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The Atla ta .... The critical thing about the service-learning concept is the hyphen. Lee Heubner Staff Assistant to President Nixon .... When the Urban Corps interns came here in June, we discovered there was no baseball league for inner city kids and nearby facilities were closed to them. \Ve called a meeting, talked with some key people, and now have two leagues operating for 200 young men. Karl Paul Atlanta Urban Corps Intern n Co ference .... The need is to concentrate on ways of helping the young to realize the potential of their new sense of purpose and spirit for service .... It places upon our colleges and universities the obligation to examine their policies and practices and to make those adjustments necessary for the proper exercise of student participation .... Of the 35 0, 000 young people taking part in the College Work-Study Program, most have been employed on their campuses. We would like to see the ratio reversed, with the majority working off-campus. James E. Allen, Jr. Assistant Secretary for Education and lJ. S. Commissioner of Education a r port on h 8 n June 30 - July 1, 1969 �TABLE OF CONTENTS I. Introduction ..•.••••..•.•••.•.••..•..••.•....•. 1 II. Address by Dr. James E. Allen, Jr •••.••.••....• 6 III. Ina.ugura.l Meeting Summa.ries .••••••••••••••••••• 14 IV. Inaugural Meeting Work Group Reports •••••.•••.• 23 V. List of Participants •••.••••••.••••.•••••..•.•. 31 Further information on the Conference ma.y be obtained from: Atlanta Service-Learning Conference c/o The Atlanta. Urban Corps 30 Courtland Street, N.E. Atlanta., Georgia 30303 404-524-8091 �I. INTRODUCTION The Service-Learning Concept To serve and to learn ; these fundamental goals of our society are engrained in the American rhetoric. But how to serve? and how to learn? An institutionalized, bureau- cratized 20th Century America has effectively limited the answers to these questions. For "servtce to country" America legislatively requires mili- tary duty only, which many of today's young people find morally questionable. For "learning" we have complex university systems with :!.imj_ted abi- lity to respond to the individual and with oftimes old-fashioned views of what is education and what is not. However, considerable attention is currently being given to the role of uni versitie s i n service to soci ety. At one extreme, a r guments a r e heard that community involvement by an academic institution thr eatens its integrity and dra ins its r e source s. At t he ot he r end of the spe c trum of opinion i s the v iew of the unive rsity as a shaper of s oci ety with speci al social responsibi lities because of its objectivity , standar ds, and resources of knowledge . These arguments abou t campus - in- c ommunity may obscure fundamental que stions of the r ole cf the community a s an educati or.al resour ce. Can the univ ersity pe rform i ts primary func t i ons of education and t he discove ry of r;.,,,w knowl edge without an involvement in s oc i e t y ? Can educational institutions dev elop the type of manpo~er needed by a r apidly changing soc iety, both as professional s and as citizens in a democracy, without i n cludi ng the resources of socie tal experience i n t he educational process? How migh t community service, sought by many student s, best be deslgned as a learnlng experiec1ce and integrated with other. acpects of a total educational program? .i. �2 It is the thesis of the ,::onvenors of this Conference--many cf whom a.re a t the interface between education aud community--that by combining the ne eds and resources of education both will better be served. It is hypotlies i zed that the tensio~ between the practical urgent demands of community and the requirements of disciplined rational thought of education can be a very productive force for the development of society and for l earning and the advancement of knowledge. This combination of action and reflection, of experience and examina t:i.c,:-. ) this integration of service and learning can foster a style of life where education and vocation are parts of the same fabric and the gap between community and education is closed. Simply stated, then, s e r vice-learning is a n integration of the accomplishment of a needed task with educational growth. I t is clear tha t greater student involvement i n community affa irs i s coming--it i s already here in many ways bu t i t i s grouing . Student s want i t , agencies need their servi ces, colleges increasingly are encouraging it. Na.tional l egi sla t i on to supplement Peace Corps, VISTA, Teacher Corps , and o ::her programs i s under consideration in Washington: a r e we prepared t o utilize these growing opportunities productivel y f 0r all pa rties? A new approach is both ne cessa ry and pos s ible. It r equires new meaning for upracticality," new openness to change, new commitment to experiment ation, new acceptance of the ability of youth, and indeed new social institutions and attitudes • • • • t o say nothing of competent human beings who are prepared to function in the new s ociety. It is to search for these new attitudes and processes that the Atlanta Service-Learning Conference is convened. �3 Th2 Atla·,1ta Service-Learning Conference Although there is a grow:!.ng incJ.i.nati.011 to accep t t he service-lear..1.i ng concept a s a valuable element of a l earning expe·.dence, ther e is relatively l ittle un.deratandi ng of how the abstraction can be t :rauslated into a pra ct icab l e model. model. Local lea Gers recognized the urgency for develop i ng thb Consequently, the Atlan ta Service-Learning Conf erence was organized ir;. t h e s priu g of 1.969 to explore the i mplications c,f the serv:!.ce- l e arniue; conce:pt, to define the elements necessary fo r a succe 3s ful program, a.r:.d t0 structure and implement a program in the Atlanta area to s e!'.'ve as a moo.el for similar pr ograms in other urban center s. The diversi t y of the spon- s oring or ganizati ons is evidence of the broadly bas ed interes t and support a t both national and local le,.,·els for the developmen t of t h is prog!.' am. The list of sponsors includes: The Ci ty of Atlanta, The Atlanta Urban Corps , Economic Oppor. tuni ty At lanta, The Colleges and Universities of Atlanta, Depar tment of Healt h, Educa t ion , and We l f are, The Sout hern Regional Education Board , Vol un t eer s in Service to America, and The Pea ce Corps . With the a ddition of Atlanta businessmen a nd per sons f r om outs ide Atlant a , the s ponsor s ar e representati v e of the per s o~s who a re participating in the confer ence . In the o:.:gen:i.,laticmal me e t ing, the s p onsoring agen::::ies de c ided on a six-month period for t he conference during which the participants rn:l s ht. uti l i ze all avai lable resources and examine in depth se,,eral i mpor t an t aspec t s of the service-lear ni ng concept. In order to faci l i t ate this t ype of s tudy , the con fer ence has been div ided into s i~ wor k groups: namely, s er vice, learning, curriculum and i n ter- institutiona l relations , .:esear '!h, fin.nn ce, and methods and progl'.'ams . �4 Each of the work groups will meet in a number of individual s~ssions