NobleHour Blog

This post was written by NobleHour Special Contributor Natasha Derezinski-Choo, a student at Grimsley High School in Greensboro, NC.
 

“Students are always asking, 'when will I ever use this,' and so service-learning, for me as an educator, has always answered that question by giving them opportunities to solve problems.”

The 25^th annual National Service-Learning Conference will be held in Washington, D.C. this year from April 9-12.  This conference invites educators and students from across the nation to attend workshops, hear keynote speakers, and engage in service. The event brings together civically engaged young people to share the impact of service-learning and volunteerism. This year the conference will focus on teaching leadership, advocating for service-learning on Capitol Hill, and service opportunities across the globe.

One of the conference presenters is Brenda Elliott-Johnson, the Executive Director of Student Services and Character Development for Guilford County Schools and 2014 recipient of the G. Bernard Gill Urban Service-Learning Award. I sat down with Elliott-Johnson to learn how a successful service-learning program is started in schools and to learn how service-learning can serve as a tool for educators.

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Natasha: How did you become involved in service-learning. Where did it all start?

Elliott-Johnson: I started with service-learning as a teacher, and so that would have been almost twenty years ago. I just really tried to figure out ways to take what students were learning in school to some real world examples. Students are always asking, “when will I ever use this,” and so service-learning, for me as an educator, has always answered that question by giving them opportunities to solve problems.  

In Nashville I was still really involved a lot of organizations.  I was a Student Council sponsor at my high school. I was involved in a program which helps young people think of ways to address bias, bigotry, and discrimination.  We had a lot different ways that we were helping young people solve community problems.  

I was a science teacher and we had a group of young people—I taught at a predominantly African American school—and there was a concern about the lack of African Americans going into the field of science.  Our students developed a website to promote African American students into the fields of science by highlighting local people who were working in those different areas.

As a principal, I also served on a number of community boards including a Youth Holding Power project that I helped to sponsor, which was a national project that had youth leading school reform efforts, and a Youth Impact Project.

Natasha: You’ve won an award and you will be attending the National Service-Learning Conference. Can you tell me a little about that?

Elliott-Johnson: The National Youth Leadership Council holds an annual National Service-Learning Conference, which bring together students, teachers, and researchers in the field of service-learning. This is our third year, as a school district, to participate. The last three years we have been able to bring students so they can see what other students are doing around the country in the field of service-learning, as well as share our practices and learn about other opportunities for service-learning.

We are glad to be able to do that this year. It’s going to be a big deal, and one of the events includes is a visit to our elected officials – to actually go on Capitol Hill and talk about the importance of this type of learning.

Natasha: Can you tell me about the evolution of service-learning here in Guilford County?

Elliott-Johnson: Our superintendent, when he came in 2008, did listening tours around the city. What he heard over and over again was that something was missing from the education of our students. Whether he talked to parents, students, community, or teachers, they all said the same thing. They felt that it was character—that our students needed to have good character and they also needed to make a positive difference in their community, not just when they graduated.  So out of that came our district’s Character Development Service-Learning Initiative, back in 2008.  

Our original goal was to expand character development and service-learning district-wide. We’ve had some tremendous work happen, including in the last three years for our high school seniors to document more than 600,000 hours of service and more than 2000 of our graduates to earn service-learning recognition. We have a lot of youth that are engaged.  More than 10,000 have been engaged in service-learning in communities and schools. I’m just so excited about it. We’re just beginning to measure the footprint that our youth are leaving in our community: that 600,000 hours is more than a $14 million impact. They [youth] have a lot of innovativeness that we could benefit from as a community.   

To clarify, students in Guilford County School’s service-learning program can earn recognition for their service in two forms.  They can earn an Exemplary Award by tracking at least 100 hours of service-learning using NobleHour, or they can earn a Service-Learning Diploma by completing at least 250 hours of service-learning. 

