Campus Compact’s latest annual member survey reveals a strong five-year trend toward increased civic engagement among U.S. colleges and universities, as measured by student service opportunities, faculty participation in service-learning, community partnerships, and campus infrastructures to support service work

Campus Compact

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The University of Nebraska, Omaha

University of Nebraska OmahaDigitalCommons@UNOHigher Education Service Learning20042004 Service Statistics: The Engaged Campus -Highlights and Trends of Campus Compact’sAnnual Membership SurveyCampus CompactFollow this and additional works at: http://digitalcommons.unomaha.edu/slcehigheredPart of the Service Learning CommonsThis Report is brought to you for free and open access by the ServiceLearning at DigitalCommons@UNO. It has been accepted for inclusion inHigher Education by an authorized administrator ofDigitalCommons@UNO. For more information, please contactunodigitalcommons@unomaha.edu.Recommended CitationCampus Compact, "2004 Service Statistics: The Engaged Campus - Highlights and Trends of Campus Compact’s Annual MembershipSurvey" (2004). Higher Education. Paper 159.http://digitalcommons.unomaha.edu/slcehighered/1592004 Service StatisticsTHE ENGAGED CAMPUSHighlights and Trends of Campus Compact’s Annual Membership Survey 2Highlights• Campuses report that more than 30% ofstudents engage in service, averaging 4hours a week. Thus, the total estimatedvalue of service contributed to communi-ties by students at all Campus Compactmember schools is $4.45 billion a year.• A large majority of Campus Compactmember campuses include service and/orcivic engagement in their mission state-ment (89%) or strategic plan (84%).Campuses are backing this commitmentwith strong action; they are not onlyexpanding their service programs, butalso creating infrastructures and rewardsystems to sustain these efforts.• Campus-community partnerships havebecome ubiquitous; 98% of membercampuses report having at least one suchpartnership, with collaborations mostcommonly involving nonprofit organi-zations (95%), K-12 schools (90%),and faith-based organizations (62%).• In addition to partnerships, virtually alltypes of campus programs are on the rise,including alternative breaks (offered by77% of campuses), residence hall pro-grams (63%), and freshman orientationprojects (59%).• 98% of campuses report that their insti-tution offers service-learning courses,which integrate community and aca-demic work.Students and ServiceOn average, more than 30% of students onmember campuses participate in service,spending an average of 4 hours per week onservice-related activities. Using figures fromthe Independent Sector for the value of vol-unteer labor,1 we calculate that students at the935 schools that were members of CampusCompact during 2003–2004 contributed$4.45 billion in service to their communitiesduring the 32-week school year.Trend data show that among the pool ofschools responding to the survey each year,the percentage of students involved in serviceon campus reached 40% in 2004, up from33% in 2001.In general, students bear a high level ofresponsibility in directing their service andcivic engagement experiences. At most cam-puses, students serve on relevant committees(80%), assist in staffing community serviceor similar offices (73%), or act as liaisons tocommunity partnering organizations (67%).Institutions support student service and civicengagement efforts through a wide variety ofdirect and indirect mechanisms, includingservice awards (in place at 62% of respondingschools), physical space for political organiza-tions on campus (60%), hosting/funding ofpublic dialogues on current issues (59%), andconsideration of service in awarding scholar-ships (58%).Campus Compact’s latest annual member survey reveals a strongfive-year trend toward increased civic engagement among U.S.colleges and universities, as measured by student service oppor-tunities, faculty participation in service-learning, community part-nerships, and campus infrastructures to support service work. These trends work together to give us a new model for highereducation—THE ENGAGED CAMPUS—committed toeducating students for responsible citizenship in ways that bothdeepen their learning and improve the quality of community life.2004 Service StatisticsHIGHLIGHTS OF CAMPUS COMPACT’S ANNUAL MEMBERSHIP SURVEYstudents & service, p. 2presidents & the community, p. 4campus support structures, p. 5academics & engagement, p. 6community partnerships, p. 71. Value of volunteer time calculated by the IndependentSector, based on the average hourly earnings of nonagricul-tural workers as determined by the Bureau of Labor Statisticsplus 12% to account for benefits (see www.independentsec-tor. org/programs/research/volunteer_time.html).