in order to study the topic, r aise pertinent questions, and suggest possible answers. During the six-·month period each work group will chair a formal session of the conference, These sessions will have the dual roles of first, allowing the host group to profit from the e.xperie:'.J.ce of the other participants and, second, giving each participant the opportunity ~o relate his area of interest and study to the complete work of the conference. Having profited from this exchange of ideas, each work group will produce a report to be submitted to a Steering Ccmmittee, composed of· work group chairmen and re~,resentatives of the sponsoring organizations. Th:ts Steering Committee will chair the final session of the CuJ ference, to be held in December, At this session the integrated report will be presented and a program will be proposed for implementation. The first session of the Conference was held on June 30 and July 1 and attended by over 300 persons. The format of t h e initi al meeting in- cluded a number of speake r s, s eminars to introduce par ~icipants to the concept of service-learning, and organi zational meetings of the work groups. The balance of this r eport contains the keynot e address by U.S. Commissioner of Education, James E. Allen, Jr., s ummari es of o t he~ speeches and discussions, and a list of participants who attended the inaugura l session. Coincide nt wit h t he l aunching of the Conference has been the creation in 1969 of t he At lant a Ur ban Cor ps , a gr oup of 220 student s ser ving ful l time throughout the summer with 15 city and 35 private non-pr ofit or ganizations i n Atlant a. Most Urban Corps memb ers are fund ed on the ba sis of 80% frrjm the f ederal College Wor k- Study Pr ogram and 20;~ f rom t he employing a gency. The Souttlern Regional Education Board under gxauts from t h e �5 Economic Development Administration, Office of Economic Opportunity and Department of Labor is providing support along with the Atlanta businessmen and foundations to cover administrative costs and stipends for interns not eligible for the Work-Study Program. VISTA has assigned 25 associate positions to operate under Urban Corps auspices. Sam Williams, director of the Atlanta Urban Corps, points to the relevance of the educational aspect of the program. Nine staff members make up the evaluation team which is responsible for developing and assuring an education dimension for each intern's summer assignment. Five professors serve as counselors to lend technical c:.nd educational assistance to individual interns and groups of interns , and one professio1m:1• ~nd three student staff members in the office plan seminars and coordina te oi:h er means of helping the interns make their summer work experiences e.,:ucationally relevant. Each student is required to present to the Urban Corps a report on his internship at the completion of his service period. Thus the Urban Cor ps, in addition to accomplishing needed tasks in the community and offering both a summer job and a relevant educational experj_ence to its members, provides a practical service-learning laboratory for the Confer ence. Through observation of the Urban Cor ps and participation of its members, the Confer ence is assured the necessary dialogue be tween theory and practice. This is the setting in which the Conference is convened. Each of a variety of perspectives has a distinct contribution t o make to the enterprise . Additional participants, assistance and information are welcome. I t i s only a beginning. But if theory and practice, students and faculty, public and private bodies int eract in the manner outlined, the Conference will have something significant to say to Atlanta and the nation by the eLd of 1969 . �II. EDUCATIONAL NEEDS OF YOUNG PEOPLE TODAY 6 Remarks by James E. Allen, Jr. Assistant Secretary for Education and U.S. Commissioner of Education None of you would be here today at this conference on service-learning if you were not aware of how different the educational needs of young people are today from those of past generations. All of you know that the needs of the new generation are defin°ed by its aspirations. And that aspiration is the edge of the great divide between the generations. For past generations,--and I mean not only the parents but the older brothers and sisters of today's young people--the touchstone was vocation. well-being. The career as a means to the economic ends of material The career as a means to the psychological ends realized in achievement, success, and prestige. Sometimes, of course, members of preceding generations thought of the career as an avenue of service to conceptions beyond the self--there are many professions with a humanitarian dimension in both theory and practice. But for most people, the furtherance of such ideals as the betterment of society was accepted as an extra-curricular activity. Something to be done after the serious business of the day, if time permitted . �7 For large and increasing numbers of young people today this sj_tuation is not only changed but reversed. It is the pursuit of goals beyond the self that comes first and the money and success that take second place, Clearly it will take a new kind of educatj_on to accommodate such a change in traditional ways of thinking about man and society. We are still in the process of identifying it, but some things we know. For example, we can be sure that an education that fits the needs of young people today must be broader than the school. Among the many artificialities the young reject is the idea that the classroom and the library are the best, if not the only, places for learning. Today's youth is as bored with four wall abstractions as it is with materialism. Today's youth want an education geared to realities more vital t han eit,her· theory or things. values. It is less interested in ideas than in Young people want their education to take them past knowledge to wisdom, and past wisdom to action--the kind of action that ca n translate their energy and their vision into new patterns of life. The "now" generation doesn't want to wai t for any of th is. finds the old hierarchies an ineffectual structuring of society. It It has no use for the protocol of power as we have known it. The new attitudes of young people toward education and the life for which it is presumably preparing them are sometimes crit:i.cized as �8 irresponsible. asking for. But it is precisely responsibility that they are Some people think youth wants to start at the top and rearrange society without bothering to find out what makes our institutions operate. In my opinion, it is the other way around. Young people want first-hand experience with our institutions to teach them their sociology. They want to learn the mechanics of social change by experimenting where it can actually happen. This is the positive side of activism. This is what has taken students out of classrooms andaway from well-paid, conventional jobs, leading them instead into the Peace Corps, Vista, and the Teacher Corps. This positive activism has moved young people past the Peace Corps, Vista, and the Teacher Corps; it has inspired them to invent their own ways of reaching people who need help. Store-front