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The lead

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Community services along with service learning

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A high school can involve itself in community services in a variety of ways:

  • The school should have a community services "coach". This person should be the staff expert on community services.
  • Develop a community services database
Invite students to identify what interests them on the database list. Students should then submit a Service Learning Proposal to the principal's office identifying their top three choices. The Service Learning coach will facilitate a match. Volunteer spaces can be filled on a first-come-first-served basis.
  • The school should have an elected student association community services leader (SACSL). The job description should be the same as the coach's.

A job description for these two positions:

  1. Develop an overall community services plan; with specifics for disaster preparedness, list of non-profits and their volunteer needs, etc.
  2. Chair, or sponsor a student chair, of the school's community services committee. This committee ideally should be a sub-committee of the student association.
  3. Assist the SACSL in choosing committee members from among the student body, staff, or constituency. Committee members include: Disaster response leader, non-profits liaison, transportation coordinator, etc.
  4. Assist the community services volunteer hours coordinator in keeping track of student progress in reaching the 40 hours.

The province of Ontario requires high school students to accumulate 40 hours of community service in order to graduate. These hours must not be credited towards any course requirements. It is conceivable that a course could shadow the volunteer work of the students by getting them to reflect on their experiences.

The school should consider ways to include community service components across the curriculum. Religion, geography, English, psychology, anthropology, etc. courses can make connections with community services.

Sabbath afternoons present an optimum time for student involvement depending on the type of assistance provided. Two levels of involvement are anticipated, those who have a focused interest in community services and those willing to help on a project by project basis.

Community service weekends can be planned. This would include a dynamic guest speaker to cover Friday evening, Sabbath morning services, Sabbath afternoon community outreach, Saturday evening focus, and Sunday morning community outreach; perhaps four throughout the year.

One study has shown that students with higher family income have higher level experiences in community services than their lower income counterparts. The school administration can level the playing field by helping all students make their connections with prospective companies.

Another important aspect of community service volunteering is that the positions be real, productive opportunities for the volunteer to see how their actions can make a difference.

Consider offering a summer scholarship for service activity in the non-profit sector (PAA); the hours accumulated during this summer program would not count for the province's community services hours required for graduation.

Thought questions

What happens when youth take part in community service? How does it affect their self-esteem and identity? What role does reflection play in their development? Does the Ontario community services requirement call for reflective journaling before, during and after the service task? If students work together on a task, are the results different than if they work individually? Have adult/youth teams been studied for their effectiveness? Does a sensitive, team-building adult help the youth identity process?

Specific programs

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Portland Adventist Academy

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  • Vistaunet, Liesl (December 17, 2007). "Portland Adventist Academy Students Aid Vernonia Victims". News. Upper Columbia Conference of Seventh-day Adventists. Retrieved 2012-09-05.

Washington Conference - Adventists respond

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  • Volunteers appreciated at Lewis County Adventist School[1]
Highlights:
  1. Volunteers (of all ages) are an important part of the Lewis County Adventist School’s community service program.
  2. LCAS had the help of many adult volunteers. The school could not do community service projects without them.
  3. Volunteers through LCAS baked bread and cookies, found work sites, supervised kids, sloshed through the mud, shoveled mud, tore out drywall, and washed down dirty kids and muddy boots. The list goes on and on.
  4. Pastors Chester Schurch and Tom James adjusted their schedules to help with ninth through eleventh grade worship and Bible class. They stepped in on short notice to teach and help with community service.
  5. The students helped four families, a farm on Twin Oaks, the Veteran’s Museum, the Salvation Army and the United Way.
  6. The first through third graders baked cookies and bread and made cards to distribute to those helping with the flood disaster.
  • DRESS FOR SUCCESS: Search & Rescue is Maranatha Adventist Church’s community service program. Their Dress for Success program is designed to help single-parent and/or homeless moms find professional outfits for a job interview to get back in the workforce.[2]

REACH

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  • Instead of exchanging gifts at Christmas, faculty members sponsor a child at a REACH orphanage. AA[3]