To keep track of all the hours students complete for their service-learning recognitions, Guilford County schools turned to NobleHour to help make this process easier and more efficient.  As Brenda explains, to fulfill the superintendent’s vision of service-learning “…we had to find a system that we could easily use to capture these hours. We looked at a lot of different products, and NobleHour seemed to be the one that really stood out for us and has helped us to be able to capture that data.”  The impact of these hours is changing the lives of students and community members.  Educators in Guilford County have started a successful service-learning program that is growing and taking learning beyond the classrooms and into the real world.  

This post was written by NobleHour Special Contributor Natasha Derezinski-Choo, a student at Grimsley High School in Greensboro, NC.

As Millennials come of age and enter the workforce, their views of work are quite different from older generations.  Young people value work-life balance, but they see work as a part of their life that should be a meaningful part of their life.  They are looking to get more than a paycheck out of a job, and when they find the right fit, they are usually willing to invest more of their commitment and determination to yield personal, professional, and social gain.  

Here are some core beliefs that affect the way Millennials view work, and how they can find jobs that satisfy these values.  

Fulfillment: Unlike previous generations, Millennials care more about job fulfillment than financial security.  Millennials see work as an opportunity to delve into their interests and to work in a field they feel passionately about.  Young people don’t want jobs that feel like work.  They want their work to feel meaningful.  This type of meaning can take many forms. As Generation Y enters the workforce, they are looking for opportunities where they can use their knowledge and education to learn new skills and get ahead.  For some, a job is fulfilling if it is part of a successful career they see in the future.  
Millennials are confident and are motivated by goals and room for growth.  They are looking to gain experience and are willing to learn.  Young people will also find jobs fulfilling if they are challenged and given the chance to think critically and creatively.  They are not interested in menial tasks and are more interested in being engaged.  Millennials who feel their work is meaningful are more productive and also less likely to quit.     

Technology: Millennials grew up in the tech age.  They want to use technology to make things faster and more efficient.  They want to use their devices to communicate and multitask more smoothly.  Young people view technology both as a tool and as a piece of their identity.  They use technology to be more productive and better communicators, but they also value social media and the ability to express themselves.  Though older generations may perceive this as a distraction, young people love to multitask and they enjoy the ability to talk to friends, communicate questions to coworker, and even share a “selfie” with their social networks all on the same device.  However, as writer Crystal Kadala points out, “Treating your Gen Y employees like your IT Services connection is a definite no-no. Not all Gen Yer's are adept with technology and no one likes to be put on the spot for assumed skills.”  Millennials want to work with technology that makes them more productive.   

Feedback: Since Millennials are interested in expanding their skills and knowledge in their work, they also want to receive feedback.  They want to know what they are doing well and how they can improve.  They see their jobs as more than a means of income; they want to gain experience and expertise.  

Young people are looking for jobs that will be valuable opportunities, and they want to work for people who will serve as mentors in their careers.  Work relationships that feel like egalitarian partnerships allow them the chance to be heard, feel valued in a company, and receive guidance and experience.

 
Values: Generation Y sees businesses and corporations as forces for social change.  They believe companies should take an active role in addressing societies issues such as the environment, inequality, and fair business practices. Millennials are interested in companies whose values align with their own.  A survey conducted by PwC found that almost sixty percent of Millennials prefer to work for an employers whose “corporate social responsibility values matched their own.”  Young people believe that business should have a positive impact on society, and for this reason the prospect of social entrepreneurship is very appealing to Millennials.  Not only are Millennials more likely to be entrepreneurs, but because they grew up volunteering more than their generational counterparts, they have more faith in the common good and are more involved in volunteerism.  

They were raised in an internet-connected, globalized world.  They are more likely to have traveled abroad compared to older generations, and they are more aware of problems faced by people on both a global and local level.  Through social media, Millennials are connected and more sympathetic to seeing the broader picture, and they feel that bettering society is a necessary part of success.  They believe their work should be more about generating profit, but also about sustainability and a better tomorrow.  Business initiatives and corporate responsibility that benefit the community appeal to Millennials.  