schools, street academies and many other innovative institutions testify to their enterprise. By nm,,1 it is quite clear that the activism of the 1960's is much different from that of other decades. The meaning of the difference has been captured in the words of Arthur Mendel, professor of Russian . history at the University of Michigan "Youth no longer speaks for itself; it defines an era." At the same time, in all their eagerness for a chance t o deal directly with the raw stuff of history, in the making, today's young �9 people continue to want what school in the old classroom-and-library sense of the word should and can give them. They want background against which they can measure their experience. They want an education that breaks down the old barriers between school and community without breaking down either the school or the community. This is what work-study programs are all about. There is no trend in education more promising, and the Federal Government is wholeheartedly behind it. Secretary Finch and my colleagues i n the Office of Education are convinced advocates of the work-study concept, and the Department of Health, Education, and Welfare is actively involved in promoting it. It is very much in line with President Nixon ' s emphasis on volunteer effort as the key to community renewal. The President has called for a national clearinghouse on voluntary activities, with a computerized data bank to make available information about what has been t r ied a nd wher e , how well i t work ed, and what the problems were. The student emp loyees wor king at HEW this summer will hel p assemble i nformation of t his kind on t he volunteer activi t i es of the young. As you know, HEW is r e spons ib le for administering a pr ogr am of Federal grants t o co lleges which pr ovide s s ome 350 , 000 s t udents with the opportunity t o work on or off t h e campus duri ng their co l l ege ca reer. HEW can pay ap t o 80% of the wages of t he s tuden t s as they partake of the edu~ational expe riences of working in a wide range of socially constructive projects. the social scene. The s cope of their activities is as broad as �10 Of the 350,000 young people taking part in such work-study programs, most have been employed on their campuses, but increasing numbers are employed in local government agencies, schools, hospitals and other organizations, public and private. We hope to learn from student community service activities wherever they are taking place. In Michigan, for example, we know that students are leading the way in productive volunteer activities for various segments of the population of their state . Currently, some 10,000 student volunteers on the 27 differ8nt Michigan campuses, are engaged in projects many of which they have developed on their own initiative and maintain without much fin~ncial help from government sources. As an example of the varied and numer01.1s proj ,:,cts, agriculture students from Michigan State University work together with inner city people in developing community garden cooperatives. Elsewhere in the nation we find students contributing social service to their communities. other types of There is the Memphis Area Project South which sponsors "clothes closets " for needy families. Through this project, students also collaborate in planned parenthood programs in South Memphis and help in nutrition classes for low-income people. Your own city has always been noted for its progressiveness. The fact that Atlanta is hosting the opening of the six-month conference is a fine example. It is equally encouraging to see Atlanta adopt the program of the Urban Corps as a model to meet urban needs . �11 Last summer there were 76,000 students employed in programs supported by Federal work-study funds. This summer, the Office of Education will have 225 students on its own payroll. I should like to tell you something about the projected activities of these summer employees. A goal of the summer program is to promote communication between government and the youth community. Some students will be organizing seminars for the Office staff. on topics of concern and "relevance" to students today. Such topics include curriculum reform, university administration, urban universities , and an urban extension service. Other students will be researching programs and practices of the Office as related to student and youth participation. In particular we hope they will gather and analyze information on activities in the areas of work-study and volunteer community service, in order to help us determi ne where Federal involvement might be most constructive . t~e can already begin to see the shape of some of the problems to be dealt with . One is how to get more of the students involved in work-study programs off the campus, into the communi ty. We would like to see the ratio of on- campus to off-campus work reversed, with the majority working off-campus instead of t he opposi te situation which prevails now. Another problem is how to overcome the dilemmas and disadvantages of t he work- study pr ogr am. Such as the difficulty of int egr a ting new people i nto es t abl ished or ganizat ions on a short- t i me basis. The accreditadon dilemma--it i s agree d tha t there should b e recognition of service as a part of higher educa tion, ye t some univers ities have �12 found that formal accreditation of cot!lIIlunity work turns it into a nine-to-five routine and diminishes dedication. However, other universities and colleges have developed means for granting academic credit to learning-service activities , making them integral to the academic life . These are not impossible problems. Like you, we believe that what Aristotle said is t r ue , "What we have to learn to do , we learn by do_ing . " We, too, will l earn by doing. We feel that we are opening up avenues of many kinds--between youth and the larger com.~unity, between youth and government , between the generations. We are committed to the new view of educational needs that this implies. The experience of gLoups like yours will be helpf ul to us as we try to adapt the Federal Government's role to the changes taking place i n our society . We look forward to your r ecommendations as you r eview and study the l e arning-servi ce concept i n the months ahead . I hope we ~an draw on t he r eport of your del i berations as a source of new models f or student contribu tion to community renewa l. With so much of the business of Ameri ca a nd the wor ld still unfinished, it i s hear tening indeed to obser ve t ha t per ha ps t he greates t awareness of this unfinished business exis t s in the young. The need, therefore, is to concentrate on ways of helping the young to realize the potential of their new sense of purp ose and spirit for service. This involves intens ive efforts -- far greater than yet �13 evidenced. It also places upon our colleges and universities the obligation to examine their policies and practices and to make those adjustments necessary for the proper exercise of student participation. So rather than challenging youth, it is they who are challenging us and it is, I believe, a most heartening and hopeful situation when exhortation is more needed by age than by youth.