Feed student body at Solusi College

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  • Inspired by a chapel presentation by Dr. B.J. Zvandasara, Academy students began a fund raiser with the goal of contributing $2,000 to feed the student body at Solusi College in Africa one meal per day for one month.[3]

Cedarcrest Work Camp (not Adventist)

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Private school, not Adventist
156 St. George Street
Toronto, Ontario, M5S 2G1
tel - 416 979 5949
fax - 416 599 3517
inquiries@ernescliff.ca
www.ernescliff.ca
Each summer, high school students entering Grade 10 may take part in a service project that Ernescliff organizes at Cedarcrest, a retreat and conference centre in Belfountain, Ontario.
In the mornings the volunteers do manual work such as gardening and landscaping, painting, etc. This work can count towards high school community service hours.
In the afternoons there are leadership sessions for the students, including sessions on public speaking. Sports, excursions, movies and discussions on cinema appreciation provide a well-rounded program.

Parkview Adventist Academy, Alberta, Canada

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  • Parkview Adventist Academy's Summer Community Service Scholarship (July & August only)[4]:
Students may participate in community service with non-profit organizations during the months of July and August. They are then eligible to receive a scholarship of $125 / 25 hours of community service. This does not include summer camps work. The maximum award from any one or combination of “Summer” scholarships is $1,000.
  • More PAA notes
September 29 was a community service day.
  1. Nature trail maintenance,
  2. Window cleaning,
  3. Raking leaves,
  4. Visiting seniors
  5. Cookie baking.
  1. Students signed their name under the assignment that they wished to participate in.
  2. Each group had a leader.
  3. The students were released from the regular classroom activities and walked or drove to their job.
  4. Jobs were two hours long.
  5. Thirty students helped two men involved in developing the Lacombe Trail System.
  • They leveled out footpaths,
  • Removing debris,
  • Spreading wood chips or welding signs.
  • On the weekend of November 20, the girls’ volleyball team and a few male PAA students volunteered to referee the Junior High Volleyball Tournament. This event was organized by the Alberta Conference and also included a youth rally. It was a time of spiritual, social and athletic experience.
  • A student group of spiritual leaders visited several Seventh-day Adventist churches in Alberta. They helped out with Friday night vespers and participated in Sabbath services.
  • The Grade 12 Graduating Class helped Eric Rajah and his Better World Organization provide assistance to orphans in Kenya.[5]

Crawford Adventist Academy (Toronto)

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Report on Crawford Adventist Academy.

Before the Ontario Ministry of Education mandated their 40 hours community services plan, Crawford Adventist Academy was requiring that its high school students complete a minimum of 10 community service hours per year. The motivation was rooted in the Gospel commition of Matthew 28:19, 20.

In the school year of the author's writing, a parent informed the school of a tree-planting project for Downsview Park. The activity took place on Sunday, October 15, and although it was not a school day, several students from the Elementary as well as the High School Division participated, on a day when the temperature was less than inviting. Some students reported that the experience was rewarding because they could immediately see the results of their labour. Others stated that they felt it was their way of “saving the environment.” Instead of cutting down trees to make paper, they were planting them as part of the beautification project.[6]

AVLN online courses

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  • Integrating Technology and Service Learning, February 21 - April 3, 2011. Participants will assess available technology and local community needs, learn the importance of service learning, and develop a service learning project that integrates technology.[5]

STORM co

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HISTORY

In 1992, a group of senior high school students from Brisbane, Australia spoke of 'doing something' with their faith. They didn't have enough money or time to prepare for an overseas mission trip, but they wanted to do something adventurous for God.

A simple concept: Go to a small town somewhere in the outback and see what they could do to help out, physically and spiritually. The pastor in Moree, NSW offered a place to stay over the phone. So they saved up some money, prepared some games, drama and music, loaded up the cars and drove west, calling themselves the 'SWAMP team' (Students with a Mission and a Purpose). The Swamp team spent 10 busy days meeting adults and children, cooking, performing, and helping people in whatever they could find to do. They camped together in a church hall and the group bonded closely. It was an adventure and it was fun.

