Appendix B: PROFILES OF SUMMER OF SERVICE GRANTEES Program Name: Ohio Wesleyan Summer of Service Initiative Service Areas: Education, Health, Environment, Public Safety. Ohio Wesleyan's Summer of Service program included 71 participants who engaged in a variety of projects across the four Service Areas. The participants were assigned to projects allocated among a dozen program partners. Overall, this effort benefitted more than 2,970 individuals. In the Education Service Area, the participants assisted over 354 youth through tutoring to improve the academic, job, and leadership skills of the youth. Services also included art, enrichment, and physical education activities. In the Health area, an estimated 2,460 individuals benefitted from activities that included visual screening services for 939 children (plus training for their parents to encourage on-going vision assessment), an STD and AIDS health awareness program for 40 African-American adolescents, and on-going referrals to free medical services. Environmental projects included park restorations, litter pick-up efforts, an architectural barriers survey of the Ohio Wesleyan campus, and construction of a house for a low income family in conjunction with Habitat for Humanity. Public Safety activities, which benefitted more than 90 individuals, involved participants serving as interns in the Delaware Juvenile Court to improve research, client monitoring, and mobilization of support services. An estimated 185 volunteers assisted in Ohio Wesleyan's summer initiative, with a little over two-thirds of these individuals providing assistance in connection with education activities. In addition to the typical 8 hours of service provided each day by participants, the Ohio Wesleyan site also engaged in an extensive and ambitious service-learning/participant development effort, averaging more than 6 hours a day for each participant. These activities included structured reflection/group discussion exercises, team building sessions, leadership development, and multi-cultural/diversity training, among others. Program Name: Red Lake Band Summer of Service (Enaasimiiyang) Service Areas: Education, Environment The summer program at Red Lake represented a new tribal initiative designed to address the need for development of additional community services, enhanced educational opportunities, and leadership among the Red Lake Band of Chippewa Indians. In particular, the program sought to provide constructive alternative activities for youth to promote positive cultural identity. The program incorporated a dual mode that gave equal emphasis to the traditional cultural values of the Red Lake Chippewa nation and the application of the scientific approach to environmental issues. Appendix B: PROFILES OF SUMMER OF SERVICE GRANTEES The Red Lake effort involved 49 participants over the course of the summer, and the activities of these individuals benefitted an estimated 5,000 persons of the Red Lake nation. In the Environment Service Area, participants developed an interpretive nature trail for the Ponemah Elementary School (with information in both English and Ojibwe), performed an assessment of a moose habitat, and assisted with restoration of the community center and a park along Pike Creek. Educational activities included various art and enrichment activities and participation in a health fair. Over 500 community elders and resource persons, including individuals from the natural resources and fisheries departments, assisted in the training of participants and the implementation of the environmental projects. As part of their non-service activities, participants received training on natural resources management, cultural identity, personal health care, leadership development and team-building, and worksite safety procedures. Participants also received extensive guidance on how to apply to colleges and for financial aid. Program Name: Teach For America - New York Teach For America's Summer of Service program included 48 participants providing a combination of education and environmental services directed to children and their families in the Washington Heights section of New York City. Half of the Summer of Service participants were local high school students who were selected based on their commitment to community service and their experience in environmental school programs. The Teach For America summer effort served a total of 187 youth (80 7th graders and 107 5th graders). In the Education Service Area, participants provided these youth with mentoring, tutoring, literacy training, art and enrichment activities, cultural awareness instruction, and service learning exercises. The youth were also encouraged to participate in peer teaching of a elementary science curriculum. Every school day, the youth also participated in physical education exercises and received two meals and a snack provided by Chapter 1 funds. As part of the Environmental Service Area, the Summer of Service participants spent an average of 2.5 hours a day working on environmental projects with the youth. In addition, participants conducted various neighborhood improvement projects involving health advocacy/education, water testing, identifying threatening toxins, providing assistance to hospices, and recycling. An estimated 100 siblings, parents, and other adults served as volunteers with the Teach For America program, assisting with field trips and neighborhood improvement projects. The program also received the assistance of 26 City Volunteer Corps members. Appendix B: PROFILES OF SUMMER OF SERVICE GRANTEES The participant service learning component of Teach For America's program included sessions on leadership development, team building, the service ethic, and reflections/group discussion, as well as instruction to improve interpersonal, teaching, and computer skills. The Summer of Service experience also emphasized job shadowing and work experience for the participants from high school. Program Name: Tufts University Summer of Service Service Areas: Education, Environment Tufts University's Summer of Service sponsored 53 young people to serve at-risk children in the Boston neighborhoods of Roxbury, the South End, and the Back Bay, and in the suburb of Medford. The Tufts participants provided educational and environmental services to more than 800 individuals over the course of the summer. In the Education Service Area, teams of participants assisted in developing curriculum for classroom and daycare programs, served as tutors in math, reading, and writing, organized recreational activities for three YMCA day camps, taught basic life skills to 20 psychiatrically disabled adults, and provided enrichment activities to 15 neglected children of substance abusing parents. In the Environmental Service Area, participants restored a community center and converted it into a teen center, conducted surveys on environmental and other community issues, and provided administrative support to local community organizations. An estimated 110 volunteers helped with these various activities. In terms of participant development/training activities, each Friday the Tufts participants attended workshops and held group discussions on varying community service topics, including sessions on racial justice, environmental education, community development, and educational reform. APPENDIX C SELECTED CHARACTERISTICS OF PARTICIPANTS AT INDIVIDUAL SUMMER OF SERVICE PROGRAM SITES This appendix presents information on each Summer of Service grantee site regarding its participants': race or ethnicity; · educational background; • household income; prior employment experience; level of satisfaction with the Summer of Service experience; and intent to perform additional community service in the future. Overall, the first three exhibits (Exhibits A-1 through A-3) indicate that the diversity in the participants' racial, educational, and economic backgrounds seen in the aggregate (see Chapter 3) is also generally evident at the individual grantee level. As can be seen from Exhibit A-1, most of the Native American/Alaskan Native participants were concentrated at one site (Red Lake). Except for this site, the individual grantees demonstrated considerable racial/ethnic diversity in the composition of their participants. Exhibit A-2 shows that most sites also enjoyed considerable diversity in the educational backgrounds of their participants, although some sites (such as Harlem Freedom Schools) gave less emphasis than others to recruiting individuals who had not yet finished high school. Similarly, the data on household income in Exhibit A-3 strongly suggests that the participants at each grantee reflected a broad economic spectrum. In terms of employment prior to the Summer of Service, this exhibit also indicates that 10 of the 16 sites had 50 percent or more of their participants report that they were employed immediately prior to the Summer of Service. Exhibit A-4 indicates that, with the exception of Clark Atlanta/Greater Atlanta Conservation Corps and and Newark Summer of Service, each grantee had a majority of its participants clearly expressing satisfaction with their Summer of Service experience. And even in the two sites with the lowest rate of reported satisfaction, no more than 31 percent of Appendix C: Selected Characteristics of Participants at participants expressed outright dissatisfaction. Further, in nearly all sites, more than 90 percent of participants expect to perform additional volunteer or community service in the future, with the exception being Teach For America (with 86 percent indicating plans to perform future community service) and Red Lake (with 62 percent). |