“Young people want to simultaneously reach levels of financial wellbeing as well as achieving social good,” said Claritta Peters, a student at SOAS Ventures.
Millennials want their work to have meaning, not only in terms of personal or financial growth, but also as a benefit to the community at large.  When they feel that their values are part of the work they do, they are more personally invested, dedicated, and committed.  

How can Millennials find work that fits the bill?  Based on this list, we can see that Millennials are demanding higher expectations from their work.  A way of fulfilling their hopes in work is through working for a Certified B Corporation. Certified B Corporations, or B Corps, form a community of over 900 companies certified for “higher standards of transparency, accountability, and performance.”  In 2012, NobleHour became a Certified B Corp by encouraging groups and individuals to connect and to enact and measure positive social change.  B Corps like NobleHour use “the power of business to solve social and environmental problem” and “are leading a global movement to redefine success in business.”

The B Corp Anthem says, “We have a dream that one day all companies will compete not only to be the best in the world, but the best for the world.”  This mission aligns with what most Millennials are looking for in their careers.  B Corps can provide meaningful, innovative environments that provide room for growth and align with Millennial values.

Image via itupictures 

This post was written by NobleHour Special Contributor Natasha Derezinski-Choo, a student at Grimsley High School in Greensboro, NC.

The Olympic Games mark an exciting time of fierce competition and teamwork.  Both deep-rooted rivalries and camaraderie accompany the competition and sportsmanship that make the Olympics so special.  It is a time of national pride and of international friendship. Scarcely there comes a time, except during the Olympics, when classes or work will slow and the streets will quiet, but inside the cheers will roar in front of television screens.  For example, many classes and businesses stopped in both countries to witness the heated rivalry in last week’s Canada vs. USA men’s hockey game.  

One does not need to be an athlete to appreciate the Olympics.  Personally, I have not set foot on a track since running for a, thankfully singular, required physical education class. Watching sports on television typically results in my falling asleep, but I make one exception when the Olympics are on.  The Olympics have been a personal fascination of mine since childhood.  As a child I would imitate, albeit clumsily, the figure skaters on the television screen, seeing the Olympic stage as the realization of dreams.  However, Olympic dreams are made possible by more than just athleticism; volunteers facilitate the events, and in many ways volunteerism is a way anyone can make it to the Olympic stage.  

The tradition of volunteerism at the Olympics and Paralympics began in the London 1948 Olympics.  In recent history, 70,000 volunteer “Game Makers” assisted in the London 2012 Summer Olympics, donating 8 million hours of their time to make the games possible.  More than 25,000 volunteers helped at the Vancouver 2010 Winter Olympics.  Volunteers come to the Olympics to experience one of the biggest international sporting events, and their hard work reflects what I think is the most important elements of the Olympics: the altruistic spirit that together we can make dreams come true.

This past month in Sochi, 25,000 volunteers helped facilitate the Olympic games from start to finish.  They performed an impressive number of tasks to help the Olympics run smoothly.  In addition to their behind the scenes jobs at each sports event, volunteers in Sochi provided an air of hospitality to guests from around the world. Volunteers were present at airports to welcome guests, helped guests find transportation to their hotels and carried their month’s worth of luggage. They helped direct visitors, greet spectators at events, and ensure events ran on schedule. Brightly clad in the colourful jackets, which were the volunteers’ uniform for the games, they carried out all these jobs with both beaming smiles and excitement.

Sochi Olympic volunteers represent a uniquely young group.  Russian history has not always left space for the culture of volunteerism, and the Olympics represents a new tide of young people willing to come from near and far to give their time to helping others.  The average age of volunteers was 23, with 80 percent of volunteers younger than 30.  Many are university students.  Note that the average age of volunteers in the London 2012 Summer Olympics was 44 and in the Vancouver 2010 Winter Olympics was 45. In addition to the exhilarating experience of taking part in the Olympics, these young volunteers have also gained some skills and knowledge from their training prior to the games. Before the Olympics, most people in Sochi did not speak English, but every volunteer underwent basic language training in order to communicate with visitors.  