But Moree was outside of the church conference boundaries and the team couldn't get funding to go back there. Lawrens Adair, a veteran 'outback missionary' and president of the Adventist Aviation Association (AAA), recognised the spirit of service and adventure in these young people. He convinced them to go to a place where there was no SDA church, where there was work to do. The town was Charleville, Queensland and this time the team wanted a new name. They liked the image of a storm refreshing the drought stricken outback. So they called themselves 'S.T.O.R.M. Company' and thought of an anagram: Service To Others Really Matters. The year was 1993.

Those first trips to Charleville began with community service projects done in cooperation with the city council. The local social services organisation needed help with vacation car, so the team put together a children's program for the mornings. The Salvation Army needed help with Sunday school, so the team was there too. From the local scout group to the nursing home to the prison camp, to the Uniting church, the STORM Co. team kept asking what was needed and kept finding things to do.

The community loved STORM Co. The teams went home changed and couldn't wait to go out again. Conference Youth Director Mel Lemke caught the vision of what was happening, and organised a trip to an aboriginal community. Other outback towns were added as young people told their stories, and teams multiplied. Adcare director David Jack caught the vision and provided groundwork for STORM Co. to work under the Adcare banner in Queensland.

Since 1993, many of those early STORM Co. team members have moved to other places, and some of the leaders have been transferred to other positions. They took with them the adventure concept and the name; and STORM Co teams started work all over Australia.

Pastor Lemke did some important work in gathering STORM Co. resources together for his M.A. degree and other leaders kept working to promote this simple and radical form of Christlike service.

In 1999, the South Pacific Division responded to the grass roots growth of STORM Company. The Division voted to form a stand alone committee made up of interest holders from various departments to support the STORM Co. movement in Australia, New Zealand and the South Pacific. Thanks to the men and women who serve on that committee, each is an influential leader in their own ministry areas. Today, more than ever STORM Co. teams are being developed, recognized and supported around the world.[7]

References for Specific programs section

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  1. ^ Wohlers, Earlene (December 15, 2007). "Volunteers appreciated at Lewis County Adventist School". Adventists Respond blog. Adventist Community Services Washington State. Retrieved 2012-08-19.
  2. ^ Martella, Heidi, editor (August 19, 2008). "Dress for success". Newsletter. Washington Conference of Seventh-day Adventists. Retrieved 2012-08-19. {{cite web}}: |first= has generic name (help)CS1 maint: multiple names: authors list (link)
  3. ^ a b Andrews Academy Community Services
  4. ^ "Miscellaneous Scholarship Information" (PDF). Finacial Forms Matching Scholarships2012-2013. Parkview Adventist Academy. 2012. Retrieved 2012-08-17.
  5. ^ a b Geates, Faye (Winter 2010). "Be the change" (PDF). Canadian Adventist Teachers' Newsletter (CAT ~ news). 4 (1). Oshawa, ON: Seventh-day Adventist Church in Canada, Office of Education: 8. Retrieved 2012-08-17.
  6. ^ Maitland, Janice P. (December 2006). "Community outreach - who cares?" (PDF). Canadian Adventist Teachers Network, Cat ~News. Oshawa, ON: Seventh-day Adventist Church in Canada Office of Education. Retrieved 2012-08-17.
  7. ^ "StormCo". Brisbane Adventist College. Retrieved 2012-08-18.

Manuals

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Adventist Community Services, etc.

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Semester of Service

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Bible labs

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Ontario, Canada

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Highlights:
  1. Gives official guidelines to the Ontario, Canada high school program.
  2. Lists of activities are comprehensive.
Highlights:
  1. "Developed in consultation with Catholic religion educators and focus groups containing parents, students, teachers, administrators and support staff."
  2. Excellent resource to prompt service project ideas.

State of California

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Highlights:
  1. The requirement for 40 hours community service.
  2. Comprehensive list of service activities.
  3. Chart of service groups and eligible and non-eligible activity.
  4. Service circle graphic
Highlights:
  1. Emphasis on learning styles.
  2. Comprehensive list of possible activities.

