Service and Community-Based Learning Handbook
! DePauw University Kathryn F. Hubbard Center for Community Engagement 2013-2014 !
Kathryn F. Hubbard Center for Student Engagement
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TABLE OF CONTENTS I. The Local Community The Local Community: A Look Outside the Bubble...... 6 Greencastle: A Statistical View...... 7 Greencastle, Indiana: Top Ten...... 9 Map of Greencastle...... 11
II. Strategies for Engaging with the Local Community Preparing for Engagement...... 14 Boundaries and Expectations...... 15 General Strategies...... 15 Working With Special Groups...... 16 Top Ten Things All Volunteers Should Know...... 18 Nonprofit Know-How...... 19 The Do’s and Don’ts of Service Learning...... 20 Safety Tips...... 21
III. Additional Resources To Hell With Good Intentions...... 24 Reflection...... 29 DePauw Service Impact...... 31 DePauw Service Opportunities Overview...... 32 Travel...... 35 Important Contacts and Websites...... 36 Liability and Code of Conduct Forms...... 37
This handbook was written, compiled, and edited by Mackenzie Cremeans, Gigi Jennewein, Bryant Alexander, and Walker Chance. August 2013 (v.1).
Kathryn F. Hubbard Center for Student Engagement
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Kathryn F. Hubbard Center for Student Engagement
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I. The Local Community
Kathryn F. Hubbard Center for Student Engagement
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Kathryn F. Hubbard Center for Student Engagement
! &! ! THE LOCAL COMMUNITY: A LOOK OUTSIDE THE BUBBLE
Greencastle is a small town located in rural Putnam County, Indiana. Founded in 1821 by a Scotch-Irish American named Ephraim Dukes, Greencastle is the county seat of Putnam County. Dukes named the settlement for his hometown of Greencastle, Pennsylvania. Greencastle was a village operating under authority of the Putnam County commissioners until March 9, 1849, when it became a town by special act of the local legislature. However, Greencastle, Indiana, was not officially a city until the mayoral election of July 8, 1861. The first mayor of Greencastle was E. R. Kercheval, a member (during his lifetime) of the Freemason Temple Lodge #47, which still exists near the square on Washington Street. Although Greencastle’s population boomed with the advent of industry, it tapered as larger corporations, such as IBM, moved away from Putnam County. Economically, Putnam County’s focus is on the resources industry. Limestone and quartz sandstone quarries were prevalent in the early to mid-1900s, but the county is also notable for its ethanol plant, timber, and agricultural outputs. As of 2010, only 5.5% of employed Putnam County residents held jobs in farm industries. Nevertheless, a large portion of the county’s revenue comes from agricultural pursuits. Complementing the resource development industry, Putnam County is also home to several manufacturing enterprises. Crown Equipment Corporation makes forklifts, or “designs, manufactures, distributes, services, and supports material handling products,” and employs 484 Greencastle residents. Chiyoda USA manufactures and sells automobile components for Subaru of Indiana Automotive and for Ford Automotive, and employs 150 Greencastle residents. These companies are the main source of Greencastle residents’ livelihoods. On March 9, 2011, Crown Equipment and Chiyoda USA announced that they planned to invest $13 million in their plants in Greencastle. The Greencastle Common Council approved tax abatements for these new investments in order to keep the industries in the vicinity and maintain a job market for Greencastle residents. Companies such as Crown Equipment and Chiyoda USA are the backbone of the Greencastle economy, as opposed to production of corn and soybeans in the rest of the county. Culturally, Greencastle has a varied background of influences. For example, up until 1830, residents coexisted with a tribe of Shawnee Native Americans. However, shortly thereafter, American soldiers removed the Shawnee from the land to make way for new settlers. The Shawnees merged with other tribes of the Miami confederation who were also forced from their homes in this region. Native American influence is still present in places such as Fern Cliff Nature Conservancy. Additionally, the county has a strong interest in spirituality, which has manifested in the large number of religious organizations: a staggering 114 churches of various denominations.
Kathryn F. Hubbard Center for Student Engagement
! '! ! GREENCASTLE: A STATISTICAL VIEW
The only way to truly understand any community is to spend time in it. This is easy to do in Greencastle because the city is not very large. Greencastle is comprised of 5.24 square miles and Putnam County covers 480.53 square miles. The statistics below can help provide context for your service.
POPULATION
Greencastle Putnam County Indiana Population, 2012 estimate 10,331 37,750 6,537,800 Population, percent change, April Negligible -0.6% 0.8% 1, 2010 to July 1, 2012 Persons under 5 years, percent, 5.4% 5.1% 6.6% 2011 Persons under 18 years, percent, 19.0% 20.6% 24.5% 2011 Persons 65 years and over, 14.2% 13.8% 13.2% percent, 2011 Female persons, percent, 2011 53.3% 47.0% 50.8% White persons, percent, 2011 92.4% 93.7% 86.8% Black persons, percent, 2011 4.2% 9.4% American Indian and Alaska 2.7% 0.3% 0.4 Native persons, percent, 2011 Median Age 27.4 37.9
(Source: http://quickfacts.census.gov/qfd/states/18/1829358.html)
EDUCATION
Greencastle Putnam Indiana County Language other than English spoken at home, all persons 5.7% 3.5% 7.9% 5+ years, 2011 High school graduate or higher, percent of persons age 25+, 85.5% 85.9% 86.6% 2011 Bachelor's degree or higher, percent of persons age 25+, 26.2% 16.7% 22.7 2011
(Source: http://quickfacts.census.gov/qfd/states/18/1829358.html)
Kathryn F. Hubbard Center for Student Engagement
! (! ! INCOME
Greencastle Putnam Indiana County Per capita income in the past 12 months (2011 dollars), $17,553 $20,927 $24,497 2007-2011 Median household income, 2011 $39,615 $50,165 $46, 410 All persons in poverty, 2011 16.6% 13.8% 15.8% Persons 18 and under below poverty NA 17.8 22.6 Persons 5-17 in families in poverty NA 16.2% 20.6
(Source: http://www.census.gov/did/www/saipe/data/interactive/#view=StateAndCounty)
FREE AND REDUCED LUNCH
Putnam County has four school districts where students can, and do, volunteer their time: Greencastle, North Putnam County, South Putnam County and Cloverdale.
