Using work-study to build community partnerships
Abstract
Macalester College in St. Paul, Minnesota, has designed its community work-study program as a way to develop and cultivate long-term institutional partnerships with community organizations. This effective practice from Lessons Learned from the Development of Community Service Work-Study Programs by the Minnesota and Massachusetts Campus Compacts details how the Macalester program combines work-study, community service and service-learning.Issue
The government requires colleges and universities to use a minimum of seven percent of federal work-study funds for community service programs. Macalester College in St. Paul, Minnesota, saw it as an opportunity to build institutional relationships with community organizations.Action
The Macalester community service work-study program is designed around the notion of developing and cultivating long-term institutional partnerships. Each March, the Community Service Office sends applications to community organizations inviting them to request work-study students for the following year. The majority of students work an entire academic year and an average of 10 hours per week, depending on their financial aid award. Rather than ask organizations to pay the federal suggestion of 25 percent of students' wages, Macalester pays the entire amount. On the applications, Macalester asks organizations to identify a supervisor and explain how students will be supervised, describe how they would envision strengthening a partnership with Macalester and include a student worker job description. The applications are reviewed based on the following criteria:- Past history with Macalester.
- The potential for a multi-faceted partnership. Are they able to articulate ways a student worker can be a bridge for sharing the numerous assets of both institutions?
- Staff capacity for supervision and evaluation of students.
- The quality of the positions offered. Is it meaningful work for students that they will enjoy and learn from? Is there a true need for the work?
- The level of care that went into the application and the quality of past communication with the organization.
- An accessible location for students to get to.
- Added benefit to the total diversity of offerings for students. Are the issues ones in which students show an interest?
- Organizations that are working in a targeted focus area for the office are also given priority.
Once the organizations are approved, the program and positions are advertised on campus. Students on federal aid are sent a letter about the program.
Students fill out an application that asks them to define campus-community partnerships and to articulate what they hope to learn in the program. Participants must be able to envision benefits beyond their own experience. Students must return their application with a resume and list up to three organizations they are interested in. Students must also agree to participate in monthly training workshops and those who commit to an academic year of service are given priority.
Organizations decide whom they would like to hire and students decide if they will accept the organization's offer. The selection process is completed in the spring term so students can begin their work during the first week of fall classes.
Up to three students work at the same site so they can learn from each other and possibly share transportation.
The students attend a required two-hour monthly training on non-profit issues, models of social change and skill-building techniques. They are also provided significant time for reflection on their own capacity and commitment to being a lifelong agent of positive social change. This reflection is often accomplished in small groups, which facilitate their learning from one another.
Context
The community work-study program is connected with the college's academic action research efforts. Work-study students provide support to organizations that are involved in action research projects with Macalester and that interact with students during coursework. The ties with faculty allow some of the positions to have the benefits of an academic internship with the benefits of employment. Also, students are often able to continue their work for a second year as an intern or as part of a senior honor's project.Nearly 50 students are active in the program each year. Macalester College is a private four-year college with 1,700 students.
Citation
Trail-Johnson, Karin. "Acting Strategically: Using Work-Study to Help Achieve Service-Learning Goals," Lessons Learned from the Development of Community Service Work-Study Programs. Minneapolis, MN: Minnesota Campus Compact, 2000.Outcome
Since the work-study program expects students to serve as a bridge between the local organization and the college, both institutions build on the varied resources of each other. The program provides students with an opportunity to contribute to community change by dedicating a significant amount of time to a local project. Students learn about community issues and develop new skills while providing needed services. It provides an opportunity for students to make community connections who are unable to volunteer in the community because of significant financial hardship.Posted On
October 18, 2001For More Information
Resources
Copies of the booklet, Lessons Learned from the Development of Community Service Work-Study Programs (#25H-425), are available by contacting Minnesota Campus Compact
E-mail: info@mncampuscompact.org
2356 University Ave W, Suite 280
St. Paul, MN 55114
Phone: 651-603-5082
Website: www.mncampuscompact.org
From The Resource Center library:
Lessons Learned from the Development of Community Service Work-Study Programs
Item number: M1965
Related Practices
No related practicesRelated sites
U.S. Department of Education Federal Work-Study Program