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�14 III. I NAUGURAL MEETING SUMMARIES Welcome by Mayor Ivan Allen, Jr. Atlanta.'s Mayor Ivan Allen opened the Conference on June 30 by focusing on the problems of the cities and the effect t hat young

p0ople can have on the solutions.

Allen defined the foremost urban

problems as race, t r ansportation, and financing of city services.

He said tha.t although 11 the structure of government is capab1e of coping with these problems ••• it is the failure of man to a.dapt which prevents the solution. n "Atla.nta, 11 sa.id Mayor Allen, "welcomes the entrance into city government of a group of concerned young citizens." He concluded that if the need is going to be met, it will be met by the youthful generation "that has the concern." Service- Learning in Action in Atlanta : Cha.irman : Members: An Up-To- The-Minute Report Sam Williams, Dir ector of t he Atlanta Ur ba.n Corps Don Nel son , Georgi a Te ch Communi ty Services Coordi na.tor Don Roe, Special Assi s tant to t he President of Ci tizens and Southern National Bank Charl e s Pyl es, Associate Profess or, Polit ica.l Science at Georgia St ate College; Stern Int ern Coordinator Tara Swartsel, At l anta Ur ban Corps I nt er n Dan Sweat, De:put y Adminis t rator, Cit y of Atlanta Atlanta Urban Corps Sam Williams explained its purposes as: (1) providing students with the pra.ctical educational �15 expzrience of learning through servi,:!e to tne local cormnunity. (2) giving needed manpower to local agencies and community organizations (3) encouraging students to not only learn about urban problems but to pursue careers in urban affairs. He said that the Atlanta. Urban Corps plans to grow from 220 interns in the summer of 1969 to 1000 interns in the summer of 1970, Also, plans a.re being made for a number of internships during the forthcoming academic year. Georgia. Tech Community Services Office Don Nelson reported that the Georgia Tech community had thought that money could solve the problems of urban America. Now, he said, we are discovering tha.t we can't live in a major city and not respond with some kind of feeling or action. It's no longer a question of money but how one commits himself to what's happening around him that really counts . Dean Miller Templeton and he got together in November, 1969, and found that fifteen or twenty programs were being spons ored by Tech students,so the t wo of them formed the Community Services Coordinating Staff. Their primary objective was to coordinate the pr ojects then operating and to try to get more students and f aculty i nterested and i nvolved. In the last few months he's had troubl e j us t keepi ng up with what' s going on ! Some of t he pr ojects students are i nvolved in are : Hi gh Step, Free Universit y, Techwood Tutorial , YMCA Ins titute of Understanding and the Te ch Acti on Committee. £~£Bank Communit y Act ion Programs Don Roe r eport ed that C & S Bank instituted the "Georgia Plan", �16 a 11 peo:ple to people proC:; ram 11 , i n May of 1968. He said that it was an action program on the part of private enterprise , without government funds, to provide business opportunities to low income and disadvantaged Americans. It is based on simplicity and sincerity and on four basic assumptions: (1) Two of the fundamental principals of democracy are government by reason, not force, and the most good for the most people. (2) Everyone wants to improve his standard of living. (3) The incentive method is the best way to accomplish things. ( 4) Government steps in to f ill needs when business does not. He -said that the 1'Georgia Plan" was inagura.ted in Savannah with a. " spring cleaning" in wh ich most of the volunteers came from two local colleges, Armstrong and Savannah State. This was such a. success that in ensuing months thirteen other Georgia. cities had clean-up operations. In Atlanta., Vine City wa s the area affected. Altogether approximately 74, 800 Georgians have participated in these clean-up endeavors. he s aid , a one day clea n-up won't solve problems . is most i mportant . But , What comes afterwar ds So t he C & S Community Development Corporation was est ablished la.st winter with a. budget of one million dollars. The purpose of t his organization is to pr ovide funds f or down-payment loans so t hat first mortgage home f i nan cing can b e obt ai ned and to provide equity capital f or new busine s ses . So f ar, 1 ,000 fam ilies and t wenty businesses have dir ectly bene fitte d f r om t hese loans . The Ster n I nter ns Charle s Pyl es reported t hat three ye ars ago t he Stern Foundation approached t he American Societ y for Public Administration and said that they had $30 ,000 avail able and would l i ke to sponsor an internship program, specifically for black students in public administr ati on . �17 The challenge wa.s not met at that time, but in the summer of 1968 the Georgia. chapter decided to explore possibilities in this area. After one year of planning fifteen students from eleven colleges and five faculty advisors began a ten week work assignment . in state and local government agencies. From over forty applications, the students chosen were selected on the basis of academic achievement, written expression, personality and character references. Manpower Survey Tara. Swartsel reported that the Department of Labor is conducting a survey to find out how student manpower is being used in Atlanta. One student on each of ten campuses in Atlanta is researching to try to find out what is now available and wha.t the potential is for service-learning a.tea.ch college. When a.11 the reports a.re compiled the schools will be compared and variations will be considered. The Service-Learning Concept looks good, she said, on paper and looks like it would apply to everyone, but how can the concept be applied on all campuses without the curriculum becomi ng "gimicky" ? Curr iculum committees are jealous of cla.ss t ime. They don't want to use a. professor's time and skills and have students taking time out of the classroom unless they see definite re sults in the field work as it r elates to t he cla ssroom. She thinks t his is t he problem t he participants of the service-learning conf erence must keep :for emost i n their minds. Atl ant a 's Urban Obs ervatory Dan Sweat r eported t hat f i ve years ago Rob er t Wood, Under Secret ary of Housing and Urban Development (HUD), saw a nee d f or involvement of the academic community i n t he affairs of t he local community. The �18 mechanism he envisioned wa.s a system of urban observatories in major metropolitan areas. The passage of the 1968 Housing Act enabled HUD to assist in establishing urban observatories in Atlanta., Albuquerque, Baltimore, Kansas City, Milwaukee, Nashville, and Washington, D.C. The Atlanta Urban Observatory is based at Georgia. State College and has a close working relationship with City Hall, from which it originated. It is also in the process of developing linkages with the other colleges and universities in Atlanta. Mr. Sweat said he believed tha.t the Atlanta. program ha.s a headstart because the Urban Corps program, whose philosophy is so close to that of the urban observatory, is already in operation in Atlanta. Address by Lee Heubner Lee Heubner, staff assistant to President Nixon, addressed the Conference at the dinner session on June 30. He struck a note of caution, a note of perception and a note of hope for the participants.: Let's be sure we have projects that make sense in terms of the people being served and the person being educated. Unless we're willing to do this rigorously and precisely and uncompromisingly, I don't think the service-learning program will be as successful as .it really ought to be •..• The critical thing about service-learning is the hyphen .•.. One thing under discussion in the White House is a federally- assisted program to support the position of campus service coordinator, someone to whom the students could visit to inquire about specific opportunities in community service. Also, the service coordinator would discuss with faculty members questions regarding academic credit and curricular changes related to community service. �19 Addl'ess by William Allison Bill Allison, Director of Economic Opportunity Atlanta, spoke on June 30 on the "Needs of Urban America." are troubled times . Our He said that 1'these campuses a.re witnessing a revolutionary r esponse by young people who want to do something about the world they live in. Wha.t happens on campus cannot be separated from what happens in the larger society. " Allison urged cooperation between the academic community, government, and private agencies to solve t he problems of the cities. He expressed a faith that the nAtlant-a Service-Learning Conference is destined to spearhead the development of t his union." long ov-erdue. He sai d that the idea. of cooperation and union was "Now is the time for them to work together." Allison concluded that par ticipation is the key factor and, "service-lear ning i s one way partici pation can be r ealized. " Service-Learning and National Programs The national and i nternational components of service-l earning were highlight ed at a symposium that i ncluded Tom Houser, Deputy Director of t he Peace Corps; H. Jeffrey Binda, Exe cutive