Location Free Reduced Free+ Reduced
2008 2012 2008 2012 2008 2012 Indiana 31.0% 40% 8.6% 8.2% 39.2% 48.2% Greencastle 25.8% 37.1% 10.5% 8.7% 36.3% 45.8% North 23.1% 32.4% 11.3% 9.8% 34.4% 42.3% Putnam County South 20.6% 32.3% 8.9% 10.5% 29.5% 42.8% Putnam County Cloverdale 34.0% 45.1% 11.3% 10.1% 45.2% 55.2%
(Source: http://datacenter.kidscount.org/data/tables/5187-public-school-students-receiving-free-or-reduced-price- lunches?loc=16#detailed/10/2461,2512,2590,2650/false/868,867,133,38,35/1279,1280,1281/11655,13762)
Kathryn F. Hubbard Center for Student Engagement
! )! ! GREENCASTLE, INDIANA: TOP TEN
1. Located beneath Greencastle are the only known caves located in Mississippian Age limestone north of the Wisconsin glacial boundary. Local lore maintains that John Dillinger used these caves as an escape route during his infamous bank heist in Greencastle. They may also have been used to transport slaves in the Underground Railroad.
2. On the downtown square stands a World War II relic. The V-1 flying bomb, also known as the Buzz Bomb or Doodlebug, was an early pulse-jet-powered predecessor of the cruise missile. Interestingly, this is one of only two V-1s on display in the US. The other one is located in the Smithsonian Aerospace and Science Museum in Washington D.C.
3. John Dillinger carried out the biggest successful bank heist of his career in Greencastle on October 23rd, 1933. He secured $74,782.09 in cash and bonds from the Central National Bank Trust, Co. The bank, located on the southwest corner of the courthouse square, liked to advertise its safe as, “The safest place in Putnam County.” Perhaps Dillinger saw that as a challenge.
4. Sandstone quarried at a local nature preserve, Fern Cliff, produced the greenish hue of the original Coke bottle that persists to this day. The original contoured Coke bottle was designed and produced by the Terre Haute based Root Glass Co in 1915.
5. If you explore Putnam County you’ll notice that the topography in the northern half differs significantly from the topography in the southern half. Putnam County lies on a glacial boundary, thus, the southern half of the county is far hillier than the northern half.
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Kathryn F. Hubbard Center for Student Engagement
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6. Greencastle has two Carnegie libraries. One still functions as the county library, while the other houses the DePauw University Office of Admission.
7. Since the Indiana Association of Communities and Towns (IACT) began awarding the "Green Communities of the Year" in 2008, only Greencastle has garnered the honor in back-to- back years.
8. Greencastle boasts several neighborhoods on the National Register of Historic Places: • The Downtown • Old Greencastle - West of the courthouse square, bounded by Poplar Street on the south, Gillespie Street on the west, the railroad tracks on the north and Jackson Street on the east. • The Eastern Enlargement - East and south of the downtown, encompassing the most historic homes in Greencastle. • Northwood Addition – North and east of downtown and established in the 1920s.
9. There are nine covered bridges in Putnam County. If you are interested in visiting these bridges, the Putnam County Convention and Visitor’s Bureau, located on the courthouse square, offers a comprehensive guide.
10. Eli Lilly moved to Greencastle with his family when he was 13. He opened his first drugstore in 1861 at the southwest corner of Washington and Indiana (across the street from Starbucks). The original building no longer exists; the building, which houses Downtown Café, stands in its place.
Kathryn F. Hubbard Center for Student Engagement
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Kathryn F. Hubbard Center for Student Engagement
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II. Strategies for Engaging with the Local Community
Kathryn F. Hubbard Center for Student Engagement
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Kathryn F. Hubbard Center for Student Engagement
! "$! ! PREPARING FOR ENGAGEMENT
Working at your site for the first time can be confusing and overwhelming. However, asking specific questions can clear up areas of concern and make the transition easier.
Some Questions You May Consider Asking: • What is the mission and vision of your organization? • What is the appropriate attire for this setting? • Who is my direct supervisor? • If I cannot volunteer on a certain day, whom do I contact? • What expectation do you have for me as a volunteer? • What is your agency’s policy on client confidentiality? (i.e photographs, videos, etc) • Do I need to sign in each time I visit?
Preparing for Sticky Situations – Examples:
1. During your visit to your site, you witness two boys fighting in the hall. There are no other adults around and the fight is starting to get physical. What do you do?
As a volunteer, you are not responsible for disciplining students of any age. You are strongly advised to assist by finding an employee who is responsible and trained to handle this type of situation.
2. After settling into your new volunteer site, you are introduced to the clients and staff in the recreation department. One of the staff members asks for your phone number, stating that he needs it for his files. Later, he texts you to ask if you would like to join him for dinner. You repeatedly turn down his request, but he has a hard time taking no for an answer. What do you do?
Keep in mind that the volunteer coordinator or site supervisor is the only one who needs your personal information. Do not provide your personal information to any other staff members. If you suspect wrongdoing, contact the Hubbard Center for Student Engagement immediately. Your safety is our main priority. When a situation such as the above is brought to our attention, the Hubbard Center for Student Engagement will provide ongoing guidance and support.
(Source: Adapted, in part, from the Mary Ann Shaw Center for Public and Community Service Orientation Manual)
Kathryn F. Hubbard Center for Student Engagement
! "%! ! BOUNDARIES AND EXPECTATIONS
The following tips may help shape your experience as you begin your community-based learning experience.
You may be surprised. No matter how much you prepare for something, expect the unexpected. Do your best to plan and do not be afraid to ask questions of your teacher, your volunteer coordinator, your site supervisor, or at the Hubbard Center for Student Engagement.
Be ready to ask questions to settle into your site. Often, staff is extremely busy and may not be able to give you their full attention. Ask as many questions as you can in advance so you can be fully prepared for the days to come.
Know where you are going and make sure you are on time. Make sure you get to the site a few minutes early to figure out your itinerary for the day. If you arrive late and frazzled from getting lost, your first day experience will not be as positive as it should be.
Take notes after every visit. This ensures the fullest experience and will help you learn more about yourself (and those you are working with). This can take the form of a bulleted list, a journal, or anything else that suits your style.
GENERAL STRATEGIES
Regular attendance is critical to develop a relationship and trust. By following the simple rules listed below, you can ensure a rewarding experience for both you and the client.
• A good way to show respect for your client is through consistent attendance, especially when working with children. • Allow the client to feel comfortable enough to forge a friendship of trust and understanding, while clearly defining a boundary and not letting him/her cross that line. • Do not make promises you cannot keep. Be honest about your intentions and clear about your expectations. • Treat your client with the same respect you expect for yourself. Respect your client’s feelings. Think before you speak.
(Source: Adapted, in part, from the Mary Ann Shaw Center for Public and Community Service Orientation Manual)
Kathryn F. Hubbard Center for Student Engagement
! "&! ! WORKING WITH SPECIAL GROUPS
A. Working with Children
It is important to remember that youth will view you as a role model. They will model their behavior after you, enjoy sharing time with you, and may even feel comfortable confiding in you.
