleton agencies as well as other organizations throughout the Fox Valley.

VCSC Website: Volunteer agencies have the opportunity to post their upcoming volunteer needs

through the VCSC website. A simple online form is always available to submit opportunities, which

are approved by the Director, and then posted publically for student access.

Weekly Newsletter: Each week, the VCSC publishes an email newsletter featuring VCSC-sponsored

activities/initiatives as well as external volunteer opportunities. External opportunities are drawn

from VCSC Website postings, other direct requests from agencies received by the office, as well as

opportunities from VCSC Service Corps staff on behalf of their respective agency. The newsletter is

sent to any volunteer who has registered their volunteer interest through the VCSC website, tabling,

or direct communication or who has logged their volunteer hours through Voyager.

Winter & Summer Opportunities Publications: Prior to both Winter and Summer breaks, the VCSC

prepared and sent an email to students listing various community service opportunities in the

Appleton/Fox Valley area. Students were also invited to visit the VCSC to meet with staff to discuss

and consider various volunteer opportunities within their hometowns during these break periods.

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STUDENT OUTREACH, SUPPORT AND EDUCATION

OUTREACH

INCOMING STUDENTS

Recognizing the importance of communicating with incoming students, the VCSC has worked in

collaboration with the Office of Admissions and Campus Life in order to develop a positive

image for new Lawrentians. The VCSC was a featured activity during the campus ‘Amazing

Race’ activity during two Admitted Student Days. At this activity, admitted students were hosted

by current VCSC student staff members and completed a letter-writing service project to area

veterans and children’s hospital residents. They were also briefly introduced to VCSC initiatives

and services.

Upon arrival to campus, incoming students also received a VCSC flyer in the Welcome Week

packet. The flyer advertise “Into the Streets” and provided general contact information.

POP-UP SERVICE

The VCSC consistently sought opportunities to be present outside of the office for volunteer

recruitment and awareness. Tabling opportunities occurred throughout the year by VCSC staff

members in residence halls (often by invitation of the hall), in the Campus Center, and in

academic buildings. A particular focus was given to the conservatory, where staff targeted

music-related opportunities specifically.

Residence hall staff members also invited VCSC staff to present brief programs describing the

VCSC as a student resource. Professional staff were able to work with hall Residence Life

Assistants (RLAs) in developing a dialogue and conversation regarding volunteer interests,

particularly for underclassmen students.

RESIDENCE HALLS AND SMALL HOUSES

Collaborating with residence halls and small houses has allowed the VCSC to do more with less

and often avoided duplication of services. Also, due to a limited operating budget the VCSC is

not able to fund several initiatives that are popular amongst students and that strongly contribute

to the mission.

Fox Valley Warming Shelter: In January, VCSC Staff member Nathan Nichols-Weliky-Fearing

collaborated with residence hall staffs to host a week-long series of dinners at the Fox Valley

Warming Shelter. Each residence hall sponsored a day of the selected week and recruited

resident volunteers to prepare and serve the meal at the shelter. The week was very popular

across campus and was selected by the Communications Office to be the focus of a ‘This is

Lawrence’ video.

MLK, Jr. Day Inter-Hall Competition: Through the leadership of student RLA’s, the major

residence hall communities across campus participated in an inter-hall competition based on

resident participation in MLK, Jr. Day Activities. Each residence hall contributed finances

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toward the awarding of a gaming system to the hall with the most participation. The following

were the results of the competition:

1st Place: Trever (18.87%)

2nd

Place: Colman/Brokaw (16.82%)

3rd

Place: Ormsby (14.79%)

4th

Place: Hiett (14.53%)

5th

Place: Kohler / Draheim (12.10%)

6th

Place: Sage (10.87%)

7th

Place: Plantz (8.59%)

Small House Service Requirement Collaboration: VCSC Staff had the opportunity to meet with

small house Residence Life Managers (RLMs) in the Fall to introduce the services the VCSC has

to offer and to show support for working with their residential groups in accomplishing various

service requirements. Throughout the year, the VCSC worked with several house leaders to build

connections with community agencies and to suggest ideas for service initiatives.

OUTREACH THROUGH RECOGNITION

As an opportunity to encourage, motivate, and educate students regarding volunteer and

community service opportunities which their peers are engaged in, the VCSC focused multiple

resources on volunteer recognition / publicity, dedicating an entire student staff position to these

projects. The VCSC recognized several students through small recognition items including

certificates, messages of thanks in the weekly newsletter, residence hall door decorations, and

through VCSC social media/Facebook. In return, the office utilized the students’

stories/quotes/volunteer images for publications including presentations, digital display screens

in residence halls and the Warch Campus Center, and through social media (with photos/captions

being a very popular outreach tool on the VCSC Facebook account).

TECHNOLOGY USAGE

Beyond recognition efforts, staff utilized Facebook for several outreach initiatives. The social

media outlet allows the VCSC to connect with not only current students but also community

partners and Lawrence alumni. Postings regarding upcoming opportunities, facts about current

community and social justice issues, and updates from student volunteers allowed for a strong

virtual presence for the VCSC. Targeted emails were also utilized in advertising to student

groups based on registered volunteer interest, organizational involvement, and class standing for

relevant programs and announcements.

SUPPORT

INDIVIDUAL VOLUNTEER ADVISEMENT appointments were provided to students

interested in meeting one-on-one to discuss volunteer opportunities. Both the VCSC Director and

Volunteer Programs Assistant met with students to assess students’ interest, skills, values and

motivations as it relates to volunteerism, provided leads to potential volunteer opportunities,

informed students of the process to secure a volunteer opportunity, and tried to follow-up with

interested students. Now that the VCSC hires volunteer coordinators (through the Service Corps

program) much one-on-one advisement also occurs by the student staff.

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SERVICE-BASED STUDENT ORGANIZATIONS represent about 1/3 of all student

organizations on campus, therefore, the VCSC provides much support to student leaders focused

on engaging campus in service. This year two staff positions were focused on helping interested

organizations, athletic teams and Greeks to find volunteer opportunities, plan successful service

events, recognize volunteer efforts, track the volunteer efforts of all of these groups and to follow

policies/ procedures of LUCC. This last focus was supported through the VCSC’s involvement

in the Committee on Community Service and Engagement (CCSE), LUCC’s newest standing

committed created in Spring of 2012 and charged with bringing representatives from service-

oriented groups together to have a dialogue of issues and successes in service, foster

collaboration among them, to oversee the Humanitarian Projects Grant, and to work with theme

houses to find and complete service in the community. This year’s CCSE team hosted two

successful events including a beginning-of-year speed dating event connecting student leaders to

people resources and an end-of-year volunteer-a-thon, encouraging student groups to compete

for volunteer hours. This group struggled to gain momentum this year and the VCSC hopes to

provide stronger advisement in 2013-14.

As a means of helping LUCC and CCSE best understand how the VCSC supports student

organizations below is an excerpt of an email recently sent to the leadership of LUCC. In

summary, the VCSC does not exist simply to provide volunteer opportunities.

