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IN SERVICE-LEAWING PROGRAMS: A PRELIMINARY REPORT Dete1iniuing the degree to which area colleges and universities are invol·ted in service-lear.ning programs and ascertaining the attitudes of higher education students, faculty9 and administrators toward community involve::ment constitute two of the principal concerns of the Atlanta Service Learning Conference. To provide insight into these two areas of special interest, a mmber of college students are currently in the process of completing a survey of ten area col: eges and universities. include; The ten institutions Agnes Scott College ~ Atlanta Universi ty, Clark College, Emory Universi ty, Georgia State College, Georgia Tech, Morehouse College, Morr i s Bro~m Coilege, Oglethorpe College, and Spelman College. As part of a br oader s t udy of student manpower resour ces, this survey will seek ansuers to the f ollowi ng kinds of questions: 1. To what extent does the invo i vement of higher education inst itutions va-::y from campus to campus? What factor s account f or tr.e vari a tions? 2. To what ex tent does the degr ee of ser v i ce- learni ng a cti vities vary between different s chools and depar tments within particular institutions? What a ccou.1t s for the variations? 3. \Jhat areas of community l ife mos t readi ly l end thems elves to student involvement? 4. What are the relative roles of students, faculty, and administrative personnel in community development activities? 5. To what extent does existing curriculum encourage student involvement in the community1 Do s tudents require academic credit for partici?ation in community activities? 6. How important are community involvement programs to students, factlty 9 and administrators? What do the terms "community involvement" and "service-learning" suggest to these three important clientele groups? �7. What areas of community concern presently receive the greatest attention from higher education? The least concern? 8. Do existing patterns of service-learning practices suggest that some institutions can best serve by specializing 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 programs in the areas demanding the greatest concentration of community efforts. �