Volunteers for each Olympic event are selected by an application process.  Hundreds of thousands of applications roll in one to two years in advance.  The process pays special attention to language skills, problem solving, and other skills that might be helpful to facilitating the Olympics.  For example, medical skills may prove advantageous to help run drug screening for athletes.  However, being an Olympic volunteer does not require special skill sets, and volunteerism is a way in which anyone can be part of the Olympics, even if it means simply directing traffic and welcoming guests with a smile.  A large majority of volunteers, regardless of their assignments, reported that the experience of just being in the Olympics was unforgettable.

In Sochi and across Russia, many hope that a culture of volunteerism will continue to thrive after the Olympics.  The Olympic games are one of the best examples of how volunteerism can make an impact on the world.  Although the games have come to a finish for this year, I must say that the team I cheer for the most at each event is the vast team of volunteers.  

In a local sense, you can also take part in the spirit of Olympic volunteerism.  Volunteers are always in need for Special Olympics events in each state. Find opportunities on NobleHour and then come back to log your volunteer hours.

Image via Atos International

Valentine’s Day is coming up, and the best way to show your love for others is volunteering. Usually when we think of Valentine’s Day, things like chocolates, flowers, and cards come to mind, but this year why not extend Valentine’s Day to caring for others, perhaps total strangers, who are in need of some kindness.  There are countless people in need in our communities and abroad, and this February 14th I encourage you to show your love in a unique manner.  Giving time and thought into improving your community is a true measure of compassion.  To demonstrate how Valentine’s Day is such a great excuse to volunteer, I spoke with a high school student whose Valentine’s Day themed service initiative is encouraging her peers to help others.  Then, I thought of a few other Valentine’s Day service projects that you might adopt in your community.  

Zainab Hasan, a high school senior and president of the Global Citizens Corps club at Grimsley High School, shared with me how her “Spread the Love” campaign celebrates Valentine’s Day with service.  Around fifteen students are involved in the project.  The group is collecting jars of peanut butter to donate to Food Assistance, a local organization that helps low income senior citizens.  

Zainab explains, “One specific preferred item was peanut butter, so Grimsley Global Citizen Corps decided to do a peanut butter collection, calling it the ‘Spread the Love’ campaign since it's in February . . . Food Assistance helps out 450 families each month and 20% of senior citizens live at [the] poverty level.”  Grimsley Global Citizen Corps’ peanut butter collection is one of their many service projects carried out each year.  The club has also collected shoes and glasses to send abroad to children in need.  

I asked Zainab why the peanut butter collection was important to her, and she said, “I like to know that I'm able to help out people in my community. I've been to countries outside of the US, and I see how poverty stricken those places are. One day I'd like to help them as well, but we have to start out small to eventually span out and make a larger difference.”

My final question for Zainab was to describe how she thinks Valentine’s Day and service relate: “Most people on Valentine’s Day tend to celebrate themselves and their friends . . . its important to put that love towards others as well. The less fortunate senior citizens don't really have anyone to visit them, and [they benefit from] a small amount of food or money to make the holiday something memorable for themselves. If we can give them something, even if it is just peanut butter, it shows them that they're not alone, that there is someone out there who cares about them. It may not be a whole lot but its more than enough to make someone smile and feel loved.”

If you want to make people in your community feel loved through acts of service, here are a few suggestions for Valentine’s Day service ideas:

Send Volunteer Valentines:  For nonprofits, sending thank you notes or cards to volunteers is a nice way to remind them you value their commitment.  Volunteers who are appreciated will feel that the time and effort they put into an organization is worthwhile.  Developing a relationship with volunteers will build a reputation of respect and commitment that will encourage community members to take interest in your organization.  