“The VCSC is dedicated to promoting lifelong values of commitment to service and civic engagement among Lawrence communities by serving as a source of information and support for students, faculty, staff and the community.“ To provide more clarity, here are a few ways the VCSC supports student organizations focused

on service:

Acting as an incubator of ideas for individuals or groups of students interested in

collective civic engagement. Working alongside the student(s) to: explore ideas, connect

student(s) to campus and community resources/needs, ensure student(s) success, and

provide leadership support to encourage students or student groups to foster the growth

of many diverse civic engagement initiatives.

If student groups require additional encouragement and help, providing student leaders

with as much support as possible. For example, creating a memorandum of agreement

between a student group and a community agency through the adopt-an-agency model

(ensuring a long-term sustainable relationship where the needs of both the student group

and the agency are met).

Through the Service Corps program, students working at local non-profit organizations

target campus groups to help with volunteering events and provide a direct contact to

their respective non-profits.

Assisting all interested student groups in planning, promoting and tracking service

activities.

Supporting CCSE and using the committee to better relate to LUCC and the needs of

service oriented student organizations.

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The VCSC intentionally tries to stay out of the way of successful, student-led volunteer efforts.

Student-organized efforts are often the most meaningful, and are presumed to have a much more

powerful effect on an individual’s long term civil awareness, engagement, and commitment. We

are here to support and direct the efforts and energy of students to maximize their success.

The “Volunteer Coordinator for Athletes and Greeks” has been eliminated for next year now that

CCSE provides some support to student organizations. Most duties for this position will be

assigned to the “Volunteer Coordinator for Student Organizations.”

SUMMER VOLUNTEER OPPORTUNITY GRANT (SVOG) provided funding to four students

participating in service projects as learning experiences during the summer of 2013.

This year Career Services and the VCSC came together to create a joint “Summer Experiential

Learning Grant” (SELG) application as both offices now provide summer funding for similar

experiences. This process made it easier for students to be considered for multiple funding

opportunities and streamlined the process for advertising this opportunity. Twenty-seven

students (as compared to 11 in 2011-12, 8 in 2010-11) applied for Summer Experiential Learning

Grant funding. Due to the high volume of high quality requests the SELG committee reached

out to the Office of Engaged Learning, the Office of the President and the Provost’s office to

inquire about additional funding possibilities. As a result the SELG was able to fund a total of 12

students. This year’s award winners are listed below.

A full report on the service projects of all SELG applicants can be found in Appendix C.

Name Location Funded by

Alyssa Villaire (jr) Washington, DC Betty Heistad Barrett Fund for

Excellence in Civic Service -

$2,000

Kevin Killian (so) Warren, MI Office of Engaged Learning

funded

Lindsay Browne (jr) Fox Valley area Office of Engaged Learning

funded

Tammy Tran (jr) Appleton and New York Presidential Grant - $1,400

Nicholas Felipe (fy) New Zealand Presidential Grant - $1,750

Shea Love (jr) Chicago, IL Presidential Grant - $1,820

Emily Busam (jr) Boston, MA Presidential Grant - $1,953

Huma Hakimzada (jr) India Presidential Grant - $4,000,

Provost Grant - $1,000

Kelsi Bruun-Bryant (jr) Ecuador Summer Volunteer Opportunity

Grant (VCSC) - $1,400

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Chelsea Gans (jr) Losanga, Ecuador Summer Volunteer Opportunity

Grant (VCSC) - $1,450

Rose Broll (jr) Fox Cities area Summer Volunteer Opportunity

Grant (VCSC) - $1,450

Helen Noble (jr) Hyderabad, Andra Pradesh,

India

Summer Volunteer Opportunity

Grant (VCSC) - $2,000

EDUCATION

SOCIAL JUSTICE PROGRAMMING

The student Social Justice Coordinator position focused on three main objectives: supporting

existing social justice programs and initiatives on campus, integrating social justice and

advocacy into the programs in the VCSC and throughout campus, and planning social justice

programs sponsored by the VCSC. Special events and initiatives included a Social Justice and

Civic Activism Panel of faculty and students, Midterm Reading Period Service Trip and

reflection with a variety of one-time-only service projects at local agencies (including Habitat for

Humanity, Riverview Gardens, and the Fox Valley Housing Partnership), Social Justice Movie

Nights, ‘11x15’ Presentation on prison reform programs, Farmworkers’ Rights presentation

which included representatives from Lawrence’s Bon Appetit, and a variety of social justice-

related digital displays on campus.

The Coordinator also authored a weekly article on a current social justice topic for inclusion in

the VCSC newsletter. The articles included a connection to current on-campus initiatives and

service-related organizations as well as a challenge to take action regarding the issues.

VOLUNTEER HOURS MANAGEMENT

Volunteer hours are managed through students’ Lawrence Voyager accounts. Through an online

form, students were able to record where they served, what their project/involvement was, and

their number of volunteer hours. This information is accessible by the VCSC for report

generation, tracking of volunteer trends within the student population, and other inquiries

throughout the year. The information also, once individually approved by the Director, is

recorded to the student’s Co-Curricular Transcript.

One new initiative toward tracking volunteer hours throughout the year instead of only at the

conclusion of the year was VCSC Logging Days. One day was selected from both Terms I and II

for targeted tabling in the Campus Center and residence halls for students to ‘log’ hours.

Students could record hours at the table either through paper copy or directly to the Voyager

system through provided computers and assistance from VCSC staff members. This initiative not

only allowed for hours to be tracked on-site but also assisted in developing general awareness for

regular recording of volunteer hours.

Below is a summary of the hours/volunteer information which was logged by students

throughout this year and the past 5 years.

Additional information can be found in Appendix D.

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Annual Volunteer Activities: 12-13 11-12 10-11 09-10 08-09 07-08

Hours served by the Lawrence

community

10,034 9,525 6,860 5,798 6,338 3,202

Number of volunteer

participants

748 706 605 571 631 413

Student organizations providing

service

69 62 51 43 40 45

Community agencies served 161 127 68 55 46 45

ACADEMIC CONNECTIONS

Opportunities for students to obtain academic credit for service endeavors linked to academic

inquiry is growing, however, not in a way one might anticipate. In addition to the academic

connections referenced below it is important to note that individual students are finding ways to

connect learning experiences they are having through service to independent studies, tutorials,

academic internships, senior experience, etc. One example of this is the multiple academic

connections made by Septima Kulee ’14, who runs the African-American Girls’ Group through

SAY. Septima’s work with the BGCFV has led her to consider a psychology Senior Capstone

project evaluating the different training curricula available to youth workers on how to best

understand and engage with youth who experience poverty. Not only has volunteering informed

her academics, but she has applied academics to her volunteer efforts, using past psychology

papers she wrote on African American racial identity development and academic achievements

to guide the programming she offers teens.

OFFICE OF ENGAGED LEARNING (OEL)

Regular meetings with the Pieper Family Chair of Servant Leadership and Director of Engaged

Learning occurred and the VCSC Director, often times with the AmeriCorps VISTA. As a result

of remaining connected both offices were better able to advocate for each other, share best

resources and work collaboratively at times. Several key connections were made between the

OEL and the VCSC this year.