If you observe, or a child tells you, something that indicates he/she is in danger, keep in mind the following: • You are required to report this situation to a DePauw staff/faculty member and the site supervisor before completion of that business day. Hubbard Center staff will provide support with any additional follow-up that is deemed necessary. • Do not overreact to what the child is saying. Your main responsibility is to listen and to report the facts provided.
Child abuse is any mistreatment of a child that results in harm or injury (physical, mental, or emotional). Please keep in mind that what you consider to be abnormal behavior or treatment may or may not always constitute child abuse.
What is not considered child abuse: • Views of discipline or instruction that are different from your own • Length of time out • Tone and volume of voice • Views on appropriate language usage • Physical force used to restrain a child
Signs displayed by a child that might indicate a potential problem: • Depression, anxiety, fear, anger or mood swings • Self-destructive behavior • Loss of self-respect • Poor schoolwork or frequent absences • Acting out sexually or showing knowledge/interest in sex that is inappropriate for the child’s age • Injuries to eyes or to both sides of the head • Passive, withdrawn or emotionless behavior
Additional tips: • Never, under any circumstances, be alone with a child or be the only adult in a classroom/group setting. You are not there to be in charge, but to support the staff and organization as a whole. • Avoid taking children to the bathroom, walking them to the office, or any other situation that would leave you alone with a child.
Kathryn F. Hubbard Center for Student Engagement
! "'! ! B. Working with Special Needs Students • Relax, have fun and treat each individual with respect. • Model appropriate behavior. • State expectations clearly. • When tutoring/working together, reduce distraction and clutter. • Present limited, reasonable choices of activities, books, etc. • Try to understand behaviors and actions. • Define positive behaviors (what to do), not negative behaviors (what not to do). • Describe alternative behavior you wish to see more of.
(Source: Inclusion: A Fresh Look, Practical Strategies to Help All Students Succeed)
C. Working with the Homeless • Encourage the homeless to make healthy life decisions without directing or leading them. • Allow homeless guests to experience their feelings while assisting them in the appropriate ways to express those feelings. • Show compassion. • Allow the homeless guests to explore options and come up with solutions to their problems without feeling the need to fix their problems for them.
D. Working with Elderly • Relax and have a conversation. Go on walks, or play games. Let them lead you. • Avoid taking your cellphone or other electronics with you, if at all possible. You are there to work with the elderly, not to surf the web. • Ask questions. They love to tell stories. • Be respectful and have fun!
(Source: Adapted, in part, from the Mary Ann Shaw Center for Public and Community Service Orientation Manual)
Kathryn F. Hubbard Center for Student Engagement
! "(! ! TOP TEN THINGS ALL VOLUNTEERS SHOULD KNOW
10. Know your dreams and talents. Where do you excel? What have you always dreamed of doing? What do you really enjoy? What would you like to try? Is there a way to prepare, learn, or try something new as a volunteer?
9. Pick your type. One size does not fit all. Volunteer projects come in several forms including: service-based courses, research projects, advocacy, and direct service.
8. Make a commitment. Sometimes a volunteer project is an acquired taste. Give yourself a chance to have good days, bad days, and in-between days. If, after three months, you see no redeeming value then at least you gave it a fair chance.
7. Watch and learn. Seasoned volunteers can teach you the “ropes.” Observe them and follow their lead. Have confidence in the knowledge that you are capable and trainable. Balance that confidence with a dose of humility.
6. Musts. There must be a need for the service, you must have the desire to be of service, and you must have the ability to do the service.
5. Unpaid does not mean unprofessional. “Anything worth doing is worth doing well.” All that we do, we need to do with the most sincere effort. Anything less is a disservice to those we are trying to serve, and ultimately, to ourselves.
4. Balance is key. Priorities add balance. Charity begins at home – keep the priorities straight. Balance out schoolwork, your social life, other commitments, and volunteering. If you become overwhelmed, stress will set in and you will not enjoy doing anything.
3. Stand back and admire. Sometimes people forget to say thank you, so you need to reward yourself. Be proud of your accomplishments – take the time to smell the roses, hear the raindrops on the pane, feel the snow on your nose, or taste the cool, clear water.
2. Find a home or make a change. Are you stale or still fresh? Are you learning, enthusiastic, or approaching burnout? Check yourself periodically and act upon your honest answers.
1. Have fun! Life has enough drudgery, and volunteering should not contribute to that. Rather, it should be an uplifting and joyful experience. We are at our best when we learn, grow, play, and serve each other with love and respect.
(Source: Donald Patrick Dunn; Chicken Soup for the Volunteer’s Soul, 2002 Health Communications Inc. Florida)
Kathryn F. Hubbard Center for Student Engagement
! ")! ! NONPROFIT KNOW-HOW
To be an effective volunteer, you need to understand a little about the culture of the nonprofit sector.
Definition A nonprofit organization is an organization that does not distribute its surplus funds to owners or shareholders, but instead uses them to help pursue its goals. Nonprofit ventures include: education, human services, religious affiliations, government, and cultural/creative opportunities. Nonprofit organizations are classified as a 501(c)(3) corporation.
Did you know… • The nonprofit industry accounts for 5% of the nation’s entire GDP. • Overall, the nonprofit sector employs 12.9 million people, or nearly 10% of the workforce (larger than the finance, insurance, and real-estate sectors combined). • There are more than 1.9 million tax-exempt organizations in the US, a number that has doubled in the last 30 years.
The effect of the economy on the nonprofit sector • 40% of respondents indicate that contributions to their organizations dropped between January 1st and May 1st 2010, as compared to the same period the previous year. • 8% indicated their organizations were in imminent danger of closing. • 63% reported an increase of demand for their organization services.
(June 2010 economic survey of nonprofits by GuideStar)
Common Characteristics Due to a dependency on private donations, grants, and public funds, nonprofits generally have tight budgets. As a result, nonprofits can find themselves understaffed and under resourced. Consequently, volunteers are a pivotal part of the nonprofit world. Volunteers often participate in providing direct service to clients, and though less glamorous, provide critical assistance such as answering phones or mailing letters.
Adapted, in part, from the Mary Ann Shaw Center for Public and Community Service Orientation Manual
Kathryn F. Hubbard Center for Student Engagement
! "*! ! THE DO’S AND DON’TS OF SERVICE LEARNING
Volunteering can be both an educational and joyful experience if you properly prepare for the experience.
What to Do:
Stay Connected. If you have to miss a commitment, contact your coordinator and/or site supervisor to discuss your absence and come up with an alternative. While conflicts are unavoidable, bear in mind that effective work at a service placement requires consistent attendance and effort.
Make sure you dress properly. Contact the site supervisor and ask what you should wear. If you are working with children, not only are you a tutor, but you are also a role model.