As si stant to the Director of VISTA; Paul Cromwell, Special Assistant to the Director of the Teacher Corps and Michael Goldstein, Director of the Urban Corps National Development Office. Dr. Carl Wieck of Morehouse College was the moderator. Noting that the Peace Corps had been in the service-learning business for eight years, Mr . Houser reported that "most returning volunteers say they l earned more than they gave. u Mr. Cromwell said colleges could become more relevant by working with businesses and �20 government agencies in arranging work assignments linked with classroom studies. Mr. Binda stressed the service aspect, saying it was vital, when arranging for aid to the poor and disadvantaged, to assign persons who can do the job well. Mr, Goldstein, former director of the nation's first Urban Corps in New York City, outlined the program in which college students serve with municipal agencies and are funded largely by the College Work-Study Program. The panelists agreed that experience in a service-learning program would be valuable background for entry into a long term service program. Also, it would help the participant to decide whether to apply for such a service program. Remarks by Edward DuCree and Arthur Hansen The final session of the Conference dramatically focused on the diverse and sometimes conflicting interests which must have a part in determining the nature of a service-learning program. Ed DuCree , director of Emory University's Upward Bound Program, called for the examination of goals and effects of current service programs. Quoting from Shakespeare's "Hamlet" , DuCree said the question remains, "to be or not to be. 11 he s tated . Black people want to be , to exist , Service programs which fail to help people to exist as human bei ngs are of l ittle or no use, he said , For exampl e , he said that some tutorial pr ograms i n whi ch white vol unteers teach black ch i ldren have the effect of impr ess i ng on t he childr en the value of being white rather than t eaching them t he a b e's. Dr. Hansen, Pres ident el e ct of Georgia Tech, reminded the audience of the university's traditisma.1 roles of learning and research. �i 21 Service to the community , ,·rhich became a major goal of many universities following the land-grant a.ct of a century ago, is also a legitimate goal, he said. The question is whether service per~ is a learning experience and therefore deserving of academic recognition. Hansen said he would not want to accredit service experiences until he was convinced of their learning inputs. A small demonstration decrying the effect of Georgia. Tech's expansion on nearby residents interrupted Dr. Hansen's speech and led to an extended session in which heated debate gradually gave way to some fundamental problems in the areas of service-learning and black-white relations. A partial report on the exchanges is contained in 'M r. DuCree' s reply to a participant who described the role he was playing. .Mr. DuCree said, you to be a. person." ';We don't want you to play a role; we want �22 Seminar Summaries . :Midway through the inaugural meeting, seminars were held to discuss all aspects of the service-learning concept and to assist participants in selecting a work group. The seminar chairmen were: James Austin, Georgia. .Municipal Association Robert Clayton, Spelman College Clavin Cox, the Atlanta Constitution Phillip~ Ruopp, Peace Corps Russell Williams, Atlanta University No conclusions emerged from the seminars, but among the comments and questions were the following : How is learning-by-serving different from learning-in-the-classroom? The service-learning concept may lead to a radical change in the concept of the university and education in general. Government administrators mu·s t control service-learning programs, not colleges. A consortium of colleges should run the service-learning program in Atlanta. Can cultural empathy be taught? High school students, drop-outs, and housewives should be in servicelearning programs. Urban Corps interns should receive academic credit for their learning experiences. Wha t er:iteria should be applied to matching an intern with an opening to insure th::it pot~. p e r-fht·1nnnoe ;:ind 1An.rnine; wi 1.1 be a·t a high level? These observations, t ogether with the questions posed in Section IV, will be considered by the r e spective work groups. �I' 23 IV. WORK GROUP SUMMARIES The Conference is functioning primarily through its six work groups: service, learning, curriculm and inter-institutional relations, finance,research, and methods and programs. Each work group is to marshal available resources, study in depth its assigned topic, sponsor a session of the Conference, and submit a report describing its observations and reconnnendations leading toward a comprehensive model for a continuing service-lear n i ng pr ogram. Sponsorship and dates of subsequent Conference sessions are as fol lows: Service Learning Curriculum F inance Rese arch Me t hods and Programs Steering Committee August 18 August 19 mid-Se ptember Octobe r November November December Below are summaries of the first wor k group me et ings on July 1 and some of t he questi ons each i s exploring . Service Wor k Group Chairman: Ross Coggins, Regional Dir ec t or of VISTA Ros s Coggins opened the di scus s i on by a sking t hose pre s e n t to mention what services students are now doing or could do in regard t o servicelearning. The dis c ussion of this question raised many others, most of which were left una nswered . I t will be the purpose of t his group t o answer such questions as : (1) What criteria define . relevant services and who should have priority in determining the relevance or potential learning experience of a service-type job? (2) Can agencies and colleges cooperate among themselves and with each other in the rendering of services? (3) Who is to be served: the student, the college, the agency or the people, or a combination of all? �24 (4) Are universities attuned to the needs of the community and can they accept the idea that a service career mode is vital to our society? (5) What should be the size of the service rendered, in comparison with societal needs? (6) Should service be full-time or part-time and how long should it last? (7) What services can agencies accept and what accept youth in service? (8) Does tutoring, etc., satisfy the needs of the "now generation" with their sense of urgency and need to see quick results? (9) What do students think are the major service needs and will the university allow the student to work for meaningful change in the system? kinds of agencies can Learning Work Group Chairman: Sally cantor, Atlanta Urban Corps Intern The meeting of the section on Learning was begun by a description of the Mars Hill Project, its origin and outline. One enthusiastic professor was given a grant to instigate and develop interest in the concept of servicelearning . He looked into curriculum and local service oppor tunities . with a tutorial program and then a recreational program, work for physical education, sociology, etc. It b'egan This be came the ~i e J_n The communi c1:1t.ion which is necessary for this to come about smoothly is possible in a small school. There is a problem in the structure of a large university which makes it almost impossible to integrate this kind of learning. How might this be overcome? Many segments of society are concerned with this kind of l earning taking place. Students are the l argest mass of participants . Thus the training ground for students, i.e. the university, must be changed first. There are places in the traditi onal college stl:ucture which could be changed to be more in line with this new concept. an education major. For example, in the practice-teaching part of Instead of being a. complete b l ock of time at the end of the learning period, it would be more relevant and thus valuable to have the �25 practice-teaching interwoven with the academic study, over a greater length of time. Practical experience makes theory more concrete but it requires a pl~ce to plug into the traditional curriculum. Practice-teaching is an easier area to see the possibilities; but how can this type of learnj og be given academic credit in other courses? You can learn something from anything you do if you are pGrceptive, but to be given academic credit what one is doing must be put to acaa_emic analysis. Learning is not just of one type; it consists of different processes. What kind of learning happens when one is put in a context of people and problem-solving? If the ultimate goal is being sensitive to each other, how can one avoid complete relativism? Perhaps this is only a part of the desired goal and can be fitted into the whole as a matter of degree. It would be valuable to question a.n intern to see if his learning can be classified , i f an analysis can be made of the learning possibilities . It is very important, however, that this not become Step 1, 2, 3 on how to become a successful learner. There is always the problem of how to bring out what has been, or is learned. l>e in g It is difficult to bring life-style to a conscious level where it must be for our purposes. It will be necessary to compare the goals and patterns of both traditional university-learning and service-learning. For example, a