The Service Corps student placed at the Housing Partnership of the Fox Cities connected

two students interested in the history of the Wire Works facility to Director of Engaged

Learning, who is also a professor in the History department, and the students were able to

obtain credit for this service-learning initiative.

The OEL provided funds to support the SAY program and organized a workshop inviting

faculty to learn how academic connections can be made through the work volunteers are

doing to support ethnically diverse teenagers at the BGCFV.

The OEL agreed to fund two students that applied for the Summer Experiential Learning

Grant whose projects were directly linked to academic inquiry and in one case a potential

senior experience project

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The Pieper Family Chair of Servant Leadership and Director of Engaged Learning and

the VCSC Director attended Wisconsin Campus Compact's 10th

Anniversary Civic

Engagement Institute to learn from other institutions and to celebrate three years of

working together.

SENIOR EXPERIENCE

Due to the high demand of applicants for the Summer Experiential Learning Grant the committee

reached out to the Senior Experience Director to see if that office could support students with

projects leading to senior experience and to ensure that LU resources were evenly distributed. As

mentioned above several students were able to create senior experiences based on volunteer

experiences. The VCSC does not have knowledge of all the senior experiences students choose

to pursue but it could be interesting to identify the number of projects that are developed through

community engagement experiences.

CONSERVATORY OF MUSIC

A paid position was created to connect volunteers interested in the fine arts to the Boys and Girls

Clubs of the Fox Valley fine arts programs. This brought in several fine arts volunteers on a

weekly basis to BGCFV for music and dance instruction. Conversations with the Dean of the

Conservatory and students majoring in music education demonstrate that this experience adds

great value to the education of conservatory students. The Dean of the Conservatory is currently

seeking funding to help students obtain academic credit for providing music education in the

schools/community agencies. The “Serving Through Performance” guide created by the VCSC

was shared with the Dean of the Conservatory and the a meeting to encourage how to best share

fine arts specific volunteer opportunities with conservatory students occurred late last term.

TEACHER EDUCATION

Through connections between the Education department faculty and the AmeriCorps VISTA,

several students in Education classes and pursuing teaching certification have completed course

requirements through community engaged learning at the BGCFV. For example, one student

required to complete a practicum observing staff interactions with ethnically diverse youth for

her “Ethnicity, Cultural Diversity and Education” class fulfilled this requirement by volunteer at

BGCFV. Another student pursuing English teacher certification combiner her independent study

and volunteer work by creating an essay contest at BGCFV, where student wrote about their

favorite books to be entered to win a new teen fiction novel.

WASEDA/TSA PROGRAM

In Winter term VCSC staff presented to students in the “Introduction to American Society II”

class to educate students on the culture of volunteerism in the US and how to get involved in

service while at LU. Then, in Spring term VCSC staff presented to students in “Experiential

Language Learning” about the process of applying and securing a volunteer opportunity and

followed up with 1:1 meetings with 8 students and a second classroom presentation. As a result

all 8 students volunteered with one of the following community agencies as part of their class

assignment: The Building for Kids Children’s Museum, Riverview Gardens, Harmony Café,

Paper Discovery Center, Glamour Gals and 1-time events sponsored by several community

agencies.

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CIVIC LIFE

Several meetings occurred between Catherine Tatge, Artist-in-Residence in Film Studies, and the

VCSC Director to develop a the Civic Life course, a new course in the Film Studies department.

VCSC staff provided initially guidance, shared community contacts, attended community forums

to help student filmmakers identify community issues in the Fox Cities and attended the Civic

Life screening available to the community. The VCSC hopes to further utilize these films to

educate students about these issues and inspire action, perhaps on MLK, Jr. Day 2014.

AVAILABLE STATISTICS

VOLUNTEER ACTIVITY 2012-13

Statistics from this years’ volunteer activity show

Once again an increase in number of hours served, student participants involved,

student organizations involved and community agencies served.

Seventeen community agencies received over 100 hours of service by the

Lawrence community (as compared to 16 community agencies in 2011-12) and

12/17 were either Service Corps sites or agencies participating in the “adopt-an-

agency” program.

Students seemed to prefer service related to education, housing/homeless,

children, health and environment.

Once again the following student organizations collectively served about 300

hours or more: Habitat for Humanity, Kappa Alpha Theta and Beta Theta Pi.

Adding to that list this year includes Kappa Kappa Gamma, Sustainable Lawrence

University Garden, People for Animal Welfare and Women’s Softball.

The Volunteer and Community Service Center, Habitat for Humanity, Lawrence

Assistance Reaching Youth, Volunteers in Tutoring at Lawrence, People for

Animal Welfare and Women’s Softball offered the most volunteer opportunities

to the Lawrence community.

See Appendix D for more information.

STUDENT STAFF

Eleven student staff completed an exit survey to assess their learning experience this year. The

survey was the same survey taken by LU M3C members in the past therefore there is comparable

data since 2008.

Demographics:

17% were first generation college students

75% were eligible for Pell grants (up 33% from 2011-12).

100% plan to have a career that involves social change despite a variety of very

different disciplines.

Data measuring learning outcomes progress:

After having participated in the Service Corps/VCSC/SAY program 100% of

participants agreed or strongly agreed:

o they had a good understanding of the issues facing their community

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o they had increased confidence of solving real-world complex problems

o they felt better connected to the community

o that including people with different backgrounds and opinions strengthens

the community

After having participated in the Service Corps/VCSC/SAY program 100% of

participants agreed or strongly agreed that VCSC employment:

o contributed positively to the quality of my academic experience

o helped me develop transferable career skills

o given me a better community support system

o made me more passionate about the issues facing the populations with

whom I work

o helped build my self-confidence

o enforced the belief that it’s important to educate others about social issues

Respondents felt they increased skills in the following areas as a result of their

participation in VCSC employment

o 100% leadership abilities

o 100% communication skills

o 92% self-reflection

o 92% understanding others point of view

o 83% standing up for my point of view

o 83% project management

o 75% conflict resolution

o 75% appreciation of diversity

o 75% achieving personal goals

o 75% teambuilding

92% of respondents agreed or strongly agreed that participation in VCSC

employment positively affected my loyalty to the LU community

SENIOR SURVEY

On a survey provided by Career Services, members of the class of 2012 were asked a few

questions regarding volunteer participation during their time at Lawrence University. In

summary, the number of students that volunteered during the college experience continues to

increase every year. Charts summarizing the results from this survey can be found below.

2013 2012 2011 2010 2009 2008 2007

Did you volunteer during your

time at Lawrence?

65% 63% 82% 80% 70% 58% 62%

*Question was asked differently to 2012 graduates.

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ADDITIONAL ASSESSMENTS

In addition to the assessments conducted by the VCSC there are numerous assessments that

demonstrate the need for community engagement at LU including the National Survey of

Student Engagement (NSEE), Cooperative Institutional Research Program (CIRP), Association

of American College and Universities’ LEAP High-Impact Educational Practices and most

recently LU’s retention assessments. When asking students who leave LU their reasons for

leaving…

57.5% felt out of place at Lawrence University

32% thought the school was too isolated

29.4% found the town was not what they wanted it to be

It’s certainly possible that further engagement in the community and an understanding of all that

the Fox Cities can offer could change these percentages in the future.