$30 20 40 60 80 100 Students act as co-instructorsStudents recruit faculty participationStudents act as guest speakers in the classroomStudents play a lead role in the direction of the service officeStudents act as liaisons  to community partnersStudents assist in staffing the community  service/service-learning officeStudents serve on campus service, service- learning, and/or civic engagement committees73%67%46%44%35%16%80%S T U D E N T R O L E S I N D I R E C T I N G S E R V I C E /C I V I C E N G A G E M E N T A C T I V I T I E S ,  2 0 0 4% of responding campusesT O P 1 0 M E C H A N I S M S F O R S U P P O R T I N G S T U D E N TI N V O LV E M E N T I N S E R V I C E ,  2 0 0 40 20 40 60 80Mini-grants for service-related initiativesService-learning incorporated into core curriculumService-learning  incorporated into majorsTransportation is available  to and from community sitesInstitution manages liability  associated with service placementsExtra credit given for service/ civic engagement participationService considered in  awarding scholarshipsInstitution hosts/funds public  dialogues on current issuesSpace provided for student political organizations on campusService awards for students59%58%48%47%46%32%44%60%62%31%% of responding campuses$4.45billionT H E V A L U E O FS E R V I C EC O N T R I B U T E DT O C O M M U N I T I E SB Y S T U D E N T SA T C A M P U SC O M P A C TM E M B E R S C H O O L SE A C H Y E A R4Campus Commitment to CommunityCampus Compact membercampuses are overwhelminglycommitted to serving thecommunity and enhancingstudent learning throughservice and civic engagementinitiatives.They are publiclypromoting civic engagement,providing fiscal support forcommunity-based work, cre-ating specialized offices tocoordinate service efforts,expanding service programs,and rewarding students, facul-ty, and staff for contributionsto the community.Presidents and the CommunityCollege and university presi-dents continue to showincreasing support for com-munity- and service-basedprograms.Over the past five years, theyhave became more personallyinvolved by writing andspeaking on the importanceof civic engagement, allocat-ing funds for community-based programs, hosting rele-vant conferences, participatingin service activities, servingon community boards, andmore.The following figures showpresidential activity as report-ed by all respondents in 2004and by the pool of schoolsthat have responded each yearsince 2000.0 20 40 60 80 100Meets regularly with community partners/representativesSpeaks to alumni & trusteeson service/civic engagementServes on community boardsParticipates in campus service/civic engagement activitiesProvides fiscal support for community-based workPublicly promotes civic engagement 86%74%69%65%55%50%P R E S I D E N T I A L I N V O LV E M E N T I N C O M M U N I T Y E F F O R T S ,  2 0 0 4% of responding campuses020406080  Hosts service/civic engagementconferencesProvides fiscalsupport forcommunity-based workWrites and speaks publicly on service/ civic engagement20042002200065%69%60%50%64%68%12%18%37%~~T R E N D S I N P R E S I D E N T I A L C O M M I T M E N T T O E N G A G E M E N T,2 0 0 0 – 2 0 0 4% of campuses responding in all yearsN=845Campus Support StructuresBoth service programs andcampus infrastructures to sup-port and sustain these pro-grams have also increased dra-matically.The number of service pro-grams offered is continuallyexpanding as more campusesmake service part of the col-lege experience.Virtually alltypes of service programs areon the rise, with the mostcommon types of programsincluding alternative breaks(where students participate inservice programs over holidayperiods), freshman orienta-tion projects, residence hallprograms, alumni projects,and graduate school service.Institutional support for stu-dent service has also risen significantly over the past 5years. For example, amongschools reporting data overtime, the percentage of insti-tutions with an office dedicat-ed to coordinating service,service-learning, and/or civicengagement activitiesincreased from 75% in 2000to 92% in 2004. In anotherkey indicator, the percentagethat consider service inawarding student scholarshipsrose from 48% to 68%.Many campuses are alsoexpanding their support forfaculty and staff efforts.Nearly all (92%) provide on-site service opportunities, and88% encourage staff and fac-ulty to serve with and advisestudents in their serviceefforts. In addition, more thanhalf of respondents (59%)020406080Residencehall basedFreshmen yearorientationGraduate schoolserviceAlumniprojectsAlternativebreaks20042002200066%77%54%51%60%53% 59%63%28%52%25%14%18%25%38% ~~~~T R E N D S I N S E R V I C E P R O G R A M S O F F E R E D ,  2 0 0 0 – 2 0 0 4  % of campuses responding in all yearsN=92020406080Service is a  formal graduation  requirementService awardsgiven to studentsService recorded  on transcriptsService/engagement considered inawardingscholarships20042002200075% 76%71%54%68%24%48%21%9%13%14%25%~~ T R E N D S I N I N S T I T U T I O N A L S U P P O R T F O R S T U D E N T I N V O LV E M E N TI N S E R V I C E / C I V I C E N G A G E M E N T,  2 0 0 0 – 2 0 0 4  % of campuses responding in all yearsN=856publicly recognize staff fortheir service contributions,and nearly a quarter (24%)offer paid time off for volunteer work.Academics andEngagementSince the main goal of higher education institutionsis to educate students, andsince research has shown thatcommunity-based learningexperiences improve academiclearning, incorporating com-munity work into the curricu-lum is