New service learning model

The First-Year Experience Program at The College of New Jersey recently restructured its model to enhance the community engagement requirement for freshmen students. The Bonner Center for Civic and Community Engagement has taken a leading role in this effort, creating a more eclectic and inspirational experience in an effort to impassion students to continue their volunteer efforts beyond their curriculum requirement. Each incoming freshman must participate in specific learning seminar classes or in one of the many issue-based Community Engaged Learning days that are scheduled throughout the year.

“We’re trying to create a day for freshmen students when they will be involved in a meaningful service and participate in projects that benefit the community,” said Pat Donohue, the Bonner Center’s director of communityengaged learning. “By educating and inspiring the students, we hope to sustain their interest in communityrelated issues. We’ve collected data through surveys, and approximately 50 percent of the 2006–07 freshmen students would like to continue their involvement, which is outstanding.”

During the fall semester, freshmen students are given a list of over 25 community issues. They are asked to rank their top three preferences, and the Bonner Center attempts to match students with a topic of interest. Small communities of students are formed by their residential floor, and the group is given a date on which its specific event (and service) will take place. The spectrum of issues for service includes the environment, homelessness, immigration, youth development, diversity, and senior services, among others. TCNJ partners with organizations such as Habitat for Humanity, Clean Ocean Action, Young Scholars Institute, and the Special Olympics of New Jersey to foster both productive efforts and opportunities to build relationships between the organizations, the College’s Bonner Scholars (students in a special leadership and civic engagement program at TCNJ), and freshmen students. Each day’s event is divided into four phases: learning, serving, reflecting, and sustained involvement.

The day begins with the learning stage, when students receive a pre-service educational packet and observe a presentation. Speakers range from community organization leaders, to professors, to local residents directly impacted by the issue. The serving phase follows and is coordinated by the community organization and a Bonner Scholar. An example of the serving phase from this past November saw students spend the day cleaning the beach at Sandy Hook and planting dune grass. After the hands-on service is performed, students spend 30–45 minutes reflecting on their experience. Donohue affirms that the learning has a greater impact when students hear their own voices and verbalize their thoughts and observations. Finally, students are given an opportunity to volunteer on a regular basis and learn how they might integrate the needs or interests of the community into their own course of study.

“When the freshmen students are educated and take an active role in contributing during these service events, they really develop a personal interest,” stated Donahue. “I think this new structure will continue to grow and provide an even greater service to the community.”