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APPENDICES

Appendix A: VISTA Assignment Description

VISTA Project: Wisconsin Campus Compact

VISTA Member Name: Olivia Hendricks ‘12

Site Name: Lawrence University Volunteer and Community Service Center (VCSC) and Boys and Girls Club of the Fox Valley (B&GC)

Date: 2013-2014

Goal 1: AmeriCorps*VISTA members will establish and/or maintain sustainable community partnerships between their host institutions and community organizations, that address local poverty issues. Activities in this goal should explain how the VISTA will work to:

Establishing/maintaining partnerships with your identified community partner(s)

Identify needs/assets of community partner(s)

Create Memorandum of Agreements with community partners

Maintain regular communication with community partners

Incorporate projects into college coursework, internships, student research project; as well as into student volunteer projects in order to address the needs identified

Train volunteers or community partners in order to better prepare them for the projects at hand

Track volunteers and service-learners working community with partners

If applicable, create guidelines or handbooks for the service-learning or community service project Activity Target/Expected Outcomes Dates

Activity 1: Create and Maintain a Community Asset Map Step 1: Attend WiCC asset mapping training

and review sample maps at VISTA Annex

Step 2: Identify Relevant stakeholders Step 3: Conduct asset mapping in

collaboration with stakeholders Step 4: Develop living asset map document

Each AmeriCorps*VISTA member works with community stakeholders to create/update asset maps to better understand the community issues and potential avenues to address those issues.

By September: Initial asset map completed Quarterly: update

Activity 2: Identify and connect with on-campus student organizations and departments to seek assistance in program development and promotion. Step 1: Meet regularly with Lawrence

University Director of Engaged Learning to assess faculty involvement and potential service-learning projects.

Step 2: Gain support and buy-in from organizations or departments that already provide culturally diverse

Diverse enrichment activities will be provided by individual students, student organizations, departments, faculty, etc. Activities will be scheduled and participation required

August 2013-May 2014

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programming and/or youth-oriented programming (Black Student Union, Education department, CADY, LARY, VITAL, VIVA, Lambda Sigma, admissions department, etc.)

Step 3: Participate in the Council for Community Service and Engagement to build connections with student organizations providing volunteer opportunities at Lawrence University

Step 4: Develop MOA’s with student organizations and departments committing to ongoing programming efforts

Activity 3: Recognize, track, and train volunteers involved in programming at B&GC. Step 1: Utilize club’s volunteer sign-in/out

process and enter hours into VCSC system

Step 2: Develop a process to promote and celebrate outstanding volunteers Step 3: Provide training to volunteers on topics like understanding poverty, cultural sensitivity, facilitating youth groups and effective tutoring methods

Volunteer names, dates and hours of involvement will be tracked and used to recognize outstanding efforts. A minimum of 50 volunteers will be involved in program efforts At least 1 volunteer training per Lawrence term will be offered

August 2013-May 2014

Activity 4: Maintain regular communication with community partner (Boys and Girls Club) Step 1:Meet weekly with staff at the club and

the VCSC Step 2: Participate in full monthly staff meetings

August 2013-May 2014

Activity 5: Create handbook or guidebook for continued implementation of the pre-college program Step 1: Document what has been successful in

program implementation Step 2: Document what has not been

successful in program implementation Step 3: Document steps to make

Lawrence/B&GC programming sustainable, emphasizing how to Lawrence and B&GC can effectively communicate regarding programming post-VISTA

Monthly contributions to the handbook will be made by VISTA

August 2013-May 2014

Goal 2: AmeriCorps*VISTA members will document and create awareness of the anti-poverty projects, the campus-community partnerships, and the poverty related issues they are addressing to ensure that the

29

community-campus partnerships they have helped to initiate/maintain are sustained beyond the AmeriCorps*VISTA members' terms of service. Activities in this goal should explain how the VISTA will work to:

Have projects/partnerships covered in the media throughout the year

Work with an advisory council that is made up of 51% low-income individuals Plan a presentation for the end of the academic year that will summarize the accomplishments of the

VISTA project (with campus and community in attendance)

Activity Target/Expected Outcome Dates

Activity 1: Create an Advisory Board to guide and sustain the VISTA project Step 1: Identify individual stakeholders

including those being served by program

Step 2: Support participation of low-income members by considering barriers such as transportation, childcare and meeting times.

Step 3: Convene a minimum of two advisory board meetings

Step 4: Incorporate guidance gained from board meetings to inform programming.

Each AmeriCorps*VISTA will create an Advisory Board made up of at least 51% low-income individuals to ensure that the project is guided/sustained by community voices.

By December: Members recruited for board By February: Convene first meeting

Activity 2: Coordinate with the Manager of Media Relations and New Media Website Coordinator at Lawrence University to connect with various media sources regarding coverage of large events like MLK, Jr. Day of Service and other VISTA-coordinated, Lawrence/B&GC collaborative events. Step 1: Regularly send press releases and follow-up to encourage promotion. Step 2: Document all media coverage in WiCC reports and send to key Constituents

At least 2 press releases will be generated for MLK Jr. Day of service At least 1press release will be generated promoting VISTA-coordinated programming at B&GC Monthly WiCC reports will be generated

January 2014, various other times

Activity 3: Identify success stories and statistics that will educate the community regarding area needs and success of the project and share at an “end of year celebration” Step 1: Document and collect stories after

each event. Consider working with student volunteers or community members to use social media, videos, etc. to show the impact of the VISTA programs on teens

Step 2: Develop a list of key constituents and connect with them regularly

Success stories will be collected and documented after major VISTA-coordinated B&GC events End of year celebration will occur

Monthly contact End of year celebration in May 2014

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throughout the year via a blog or monthly report

Step 3: Organize a celebration that involves youth and other key constituents

Goal 3: Through VISTA efforts, 75% of youth participating in college access programming will report an increase in 1) their use of available academic and college preparatory supports at B&GC, 2) their understanding of what it takes to be accepted into college and 3) their knowledge of how to apply to and afford college.

In the box above create your own goal indicating the anticipated community impact, following instructions found in Section E of Host Site Application. Activities in this goal should explain how the VISTA will work to:

Demonstrate (through surveys or other assessment tools) that the identified goal is met. Sites will be required to report results to the WiCC office on a semester or annual basis.

Activity Target/Expected Outcome Dates

Activity 1: VISTA members will conduct a survey of participants in VISTA-coordinated projects focused on:

educational opportunities Step 1: Implement programming Step 2: Utilize WiCC VISTA Community Impact

survey and other site specific assessment tools

Step 3: Collect data and report to WiCC

75% of PK-12 students receiving tutoring or mentoring services in partnerships coordinated by VISTAs have increased knowledge of higher education opportunities.