Always leave on good terms. The people you work with will always remember the last time they saw you. Be patient with them, as well as your site supervisor.
Always plan! • Make sure you have scheduled your placement so you have sufficient time to travel to and from your site as well as to participate for an appropriate amount of time. • Make sure you have secured transportation to and from your site and, if you are driving, make sure you have directions. • Make sure your site supervisor and volunteer coordinator have your contact information. Also, leave the site information with a roommate or a friend.
What Not to Do:
Don’t interact with program clients outside of your site. Be professional and make it easier for you and the site by socializing only within your assigned hours.
Bring few personal belongings to your site. If you absolutely need to use your cell phone for an emergency, ask your site supervisor first. If you are distracted by your phone, clients will not take you seriously.
Don’t go in with a negative attitude. You may be having a rough day, but there’s no excuse to take it out on others. Take a breath, relax, and keep an open mind, it will only help you and your site.
Don’t be afraid to ask questions. If you have anything on your mind that will improve the site, make your job more effective, or if you simply have a question or concern, ask the site supervisor, volunteer coordinator, or the Hubbard Center for Student Engagement staff.
Don’t be too serious! Have fun with the experience!
Adapted, in part, from the Mary Ann Shaw Center for Public and Community Service Orientation Manual
Kathryn F. Hubbard Center for Student Engagement
! #+! ! SAFETY TIPS
As with anywhere you go, you must take steps to ensure your own safety when doing service. Here is a list of helpful tips: • Know your site supervisor and who to contact if a problem arises. • Avoid the responsibility of opening or closing the agency for the day. • Do not offer your home as a shelter for clients. • Do not transport clients. • Avoid the responsibility of being in charge of money. • Only give personal contact information (phone number, address, email, etc.) to your volunteer coordinator and site supervisor; avoid sharing this information with clients, other volunteers, or staff members. • Do not give money to or accept money from staff or clients. • Do not leave your purse or personal belongings in an unsecured location. • Avoid one-on-one situations that isolate you from areas of supervised activity. • Restrict service activities to the site. Ask the Hubbard Center for Student Engagement staff if you have questions. • Familiarize yourself with the neighborhood and environment of your service site. • Do not report to the site under the influence of alcohol or drugs. • If you are driving yourself, make sure you have directions and your car has been serviced.
If you have any doubts about safety, consult with your volunteer coordinator, site supervisor or the Hubbard Center for Student Engagement staff to assess the risk. Report any suspicions of abuse, neglect, or criminal activity to both your site supervisor and the Hubbard Center for Student Engagement immediately.
Kathryn F. Hubbard Center for Student Engagement
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III. Additional Resources
Kathryn F. Hubbard Center for Student Engagement
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Kathryn F. Hubbard Center for Student Engagement
! #$! ! TO HELL WITH GOOD INTENTIONS
No DePauw student should approach a service event without the insight of Monsignor Ivan Illich in his famous speech, “To Hell with Good Intentions, “delivered at the Conference on InterAmerican Student Projects (CIASP) in Cuernavaca, Mexico, on April 20, 1968. In his characteristically direct style, Illich goes to the heart of the deep dangers of paternalism inherent in any voluntary service activity, especially in any international service "mission." Parts of the speech are outdated and must be viewed in the historical context of 1968.
IN THE CONVERSATIONS WHICH I HAVE HAD TODAY, I was impressed by two things, and I want to state them before I launch into my prepared talk.
I was impressed by your insight that the motivation of U.S. volunteers overseas springs mostly from very alienated feelings and concepts. I was equally impressed, by what I interpret as a step forward among would-be volunteers like you: openness to the idea that the only thing you can legitimately volunteer for in Latin America might be voluntary powerlessness, voluntary presence as receivers, as such, as hopefully beloved or adopted ones without any way of returning the gift.
I was equally impressed by the hypocrisy of most of you: by the hypocrisy of the atmosphere prevailing here. I say this as a brother speaking to brothers and sisters. I say it against many resistances within me; but it must be said. Your very insight, your very openness to evaluations of past programs make you hypocrites because you - or at least most of you - have decided to spend this next summer in Mexico, and therefore, you are unwilling to go far enough in your reappraisal of your program. You close your eyes because you want to go ahead and could not do so if you looked at some facts.
It is quite possible that this hypocrisy is unconscious in most of you. Intellectually, you are ready to see that the motivations which could legitimate volunteer action overseas in 1963 cannot be invoked for the same action in 1968. "Mission-vacations" among poor Mexicans were "the thing" to do for well-off U.S. students earlier in this decade: sentimental concern for newly-discovered. Poverty south of the border combined with total blindness to much worse poverty at home justified such benevolent excursions. Intellectual insight into the difficulties of fruitful volunteer action had not sobered the spirit of Peace Corps Papal-and-Self-Styled Volunteers.
Today, the existence of organizations like yours is offensive to Mexico. I wanted to make this statement in order to explain why I feel sick about it all and in order to make you aware that good intentions have not much to do with what we are discussing here. To hell with good intentions. This is a theological statement. You will not help anybody by your good intentions. There is an Irish saying that the road to hell is paved with good intentions; this sums up the same theological insight.
The very frustration which participation in CIASP programs might mean for you, could lead you to new awareness: the awareness that even North Americans can receive the gift of hospitality without the slightest ability to pay for it; the awareness that for some gifts one cannot even say "thank you."
Now to my prepared statement.
Kathryn F. Hubbard Center for Student Engagement
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Ladies and Gentlemen:
For the past six years I have become known for my increasing opposition to the presence of any and all North American "dogooders" in Latin America. I am sure you know of my present efforts to obtain the voluntary withdrawal of all North American volunteer armies from Latin America - missionaries, Peace Corps members and groups like yours, a "division" organized for the benevolent invasion of Mexico. You were aware of these things when you invited me - of all people - to be the main speaker at your annual convention. This is amazing! I can only conclude that your invitation means one of at least three things:
Some among you might have reached the conclusion that CIASP should either dissolve altogether, or take the promotion of voluntary aid to the Mexican poor out of its institutional purpose. Therefore you might have invited me here to help others reach this same decision.
You might also have invited me because you want to learn how to deal with people who think the way I do - how to dispute them successfully. It has now become quite common to invite Black Power spokesmen to address Lions Clubs. A "dove" must always be included in a public dispute organized to increase U.S. belligerence.
And finally, you might have invited me here hoping that you would be able to agree with most of what I say, and then go ahead in good faith and work this summer in Mexican villages. This last possibility is only open to those who do not listen, or who cannot understand me.
I did not come here to argue. I am here to tell you, if possible to convince you, and hopefully, to stop you, from pretentiously imposing yourselves on Mexicans.