Adventist local church for overseas mission

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  • "HisHands Host/Sponsor Handbook" (PDF). Adventist Volunteers. Secretariat General Conference of Seventh-day Adventists, Pacific Press Publishing Association. September 2006. Retrieved 2012-08-19.
Highlights:
  1. This manual guides a local church initiative in sponsoring a missionary.
  2. “Why should not the members of the church, or of several small churches, unite to sustain a missionary in foreign fields?” Gospel Workers, page 466

STORM Co.

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Ideas

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  • Fox, Janet. "366 Community Service Ideas" (PDF). Extension, Institute of Agriculture and Natural Resources. University of Nebraska, Lincoln, Lancaster County. Retrieved 2012-09-05.

Administrative

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  1. The principal should designate a special Service Learning Coach.
  2. The Service Learning Coach oversees projects, student participation, record-keeping and agency involvement.
  3. Service learning projects can be linked to current academic goals and curriculum.
  4. Service learning projects can promote social awareness and career development.
  5. a minimum of twenty hours can be required to be earned by the end of the sophomore year, which includes preparation, action, and reflection, will be required of each student.[1]

References of Ideas section

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  1. ^ Minimum high school graduating requirements. Chicago Public Schools Policy Manual

Journals

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Volume 54, Issue 1, 1991

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JAE Editorial: Service Learning Makes a Difference

by Norton, Edward M; page 4; length: 2

The Philosophy and Practice of Christian Service

by Norton, Edward M; page 5; length: 7

Just Do It

by MacLaughlin, Beverly; page 10; length: 3

Just Do It: Christian Outreach - How to Get Started

by MacLaughlin, Beverly; page 10; length: 3

Service and Growth for Teenagers and Grown-ups!

by Hamer, Joyce; page 14; length: 4

Integrating Teen Witnessing into the Curriculum

by Tutsch, Cindy; page 19; length: 3

Service, Not Fame - Reaching Out Through Community Service

by Millett III, Cyril; Dunhill, Sandra; Dunfield, Ladd; page 24; length: 2

Little Eyes are Watching - Getting Our Priorities Straight

by Kilgore, William; page 27; length: 3

Bibles for Russia: A Canadian School Celebrates 10 Years of Outreach

by Deer, Marion; Cameron, Marilyn; page 30; length: 3

Sharing Pictures of Jesus

by Rosen, Linda; page 35; length: 4

Cast Thy Bread

by York, Arlene Mae; page 38; length: 2

JAE: Of Interest to Teachers

page 41; length: 4

Creative Service-Learning Projects

page 46; length: 1

Scholarly reports

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Highlights:
The authors studied twenty research papers on high school community service programs, they tallied practices commended by the studies and report them in this paper. Two kinds of service programs emerge: community services and service learning.
The top five best practices include:
  1. Providing opportunities for student reflection.
  2. Giving students responsibility.
  3. Providing meaningful work/challenging tasks.
  4. Providing opportunities for student leadership/problem solving/decision making
  5. Establishing regular communication/partnerships between schools and agencies

Ontario's community services requirement may favour wealthy students over poor students. Wealthier students experience a wider diversity in their community service work.



"Based on the assumption that all young people and their communities would benefit from students’ active participation in community endeavours, some Canadian provinces and US states have included community involvement activities graduation requirement. Debates continue over whether students should be “forced” to volunteer. Ontario’s 40-hour community involvement requirement is an interesting case study because of the level of autonomy it affords to students, who are free to choose how they will complete their community involvement hours. By contrast, most U.S. programs use a “service-learning” model, which focuses on furthering students’ understanding of social problems through community-based and classroom learning opportunities. A study involving 50 current and recently graduated Ontario secondary school students from widely divergent socio-economic settings found that, while students may donate equal amounts time, they do not have equal access to meaningful community involvement placements. Socio-economic status influences the time, resources and social networks available to students, and therefore the types of community involvement open to them."

"This study sought to provide further input to the literature on the Ontario Community Involvement requirement through the experiences of a sample of stakeholders in a particular school board in Ontario. Although the stakeholders endorsed the program, they did so with reservations related to its structure and application rather than to its intent. With refinement this program has the potential to become a powerful option for learning and community service, and could become a means of engaging students in both their studies and in making a difference to our communities. As presently designed this program has value, but it is flawed."