Ongoing: programming and assessment Quarterly: report on data End of Term: target outcome met

Activity 2: Work with Lawrence students and organizations, as well as B&GC staff and youth, to develop post-high school preparatory programming for teens at B&GC Step 1: Review information from 2012- 13’s African-American Girls’ Group, Hmong Group and tutoring programs and determine how to enhance program effects on academic motivation, skills and confidence in low-income teens Step 2: Work with Director of Volunteer and Community Service Programs at Lawrence University to gather information about college access curricula and youth programs already provided by Lawrence groups and community members Step 3: Work with staff at the Club to develop final program to aid in post- high school readiness of teens

Ongoing

Activity 3: Plan and conduct one-time B&GC enrichment activities, and solicit feedback at end of day from attendees

Periodically

31

Step 1: Develop a survey tool, age appropriate, to get feedback from enrichment-activity attendees Step 2: Develop tool to capture feedback from student volunteers on enrichment event Step 3: Enter data feedback into Excel spreadsheet. Use to make adjustments/changes to subsequent day activity dates

32

Appendix B: MLK, Jr. National Day of Service –

Read & Reflect: A Lunch Discussion

Discussion Responses

How did this conversation help you broaden your perspective and understanding of others? - I’m in the same boat but as a society not sure how to make it the norm

- Have everyone exposed to all cultures

- How to melt boundaries

- Staff/student interaction, learning minority perspectives, important for identity

- It allowed people to think about their own connections to privilege and power/oppression.

- No finger-pointing

- The opportunity to hear different experiences

- No matter how well you think you know someone, there’s more

- More comfortable talking about it (new tools)

- Asking more cultural than racial questions

- A lot of people who want to engage in this discussion

- New definition of racism; recognition of white privilege; passive racism

- We need support systems- they’re natural and healthy

- Identity? Some can be fluid, some can’t

- Helpful to listen to International students’ perspective. We brought our history and we bring that into

our everyday conversation

- Just how other people thought, connected, and brought to the table surprised me.

- Addressing preconceived ideas or opinions just based on other cultures or appearances allowed me to

broaden my understanding of others and myself

- Help recognized

- Learn other peoples’ experiences

- Continue to challenge ourselves

- Reminded of these issues

What do you want others to know/understand about you? - Our own personal identity (Russian Vs. American, Feminist, etc.)

- I’m not a racist

- Don’t expect answers right away

- Genuinely curious

- Most of us are thinking about race earlier than in the book

- We’re interested in this conversation

- White guilt/anger

- I’m approachable, open, interested in what people are thinking and what context it comes from

- I’m a safe person to talk to about things like this

- That I am my own person and that I make mistakes

- Listening

- Do not assume that I have advantages

Summarize the conversation in one word or phrase. - Thought-provoking

- Broader awareness

- Challenge

- Open & honest

33

- Limited

- Productive

- Nourishing

- Solutions?

- Lifting (weight lifted b/c people are talking)

- Hope (people want to question the system)

- Constructive

- Intense

- Informative

- Thankful for the opportunity

- Revealing

- Ah-haa!

- Relief (at being to discuss this issue)

- Accessible

- Encouraging and invigorating

- Constructed identities

- Worth the effort

- Assumptions are bad

MLK, Jr. National Day of Service – Read & Reflect: A Lunch Discussion

Wish Tree cards from student participants regarding race issues (a sample) - “That our community become not more colorblind, but discuss color and race issues openly and

intelligently.”

- “I wish for Lawrentians to be conscious of the words and actions they use in their daily lives.”

- “No matter how ‘silent’ people are, no matter how happy people may seem, or content… things are not

okay for many people. We need to talk; to discuss; to nurture each other and our own identities.” “I wish

everybody, be they a minority or not, could feel safe to ask questions and receive answers from one another

in the quest to better our lines of communication.”

- “My wish for Lawrence: that we would be sensitive to the effects of our words and actions, and graciously

accept corrections if we fail in this regard.”

- “White people at Lawrence appear apathetic but this apathy stems from something deeper- fear?”

- “We have an obligation to not only respect one another fully, but to celebrate our differences with empathy,

recognize our human unity unfailingly, and consider our words and actions conscientiously and fearlessly.”

- “I need to stop being silent in discussions about diversity/race. My voice matters.”

- “We have an obligation to our community and ourselves to seek out and understand our privilege.”

- “I’m hoping that we can have many more formal and informal conversations that spur us to act more

consciously.”

- “Productive discussions like this need to become a norm on campus. It’s wonderful to see so many people

show an invested interest in the social justice issues that so desperately need to be acknowledged on this

campus.”

- “I wish that the Lawrence community would be more actively involved in the effort to stop racism. I wish

that all members of the community would seriously take into consideration the things they say and do and

think about what impact they have on the community in terms of how race issues are dealt with. I wish for

us to all make the effort to move forward.”

- “I wish both the Lawrence community and those beyond could not only understand that racism is still

abundant but also understand that having civil discussions about it is necessary to deal with it.”

- “Hearing personal experiences of students helped me understand more about the unique challenges facing

students here at Lawrence and what I can personally do to challenge the system of racism here.”

34

- “I would like to see Lawrence as a ‘salad’ with many diverse parts staying unique but still mixing together,

rather than trying to be a ‘melting pot’ making all diversity succumb to a common culture.”

- “I wish a work dealing with racial relations were to be permanently added to the Freshman Studies

curriculum.”

- “Racism may no longer be a legal institution or a personal mode of thought, but rather a persistent culture,

and it requires sustained effort from individuals to dismantle it.”

- “I feel that the Lawrence community shies away from conflict. We’re afraid to confront issues, failing to

recognize that conflict can happen between groups and growth and appreciation of both groups’ viewpoints

grow out of conflict.”

- “Today I decided I could act to address a problem I see with the tone of conversations and some topics

within a group of friends.”

- “My wish for the Lawrence community is that people stop, breathe, and take the time to get to know each

other, rather than making snap judgments.”

- “I wish that everyone would think about how the words they use impact the people around them.”

- “I would like to see people giving more hugs in LU/Appleton.”

- “My wish for Lawrence is for every member of the community to feel comfortable enough with their

identity to seek out people with other perspectives to learn from and educate in return.”

- “I’d like to see more of these opportunities. We didn’t have near enough time to carry out our discussions.”

- “Racism is everywhere- it permeates our culture(s). Awareness is the first step!”

- “I was surprised by how many people felt guilt over their privilege. I would love to hear more of my fellow

Lawrentians’ opinions.”

- “I wish all our wishes would turn into resolve.”

- “I think LU prides itself on being a community of people with diverse backgrounds, interests, and talents. I

think it’s important for us to continue to speak about these differences in order for everyone to realize that

problems of racism, sexism, classism, homophobia, etc. still exist. (And even in the LU Bubble!)

- “This conversation helped me remember the racist events that I have seen and forces myself to forget; all

the events that were wrong in front of me that I tried to ignore.”