I do have deep faith in the enormous good will of the U.S. volunteer. However, his good faith can usually be explained only by an abysmal lack of intuitive delicacy. By definition, you cannot help being ultimately vacationing salesmen for the middle-class "American Way of Life," since that is really the only life you know. A group like this could not have developed unless a mood in the United States had supported it - the belief that any true American must share God's blessings with his poorer fellow men. The idea that every American has something to give, and at all times may, can and should give it, explains why it occurred to students that they could help Mexican peasants "develop" by spending a few months in their villages.
Of course, this surprising conviction was supported by members of a missionary order, who would have no reason to exist unless they had the same conviction - except a much stronger one. It is now high time to cure yourselves of this. You, like the values you carry, are the products of an American society of achievers and consumers, with its two-party system, its universal schooling, and its family- car affluence. You are ultimately-consciously or unconsciously - "salesmen" for a delusive ballet in the ideas of democracy, equal opportunity and free enterprise among people who haven't the possibility of profiting from these.
Next to money and guns, the third largest North American export is the U.S. idealist, who turns up in every theater of the world: the teacher, the volunteer, the missionary, the community organizer, the economic developer, and the vacationing do-gooders. Ideally, these people define their role as
Kathryn F. Hubbard Center for Student Engagement
! #&! ! service. Actually, they frequently wind up alleviating the damage done by money and weapons, or "seducing" the "underdeveloped" to the benefits of the world of affluence and achievement. Perhaps this is the moment to instead bring home to the people of the U.S. the knowledge that the way of life they have chosen simply is not alive enough to be shared.
By now it should be evident to all America that the U.S. is engaged in a tremendous struggle to survive. The U.S. cannot survive if the rest of the world is not convinced that here we have Heaven- on-Earth. The survival of the U.S. depends on the acceptance by all so-called "free" men that the U.S. middle class has "made it." The U.S. way of life has become a religion which must be accepted by all those who do not want to die by the sword - or napalm. All over the globe the U.S. is fighting to protect and develop at least a minority who consume what the U.S. majority can afford. Such is the purpose of the Alliance for Progress of the middle-classes which the U.S. signed with Latin America some years ago. But increasingly this commercial alliance must be protected by weapons which allow the minority who can "make it" to protect their acquisitions and achievements.
But weapons are not enough to permit minority rule. The marginal masses become rambunctious unless they are given a "Creed," or belief which explains the status quo. This task is given to the U.S. volunteer - whether he be a member of CLASP or a worker in the so-called "Pacification Programs" in Viet Nam.
The United States is currently engaged in a three-front struggle to affirm its ideals of acquisitive and achievement- oriented "Democracy." I say "three" fronts, because three great areas of the world are challenging the validity of a political and social system which makes the rich ever richer, and the poor increasingly marginal to that system.
In Asia, the U.S. is threatened by an established power -China. The U.S. opposes China with three weapons: the tiny Asian elites who could not have it any better than in an alliance with the United States; a huge war machine to stop the Chinese from "taking over" as it is usually put in this country, and; forcible re-education of the so-called "Pacified" peoples. All three of these efforts seem to be failing.
In Chicago, poverty funds, the police force and preachers seem to be no more successful in their efforts to check the unwillingness of the black community to wait for graceful integration into the system.
And finally, in Latin America the Alliance for Progress has been quite successful in increasing the number of people who could not be better off - meaning the tiny, middle-class elites - and has created ideal conditions for military dictatorships. The dictators were formerly at the service of the plantation owners, but now they protect the new industrial complexes. And finally, you come to help the underdog accept his destiny within this process!
All you will do in a Mexican village is create disorder. At best, you can try to convince Mexican girls that they should marry a young man who is self-made, rich, a consumer, and as disrespectful of tradition as one of you. At worst, in your "community development" spirit you might create just enough problems to get someone shot after your vacation ends_ and you rush back to your middleclass neighborhoods where your friends make jokes about "spits" and "wetbacks."
Kathryn F. Hubbard Center for Student Engagement
! #'! ! You start on your task without any training. Even the Peace Corps spends around $10,000 on each corps member to help him adapt to his new environment and to guard him against culture shock. How odd that nobody ever thought about spending money to educate poor Mexicans in order to prevent them from the culture shock of meeting you?
In fact, you cannot even meet the majority which you pretend to serve in Latin America - even if you could speak their language, which most of you cannot. You can only dialogue with those like you - Latin American imitations of the North American middle class. There is no way for you to really meet with the underprivileged, since there is no common ground whatsoever for you to meet on.
Let me explain this statement, and also let me explain why most Latin Americans with whom you might be able to communicate would disagree with me.
Suppose you went to a U.S. ghetto this summer and tried to help the poor there "help themselves." Very soon you would be either spit upon or laughed at. People offended by your pretentiousness would hit or spit. People who understand that your own bad consciences push you to this gesture would laugh condescendingly. Soon you would be made aware of your irrelevance among the poor, of your status as middle-class college students on a summer assignment. You would be roundly rejected, no matter if your skin is white-as most of your faces here are-or brown or black, as a few exceptions who got in here somehow.
Your reports about your work in Mexico, which you so kindly sent me, exude self-complacency. Your reports on past summers prove that you are not even capable of understanding that your dogooding in a Mexican village is even less relevant than it would be in a U.S. ghetto. Not only is there a gulf between what you have and what others have which is much greater than the one existing between you and the poor in your own country, but there is also a gulf between what you feel and what the Mexican people feel that is incomparably greater. This gulf is so great that in a Mexican village you, as White Americans (or cultural white Americans) can imagine yourselves exactly the way a white preacher saw himself when he offered his life preaching to the black slaves on a plantation in Alabama. The fact that you live in huts and eat tortillas for a few weeks renders your well-intentioned group only a bit more picturesque.
The only people with whom you can hope to communicate with are some members of the middle class. And here please remember that I said "some" -by which I mean a tiny elite in Latin America.
You come from a country which industrialized early and which succeeded in incorporating the great majority of its citizens into the middle classes. It is no social distinction in the U.S. to have graduated from the second year of college. Indeed, most Americans now do. Anybody in this country who did not finish high school is considered underprivileged.
In Latin America the situation is quite different: 75% of all people drop out of school before they reach the sixth grade. Thus, people who have finished high school are members of a tiny minority. Then, a minority of that minority goes on for university training. It is only among these people that you will find your educational equals.