Advocate Love: What are some causes you feel passionately about?  What would you like to see changed or improved in the world?  Who do you feel society should approach with more kindness?  Raising awareness about issues and advocating change is an important part of civic engagement.  Make people aware of the issue you are focusing on through posters, social media, and presentations.  Celebrate Valentine’s Day by showing where change is needed and striving for a world with people who are more considerate of each other.

Bake Some Sweet Treats: Bake sales are a fun way to fundraise for your favorite nonprofit.  Make your cookies, cupcakes, and other treats festive with pink and red frosting and sprinkles.  Get other people involved to help you decorate your baked goods and plan the event.  

This Valentine’s Day, we can all show a little more love for each other through acts of kindness and service.  Perhaps it's no coincidence that it's also "Random Acts of Kindness Week." To find ways to volunteer, search for local opportunities and organizations on NobleHour.  Find a friend and ask him or her to “be your volunteer” this Valentine’s Day, and share this holiday of love with those in need of it most.  

This post was written by NobleHour Special Contributor Natasha Derezinski-Choo, a student at Grimsley High School in Greensboro, NC.

The evolution of online learning poses many questions about the future of education. Is online learning effective? Do online courses provide the same quality of education as traditional classrooms? Will online classes someday make classroom teachers obsolete? Like many innovations in the digital world, online learning is constantly being reviewed and modified. But I don’t feel that online education is a threat to the traditional classroom. Rather, it is another way the Internet spreads ideas, creates opportunity, and facilitates connectivity between people.

My experience with online classes has been at times both fulfilling and disastrous. The first online course I experienced was a writing course. When the books arrived

in the mail and I received my username and password, I knew little about formal writing. However, by the end of the course I had learned basic structure, techniques, and editing tools that compelled me to continue improving my writing. I learned more from this class than any other English course I had taken in school. Because I enjoyed it so much, the following semester, I signed up for a second writing course in the program. These courses challenged me not only in my writing but also in becoming an independent learner. In both cases, I acquired knowledge and skills related to my writing, and I also gained experience in time management, a strong work ethic, and practice in adaptability as a student by facing a different form of learning.  

However, not all online classes are created equally. A couple years later, I signed up for a summer math course to earn an additional math credit. The program for this course was different, and I did not enjoy learning the material. The course consisted of reading the material and answering questions about it. I finished the course with good grades, but I did not feel that I had personally gained anything from this experience.  The difference in this course was that it lacked the feeling of a regular classroom.  In the writing courses I took, my instructor communicated regularly with me, continuously provided feedback, and engaged in live chat conversations with the class. I also interacted with my fellow students in class discussions and peer review. However, in the less enjoyable math course, a lack in human interaction with my teacher made the class unrewarding. My experience is not a critique of any particular course, but rather an insight into the nature of quality online education. For online courses to truly benefit students there must be a seamless liaison between teacher and student. In my opinion, the only significant difference between a successful online course and a traditional one is that the teacher and pupils are in different rooms. Online courses should facilitate typical class discussion, lessons, and feedback.

A popular format for online learning is the readily available Massive Open Online Course (MOOC). MOOCs are free online course accessible by anyone, unique for their unlimited enrolment. In a typical MOOC, a professor will upload a video of the lecture, reading materials, practice problems, and assignments comparable to those the professor would provide in the course he or she teaches. A computer typically grades assignments, and completion of the course does not usually entail university credit. In 2012, MOOCs gained attention when Ivy League universities began uploading full courses free of cost to the public. Some popular MOOC websites include Udacity, edX, and Coursera. The spirit of MOOCs is one of equality in education—the idea that wider access to higher education promotes connectivity, collaboration, and equal opportunity.  MOOCs were developed to solve the problem of higher education by making it available to anyone at little to no cost.  However, they are still young and not as fool-proof as they seem.  The challenges educators face in achieving the accessibility and quality of learning that MOOCs attempt to provide represent the evolving state of online education. 