university stresses committment to truth, to principle; service stresses committment to people , to becoming involved with those a.round you. In univers ity-le13rriing ,<lecisions are mArt.e after all the facts are gathered and a logical assessment of them has been ma de. situation demands that a<.:t:ion mnsl:; With service-learning, the 0 1·1:;en he +Aken wj t.h out all the facts, by a "feel" for the right moment of what seems the most viable alternative. One must have confidence to do this and live with the consequences, be willing to make changes as factors change priorities . �26 Questions to be consider ed by the work gr oup include t he following: Can learning take place i n roles which students consider socially irrel evant ? How can students be helped to grasp the broader i mplications of what they really learn by serving? What relationship exists between individual student goals and the choice of alternative service opportunities? How can students be helped to raise the important, r elevant questions about their service experiences? How can interested, knowledgeable, and accessible f aculty be identif ied and enlisted in t he service-learning exper ience ? What i mplicat i ons of exper ience-ba s ed learning a.re pertinent t o hi gher education in general? How, in fa.ct, do students learn from exper ience ? How can it be mea sured ? How can community needs, student inter ests, and uni ver sity programs i nt er act to yiel d s ignifi cant l e ar ning on the part of everyone i nvolved? What methods and techniques are most effective in pr eparing students for their job and community roles? Curriculum and I nter- Inst i t uti onal Relations Work Group Cha i rman: Dr . William W. Pendleton, Prof essor of Sociol ogy, Emor y Uni versity In t he openi ng meeting of the curriculum work gr oup t here was a very general dis cussion of t he problems invol ved in i ncorporating a s ervi ce-J_e:=irnj np; program into est a:t lished academic f r amework of hi gher education. A question wa s rai sed as to whet her a service-learning program was a l egitimat e element of any a.cademic program . There was s ome debat e as t o whether it coul d be considered the responsi bi l ity or even a l egitimate function of a university to provide the student with a broadening experience~ It wa s decided that one of the maj or tasks of the work group woul d be t he development of a structure which would i nsure that thE> stnaent utilized t he full learning pote ntial of the service eA'J)erience. Several suggested elements of t his str uc ture were: seminars, and student reports. facu1 t )r advisors, �27 There were other questions concerning the basic structure of the program. For example: How would service-learning experiences be integrated into the existing departmental structure? On what basis would credit be given? What would be the ratio of hours worked to credit-hours received? How many credit- hours of service-learning could be counted toward graduation? What channels, such as independent study, special programs or seminars with labs, aJ.rea.dy exist which could be used as a. mechanism for giving credit for a service-learning course? Certainly the most valuable product of this initial meeting was an awareness of the complexities of the problems confronting the work group. A number of questions were raised, several others will be focused on at l ater meetings. The following questions a.re a few of those for which the curriculum work group will attempt to provide conclusion. What courses now exist as training for other forms of service which could be relevant to service-learning programs? What inter ...institutional relations now exist which could be utilized and developed for internships and program development? What effects will the service-learning experience have on student expectations in the curriculum area ? What are the potentials of a fa culty consultant ser vice? What a.re the possibilities for utilizing community members a s instructors or resource people within the classroom ? What a.re the possibilities for and problems of cross--~r editing institutions? among Finance Work Group Chairman: Presiding: William Jones, Department of Health, Education and Wel fare Charles Hamblen and Charles Moore , Department of Health , Education and Welfare The first questions raised about funding were : who, how much, and bow? It wa s stated that the program was not to be directed by the Federal gover nment , but t hat t he government should be. a source of funds , pr imarily t hrough l ez ~~sla.tion. �28 lv'T.r. Hamblen reviewed what was available through Federal programs. He said that perhaJ>s the best sources have suffered a cutback in appropriation ( the Cooperative Education Program and Education for Public Service), b~t they might be refunded in the next fiscal year. Mr. HambJ.en was asked how to go about requesting Work-Study funds. He sa.id that the application must be made by an institution by November 1st. If the institution includes a proposal for meaningful off-campus activities it will receive priority in the allocation of Work-Study funds. It was remarked that many colleges did not use a large amount of their funds or did not include descriptions of off-campus activity in their requests for funds. The funding for such a proposal would be 80% federally fund~d and 20% funded by the agency. Discussio~ then centered on the study made by 22 Republican Congressmen concerntng student unrest. Their recommendations were: 1. Don't cut off funds to institutions which have experienced student rebellions. 2. Establish a Na:tional Youth Foundation to encom:age student pa.r ti cipation in community problems. 3. Incr ease funds fo:i;- student ai q. 4. The government should expand its lines of communication wi th stu<i..ents . I n addition to raising money from f ederal programs , it was suggested that ser vice-learning -pr oje~t. s approach . f'oundations and bus i nes ses as t hey might have grea.ter fle xibility in a:wa.r ding funds for the purposes of the particular proj e ct . It was stated that a progr am al r eady under way might stand a goo<;l chance of obtaining support as it would demonstrate committment to the idea . Other suggestions were that s t udents are good at max imizing funds if all owed to go after them, and that students should be a par t of the decisionmaking process when financial a.i d of ficer s submit pla.ns for uti lizing WorkStudy funds . �29 Additional questions to be examined by t he work group are: (1) In funding service-learning programs , what share should be borne by the agency being served ? by the student of a.n educational institution? by t he government? (2) How should the Atlanta Urban Corps be financed in t he future ? (3) What pr oportions of Work-Study funds should be spent on off-campus service activities ? (4) Should all student s i n a. service-learning program receive a stipend f or t heir E2Tvices? Research Work Group Chairman : Timothy R,\·:.e s, Assistant Professor of Political Science, Georgi a. State Col l ege The i mmediate obje ctive of t he research work group i s t o determine the av ailab i lit y of student manpower f or s ervi ce -learning programs i n Atlanta . With over 40,000 college student s in metr o Atlanta , a Confer ence-relat ed survey i s being made to f i nd out how many of t hem would be interested in service-lea:rning projects , and under what conditi ons (such a s s tipends and academi c cr edit) . Survey s are also being conducted t o deter mi ne t he demand for students in service-learni ng pr ograms , attitudes of employers t owar d t hem , and attitude s of student interns . Over t he longer r ange t he work group plans to cons i der ways of invoJ.vj ng st udents in resear ch and ways of linking r e search on ser vi ce-.lean1ing with the curricul um . It was agreed t hat the quality of research should not be compromis ed s impl y t o give students respons ibility f or it . Thus , s ome students will need t r ai ning in research methodol ogy . The work group a.gr eed t o try t o i dentify 11 wha.t we don 't know about servicelearni ng . 11 As an exampl e of a practicci J. resear ch proj ect, i t was suggested t hat a s t udy be ma.de of what makes a "good" Urban Corps placement and what makes a i;bad" one. Such r ese arch woul d be conducted in close cooperation with t he Urban ".;orps staff. �30 Methods and Programs Work Group Chairman: Presiding: William W. Allison, Economic Opportunity Atlanta John Cox, Atlanta Youth Council The work group decided to begin by finding out what.methods are used ·by other intern agencies in the nation. chairman of this field work group. Michael Goldstein was named national Other members are:· Phyllis Atkins, Truly Bracken, and Cynthia Knight--Atla:hta Margaret Davis--Athens, Georgia Gordon Drennen--Georgia Tim Collins--North Carolina. John Bromley-Kentucky and Tennessee Alga Hope--Florida Sanar~ Mincey--Alabama Kent Christison--Virginia After obtaining basic information on existing programs in servi.c elearning, the work group decided tA consider alternative methods and examine · possible ways in which +.be . .Conferen e.e should relate 'tl1 other programs. �31 V. ATL.fu\J'TA SERVICE·-LEA...'R.NING CONFERENCE PARTICIPANTS Ivan Allen, Jr.-City of Atlanta James E. Allen, Jr.- U. S. Office of Education