At the same time, a middle class in the United States is the majority. In Mexico, it is a tiny elite. Seven years ago your country began and financed a so-called "Alliance for Progress." This was an
Kathryn F. Hubbard Center for Student Engagement
! #(! ! "Alliance" for the "Progress" of the middle class elites. Now. It is among the members of this middle class that you will find a few people who are willing to spend their time with you - and they are overwhelmingly those "nice kids" who would also like to soothe their troubled consciences by "doing something nice for the promotion of the poor Indians." Of course, when you and your middleclass Mexican counterparts meet, you will be told that you are doing something valuable, that you are "sacrificing" to help others.
And it will be the foreign priest who will especially confirm your self-image for you. After all, his livelihood and sense of purpose depends on his firm belief in a year-round mission which is of the same type as your summer vacation-mission.
There exists the argument that some returned volunteers have gained insight into the damage they have done to others - and thus become more mature people. Yet it is less frequently stated that most of them are ridiculously proud of their "summer sacrifices." Perhaps there is also something to the argument that young men should be promiscuous for a while in order to find out that sexual love is most beautiful in a monogamous relationship. Or that the best way to leave LSD alone is to try it for a while -or even that the best way of understanding that your help in the ghetto is neither needed nor wanted is to try, and fail. I do not agree with this argument. The damage which volunteers do willy- nilly is too high a price for the belated insight that they shouldn't have been volunteers in the first place.
If you have any sense of responsibility at all, stay with your riots here at home. Work for the coming elections: You will know what you are doing, why you are doing it, and how to communicate with those to whom you speak. And you will know when you fail. If you insist on working with the poor, if this is your vocation, then at least work among the poor who can tell you to go to hell. It is incredibly unfair for you to impose yourselves on a village where you are so linguistically deaf and dumb that you don't even understand what you are doing, or what people think of you. And it is profoundly damaging to yourselves when you define something that you want to do as "good," a "sacrifice" and "help."
I am here to suggest that you voluntarily renounce exercising the power which being an American gives you. I am here to entreat you to freely, consciously and humbly give up the legal right you have to impose your benevolence on Mexico. I am here to challenge you to recognize your inability, your powerlessness and your incapacity to do the "good" which you intended to do.
I am here to entreat you to use your money, your status and your education to travel in Latin America. Come to look, come to climb our mountains, to enjoy our flowers. Come to study. But do not come to help.
Ivan Illich (1926-2002) was an Austrian philosopher, Roman Catholic priest, and critic of the institutions of contemporary Western culture and their effects on education, medicine, work, energy use, transportation, and economic development. He is best known for the book Deschooling Society, written in 1971.
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Kathryn F. Hubbard Center for Student Engagement
! #)! ! REFLECTION
Why is reflection important?
The word “reflection” is often associated with the descriptors “emotional,” “touchy-feely,” and “unacademic.” However, critical reflection, when done correctly, can be a very engaging and enlightening process. Intentional engagement with reflection challenges you to look beyond the surface of the work you are doing, and to look at the deeper elements involved (like ethics, for example). Service and community engagement, and especially long-term engagement, is not just a resume line to show that you have volunteered somewhere. Rather, this kind of engagement is a substantive learning experience that often gives you more than expected. Reflection throughout engagement leads to personal growth, especially in critical thinking skills, while also informing your sense of the work you are doing. Reflection forces you to ask, “Why is my work significant? Am I doing informed work? What am I learning?” While those questions may seem simple now, as your work increases in complexity, so will your answers.
How do I reflect?
Reflection can take many forms and models. It is not an exact science. However, well thought out reflection sessions often have a few key elements. The most important element in any reflective session is a willingness to question and be open to new ideas. This does not necessarily mean that your opinions and attitudes must be changed, but rather, it means that you will consider new options and perspectives.
One model that we use at the Hubbard Center for Student Engagement is the “What? So What? Now What?” model. Before, during, and after a service experience, you should ask yourself some questions to help increase the effectiveness of your civic engagement.
What? • What do I expect to get out of this experience (purpose/goals/ideals)? • What is the community partner’s mission or goal? • Are there other sites in the community that have similar goals or could be connected? • What was the most challenging thing about my experience? • What surprised me most about my experience? • Describe the people I worked with at the community site. • What roles did I play at the site? • What about myself did I share with others? • What did others share with me?
Kathryn F. Hubbard Center for Student Engagement
! #*! ! So What? • What am I learning about others and myself? • How was I different when I left the community site compared to when I entered? • How was I different from/similar to other people? • In what ways did being different help/hinder the group? • What did I do that was effective? Why do I think it was effective? • What seemed to be ineffective? How could I have done it differently?
Now What? • Is it important to me to stay involved in the community? • How will my efforts contribute to social change? • How does this experience inform my career aspiriations? • How can society be more compassionate/informed/involved regarding this community? • What social and economic policy changes would alleviate the problem(s) I am encountering or addressing? • Where do I go from here? What’s the next step in the process?
Kathryn F. Hubbard Center for Student Engagement
! $+! ! DEPAUW SERVICE IMPACT
At DePauw University we pride ourselves on serving the community and having a connection with the Greencastle community. During the 2012-2013 school year we can account for a total of 17,657 hours served locally. While impressive, the figures below do not include service done through affiliations with Greek philanthropies and other student organizations, athletic teams, the School of Music, academic departments, Winter Term In Service programs, Servicio en las Americas, or Alternative Breaks. If only we had those numbers.
Civic Fellows: 650 hours DePauw Community Service: 4,650 hours First-Year Service Plunge: 875 hours Bonner Scholars: 11,482 hours Total Volunteer Time: 17,657 hours Total Volunteer Value: $323,652
“[I love] seeing a relationship between [a] resident and student grow and prosper beyond the four years at DePauw. We are blessed as our residents do continue to hear from their [DePauw] friends.”
Sandy Masten Asbury Towers Retirement Home
“We had twenty active matches at Cloverdale Elementary and Middle School and there is an increase in students interested in signing up for the site-based plus program.”
Diane Monroe Big Brothers and Sisters
“The highlights for us are the relationships we have built with the students. Our staff loves the students who come and miss them when they are not here. The play experiences that our children have with [DePauw] students are the highlights for our children.”
Tammy Hunter Head Start Program
“Our volunteer learned about our diversionary program, Putnam County Teen Court, and the importance of giving youth a second chance. Also, [she learned] that not-for-profits struggle to continue because of state and federal funding, thus resulting in the need for fundraisers to support the ongoing initiatives and program services at no cost to families.”
Linda Merkel Putnam County Youth Development Commission
To a Deer Meadow Student Friend Volunteer: “[My child] simply LOVED spending time with you and told me all about it each time…Thank you!! You made a big difference in his life this year and I want you to know how very much I appreciate your time, energy and kindness.”
A Greencastle Parent
Kathryn F. Hubbard Center for Student Engagement
! $"! ! DEPAUW SERVICE OPPORTUNITIES OVERVIEW
Numerous service opportunities exist in Greencastle to accommodate student interests and schedules. The options listed below are recognized as opportunities for participation in highly effective service. Most of these are available through the Hubbard Center; those that are not are indicated.
