The trend toward increasing civic engagement among colleges and universities is stronger than ever. In Campus Compact\u27s 2003 survey, member institutions reported not only record participation in community service but also an increase in structural and financial support for initiatives to improve communities and to make civic learning part of academic life

Campus Compact

English

The University of Nebraska, Omaha

2003 SERVICE STATISTICS Highlights of Campus Compact's Annual Membership Survey Campus Compact 2003 CAMPUS COMPACT Annual Membership Survey The trend toward increasing civic engagement among colleges and universities is stronger than ever. In Campus Compact's 2003 survey, member institutions reported not only record participation in community service but also an increase in structural and financial support for initiatives to improve communities and to make civic learning part of academic life. Highlights of 2003 Findings ~ Across member campuses, an average of 36% of students participate in service activities, a record high level of engagement. ~ Partnership activity has risen dramatically; for example, 93% of member campuses report having partnerships with K-12 schools, up from 88% in 2002. ~ Service-learning-the practice of integrating service with academic study-is also on the increase. An average of 24 faculty members per institution teach service-learning courses, compared with 22 the previous year; member campuses offer an average of 37 service-learning courses, up from 30 in 2002. ~ Underlying this increase in activity is the widespread creation of campus infrastructures to support community work. Some 83% of member institutions report having a com-munity service and/ or service-learning office to coordinate campus service programs. ~ Campuses report an all-time high in overall institutional backing for community pro-grams-SO% of member campuses say that administrators and faculty actively support such efforts, demonstrating a commitment both to their surrounding communities and to student learning. Student Engagement The proportion of students involved in some type of community work has steadily increased over the past several years. Across member campuses, more than a third of college students engage in service, providing hundreds of thousands of hours of service in their communi-ties. STUDENT INVOLVEMENT IN SERVICE (AVERAGE) 40 53% of students 36% at faith-based campuses are engaged in service, significantly above the national average. 2001 2002 2003 Administration of Service Programs Campuses are increasingly building infrastructures to sustain community outreach efforts; 83% of member campuses report having a community service office and/ or service-learning office, and 80% have a staff person designated as a community service or service-learning director. Campuses are also thinking about sustainable funding-17% of community service and/ or service-learning offices reported having an endowment, up slightly from 1 S% the previous year. Service directors are increasing not only in numbers but also in profession-al status, as evidenced by advances in their level of education and their mean salaries. In addition, more report working full-time in this role. HIGHEST LEVEL OF EDUCATION Minority-serving and research institutions are most likely to have an office dedicated to coordinating service efforts (96% and 95%, respectively). COMMUNITY SERVICE DIRECTORS Associate's SERVICE-LEARNING DIRECTORS Associate's Degree Degree 1% More than two-thirds of all community service directors and nearly 80% of service-learning directors have an advanced degree. ANNUAL SALARY COMMUNITY SERVICE DIRECTORS SERVICE-LEARNING DIRECTORS Mean salaries reflect education level, part- or full-time status, and faculty appointment. The most common ways campuses directly Campus Support for Community Engagement Campuses have seen a major jump in backing for community engagement efforts, with 80% reporting that faculty and administrators actively support such efforts, compared with 69% in 2002. TOP 10 MECHANISMS FOR SUPPORTING SERVICE, 2002 AND 2003 .................................................... ~------80% 69% Student efforts supported by faculty and administration ............................................ ~~ .. ----72% 60% Service awards for students .................................. ~~ .... IB58% 46% support service are Service considered in scholarships by facilitating student-led efforts, offering service awards and scholarships, and managing logistics (e.g., liability and transportation). ................................ ~~--49% 41% Institution manages service placement liability ................................ ~45% 44% Community service offered as extra credit option .......................... ~~ ... 44% 36% Transportation to service sites available .................... ~~·27% 21% Service considered in admission process .............. 20% Courses on volunteerism offered .............. ~16% 15% 25% Service work recorded on co-curricular transcripts ----~-10% 5% Service certificate program 0 10 20 30 40 50 % of Responding Campuses Academics and Engagement Member campuses offer an average of 3 7 courses per cam-pus that integrate service and academic learning, up from 30 in 2002. Nearly three-quarters of campuses say faculty involvement in service-learning is increasing, with 25% of institutions reporting a significant increase (i.e., 10% or more) over the past three years. Institutional support for service-learning is on the increase in virtually every area measured, with major gains in both academic recognition for service-learning and support structures for faculty involvement. 112003 02002 60 70 Community colleges offer an average of 44 service-learning courses each, 20% above the average for all campus types. 80 Presidents and the Community As a president's organization, Campus Compact has an interest in tracking direct presiden-tial involvement in community engagement. Presidents not only write and talk about serv-ice more than ever, they are also taking part in civic affairs and providing financial and other support on and off campus. PRESIDENTIAL INVOLVEMENT IN COMMUNITY SERVICE 78% 58% Is active in civic affairs 71% 55% Speaks or writes publicly on service 64% 49% Provides fiscal support 43% 39% Provides leadership at local level 36% 112003 29% Provides leadership at state level 32% 28% 0 2002 Solicits foundation or other support 25% 18% Attends service conferences 19% 15% Provides leadership at national level 0 10 20 Outreach to community schools is on the rise; 35% of campuses partner with more than 10 local K-12 schools. 