William Allison-Economic Opportunity .Atlan·ta (EOA)

Walter Anderson-EOA James Austin-Georgia Municipal Association Yvonne Bankston-EDA H. Jeffrey Binda-VISTA (Washington, D.C.) John Blakley -Stern Intern William Boone, Jr.-Stern Intern David Bootier-Southern Regional Education Board (SREB-Tennessee) John Bromley-Peace Corps (Tennessee) Norman Brooks-U.S. Office of Education Charlotte Buford-SREB (Georgia)

Linda Bulloch-SREB (Georgia)

Stephanie Bush-Stern Intern Russell Caldwell-SREB (Georgia Municipal Association) Kenneth Christisori,:SREB (University of Virginia) Mary Ann Carroll-Peace Corps (Georgia) Robert Clayton-Spelman College Lee Clowers-Florida Governor's Office

Ross Coggins-VISTA (Georgia)

Timothy Collins-Guilford College William Combs-Peace Corps (Texas) Calvin Cox-Atlanta Constitution John Cox- Atlanta Youth Council William Cozzins-Georgia Tech Paul Cromwell-Teacher Corps (Washington, D.C.) Terrence Cullinan-Stanford Research Institute Kenneth Darnell-Defense Contract Administration Service Margaret Davis-Stern Intern Sue Day-U.S. Department of Health, Education and Welfare (Georgia.) Michael Douglas-Atlanta University Edward K. Downs, Jr.-Stern Intern

Carthur Drake-Morehouse College

Gordon Drennen-Stern Intern Eleanor Duckett-Mars Hill Community Development Institute Edward DuCree-Emory University Upward Bound Noel Dunivant-North Carolina Resource nevelopment Internship Program Roscoe Dunlap, Jr.-Stern Intern Elizabeth Dyer-Peace Corps (Georgia)

Donald J. Eberly-National Service Secretariat

David L. Edwards-SREB (Lynchburg College) James Elens-SREB (Mars Hill College) Davie Ford-Stern Intern

Members of Conference Steering Committee

�32 Casey Fredrick-Mars Hill College Michael Goldstein-Urban Corps National Development Office (New YorkJ Claude B. Green-Clemson University Katherine Griggs-SREB (South Carolina) David Grubbs-Middle Tennessee State University Douglas Haire-SREB (Georgia State College) Charles Hamblen-U.S. Office of Education (Georgia) Grace Hammonds-Stern Intern Arthur G. Hansen-Georgia Tech Michael Hart-SREB (Georgia) James Hertenstein-Georgia Tech YMCA Lee Heubner-Office of President Nixon Richard Hoffman-Mars Hill College Lois Hollis-Stern Faculty Solomon Hollis-Stern Faculty

Edward Holmes-Emory University

Alga Hope-SREB (Florida A & M University) Martin Hope-Georgia Department of Family and Children Services Roma Hopper-Georgia State College John Hough-Mars Hill College Thomas Houser-Peace Corps (Washington, D.C.) John Howard-Wheat Street Baptist Church James Irwin-Georgia Municipal Association Enoch Johnson-EOA Joy Jones-EOA

William Jones-HEW (Georgia)

Tyrone Joubert-Stern Intern Ernest M. Kahn-University of Maryland Anders Kaufmann-SREB (South Carolina) Patrick Kelly-Georgia Tech Daniel Kendr i ck-Georgia Department of Family and Children Services Jane Kibler-Ur ban Training Organization

Joseph D. Kimmi ns-Peace Corps (Georgia)

Earl O. Kline~Georgia State College Paul Knipper- Pea.ce Corps (Louisiana) Joseph Kushner- Valdosta State College Al ex Lacey-Georgia State College Ant oi ne Laiche-Peace Corps (Georgia) H. Page Lee-Mars Hill College Ear.l Lei ni nger-Mars Hill Coll ege Carol Li m- American Fr iends Service Committee Ele:arnor Main·~Emor y Uni vers ity John Mallet-Psychologis t, At l anta Thomas Manley- Nor th Carolina Sta t e Planning Task For ce Kathy Marks-SREB (Geor gi a) Jenifer Mauldin-Fulton County Health Department William E. McMurry-Geor gia Stat e College Lou Moelchert-Mars Hill College Toby Mof fett-EEW (Washington, D.C . ) Charles Moore-U.S. Office of Education (Georgia) �- -- ---· ·--- .------ - E. Phillip Morgan-Emory University Robert Mostellar-Southern Regional Council Ukanga C. Mudakha-Stern Faculty Donna Mull-SREB (Georgia) Ryland Needam-Stern Intern Donald Nelson-Georgia Tech Community Services Gloria Nelson-Peace Corps (Georgia)