Education
DePauw College Mentors – Greencastle High School: Volunteers serve as mentors to high school students who need assistance with the college decision and application processes. Currently, the program serves Greencastle High School and hopes to expand to other schools in Putnam County. DePauw students act as college application counselors, assisting in areas such as filling out the Common Application and the FAFSA, writing essays, registering for the SAT/ACT, and applying for scholarships.
Head Start: Head Start is a federally-funded comprehensive child and family development program. Children who attend Head Start participate in a variety of educational activities, receive developmental screenings, have healthy meals and snacks, and enjoy playing in a safe setting. Student volunteers play with children, assist at mealtimes, and help to maintain the facility as they gain an understanding of the challenges facing families on limited incomes.
Reading Improvement Center – Tutoring at Gobin: The Reading Improvement Center at Gobin Memorial United Methodist Church serves children needing extra help with reading and mathematics. Tutors work with the Center director and teachers to plan appropriate curriculum for sessions, tutor one-on-one, and lead games and activities - ultimately serving as mentors.
Student Friend – Greencastle Middle School, Tzouanakis Intermediate School (TZ), Central Elementary School, Deer Meadow Primary School, Filmore Elementary School, Ridpath Primary School: The Student Friend Program serves primary through middle school students struggling with an assortment of mild disabilities or social challenges. Volunteers spend time with a counselor-selected student at the school during school hours engaging in such activities as playing board games, helping with homework, practicing appropriate social skills and reading.
TZ Spanish Enrichment Program: This 20-year program exposes third through fifth graders to basic Spanish comprehension. It is hosted by Tzouanakis Elementary School once a week during after school hours. Weekly lesson plans are split between tutoring and helping the kids practice their Spanish knowledge in various activities.
Tutoring at GMS: This program that serves the Greencastle Middle School community with homework help, after-school reading and math clubs, and general tutoring. Volunteers work closely with the guidance counselor and classroom teachers to coordinate sessions.
Kathryn F. Hubbard Center for Student Engagement
! $#! ! Retirement Communities
Asbury Towers Senior Friend: This program serves Asbury Towers Retirement Community. Students interact with senior citizens to gain perspective on the process of aging. Students may choose to develop individual friendships or assist with group activities.
Adopt-a-Grandparent: This program is facilitated through the Management Fellows Program and serves Hickory Creek at Sunset retirement home. Volunteers are expected to spend one hour a week with their adopted “grandparent” and can do activities such as attending a meal or a game night, doing a puzzle, or hanging out. Mentoring
Best Buddies Colleges – Putnam County Comprehensive Services: Best Buddies Colleges pairs clients of Putnam County Comprehensive Services with intellectual disabilities in one-on-one friendships with DePauw student volunteers. The served community struggles with establishing friendships outside of their own environment and DePauw volunteers offer the peer buddy a chance to broaden life experiences.
Big Brothers Big Sisters: Big Brothers Big Sisters is a national mentoring program. DePauw students spend time with their "Little" partners both during and outside of school hours in activities such as doing homework, reading together, shooting hoops in the gym, playing on the playground, or just hanging out. The goal of the program is for the college role models to provide friendship, guidance, and inspiration for the many challenges of adolescence.
Putnam County Family Support Services – Tots Time: The Tots Time program is held at Gobin Memorial United Methodist Church and is run in conjunction with Putnam County Family Support Services. Volunteers are needed every Tuesday morning from 9am to noon to engage children newborn to five years old in free play, crafts, reading, snacks, and other activities. The purpose of this long-standing free community program is to support parenting by offering time off to run errands, job seek, clean, or simply relax.
Knoy Center: The Knoy Resource Center is a non-profit program of the Cloverdale Community School Corporation. DePauw students tutor in the after school program for grades K-5, Monday - Thursday between the hours of 3 - 5pm.
TALKS – Gobin Memorial United Methodist Church: The TALKS Mentoring Program is conducted in partnership with Gobin Memorial United Methodist Church. The goal of TALKS is to provide a mentor to local middle school students who will help them make personal commitments to integrity in the pursuit of life paths. DePauw student mentors are paired with 1-3 mentees in weekly thirty-minute meetings at Greencastle Middle School. These meetings follow a program that addresses self-esteem, peer/family relationships, and life skills.
College Mentors for Kids: College Mentors for Kids is a student-run organization (i.e. not through the Hubbard Center for Student Engagement) designed to inspire local grade school students to apply to college. Volunteers in this program meet weekly with first through fourth graders to complete activities such as field trips to the nature park and tie dying.
Kathryn F. Hubbard Center for Student Engagement
! $$! ! Arts and Recreation
YMCA After School Program at Ridpath: The Clay County YMCA School-Aged Child Care program at Ridpath Primary School is committed to instilling in children the core values of the YMCA: caring, honesty, respect, and responsibility. Student volunteers assist the experienced staff in providing a safe, caring and enriching after school environment. Specifically, volunteers tutor children in math and reading, and engage in activities that encourage the children to make new friends, enjoy new experiences, and have fun.
Sports Night: Sports Night provides the youth of Putnam County the opportunity to participate in sports-related activities while building relationships with DePauw students. The monthly program aims to enhance the lives of children by offering a fun environment for teaching the skills and value of being a team player. Sports Night is a free program open to all Putnam County first through fifth graders.
JumpstART: JumpstART is a free, monthly program that aims to connect Putnam County youth grades K-5 to different types of art movements, styles, and artists in a fun and engaging way.
Animals
Humane Society of Putnam County: The Humane Society of Putnam County (HSPC) is a private, non-profit organization whose mission is to serve animals in need. Though the shelter is temporarily closed, the HSPC continues to operate. Volunteers work to educate the community on overpopulation problems, plan and assist with the running of large-scale fundraisers, and assist with the operation of Rescued Treasures, a volunteer-run resale store. All revenue from the store aids the HSPC in its plan to reopen and sustainably run the shelter.
Other
Non-Food Pantry: The Non-Food Pantry serves needy families in Putnam County by providing necessities such as toothpaste, shampoo, toilet paper, baby/toddler and feminine hygiene products. The program is hosted by St. Andrew’s Episcopal Church in Greencastle, and is sponsored by organizations and churches in Putnam County and Indianapolis. Volunteers fill the supply bags, run the monthly distribution, and manage donation drives at DePauw and in the community.
Kathryn F. Hubbard Center for Student Engagement
! $%! ! TRAVEL
Community Ride This work-study program offers student transportation in Greencastle and the surrounding Putnam County to support and encourage academic and co-curricular student engagement in the local community. The shuttle service is located in the Hartman Student Leader Office in the Union Building and runs weekdays from 8:30 AM until 5:30 PM. A student driver is on call at all advertised hours during the week.