Books

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"A treasury of activities, ideas, and resources, The Complete Guide to Service Learning can help teachers and youth workers engage young hearts and minds in reaching out and giving back. Author, and internationally known service learning expert, Cathryn Berger Kaye presents service learning—its importance, steps, essential elements, and challenges—within a curricular context."
"James Youniss and Miranda Yates present a sophisticated analysis of community service's beneficial effects on adolescents' political and moral identity.
"Using a case study from a predominantly Black, urban high school in Washington, D.C., Youniss and Yates build on the insights of Erik Erikson on the social and historical nature of identity development. They show that service at a soup kitchen as part of a course on social justice gives youth the opportunity to reflect on their status in society, on how society is organized, on how government should use its power, and on moral principles related to homelessness and poverty. Developing a sense of social responsibility and a civic commitment, youth come to see themselves as active agents in society.
"The most authoritative work to date on the subject, this book challenges negative stereotypes of contemporary adolescents and illustrates how youth, when given the opportunity, can use their talents for social good. It will interest readers concerned with the development of today's youth and tomorrow's society."
"This book brings together an international collection of essays that describes the state of community participation among the world's youth. Authors from around the globe use fresh empirical data to present portraits of contemporary youths constructing their civic identities through such means as community service and political activism. The image of "Generation X" as socially disconnected and apathetic is contradicted by young people's efforts to comprehend the complexities of society and to work toward the realization of social-moral ideals. The findings in this volume contribute to a theory of political socialization that bases youth's understanding of political aspects of society and citizenship on participation in community and civic activities, rather than on the intake of abstract pieces of formal information. To this end, youth seek to resolve ideological tensions, such as in Northern Ireland and the Middle East; to overcome corrupting political practices, such as in Italy and Taiwan; to deal with disillusionment, such as in the emerging Eastern European nations; and to bridge barriers against youth's meaningful participation in the working of society, such as in Canada, Japan, the United Kingdom, and the United States. Researchers in a wide array of fields, including psychology, sociology, political science, and education will find this book to be a valuable resource."

Engaging Young People in Civic Life

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"New Book: Engaging Young People in Civic Life". CIRCLE - Research topics - Concepts of Citizenship. The Center for Information and Research on Civic Learning and Engagement, Tufts University. July 6, 2009. Retrieved 2012-08-24.

Vanderbilt University Press has published Engaging Young People in Civic Life, edited by James Youniss and by Peter Levine, with a forward by former United States Representative Lee Hamilton.

This book originated in a meeting organized by CIRCLE and funded by Carnegie Corporation of New York. Many of the chapters are informed by CIRCLE-funded research projects. This is CIRCLE’s press release.

In the forward, Hamilton writes, “I can think of no task more important for the future of American democracy than teaching young people about our system of government and encouraging them to get involved in politics and community service. … Engaging Young People in Civic Life is tough-minded, data-driven, and unsentimental. It is full of concrete policy proposals for schools, municipalities, service programs, and political parties. It offers all the appropriate scholarly caveats and qualifications. But at its heart, it is a plea to revive American democracy by offering all our young people the civic opportunities they want and so richly deserve.” Table of Contents

Foreword - Lee Hamilton

Introduction. Policy for Youth Civic Engagement – Peter Levine and James Youniss

Part I. Youth and Schools

Chapter 1. A “Younger Americans Act”: An Old Idea for a New Era – James Youniss and Peter Levine

Chapter 2. Democracy for Some: The Civic Opportunity Gap in High School – Joseph Kahne and Ellen Middaugh

Chapter 3. Principles That Promote Discussion of Controversial Political Issues – Diana Hess

Part II. Political Environments: Neighborhoods and Cities

Chapter 4. Policies for Civic Engagement Beyond the Schoolyard – James G. Gimpel and Shanna Pearson-Merkowitz

Chapter 5. Civic Participation and Development in Urban Adolescents – Daniel Hart and Ben Kirshner

Chapter 6. City Government As Enabler of Youth Civic Engagement: Policy Design and Implications – Carmen Sirianni and Diana Marginean Schor

Chapter 7. Local Political Parties and Young Voters: Context, Resources, and Policy Innovation – Daniel M. Shea