MOOCs are often less successful than anticipated by their creators because the unlimited enrolment of the course means little human interaction between the student and the instructor.  The instructor merely provides lectures and materials, but learning the content is left up to the student. Educators find that the students most successful in these types of courses are already high-achieving, educated, motivated students. MOOC developers and professors originally envisioned the MOOC as a way to bridge the education gap by making higher education accessible and affordable, but this has not been the case.  Millions of dollars have been invested into MOOCs.  Millions of students enroll, but only a fraction actually complete the course.  MOOCs’ shortcomings are partially due to the lack of human connection between the teacher and the student.  Without the ability to personally engage with an instructor students often find their experience with MOOCs to be less enriching than they had expected.  Instead, MOOCs often prove mechanistic and unfulfilling.  The teacher simply is irreplaceable in the classroom.  MOOCs remain an experimental area of online education, and perhaps someday they will become a pathway for a universally accessible higher education experience.  For the time being though, the mishaps of the MOOC show that quality education to the masses cannot be achieved without investment in the human connection between teacher and student.

The future of online education is exciting. It presents the opportunity for wider access to higher education.  However, online courses cannot supplement traditional classrooms without considering the latter’s experience.  For an online course to be comparable to a conventional classroom, the student’s learning experience must be one that mimics the ways in which teachers bring out students’ potential. 

images via: CollegeDegrees360, velkr0

This post was written by NobleHour Special Contributor Natasha Derezinski-Choo, a student at Grimsley High School in Greensboro, NC.

Habitat for Humanity is a worldwide non-profit organization that works to bring “simple, decent, affordable housing” to families around the world. In developing countries, Habitat for Humanity works to provide housing for the world’s poor. Locally, Habitat affiliates and their volunteers build houses for low-income families. Homeowners repay interest-free loans for the material cost of their homes.

Volunteering at Habitat for Humanity is an accessible opportunity for people of all ages.  Youth volunteers must be at least sixteen years old to work on a construction site, but Habitat still encourages involvement from volunteers as young as five to engage in other areas of the organization’s work.  Some areas for young people to volunteer include:

• Youth United is a program within Habitat that encourages and guides student-lead fundraising to help build Habitat homes in their communities.
  
  
• Act! Speak! Build! Week is an advocacy group for a student-initiated week of awareness about the importance of addressing housing issues.
  
  
• Campus Chapters are student organizations at high schools and colleges with four goals: build, fundraise, advocate, and educate.  Any student can start a Campus Chapter, provided your school does not already have one, by contacting their local Habitat affiliate for an application.
  
  
• Collegiate Challenge is the opportunity for teams of young people aged 16 and up to donate a week of their school break to help end poverty housing.

Volunteer opportunities at Habitat are the chance to take part in solving the global housing crisis. Volunteers of all ages are invited to engage in their community via Habitat. In addition to volunteering locally, Habitat volunteers also work at long-term positions abroad or elsewhere in the United States. To get involved, contact your local Habitat affiliate to find our more about helping provide much needed housing to people in your local community.

This post was written by NobleHour Special Contributor Natasha Derezinski-Choo, a student at Grimsley High School in Greensboro, NC.

College decision deadlines are fast approaching, and there are many factors to weigh when narrowing down the prospects. Academic strength, value, proximity, and student life are some typical considerations to keep in mind. However, many students find success and satisfaction at institutions dedicated to community engagement and service. 

In addition to researching service initiatives and community projects, students can find service-oriented schools by referencing The President’s Higher Education Community Service Honor Roll. The President’s Honor Roll recognizes colleges and universities with strong community connections that encourage students to pursue civic engagement and solve community problems. Schools that receive this award are encouraging their students to excel both in academics and in committing to meaningful service.  