To obtain transportation, students should make appointments for single and/or repeated trips in advance by emailing [email protected]. Drop-ins for immediate transportation will be accommodated as the schedule permits.
Use of the service is for academic or civic engagement reasons only and users must name the reason for the trip in advance. There is no limit on the number of trips a student may schedule. No-shows will be placed on a list and warned after the second missed appointment. A third missed appointment will result in loss of the privilege. Drivers have the right to refuse transport if the user is late for the appointment.
Rural Transit Putnam County Rural Transit is available to Putnam County residents and DePauw University students, staff, and faculty. A shuttle to Walmart leaves from the Union Building at 1:15pm and 2:15pm Monday through Friday, with a return shuttle to campus leaving Walmart at 3:30pm.
To schedule rides to any other location in Greencastle, between 8:30am and 4:30pm Monday through Friday, passengers may call 765-848-1508, at least 24 hours in advance.
Fares vary based on the type of transportation you require. Please call Rural Transit at the number listed above for full details.
Driving Yourself If you choose to drive yourself, be advised that DePauw University is not liable for you, your car, or anyone else you may be transporting. The Hubbard Center for Student Engagement encourages you to utilize one of the above transportation options. However, if that is not possible, please drive safely.
Kathryn F. Hubbard Center for Student Engagement
! $&! ! IMPORTANT CONTACTS
Coordinator of the Bonner Scholar Program Jessie Scott [email protected]
Administrative Assistant for Civic Engagement Jennifer Plew [email protected]
Faculty Liaison to Indiana Campus Compact Doug Harms [email protected]
Student Government Vice President of Community Relations Adam May [email protected]
Student Coordinator of DePauw Community Service (DCS) Rachel Hanebutt [email protected]
DePauw Student Service Coordinators Lauren Van Fleet and Mackenzie Cremeans [email protected] and [email protected]
My Service Coordinator
My Service Partner
WEBSITES
DePauw Service Home Page: http://www.depauw.edu/academics/centers/hubbard/service/
Service Events & Opportunities Calendar: http://www.depauw.edu/serviceopportunities/
DePauw Community Service Programs: http://www.depauw.edu/academics/centers/hubbard/resources/dcsprograms/
! Kathryn F. Hubbard Center for Student Engagement
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General Release and Medical Authorization OFF-CAMPUS SERVICE-RELATED ACTIVITIES Hubbard Center for Student Engagement 408 South Locust Street, Greencastle, IN 46315 (765) 658-4622 ! (765) 658-4045 fax ! [email protected]
Student Name: (print)
My signature below indicates that:
I have voluntarily chosen to participate in an off-campus service-related activity, program or course, and understand that such participation is not required by DePauw. I acknowledge that DePauw has not represented that it has superior knowledge of external conditions at the program site(s) and, as a matter of fact, may have none, and that DePauw has not provided guarantees of safety while I am participating in the program.
In consideration of DePauw allowing me to participate, I hereby release DePauw, its officers, employees and trustees, and their successors and assigns, from any and all claims for injury or damage to my property or my person, including my death, that may arise from my participation in the program. I understand that risks are inherent in travel, performing direct service, and the other activities in which I will participate as part of this commitment. I voluntarily assume and accept all risks of personal injury or property damage, known or unknown, arising out of participation in the program.
I understand and agree that DePauw does not provide insurance to cover medical expenses for injuries that may be sustained by me or for damage to my personal property, and that DePauw strongly recommends that I carry my own liability, medical and property damage insurance in anticipation of potential losses related to participation in the program.
Without creating an obligation for DePauw to do so, I grant to DePauw, or any of its designated representatives, authority to take at my expense any action deemed necessary to protect my mental or physical health and safety, including but not limited to placing me under the care of a doctor or in a hospital or such other appropriate place for medical examination and/or treatment, or returning me to DePauw. DePauw is authorized to make available to any health care provider who may provide medical treatment, any and all medical and mental health records, including opinions, reports, notes, x-rays, or any other information or documents in the possession, custody, or control of DePauw. I hereby waive for such purpose any physician/patient or counselor/patient privilege that I may have with respect to such information.
Participant Signature*: ______
Email: ______Date: ______
Off-campus program/course: ______
Term of participation: ______
Emergency Contact: ______Name E-mail address Telephone
*If under 18 this form must be signed by a parent or guardian.
Return this form to The Hubbard Center for Student Engagement. Students will not be allowed to participate in the program until all forms have been completed and submitted.
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Code of Conduct, OFF-CAMPUS SERVICE-RELATED ACTIVITIES Hubbard Center for Student Engagement 408 South Locust Street, Greencastle, IN 46315
(765) 658-4622 ! (765) 658-4045 fax ! [email protected]
Student Name: ______
My signature below indicates that:
I have read my student handbook and am aware that the academic and behavioral policies outlined in the handbook are in effect while I am participating in an off-campus, service-related activity, program or course. I am aware that if I violate any rules contained therein while off-campus, I could face judicial action when I return.
I agree to participate in all scheduled activities, maintain regular attendance, be punctual, and stay for the time scheduled. I understand that only illness or emergencies excuse an absence or tardy. Furthermore, I agree to immediately contact my designated supervisor (student leader, site coordinator, faculty or community partner) if I find myself unable to fulfill my commitment.
I further understand and agree to comply with the following participation regulations, and understand that failure to do so may jeopardize my participation in the off-campus service-related activity, program or course. • Never engage in any inappropriate social interaction (including, but not limited to, profane or lewd remarks, sexual relations, etc.) with members of the community partner organization and those served by the organization. • Never use any alcohol or illegal drugs during the service nor arrive at site under the influence of either. • Never misrepresent professional qualifications. • Safeguard all personal and confidential information concerning community organization or those served by the organization. This includes refraining from texting and discussions on social networking websites and e-mails. • Dress according to the standards of the community partner organization. Avoid clothing that could be perceived as provocative or sloppy. • Refrain from using cellphones, computers and other personal devices in the community partner setting unless approved by the site supervisor. • Protect the community partner’s assets and ensure their efficient use. • Adhere to any additional behavior policies as dictated by the student leader, site coordinator, faculty, or community partner.
I am aware that sites may request additional forms, a background check and/or a driving record.
Participant Signature: ______
Printed name: ______
Email: ______Date: ______
Off-campus program/course: ______
Term of participation: ______
Return this form to The Hubbard Center for Student Engagement. Students will not be allowed to participate in the program until all forms have been completed and submitted.
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Kathryn F. Hubbard Center for Student Engagement