35

Appendix C: Summer Experiential Learning Grant 2013 Applicants

Provides financial assistance to students participating in service projects or unpaid internships as

learning experiences during the summer months. Financial support provided by: Office of

Engaged Learning, President’s Office, Provost’s Office, Betty Heistad Barrett Fund for

Excellence in Civic Service sponsored by Career Services and the Summer Volunteer

Opportunity Grant sponsored by Volunteer and Community Service Center (funded by the Helen

Bader Foundation,1991-1995). Awards range from $500-$2,000/student.

Name Location: Description:

Ia Yang Appleton, WI Ia will be the program coordinator at the downtown Boys and

Girls club and develop a college access curriculum for the

Hmong Youth Pride and Empowerment (HYPE) program to

help youth develop leadership skills, critical thinking skills and

build self-esteem.

Inanna Craig-Morse Chicago, IL Inanna will be interning for the Heartland Alliance to aid in the

arrangement of refugee arrivals. Heartland Human Care

Services is a leading anti-poverty organization dedicated to

serving those who are homeless, living in poverty, or seeking

safety. Inanna will work collaboratively with staff in providing

cultural adjustment support for Chicago’s social service needs

of at-risk populations.

Cameron Wethern Chicago, IL Cameron aspires to continue his learning about food politics,

food distribution and food justice. He will do this by

participating in community-based projects working on

interconnected elements of food justice such as education, food

access, and instilling interest and appreciation for the

environment. He will be interning for Top Box Foods, and EEE

Green LUNGS (of Urban Habitat Chicago).

Nicholas Schubert Juneau, WI Nicholas will be a Dodge Country District Attorney intern in

the District Attorney’s office. He will perform Legal Assistant

and Victim/Witness Coordinating tasks to examine the

strengths and weaknesses of our judicial system. He will be

able to analyze discovery documents for prosecuting attorneys,

participate in the DNA Task Force Project, observe hearings

and trials, and tour the correctional facilities.

Becky Dykes Madison, WI Becky will work as a special events intern at the Madison

Children’s Museum. She will assist in fundraising events that

are necessary to keep museum entrance costs low, as well as

solicit sponsorship. She will make sure the event is successful

by organizing all event logistics.

Bethany Hoster Italy Heather will be an ecological and behavioral studies of wild

cetacean research assistant intern at the Bottlenose Dolphin

Research Institute (BDRI) in Italy. She will be trained by the

director and his assistant and work with them along with other

36

interns, volunteers, and Ph.D. students. She will be collecting

research and entering data involving organism identification,

collecting communication data, and observing behavior.

Heather Jost Kigali, Rwanda Heather will be working in the headquarters of Health

Development Initiative (HDI) as a Sexual Health and

Reproductive Education (SHARE) intern. She will write grant

proposals, create a teaching manual for sexual health lessons,

and contribute to HDI’s website that connects youth to health

professionals.

Nathan Goodson-

Greg

Appleton, WI Nathan will work at COTS as the Manager and Director of the

hoop house. COTS is a transitional housing facility for

homeless individuals, and ServiceWorks is a related job

training and job reentry program for adults and teens in need of

experience and skills. He will work to aid those involved in the

program and teach people about gardening and the upkeep of a

hoop house.

Russell Brannen III Saint Louis, MO Russell will work as a Junior Counselor Manager for Mission:

St. Louis. He will manage local high school volunteers and

teach them professional job skills. He will regulate activities

and teach curriculum for the camp kids, and provide any

assistance needed to supervisors.

Bailey Poesnecker Dominican

Republic

Bailey will work as an Orchestral Assistant at the Youth

Symphonic Orchestra Foundation in the Dominican Republic.

She will work with students during rehearsal time with the

violin and viola sectionals as well as observing and assisting at

any other rehearsals. She will also be involved in clerical duties

and learning how the organization works.

Eryn Wecker New York, NY Eryn will intern to use her skill and interest in writing, and

communications to collaborate with Write Now, a non-profit in

New York City. She will support the daily functions of the

organization: facilitating mentee-mentor relationships, assisting

in community outreach and helping to run writing workshops.

Hayley Turner Portland, OR Hayley will complete an internship with senior/services through

Friendly House. She will be a visitor to elderly people living

alone, help in classes and activities at Friendly House, and work

on administrative tasks as well.

Kyla Erickson Portland, OR Kyla has an Art Therapy Internship at 100th

Monkey Studio, an

organization that provides Art Therapy, art education, open

studios, and youth programs to the community in Portland, OR.

She will be shadowing an art therapist in group sessions and

assisting with the art projects. She will also be helping out with

an art program for middle-schoolers at the studio and preparing

for an art show at the then of the summer.

Aleeh Schwoerer Appleton, WI Aleeh applied for an internship with the Performing Arts

Center, the Fox Valley Symphony Orchestra, and the

Bergstrom-Mahler Museum. Her focus is in Development,

37

Marketing/PR, and Administrative duties. She hopes any of

these opportunities will relate to a future career in Arts

Administration and/or Music History.

Tess Richman Washington, DC Tess received an internship opportunity in National Aquatic

Resources at the Environmental Protection Agency. She will

explore relationships between biological, chemical, physical

and aesthetic characteristics of US lakes and several economic

indices. She will experience the policy side of science in

Environmental Economics by working with large amounts of

data to develop a project, and write a report to present her

findings.

Alyssa Villaire Washington, DC Alyssa will be working as a Policy Intern at the Washington

Office on Latin America to obtain hands-on experience and

exposure to human rights advocacy and the foreign policy-

making process. She will be working with scholars of Mexican

policy focusing on human rights, economic development, and

drug policy.

Kevin Killian Warren, MI Kevin will be the head of a study at the Detroit Medical Center

in the Research Department to complete a follow up study on

the “return to play” procedures being used by physicians in the

metro Detroit area to determine whether the athletes are ready

to return to playing.

Lindsay Browne Fox Valley area Lindsay will work as a Bat Detectives intern at Heckrodt

Wetland Reserve through the citizen monitoring program in

collaboration with five other local nature centers and the

Lawrence University Bat Lab to do data collection and analysis

of local bat activity, as well as to increase awareness of bats

with volunteers and through social media sites.

Tammy Tran Appleton, WI and

New York

Tammy will be participating in an ethnographic study of elder

loneliness through summer research and community

engagement in cultural anthropology. She will be examining the

relationship between loneliness in the lives of residents in

senior homes and its effects on specific social determinants of

health.

Nicholas Felipe New Zealand Nicholas will accompany tribal governors to New Zealand for

two weeks this August to experience Maori culture and tribal

lands. He will get first-hand exposure to how they conduct

negotiations, conversations, and agreements. The sponsoring

organization is American Indians for Opportunities and All

Indian Pueblo Council, Relative Cultural/Language Retention

Programs.

Shea Love Chicago, IL Shea, as Program Coordinator for Young Chicago Authors, will

be organizing and evaluating work for classes and workshops

and facilitating programming such as workshops and open-mic

nights. She will work with youth and teachers to build

relationships and for recruiting participants for programming

38

that addressed issues of identity, marginalization, and human

rights.

Emily Busam Boston, MA Emily will be working as the Earth Democracy Program

Support Intern for the Women’s International League for Peace

and Freedom (WILPF). She will work with WILPF branches

around the country, track legislation, use online resources, and

learn organizational skills to aid in the understanding of

disarmament, corporate responsibility, and human rights.

