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,---1 - IN SERVICE-LEA..'lliI NG PROGRAMS: A PRELL~INARY REPORT Determining the degree to which area colleges and universities a.re involved in service-lear ning programs and ascertaining the attit udes of higher educatfon stt1.dents, faculty9 and administrators to·ward conununity involvement constitute two of the principa l concerns of the Atlanta Serv ice Learning Confer ence. To provide insight into t hese two areas of special interest, a number of college students are currently in the process of completing a survey of ten area coll eges and univer sities. include; The ten institutions Agnes Scott College ~ Atlanta University, Clark College, Emory Unive.:-sHy~ Georgia State College, Georgia Tech, Morehouse College, Morris Erown College, Oglethorpe College, and Spelman College . As part of a br oader s tudy of student manpower resources, this survey will seek ar,suers to the f ollowi ng kinds of questions: 1. To what extent does the involvement of higher education institutions va~y fr om campus to campus? What f actors account for the variations? 2. To what extent does the degree of service-lear ning acti vities vary between different schools and departments within particular i nsti tut:f.ons? Wi1a t account s f or the variat ions? 3. What areas of connnunity life mos t r eadily lend themselves to student involvement ? 4. What are t he relative r oles of students , f acul ty, and administrative personnel i n community development activ ities? 5. To what extent does exi.sting curriculum encourage stude~t involvement in the community1 Uo students require academic credit for partici?ation in community activities? 6. How important are community involvement programs to stude!lts, fact,lty 9 and administrators? vfuat do the terms "community involvement" and "serv:i.ce-learning 91 suggest to these three important clientele groups? �' ... '• :t_ 7. What areas of community concern presently receive the greatest attention from higher education? The least concern? 8. Do existing pat t erns of service-learning practices suggest that some institutions can best serve by speciaUzing in particular programs? It is expected that answers to the above questions will be of value to ASLC for the following reasons: 1. The research will identify both the forces facilitating and the forces inhibiting development of the service-learning concept. 2. Cataloguing existing programs of community activities can assist ASLC'S role in coordinating service-learning programs and directing students into programs most suitable to their individual preferences. 3. The research will mirror the present scope of servicelearning programs and i~entify areas of neglect. 4. In the long run 9 certain priorities may be set and thereby assist ASLC in gaining the essential financial resources for funding service-learning progr ams in the areas demanding the greatest concentration of connnunity efforts. �