a natural means of cre-ating a culture of civicengagement on campus.Again, the trend in this regardhas been toward a sharpincrease: among schoolsreporting data across years,97% offered courses with aservice component in 2004,compared with 77% in 2000;in addition, the average num-ber of full-time faculty mem-bers per campus teachingservice-learning coursesincreased more than three-fold, from 14 in 2000 to 40in 2004.There is an increasing trendtoward rewarding faculty forcommunity-based work.Among schools respondingacross years, those that rewardfaculty for service-learningand community-basedresearch as part of the tenureand review process nearlytripled, from just 12% in2000 to 32% in 2004.0 20 40 60 80 100  Paid time off to  participate in service activitiesCampus days of servicePublic recognition for serviceOpportunities to serve with studentson service projectsOpportunities to serve with studentsas advisors to extracurricular service groupsOn-site service opportunities(e.g., blood drives, food drives, etc.)88%88%59%49%24%92%I N S T I T U T I O N A L S U P P O R T F O R S T A F F A N D F A C U LT YP A R T I C I P A T I O N I N S E R V I C E / C I V I C E N G A G E M E N T, 2 0 0 4% of responding campusesAverage number of faculty on campuses responding in all yearsN=67010203040200420022000143040T R E N D I N F U L L - T I M E F A C U LT Y O F F E R I N G C O U R S E S W I T H AS E R V I C E C O M P O N E N T,  2 0 0 0 – 2 0 0 4T R E N D I N R E W A R D I N G F A C U LT Y F O R S E R V I C E / C I V I CE N G A G E M E N T I N T E N U R E / R E V I E W,  2 0 0 0 – 2 0 0 401020304020042002200012%18%32%% of campuses responding in all yearsN=50Community PartnershipsNearly all responding cam-puses—98%—report havingone or more community part-nerships. Most partner withnonprofit organizations(95%) or K-12 schools(90%). More than half partnerwith one or more faith-basedorganizations (62%) or gov-ernment agencies (52%).As part of Campus Compact’seffort to encourage reciprocalpartnerships, we askedwhether and how communitypartners are involved in stu-dent learning.The majority ofschools said community part-ners come into the class asspeakers (84%), provide for-mal feedback on the commu-nity service program (75%),provide on-site reflection(55%), or serve on campuscommittees (52%). Less fre-quently, partners play a largerrole in designing or teachingcourse content (23%).0 20 40 60 80 100 OtherFor-profit businessesOther higher education institution(s)GovernmentFaith-based  organization(s)K-12 school(s)Nonprofit/community- based organization(s)90%62%52%41%36%5%95%T Y P E S O F C O M M U N I T Y P A R T N E R S H I P S ,  2 0 0 4% of responding campuses%98%P R O P O R T I O N O FC A M P U S C O M P A C TM E M B E R C A M P U S E SW I T H O N E O RM O R E C O M M U N I T YP A R T N E R S H I P S7About This SurveyCampus Compact has conducted an annual mem-bership survey since 1987. Its purpose is to assessthe current state of campus-based communityengagement and to identify emerging trends affect-ing the public purposes of higher education.The annual survey statistics are based on a survey ofactivities and policies on Campus Compact membercampuses in the 2003–2004 academic year. Datawas gathered through an online survey duringOctober and November 2004. Of the 935 memberinstitutions that were active during the previousacademic year, 410 responded, yielding a responserate of 44%.Trend data reflect responses from the same membercampuses over time, which removes any samplebias from changes in the pool of respondents. The“n’s” in trend data vary slightly by year and ques-tion because of changes in response rates amongthe campuses tracked over time.To see complete survey results for 2004, as well as data from previous years, please visitwww.compact.org/newscc/highlights.html.About Campus CompactCampus Compact is a national coalition of morethan 950 college and university presidents—repre-senting some 5 million students—who are commit-ted to fulfilling the civic purposes of higher educa-tion.As the only national higher education associationdedicated solely to campus-based civic engagement,Campus Compact promotes public and communityservice that develops students’ citizenship skills,helps campuses forge effective community partner-ships, and provides resources and training for facul-ty seeking to integrate civic and community-basedlearning into the curriculum.Campus Compact comprises a national office based in Providence, RI, and 30 state offices in CA, CO,CT, FL, HI, IA, IL, IN, KS, LA, MA, ME, MI, MN, MO,MT, NC, NH, NY, OH, OK, OR, PA, RI,TX, UT,VT,WA, WI, and WV. For contact and other informa-tion, see www.compact.org.BROWN UNIVERSITYBOX 1975PROVIDENCE, RI 02912-1975PH: (401)867-3950F: (401) 867-3925CAMPUS@COMPACT.ORGWWW.COMPACT.ORGThis publication was made possible with generous support from the KPMG Foundation.

2004 Service Statistics: The Engaged Campus - Highlights and Trends of Campus Compact’s Annual Membership Survey

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2004 Service Statistics: The Engaged Campus - Highlights and Trends of Campus Compact’s Annual Membership Survey

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