Huma Hakimzada India Huma will study the effect of cultural and political structures of

gender-based violence in India. She will compare the frequency

of cases from various socio-economic statuses as well as the

accessibility of the legal system in rural versus urban parts of

India.

Kelsi Bruun-Bryant Ecuador Kelsi will be a World Teach Ecuador volunteer. She will be

responsible for leading English classes, tailored for various age

groups, for which she will construct creative, engaging

curriculum. She will collaborate with directors and other staff

of the school to establish lesson plans and structure that meet

their needs.

Chelsea Gans Losanga, Ecuador Chelsea will work as a Sustainable Roots English Teacher in

Ecuador. She will organize the summer language program for

future volunteers as well as act as a temporary volunteer to

support other initiatives for sustainability. Other responsibilities

will include composting, building community gardens, and

running the community radio station.

Rose Broll Fox Cities area Rose will be completing art projects with participants of the

Mental Health Court of Outagamie County to gain knowledge

of psychopathologies and mental illnesses present in prison

populations. She will write a research paper on mental illness in

the court systems while working with a professor at Ripon

College who works with inmates at Green Lake Mental

Institute/Prison. She will also be completing two documentaries

for community awareness and applying for grants.

Helen Noble Hyderabad, Andra

Pradesh, India

Helen will work as a master CPR instructor under the Rural

Effective Affordable Comprehensive Healthcare (REACH)

program. Hospital workers taught by her will show villagers

and other community members how to use CPR. Helen will

also conduct a survey about hospital visitors’ concept of health

and wellbeing and analyze responses using ATLASTI.

39

Appendix D: Volunteer Activity Tracking

Total Hours by Site 2012-13

Site: Hours:

Appleton Area School District, Appleton, WI 1,119

Edison Elementary School, Appleton, WI 1,085

Boys & Girls Clubs of the Fox Valley, Appleton, WI 659

Sustainable Lawrence University Gardens, Appleton, WI 577.5

American Cancer Society, Green Bay, WI 514

Habitat for Humanity, Jutiapa, Guatemala 415

Riverview Gardens, Appleton, WI 415.

Saving Paws Animal Rescue, Appleton, WI 339.

Fox Valley Literacy Council, Appleton, WI 328

Friends of Jaclyn, Appleton, WI 302.5

Greater Fox Cities Area Habitat For Humanity, Menasha, WI 276.5

Lawrence University, Appleton, WI 269.

Greater Fox Cities Area Habitat for Humanity ReStore, Appleton, WI 231

Fox Valley Warming Shelter, Appleton, WI 138

Harmony Cafe, Appleton, WI 127.5

Brewster Village, Appleton, WI 123

Emergency Shelter of the Fox Valley, Inc., Appleton, WI 122

Tri-County Community Dental Clinic, Appleton, WI 94

Cameron Park Counseling Center, Cameron Park, CA 93

First Congregational Church, Appleton, WI 93

City of Freiburg, Germany 90

Sea Turtle, Inc., South Padre Island, TX 90

Glamour Gals, Commack, NY 86.5

Haven of Hope Day Care, Inc., Little Chute, WI 85

Project Bridges Day Care Center, Appleton, WI 81.5

Corona Children's Orchestra, Queens, NY 80

Willowbrook Wildlife Center, Glen Ellyn, IL 80

CASA of Brown County, Green Bay, WI 72

COTS, Inc., Appleton, WI 71

Richmond Elementary School, Appleton, WI 60.5

Appleton Retirement Community, Appleton, WI 60.

Marion American Legion, Marion, WI 60

The Field Museum, Chicago, IL 58

Harbor House, Appleton, WI 52

Girls Scouts of NW Great Lakes, Appleton, WI 51

Appleton Medical Center, Appleton, WI 50

The Building for Kids, Appleton, WI 49.5

Wisconsin AIDS Fund, Milwaukee, WI 48

Lincoln Elementary School, Appleton, WI 47

Housing Partnership of the Fox Valley, Appleton, WI 46

Organizing for America, Appleton, WI 46

CASA of the Fox Cities, Appleton, WI 44

Theda Clark Regional Medical Center, Neenah, WI 43

Valley New School, Appleton, WI 41.5

Beaming, Inc., Neenah, WI 40

Marshfield Clinic, Marshfield, WI 40

Beloit Memorial Hospital, Beloit, WI 36

Heckrodt Wetlands Reserve, Menasha, WI 36

Juvenile Diabetes Research Foundation, New York, NY 36

St. Elizabeth's Hospital, Appleton, WI 36

Outagamie County Democratic Party, Appleton, WI 34.