Part III. Policy Models from Other Nations

Chapter 8. Youth Electoral Participation in Canada and Scandinavia – Henry Milner

Chapter 9. Civic Education in Europe: Perspectives from the Netherlands, Belgium, and France – Marc Hooghe and Ellen Claes

Chapter 10. Strengthening Education for Citizenship and Democracy in the UK – David Kerr and Elizabeth Cleaver

Conclusion. The Way Forward – Peter Levine and James Youniss

Bible Labs

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Service-learning educational resources

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This is a follow-up, or reflective, device.
Concepts
It is widely accepted within the field of community service that reflection is an important factor in promoting personal and sociomoral development.
The purpose of this research was to determine if a particular form of reflection-decision making with an emphasis on the ethical nature of community service-has special value in achieving service-learning goals.
It was found that students in the ethical decision making curriculum integrated into the community service program became more systematic in their ethical reasoning and more likely to consider situations and issues from an ethical point of view. They became more aware of their identity as community service individuals.

University programs in community service

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Adventist universities

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Andrews University
Loma Linda University
Southern Adventist University
  • Tortal, Amanda, Southern Adventist University (2011). "Service Learning Seminar" (PDF). Power point presentation. Florida Conference Department of Education. Retrieved 2012-09-13.{{cite web}}: CS1 maint: multiple names: authors list (link)
Adventist University of Health Sciences (formerly known as Florida Hospital College of Health Sciences)
Items to Be Fulfilled for Completion of the Program, Adventist University of Health Sciences (formerly known as Florida Hospital College of Health Sciences) will consider students for graduation and conferral of a Bachelor of Science degree in Nursing when they have met the general requirements for graduation (see Graduation in Academic Information section) and when they: ...
5. Complete 30 hours of service learning. Service learning is part of the curriculum in selected courses and is validated by the instructors of those courses and by the department in which those courses are taught. Courses that include service learning hours must be taken at Adventist University to meet the service learning requirement.
Kettering College of Medical Arts
Washington Adventist University
Nonprofit Leadership Certification Program: This training is provided as a partnership among Washington Adventist University Center for Metropolitan Ministry, Andrews University, North American Division (NAD) Adventist Community Services, Philanthropic Services for Institutions, General Conference Sabbath School/Personal Ministries, Adventist World Radio and Adventist Risk Management.
La Sierra University

Canadian public universities

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Queen's University
Ryerson University
Trent University
University of Calgary
University of Alberta
University of Ottawa
University of Saskatchewan
University of Toronto
University of Western Ontario
Wilfred Laurier University

Other

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Abstract: Describes a university course in developmental psychology in which students participated as volunteers in community services for children and families. Explains that the course requirements offered 2 options: 50 hours of volunteer work or a series of 3 papers. Suggests that the volunteer experiences helped students maintain motivation and aided in understanding the course material. (DK)

The Adventist Community Services website, stories

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  • Hurricane response ways of helping
ACS September newsletter, 2012: Adventist Community Services is on site in Southern Louisiana, seeking ways to best help those who have been affected by Hurricane Isaac. In some areas there was water eight feet deep in the houses, and it has now receded to three and a half feet. The residents have not been allowed to return home yet, some are still in shelters, while others are staying with family or friends.
Several churches and schools have asked what they can do to be of assistance. One project to help following a disaster is making a variety of supply kits. The kits help provide basic necessities to people who lack ready access to essential everyday supplies. By making these kits, a group can make a direct, tangible difference in sustaining people's lives. Below are four kits, and each description contains a list of specific items needed. Gathering and assembling kit materials as a group can be a great hands-on activity for a church, school, Pathfinder or Adventurer club, or youth group.
September 7, 2012: Please ship completed kits to:
Adventist Community Services,
c/o Southern Louisiana Convention Center
44364 South Coburn
Hammond, LA 70403
Kitchen Start-up Kit
Bedroom Kit
Bathroom Kit
Laundry Kit


Highlights
Reported in an inter-faith regional paper.
Tells how the community garden began.
Specific ideas began at a Second Harvest convention.

School service clubs

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Highlights:
Practical tips on establishing a service club.