Here is a list of some acclaimed universities whose programs have gained attention for their commitment to service:
 

Florida Atlantic University
Boca Raton, Fla.
2013 President's Higher Education Community Service Honor Roll

FAU has been encouraging its students to engage in service since 1996 when Associate professor Daniel Weppner urged the university to encourage its students to pair learning with volunteerism.  In 1996 the Campus Volunteer Center (CVC) was opened to provide resources to students.  Since its inception, the CVC has aided in establishing several service-oriented student organizations. The aim of service-learning at FAU is to create meaningful partnerships between the university and the community in order to connect students’ education with service.  In 2007 the CVC was renamed the Dr. Daniel Weppner Center for Civic Engagement and Service in honor of its founder.  FAU students create a Noble Impact™ by engaging in their community and tracking more than 350,000 hours on NobleHour.


Nazareth College 
Rochester, N.Y.
2013 President's Higher Education Community Service Honor Roll, Presidential Award for a Special Focus in Early Childhood Education

Nazareth College holds a reputation for its rigorous commitment to service. Fall orientation begins with a day of service, but this is only the beginning. Taking initiative in one’s community is an expectation and a part of everyday life. A new addition to the curriculum requires that students complete one experiential learning opportunity by venturing into the community and being civic-minded. Service is an integral part of campus life, alongside attending lectures and writing papers. Nazareth College officially considers volunteerism and service in admissions.


Gettysburg College
Gettysburg, Pa.
2013 President's Higher Education Community Service Honor Roll for General Community Service

This small Liberal Arts school located just across from the historic battlefield boasts a history of service among its students and alumni.  Its service-learning program began in 1991 and has played a part in educating students ever since.  Students are engaged in service-learning projects which tackle issues in the local community such as unemployment, housing costs, depression, violence, and education.  Part of receiving an education at Gettysburg College is learning that “Students don’t have to go far to see firsthand this changing world—or be a positive force in it.”

Miami University Ohio
Oxford, Ohio
2013 President's Higher Education Community Service Honor Roll with Distinction

With nearly 13,000 of its approximately 15,000 students involved in service-learning programs, the faculty at Miami University is making constant advances to its curriculum by finding more ways for students to combine learning with service. The university boasts several partnerships with local partners and school districts. For example, early childhood education majors work with local elementary schools; the elementary students benefit from tutoring in school, and the university students gain valuable experience and make valuable community connections that often carry on into career pathways. The school has made an effort to incorporate service-learning in 75 courses and continues to train faculty in teaching service-learning. Miami University uses NobleHour to connect with local community partners.
 
 

The George Washington University
Washington, D.C.
2013 President's Higher Education Community Service Honor Roll

The George Washington University actively considers and integrates service into its academic options for students. The service-learning opportunities at GW focus on four areas: academic service-learning, community service and engagement, service careers, and social entrepreneurship.  This holistic approach to service means there are opportunities for every student at GW, ranging from just donating a few hours a month to synthesizing entrepreneurship skills with service by starting an entire social enterprise. GW offers more than 45 service-learning courses such as Writing for Social Change and Service-Learning in Advanced Spanish.  GW aims to spur a “culture of service” among its students by providing a bounty of resources to connect students to their community. GW students tracked more than 44,000 hours on NobleHour in 2013.

This post was written by NobleHour Special Contributor Natasha Derezinski-Choo.

I’ve seen the grant process from both perspectives – as a project leader applying for grants, and currently as a member of a grant-giving council. I have found that grants are a great resource to help kick start a project, but receiving them can be a daunting and confusing process due to the paper work, applications, fine print, and competition. However, these obstacles can be overcome by thoroughly understanding the process.

How to I get a grant?

A grant is free money, but that doesn’t mean it’s given to just anyone.  The process of receiving a grant usually involves writing a proposal describing your project.  You’ll be asked to explain how you plan to carry out your project, how you plan to use the funds, and a host of other questions allowing you to showcase your project at its best.  Grants may be awarded by a government department, corporation, non-profit foundation or trust, and these groups usually want to know the specifics of your project before they invest money in your organization.  This can be a confusing and difficult process, so keep reading to find out how you can ensure your project is funded.  

