Michigan
From Service-Learning Wiki
Michigan has taken to building strong connections between service-learning stakeholders in order to foster collaborative growth. Also, a dedication to evaluation and monitoring has helped ensure successful progress toward long-range strategic goals in the state.
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History
In 1991, Governor Engler appointed the Michigan Community Service Commission (MCSC) with first lady Michelle Engler as Chair. Dottie Johnson, past President Council of Michigan Foundations and W.K. Kellogg Foundation Trustee, has been a key advocate for youth leadership in service.
The Michigan Board of Education (MBOE), Superintendent Thomas Watkins, and many others have been very supportive. The MBOE officially affirmed service-learning in a 2002 policy statement. Michigan’s service-learning advocacy began in the late 1980s. Michigan Campus Compact raised the visibility of service-learning.The Partnership for Education at Michigan State University began to provide training and technical assistance in the early 1990s.
Since 1993, the Michigan Department of Education (MDOE) and MCSC joined efforts to support school-based service-learning. In 2000, MCSC took over the day-to-day administration of all school-based Learn and Serve funds. In 1992, MCSC created the Michigan Youth Progressive Action Council to promote and guide state service initiatives. In 2002, the MCSC created the Service-Learning Youth Council. Council students initiate service-learning programs in their schools, help train educators and other youths, present at conferences, and testify before the Legislature and other policy-makers.
Networks of Support
A Community-Based Learn and Serve grant in 1994 helped MCSC reach out to community partners. Since then, service-learning supporters have included state agencies, the Corporation for National and Community Service state office, including VISTA and Senior Corps, nonprofits, higher education, businesses, funders, youth organizations, and research organizations.
Michigan Campus Compact (MCC) has been a key sponsor of the annual winter Institute on Service-Learning, involving leaders from higher education institutions. MCC fosters communication between member campuses and local school districts, and strives to strengthen preparation of pre-service teacher education students. Several AmeriCorps programs focus their work on K-12 education. Many AmeriCorps members help provide direction and assistance for service-learning programs.
Michigan State University Extension has embraced service-learning in both community and school settings. In 2003, Extension also created an online service-learning course. The W.K. Kellogg Foundation’s Learning to Give initiative involves Michigan educators in creating and disseminating service-learning curricula. Learning to Give is a Michigan CHESP grantee working with 20 pilot schools to implement the curricula and build support for service-learning. The State Farm Companies Foundation has supported service-learning in Michigan and provides scholarships for teachers to attend the annual Institute on Service-Learning.
Empowering Youth
Young people also participate in statewide service-learning efforts through MCSC’s Service-Learning Youth Council, young people in grades 7-12 who promote service-learning and offer trainings throughout Michigan. In 2006 Youth Council members initiated 17 local projects and delivered more than 30 presentations on the service-learning best practice and impact.
Convening and Celebrating
MCSC hosts two annual gatherings for service-learning leaders in Michigan. The Symposium on Sustainability, held for Learn and Serve grantees and former grantees, includes teacher-led workshops, keynotes from national service-learning leaders, and planning sessions. The second event, the Michigan Institute on Service-Learning, co-sponsored by Michigan Campus Compact, brings together more than 350 stakeholders from K-12 and higher education institutions for workshops and networking.
The partnership between MCSC and Campus Compact has grown as they have shaped plans for increased joint programming to promote a lifetime of service. In 2007 they hosted the Fourth Annual Urban Service-Learning Institute at Wayne State University, which brought together more than 100 community leaders, educators, and service-learning practitioners to address challenges facing youths, educators, and community partners in urban settings.
The National Service-Learning Conference was held in Detroit, Michigan in 1996.
Evaluating Progress
The Michigan Community Service Commission continues to spearhead efforts to promote service-learning. In 2001, MCSC began holding a two to three-day Symposium on Sustainability each summer. Sub-grantee teams including teachers and administrators work with state and national leaders to develop strategic plans for sustainability.
In 2002 the Commission engaged Public Sector Consultants to survey school administrators and found that while youth service was widespread, more work was needed to ensure program sustainability. These findings led to shift the focus from funding individual projects toward institutionalizing a process that will sustain programs long-term. MCSC worked with a committee of educators to design a sustainability rubric to plan for and evaluate service-learning programs according to a wide array of indicators.
In 2005 MCSC again contracted with Public Sector Consultants to conduct a follow-up to their 2002 survey of school administrators. They found 4 percent of schools have a service-learning graduation requirement, 10 percent require community service, and 3 percent require both. More teachers use service-learning — from 24 percent to 28 percent. Service-learning continues to be driven by individual teachers rather than wider initiatives — 62 percent of schools reported individual teachers provide their students with service-learning experiences. [1]
As a part of MCSC’s ongoing efforts to improve service-learning quality, RMC Research Corporation conducts an annual evaluation of Michigan’s Learn and Serve subgrantees. In their 2006 evaluation, RMC found statistically significant increases in how grade 3-5 students rated themselves on their ability to make a difference. [2]
Learn and Serve
The rubric influenced MCSC’s administration of the 32 Learn and Serve America school-based grants awarded in 2006-2007. Grantees are required to formulate a six-year program plan showing how they will develop sustainability. In the first year, Learn and Serve grantees focus on planning and setting up a professional development plan. Years two through four make up the implementation phase, during which grantees focus on growing the program in light of the Rubric for Sustainability. MCSC conducts site visits to help grantees and give them feedback during this phase. In the final phase, grantees are asked to reach out to other schools and share their service-learning expertise.
Youth Contributions
This section is in need of expansion. You can help by expanding it.
Examples of Quality Service-Learning
References
- ^ Public Sector Consultants Inc. (2005). Service Learning in Michigan: Survey Results and Analysis. Lansing, MI: Public Sector Consultants Inc.
- ^ RMC Research Corporation. (2006). Evaluation Report: Michigan Learn and Serve. Denver, CO: RMC Research Corporation.
- Cairn, Rich and Neal, Marybeth. 2004. "State Profiles" in Growing to Greatness 2004. St. Paul: National Youth Leadership Council.
- Schultz, Nate. 2008. "State Profiles" in Growing to Greatness 2008. St. Paul: National Youth Leadership Council.
External Links
- Learn and Serve America in Michigan
- National Service in Michigan (Corporation for National and Community Service)
- Michigan Community Service Commission
- Michigan Campus Compact
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