Public high schools

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Student Emergency Response Club
It was the fourth-straight year for the so-called Mass Casualty Incident Drill orchestrated by the high school’s Student Emergency Response Club. The drill simulated a 7.2-magnitude quake, requiring all students and staff to evacuate the building and remain outside for an hour.
A Federal Way Fire District engine company was on hand to witness the drill and provide feedback. Debbie Goetz, a fire department spokeswoman, said Thomas Jefferson was one of the most advanced schools in the state in emergency preparedness due to the Emergency Response Club’s training, time and commitment to learning the search and rescue and medical skills.

Summary of USA Adventist academy service programs

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Andrews Academy

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Class Service Day
"Every year in September Andrews Academy students are involved in the local communities during the scheduled Class Service Day. Teachers arrange with a community organization for students to come and assist in a variety of service activities. These include the following: Dowagiac Woods to provide trail upkeep, Fernwood Nature Center clean-up, Berrien Springs bridge clean-up, Historic Berrien County Courthouse, Salvation Army, Neighbor 2 Neighbor, Beach Clean-up."
Assist program
"The Assist Program pairs academy students with senior citizens in the community. The student must have a willingness to serve approximately eight hours per week in a relationship-oriented activity that could include light housework, yard work and general cleanup. The senior citizen becomes the work supervisor for the academy student and because of their many years of experience is able to teach the student some very valuable things about work and a variety of other skills. More than 30 academy students are currently involved in the Assist Program."
AU Outreach: partner with Andrews University
These services may be harder to duplicate since they link with the university. Activities include: working with young children, seniors home, and street ministries.
National Honor Society
"National Honor Society members are required to accumulate a minimum of 25 hours of documented community service during each year of their Andrews Academy experience. Although the academy does sponsor annual service opportunities, each honors student is responsible for taking the initiative to become involved with individual service. Some examples of past service choices are: Benton Harbor Street Ministries, Benton Harbor Soup Kitchen, Berrien Country Youth Fair Volunteers, Pioneer Memorial Church Greeters, Sabbath School Leader, and, Passion Play participant."

Georgia-Cumberland Academy (GCA)

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Computer restoration/gift service: students pieced together over 30 computers to give people who do not have working computers. 1
Jan. 18, 2010 Martin Luther King Jr. Day, GCA students went out into the Calhoun, Ga., community. They cleaned up, raked cemetery leaves, visited nursing homes, and helped clean houses and yards of the elderly. GCA has five community service days each school year. 2

Shenandoah Valley Academy

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  1. Homeless Trips every month with my school to Washington, DC. Fed, clothed, and gave personal care items the homeless people. They also take to them clothes and personal care items.1
  2. In-state mission trips. eg. Texas, a hurricane relief mission trip; Mississippi, a hurricane relief mission trip; Tennessee, a tornado relief mission trip.2

Highland Adventist School

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  1. egs. trail clean up, small yard/construction projects for the community and assisting at health fairs, local soup kitchens.
  2. student volunteer for two summers at our local hospital, eg. student worked in the Pharmacy Department.
  3. National Kids Day volunteer, eg. Hooked on Fishing Not on Drugs booth.
  4. A 10 day mission trip to Panama; students assisted at eye clinics, a construction site, and a vacation Bible school for the local children. Joel

Great Lakes Adventist Academy (GLAA)

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  1. GLAA has a Witnessing Class. At the end of the year, the class conducts a weekend of activities called "Witnessing Sabbath." Recently such a weekend was conducted on May 5.
  2. The Witnessing Class focuses on several methods of outreach: radio, health, helping out a Heartland Community Center, Bible studies, Prophecy seminars.
  3. The Sabbath events begin with an ice-cream social Friday evening. The class organizes the Sabbath School and worship service. Sabbath School includes stories of student experiences in witnessing. Before the sermon a baptism took place. A guest speaker presented the sermon.
  4. Names of leaders: Pastor Mallory; Guest speaker, Pastor DeVasher

Ozark Academy

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http://www.ozarkacademy.org/alumni/oaa_history.pdf

