John,
As usual, I enjoy tag teaming with you on these discussions. :-)
I agree with you that a clearinghouse model can be advanced by providing
some sort of placement counseling - follow-up, advising, etc.. (As a matter
of fact I've heard amazing results from campuses that offer this kind of
help to their students.) I think the placement component, though, does not
comprise a unique model on its own, nor does it belong uniquely to any of
the others you mentioned. It is definitely an important enhancing element
that any campus program can attach to its structure no matter if it is a
clearinghouse, coalition of projects, academic service-learning, or other
model.
Another enhancing element is the advising component many of us try to
provide agencies who often need to understand how to more effectively work
with, and retain student volunteers. For example: familiarizing them with
standard student motivations for service; helping them understand the
philosophys and objectives of service-learning; helping them design work
assignments that mesh with our students own experiential and educational
goals, etc.
The big challenge though, as you mentioned, in providing any of these
enhancements is finding the extra resources, funding, and/or time necessary
to do this work. Perhaps members of this list though have developed some
interesting solutions to these challenges. I know I'd love to hear them
<hint - hint> ;-)
In Service,
Lloyd Jacobson
National Programs Director
Campus Outreach Opportunity League (COOL)
homeoffice@COOL2SERVE.org
-------------------------------------
>Kory,
>I think I'll tag team with Lloyd in providing some thoughts on your first
>question.
>
>> 1. What advice could you offer to help a Clearinghouse model work.
>
>One method used on some campuses such as at Boston University is that they
>have a Clearinghouse as one of the student-run projects within their
>Coalition of Projects.
>
>Regardless of where it's housed, it should be designed in a way that it can
>be responsive to the different types of needs that exist among prospective
>volunteers. Individual student placements are just one need. It would also
>be ideal for the clearinghouse to meet the needs of student organizations who
>want help finding service for their members. This could be a service day or
>an on-going project. Another service to provide would be for faculty members
>teaching service-learning courses. They can sometimes use assistance in
>setting up the service part of their course.
>
>In terms of successfully engaging lots of students, it's useful to think of
>an old organizer's principle: "Paper doesn't move people; people do." A
>successful clearinghouse should have both active and passive systems of
>recruitment and placement. A passive system is one in which most or all of
>the initiative is up to the individual student. It's all up to them to come
>in, look through the bulletin board, directory, files, or database. It's up
>to them to call the agency, figure out a good fit, arrange for
>transportation, report back to you all, show up for sessions you're providing
>for training or reflection. For some students this is what works for them.
>Most students though, probably don't make it all the way through.
>
>For most students, they'll need more person to person guidance and coaxing
>and follow up throughout this process. They'll need an active system of
>recruitment and placement. In an active system, students come in and meet
>with someone (I'll call them a "service counselor" for sake of discussion),
>possibly another student, to explore the student's interests, passions,
>needs, availability, time commitment, even learning objectives. Based on this
>discussion the "service counselor" might make a few suggestions and show the
>student how to use whatever information systems you have available. This
>could include how the service opportunities are categorized, what to look
>for, etc.
>
>The student should be left to browse for awhile but then should check back in
>to indicate which one was chosen. Often the student might narrow it down and
>ask for additional guidance in which one to choose. Once chosen, the "service
>counselor" should guide them through the next few steps, emphasizing the
>importance of reliability, good communication with the agency, training, and
>reflection. The "service counselor" should also keep in touch with the
>student and the agency to check that everything is going well. If things
>don't work out, the "service counselor" would then be able to help the
>student find a more appropriate fit rather than give up on service
>altogether.
>
>Obviously, this level of personal service would quickly become overwhelming
>if it were done solely by you. It's a great role for students to play though.
>In fact, it would be great for these "service counselors" (or whatever
>they're called) to also be involved in finding and identifying the service
>placements. Their continued work with student volunteers will give them more
>and more insight into what constitutes an ideal placement. The program at
>the University of California, Santa Barbara is an excellent model of a high
>quality clearinghouse. I believe Brown has one that's student-run.
>
>I hope this helps.
>
>Thinking back to our discussion on models a few weeks back, I wonder if this
>active system should be considered a distinct model from the passive one. It
>seems like the active system is more accurately described as a Placement
>Model.
>
>What would folks on the list think of this rough categorization of models:
>
>Clearinghouse Model
>Placement Model
>Coalition of Projects Model
>Club Model (ie Circle K, Alpha Phi Omega, Rotaract)
>
>The reason I keep thinking of models is that it could enhance discussion and
>sharing. It might help program better identify which areas are
>underdeveloped. A campus might have a strong and flourishing Coalition of
>Projects and a Clearinghouse without a Placement component.
>
>Any thoughts on that?
>
>
>
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