Robert Nelson-Peace Corps(Georgia)

John Niblock-SREB (Georgia) Jerry Norris-Stern Intern Patrick Ntukogu-Morehouse College William O'Connell-SREB (Georgia) David Palmer~Georgia State College

William Pendleton-Emory University

Mario Perez-Reilly-Middle Tennessee State University Rogbert Phillips-Stern Intern George Podelco-City of Nashville Roger Prior-U.S. Department of Commerce (EDA-Washington, D.C.) Charles B. Pyles-Georgia State College Frank Raines-White House Fellow

William R. ·Ramsa~SREB (Georgia)

Sara H. Reale-Georgia State College Doris Richardson-YWCA (Georgia) David Roberts-Southern Education Foundation Donald Roe-Citizens & Southern National Bank, Atlanta J ack W. Rollow-Georgia State College Thomas Roth-Mars Hill College Marlene Rounds-SREB (Atlanta University) Phillip Ruopp-Peace Corps (Washington, D.C . ) Roger Rupnow-Georgia Tech Wendell H. Russell-Oak Ridge Associated Universities

Ti mot hy Ryles-Georgia State College

Logan Sallada- U, S. Office of Education Char les Sanders- Stern Faculty Paul Sholar - Mars Hi ll College Rob er t Si gmon-SREB (Georgia) Doris Sims-Stern Inter n Peter Skinner-Peace Corps (F l or i da ) Dora Skyp eck- Emory Uni versi ty Margaret Ruth Smith- SREB (Geor gia ) Janis Somervil l e- Nor th Car olina State Planning Task Force Sandra Sprui l l-City of Atlant a, Avia t ion Departmen t Gideon Stanton, III-Tul ane Univers ity Mary Stevens-Emory University Lonnie Stewart-SREB (Geor gia State College) Daniel Sweat-City of Atlanta Levi Terrill-VISTA (Georgia) Barbara Thompson-National Student YWCA 33 �34 Sherman Thompson-University of South Florida William Traylor-Emory University Legal Services Center Wallace Tyner-Peace Corps (Texas) Simeon Udunka-EOA Princella Wade-Stern Intern Merle Walker-Agnes Scott College Phil Walker-Georgia Tech W. P. Walker-Mars Hill College Frank Walls-City of Savannah Oliver Welch-State Planning Department Plemon Whatley-EOA Anthony Whedon-Morehouse College Daniel White-Georgia Tech Carl Wieck-Morehouse College Larry R. Williams-Office of Economic Opportunity (Georgia)

Russell S. Williams-Atlanta University

Dorothy Wilson-Atlanta Public Library

Prince Wilson-Atlanta University Center Corporation

Kenneth Wittemore-Fulton County Health Department Michael Wittman-Florida Governor's Office J. McDonald Wray-University of Georgia Institute of Government James Wyatt-Mars Hill College Gayle Yates-HEW (Georgia) �r ===, I 35 ATLANTA URBAN CORPS INTERN PARTICIPANTS Linda Alexander Rudine Arnold Phyllis Atkins Burnley Bainbridge Stanley Ball Edwin Barrett Franklin Benfield Manie Berk Solomon Berry Jacqueline Blackwell Walter Bloom Marianne Boder Carol Bonner

Truly Bracken

Regina Brackston Jane Bridges Charles Brown Lisebeth Brown Robert Brown James Bruce

Sally Cantor

Raines Carroll Steve Chandler Roosevelt Childress Charles Choice Dan Chri stenberry Nancy Coenran Richard Combes Brenda Comer Di ane Cousinea Carea tha Dani e ls Mary Danie ls

Ma rk Dash

Sylvia Dawson I nmond Deen Sarah Dennard Pame la Do zier Wal ter Dricer Peggy Durrah Joanne Flemister Michael Floyd Grange Fretwell

Kytle Frye

Beverly Gaither Maggie Gerber Frank Goodson Mary Ellen Gordon Beverly Grimes Alice Hamilton Resna Hammer David Hanley Charles Haynes Rose Haywood Ernest Henderson Janice Herring Dorothy Hicks Joseph Hill Elizabeth Hillbrath Joan Hollenbach John Hotard Mostaffa Howeddy Narma Ingram Martha Irby Tormny Isaac Margaret Jaccino Rudolph Jefferson ~c Babs Kalvelage Alvin Keck Kathleen Kennedy Lloyd Keys Steve Kiemele Ria Kirshstein Cynthia Knight Maur.een Kreger Judith E. Lange

Melinda Lawrence

Stephen Lester Diane Lewis Ki ng Fun Liang Andrea Luce Gordon Lurie John Mann Jon Martin Jenifer Mauldin Anna Mayeaux Emmett McCord Alber tin~ Mccrar y Patr ici a McLaugh lin Joseph Menez Bill Mil lkey Alan Mi ller Ken Millwood Sandra Mincey Addie Mitchell Madie Moore J ames Mulligna Carmencita Myrick Haroli;:i R. Nash Helen Newman Nancy Ann Norbert Shirley Owens Richard Padgett Bill Patterson Belinda Pennington Betty Peters John Petzelt Susan Pickard Sanford Prater · Bessie Quillens Gene Roberts Linda Robinson Tim . Rogers Russell Rucker Lloyd Sanders Valerie Scalera Michael Silberstein Carol Simmons Teia Sinkfield Deborah Small Christine Smith Jani_e Snider Tom Snider Valinda Spalding Jim Spence Julius Stephens Michael Stubbelfield Evans Sturdivant Tara Swartsel Charles Thomas Jerry Thompson Constance Thurmand Valerie Tomlinson Bill Tr avis Sally Tucker Larry Tully John Tuml i n Betty Underwood John Waggener Car ol Watkins Pa tric i a Watki ns Paula Wha tley Col oria Wheeler

Dave Whe lan

Ben White Dawn White Ros liad Williams

Sam Williams

Olivia Williamson Diane Wilson Susan Windom Mike Winston Gary Wood June Woodward Carolyn York Sue Zander .. ,, , �