Community service was the emphasis of the administration of Richard A. Aldridge (1991-96). He co-taught a Community Service class where students were taught how to serve and then went out into the community to do projects such as:

  1. painting and
  2. repairing buildings,
  3. tutoring students at the Gentry High School, and
  4. helping to beautify the City of Gentry.
  5. the puppet team was organized during the 1992-93 school year
  6. an Adopt-a-Kid program. OAA students “adopted” kindergarten students at the elementary school
  7. an Adopt-a-Grandparent program at a local nursing home.
  8. students went to Houston to help after a disastrous flood. p. 28

Portland Adventist Academy

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http://www.paasda.org/635465.ihtml

250 students, staff and other volunteers, 4th annual service event

Call it Inside Out, to instill passion for service

Joined forces with:

Loaves and Fishes; Love Inc.; People of the Street Ministries; Lift Urban; Shepherd's Door; Portland Rescue Mission; Portland Adventist Community Services; Portland area Adventist churches

Activities:

yard work and landscaping problems; for people with health issues; assembled and distributed meals and hygiene care kits for the homeless; build and prepare garden beds for a neighboring community garden; 5000 meals for Meals on Wheels

  • Develop a network with others organized to care

http://www.paasda.org/635465.ihtml

Journal of Adventist Education (JAE) report of several activities

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The NAD Office of Education, K-12 continues to encourage all schools to be actively involved in a number of outreach/witnessing programs and projects... a sample:

  1. Michigan Conference students as part of their Bible classwork.
  2. Greater New York Conference issued 321 Community Service Awards
  3. Andrews Academy planted 30000 grass seedling to control erosion of the sand dunes along nearby Lake Michigan
  4. GLAA Bible study outreach
  5. Caldwell, Idaho, puppet ministry to other elementary schools
  6. Indiana Academy, "Doing Senseless Acts of Kindness"
  7. Greater Boston Academy, Stoneham, Mass. help with the Boston van ministry. (need to know the area ministries)
  8. Auburn Adventist Academy senior Bible class assist pupils with special needs at an Indian reservation.
  9. Education and counseling psychology students from Andrews University work with at-risk students in nearby Benton Harbor, Michigan.
  10. Tualatin Valley Junior Academy, Oregan, make quilts for AIDS babies.
  11. La Sierra University team up with HeadStart programs for Christmas and Easter parties.
  12. Lafayette, Indiana elementary school create greeting cards on computer, then give them to nursing home residents.
  13. The Caring Heart Award: to one student in each senior academy. $500 cash voucher can be used for tuition or STM trips.

Idea: (A community service club could pull the best of all of these together.)

Elementary Schools

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Foothill Adventist Elementary School 1991 Landess Ave, Milpitas, Ca, 408-263-2568

Tiffany dos Santos, March 2012

Two teachers of Foothill going to Brazil to visit family

  1. a baby registry list, at target
  2. parental funding
  3. donations large and small
  4. student led fund raisers
  5. a three weeks collections drive
  6. The Brazil Smile box full,
  7. everything checked off the list
  8. Made 24 bags, one for each child in the orphanage
  9. Volunteers gathered on a Friday after school to assemble sets

Contents in a bag:

  1. one shirt,
  2. one pair of shorts or pajamas,
  3. a new pack of underwear,
  4. socks,
  5. some pencils,
  6. a glue stick,
  7. crayons, and
  8. toy or game

The bags were delivered, along with songs, games, and chocolate chip cookies pictures taken shown back home to kids in the california school

  • This would work on an ongoing basis
  • visualize one of many projects these students adopt.

Criticism

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An address by Monsignor Ivan Illich to the Conference on InterAmerican Student Projects (CIASP) in Cuernavaca, Mexico, on April 20, 1968. In his usual biting and sometimes sarcastic style, Illich goes to the heart of the deep dangers of paternalism inherent in any voluntary service activity, but especially in any international service "mission." Parts of the speech are outdated and must be viewed in the historical context of 1968 when it was delivered, but the entire speech is retained for the full impact of his point and at Ivan Illich's request. Reprinted with Ivan Illich's permission.

http://studentaffairs.stanford.edu/sites/default/files/haas/files/Illich.pdf
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