30 40 50 60 70 80 % of Responding Campuses Community Partnerships Nearly all member institutions (93%) have an existing partnership with one or more K -1 2 schools-a significant increase over the 2002 figure of 88%. Leading in this area were liberal arts colleges and research universities, of which 100% report having such partnerships. Land grant institutions were close behind at 97%. More than two-thirds of member campuses report having an existing partnership with one or more faith-based organizations. Minority-serving institutions are nearly as active in forming such partnerships as faith-based institu-tions (90% and 92%, respectively). College and university presidents are increasingly civic minded, both on and off campus. The breakdown of service activity by issue area highlights the overall increase in service levels; no issue area listed here was addressed by more than 75% of institutions in 2002. Programs and Projects In line with their education mission, the vast majority of campuses offer tutoring and men-taring programs for the community. They also work in a wide variety of issue-based areas, often linked to academic disciplines. TOP 15 AREAS ADDRESSED BY SERVICE PROJECTS 1111111111111111111111111111111111111111111111111111111111111111111111 94% Tutoring llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllls9% Mentoring llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllls4% Health 111111111111111111111111111111111111111111111111111111111111111 84% Environment llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllls4% Housing/Homelessness 1111111111111111111111111111111111111111111111111111111111111183% Reading/Writing 1111111111111111111111111111111111111111111111111111111111111 82% Hunger 72% Senior services 70% Multicultural 64% Women's issues 63% Parenting/Child 62% Math 62% Community-based research 59% Economic development 57% HIV/AIDS 0 10 20 30 40 50 60 70 80 90 100 % of Responding Campuses ACADEMIC RECOGNITION FOR SERVICE-LEARNING, 2002 AND 2003 69% 59% Academic credit given for service-learning 47% 35% Service-learning Service-learning incorporated into departments 34% is increasingly 31% Service-learning reported consistently in campus publications recognized 32% 27% Service-learning incorporated into majors as valuable 25% 19% Service-learning incorporated into curriculum II 2003 19% - 18% D Honors program linked to service-learning 2002 9% . teaching/ learning method. '7% Service-learning courses required for graduation 0 10 20 30 40 50 60 70 80 % of Responding Campuses SUPPORT FOR FACULTY INVOLVEMENT IN SERVICE-LEARNING, 2002 AND 2003 111111111111111111111111111111111111111111111111 .. 1111111111111111111111 .. 76% 48% Faculty workshops offered 111111111111111111111111111111111111111111111111111111~11111111111111 .. 74% 55% Curriculum models and syllabi available 111111111111111111111111111111111111111111111111111111~~1111111111170% 55% Materials available to assist faculty in reflection and assessment Faculty development provided 111111111111111111111111111111~~111111111111111111111111160% 30% Faculty encouraged to attend and present at service-learning conferences 111111111111111111111111111111~~~~11111111111111152% 32% Service-learning discussed in faculty orientation 1111111111111111111111111111111111~~11111111111151% 36% Faculty provided with grants to support curriculum redesign 11111111111111111111111111~11111111 .. 39% .. .:. . . ·· ... · -·. 25% Service awards offered for faculty 1111111111111111~11111111127% - . . 15% Service-learning considered in tenure and promotion evaluation 11111111111111111111~~24% 20% Students trained to support faculty in service-learning courses 11111111111111111111111111116% 16% Community orientation provided for new faculty 11111111~11113% 8% Sabbaticals available for service-learning 0 10 20 30 40 50 % of Responding Campuses 112003 []2002 60 70 Three-quarters of campuses offer training and resources for service-learning, and financial support is now widely available. 80 CAMPUS COMPACT BROWN UNIVERSITY BOX 1975 PROVIDeNCE. Rl 02912-1975 PH (401) 86i-3950 F (401) 867-3925 CAMPUSlG'COMPACTORC WWWCOMPACTORC About This Survey Campus Compact has conducted an annual membership survey since 1987. Its purpose is twofold: to assess the current state of campus-based community engagement, and to identi-fy emerging trends affecting the public purposes of higher education. These statistics are based on a survey of activities on Campus Compact's member campuses in the 2002-2003 academic year. Data was gathered through an online survey during October/November 2003. Of the 922 member campuses that were active during the previ-ous academic year, 402 responded, yielding a response rate of 44%. Although statistics are not directly comparable year to year due to changes in membership and the sample, the data provides a way to view trends and approximate growth in commu-nity service, service-learning, and civic engagement on Campus Compact member institu-tions. Responding campuses mirrored overall membership, which represents all sectors of higher education. MEMBER SCHOOLS RESPONDING Private Two-Year Full results for the 2003 survey, including information about federal work-study, service programs offered, K-12 partnerships, and service director statistics, as well as complete charts, are available at www.compact.org. About Campus Compact Campus Compact is a national coalition of more than 900 college and university presi-dents-representing some 5 million students-who are committed to fulfilling the civic purposes of higher education. To support this mission, Campus Compact promotes service initiatives that develop students' citizenship skills, helps campuses forge effective communi-ty partnerships, and provides resources and practical guidance for faculty seeking to inte-grate civic engagement into their teaching and research. Campus Compact comprises a national office based in Providence, RI, and 3 0 state offices in CA, CO, CT, FL, HI, IA, IL, IN, KS, MA, ME, MI, MN, MO, MT, NH, NC, NY, OH, OK, OR, PA, RI, TX, UT, VA, VT, WA, WI, and WV This publication was made possible with generous support from the KPMC Foundation. 1 

Highlights of Campus Compact\u27s Annual Membership Survey

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Highlights of Campus Compact\u27s Annual Membership Survey

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