40

St. Vincent de Paul, Appleton WI 32

Atlanta Young Singers of Callanwolde, Atlanta, GA 30

McConaughey Training Centre, Hudson, WI 28.5

St. Anthony Hospital, Lakewood, CO 27

Community Clothes Closet, Appleton, WI 26

Magpie-LU Thrift Store, Appleton, WI 26

Cedarburg Cultural Center, Cedarburg, WI 25.5

Father Carr's Place 2B, Oshkosh, WI 24.5

University of Iowa Hospitals and Clinics, Iowa City, IA 24

Catalpa Health, Appleton, WI 23

Helping Paws Pet Pantry, Neenah, WI 20.5

Casa Hispana, Menasha, WI 20

Haitian Boy Choir, Appleton, WI 20

KADEP, Westminster, CO 20

Memorial Presbyterian Church, Appleton, WI 20

Wisconsin Museum of International Wildlife, Appleton, WI 19.5

Oneida Heights Senior Living Home, Appleton, WI 17.5

Children's Hospital of WI, Neenah, WI 17

Delta Gamma Foundation, Appleton, WI 17

Appleton Central High School, Appleton, WI 14

Outagamie County Republican Party, Appleton, WI 14

Rush Creek Elementary School, Maple Grove, MN 14

All Saints' Episcopal Church, Appleton, WI 13.5

Little Chute Middle School, Little Chute, WI 13.5

Gardens of the Fox Cities, Appleton, WI 12.5

Antigo Middle School, Antigo, WI 12

Burrlington Public Library, Burrlington, MA 12

Center for Grieving Children - Fox Valley, Appleton, WI 12

Lambda Sigma, Appleton, WI 12

The Heritage, Appleton, WI 11.5

Northern Inn, Appleton, WI 11

Goodman Community Center Food Pantry, Madison, WI 10.5

Hope Lodge Cancer Society, Kansas City, KS 10

Beta Theta Pi, Appleton, WI 10

Mallory Shefchik, unknown 9.5

New London High School, New London, WI 9

Special Olympics, Appleton, WI 9

Appleton Downtown, Inc., Appleton, WI 8

Barrington Area Library, Barrington, IL 8

Calvin College, Grand Rapids, MI 8

Double Portion Soup Kitchen, Menasha, WI 8

Fox Cities Marathon, Appleton, WI 8

Monona Public Library, Madison, WI 7.5

Amsterdam EYE Film Institute, Amsterdam 7

Appleton Alliance Church, Appleton, WI 7

Oregon Food Bank, Oregon, WI 7

Salvation Army, Appleton, WI 7

Convoy of Hope, Appleton, WI 6.5

Shiocton International Leadership Academy, Shiocton, WI 6.5

City of Appleton, Appleton, WI 6

College Democrats, Appleton, WI 6

Project Linus, Bloomington, IL 6

SOS Children's Villages International 6

St. Mary and St. Joseph Catholic Parishes, Appleton, WI 6

YMCA of the Fox Cities, Appleton, WI 6

Good Shepard Lutheran Church, Appleton, WI 6

Allentown NJ Community, NJ 5

41

Appleton Family Ice Center, Appleton, WI 5

Appleton Family YMCA, Appleton, WI 5

GlobeMed, Evanston, IL 5

Holy Family Memorial Hospital, Manitowoc, WI 5

Little League Baseball, unknown 5

Neenah High School, Neenah, WI 5

Placerville Downtown Association, Placerville, CA 5

Salvation Army, Iowa City, IA 5

Alzheimer's Association, New York, NY 4.5

Coventry Glassworks, Inc. 4.5

Heritage Peabody Manor, Appleton, WI 4.5

City of Oakland, Oakland WI 4

Community First Fox Cities Marathon, Appleton, WI 4

Kappa Kappa Gamma, Appleton, WI 4

Little Chute High School, Little Chute, WI 4

National Ovarian Cancer Coalition, Dallas, TX 4

Notre Dame High School, Green Bay, WI 4

Oxford Food Pantry, Oxford, MI 4

Oxford Retirement Center, Oxford, MI 4

WISCAP, Madison, WI 4

History Museum at the Castle, Appleton, WI 3.5

Appleton Police Department, Appleton, WI 3

Autism Society of the Fox Valley, Appleton, WI 3

Caminos Abiertos, Buenos Aires 3

Dane County Humane Society, Madison, WI 3

Decker Construction, Columbus, OH 3

Forest County Humane Society, Crandon, WI 3

San José Education Fund, San José, CA 3

White Heron Chorale, Appleton, WI 3

Tri 4 School, Madison, WI 3

Valley Baptist Church, Appleton, WI 3

Washington Junior High School, Manitowoc, WI 3

Appleton Public Library, Appleton, WI 2.5

Arbutus Park, Appleton, WI 2.5

Boys and Girls Club, Fond du Lac, WI 2.5

Sigma Alpha Iota, Appleton, WI 2.5

Chicago Cares, Chicago, IL 2

Children's Hospital of WI, Milwaukee, WI 2

Easter Seals Southeast Wisconsin, West Allis, WI 2

Franklin Elementary School, Appleton, WI 2

Heartland Home Care and Hospice, DePere, WI 2

Lakeshore Manor, Oshkosh, WI 2

Royall School District, Elroy, WI 2

Sigma Phi Epsilon, Appleton, WI 2

Appleton Public Montessori, Appleton, WI 1.5

Heritage and Peabody Manor Community, Appleton, WI 1.5

Cedarburg Rivoli Theater, Cedarburg, WI 1

College Republicans, Appleton, WI 1

Community Blood Center, Appleton, WI 1

HCR Manor Care, Appleton, WI 1

Outagamie County Health and Human Services Department, Appleton, WI 1

Paper Discovery Center, Appleton, WI 1

Ted Mullin Fund for Pediatric Sarcoma Research, Chicago, IL 1

42

Total Hours by Event/Program 2012-13 – Top 20

Event: Hours:

LARY 2012- 2013 1,441.

MLK, Jr. National Day of Service 2013 502

SLUG 2012-13 480

Relay For Life 2013 472

VITAL Tutoring 2012- 2013 419

Guatemala Spring Break 2013 400

Into the Streets 2012 383.5

Saving Paws 2012-13 328.5

FV Literacy Coalition '12-13 321

Friends of Jaclyn: Emma '12-13 300.5

COTS Riverview Gardens '12-13 269

Self-Agency In Youth'12-13 167

Glamour Gals '12-13 127.5

MLK, Jr. Day @ RG 2013 126

Student Mentoring 2012-13 120.5

Fox Valley Warming Shelter '13 113.5

GLBT & GLOW Partner Night 12-13 102

CPCC support group calls 2012 93

Weekly Nursery Volunteer 12-13 93

Community Dental Clinic '12-13 91

BSU Spring Break Trip 2013 90

Freiburg City Hall 2012 90

Habitat ReStore 2012-13 87

Haven of Hope Haunted House 12 85

Project Bridges 2012-13 81.5

Corona Children's Orchestra 12 80

Willowbrook Wildlife Ctr 2012 80

Habitat for Humanity 2012-13 76.5

CASA Booth at Octoberfest 2012 70.5

Amer Legion Baseball Coach '12 60

Total Hours by Sponsoring Organization 2012-13 – Top 25

LU Organization: Hours:

Volunteer and Community Service Center 2,204.5

Lawrence Assistance Reaching Youth (LARY) Buddies 1,210.

Habitat for Humanity 633

Sustainable Lawrence University Gardens 489.5

Volunteers in Tutoring at Lawrence (VITAL) 418.75

People for Animal Welfare (PAW) 332.5

Lawrence University Women's Softball 300.5

GLOW 162

Lawrence University 157

Glamour Gals 127.5

Sigma Alpha Iota 126

LU Premed Chapter AMSA (AMSA) 125.5

Kappa Alpha Theta 91

Beta Theta Pi 90

Black Organization of Students 90

Delta Gamma 78.5

Lawrence University Men's Basketball 76.5

Student-Athlete Advisory Committee 62.5

Delta Tau Delta 55

43

Confidence and Determination for Youth 51

Lambda Sigma 47

Downer Feminist Council (DFC) 43

VIVA 42.5

Lawrence University Women's Soccer 37.5

The Magpie-LU Thrift Store 26

Total Hours by Credited Student Organization 2012-13 – Top 20

Student Organization: Hours:

Kappa Alpha Theta 887.5

Kappa Kappa Gamma 671

Beta Theta Pi 521.5

Sustainable LU Gardens (SLUG) 400.5

People for Animal Welfare(PAW) 315.5

Women's Softball 301.5

Habitat for Humanity 291.5

Sigma Alpha Iota 198.5

GLOW 188.5

Sage Hall Council 187

Glamour Gals 132

Lambda Sigma 127.5

Vol in Tutoring at Lawr(VITAL) 182

Crew 96.5

Delta Gamma 95

Phi Kappa Tau 90.5

Black Student Union (BSU) 90

Delta Tau Delta 84.5

LU Premed Chapter AMSA (AMSA) 71.5

Men's Basketball 58.5

Total Hours by Category 2012-13

Category: Hours:

Children 2,419.

Education 1,777.25

Housing/Homeless 1,464.5

Health 1,057

Environment 983.5

Animals 543.5

Arts/History 472

Community Serv 315.5

Elderly 304

Diversity 221

Hunger 172.5

Sports/Recreate 163

Crisis Int/Resp 120

Disability 21.5