The Idea

Before you even begin the grant writing process, you have to have an idea.  Chances are, you have many ideas about how you could solve problems in your community, and grants are a great way to help you accomplish this.  When thinking of your project, make sure you are realistic; if you don’t believe it is achievable, neither will the people reading your grant proposal.  Narrow down your project by thinking about some of these questions:  What are the goals of your project?  How are you going to carry it out?  Who is going to work on this with you? What non-profits and organizations can you connect with to help you plan this?  What resources will you need, and how much will these cost?  Then, ask yourself again, is it achievable?  Great things start with great ideas, but receiving a grant is also receiving responsibility.  

Once you’ve completed this first step, it’s time to put your ambition into action by locating the resources you need to complete your community project.  

Finding Grants

The first step to receiving a grant is finding one.  This can be difficult because many grants have very specific eligibility requirements. An easy place to begin is by researching grants in the same niche as your community project.  Grants typically support projects with specific goals or ones that involve specific groups of people. For example, one grant may only support projects lead by young people.  Additionally, grants usually have a minimum and maximum amount of funding that can be requested of them.  In order to ensure you meet all of these requirements, it is important to decide on a project, plan and objectives before searching for a grant.

Begin your search for opportunities by contacting non-profits, large corporations, local foundations, and government departments.  Contact organizations that have the same goals as your project and find out what grants they may award or grants they may know about that could help your project.  Once you find a grant that you believe fits your project, study the process for applying for and receiving the grant and begin writing you proposal.  

Writing the Proposal

This is the most crucial part of the grant process.  In fact, there are people who make it their profession to write grants to help non-profits receive funding.  When writing your proposal, be as concise and specific as possible.  It’s important that the people reading your proposal are interested in what you are writing about so you convince them to support your project.  Remember, you will be competing against other organizations and projects for funding, so you want to be convincing in your proposal. 

The grant application will likely ask many questions, but here are some things to think about when marketing your project:  What makes your project unique? Who is benefiting from the project and how? What inspired you to start this project?  What need or issue are you addressing in your community?  

Make sure you research the goals and objectives of the people you are requesting money from.  Why are they offering this grant opportunity and what do they hope to achieve in the community by providing this funding?  When writing, use language that will appeal to them by explaining how your project aligns with the purpose of the grant.  

Finally, proofread, proofread, proofread.  Make sure your proposal is free of errors and sounds as compelling as possible.  Have someone review your proposal and ask for feedback from people who have been through the grant process before.  

Receiving the grant

If you’re lucky enough to receive the grant, congratulations!  Don’t waste any time on this opportunity.  Begin putting your project into action and keep a record of your budget and spending if you have to report back the results.

Learning from Experience

If you don’t receive the grant, use this as a learning experience when applying to other grants in the future.  If possible, ask for feedback about how to improve your proposal or improve your project.  Don’t give up and continue researching other methods of fundraising your project.  

How can you use NobleHour to make writing grants easier?

Use the NobleHour network to connect with volunteers, organizations, schools and non-profits to see how others are taking advantage of grant opportunities or to find people to help with your community project. Use NobleHour reports to measure the impact of your organization and the volunteer hours you contribute the community. This is useful, especially to demonstrate interest in your project.

image source:
http://www.flickr.com/photos/42931449@N07/6812484625, www.planetofsuccess.com/blog/
http://www.flickr.com/photos/nics_events/2349631689

This is the time of the year when advertisements are being thrown at us from more angles than usual.  Most of these advertisements come from campaigns directed by big box chains, and it’s always nice to score some nice deals on gifts for your loved ones. However, let’s also not forget that hidden gem whose sparkle is increasingly neglected amongst the flashing billboard.  In the spirit of holiday giving, be sure to spend some time buying local as a way to give back to your community.  

There are a lot of benefits to your community’s economy when you purchase locally.  Supporting small businesses keeps more money in your community and usually helps money circulate faster.  Buying local means that small businesses flourish and create jobs and opportunities for people in your neighborhood, rather than outsourcing jobs overseas.  Additionally, local businesses tend to rely on other local businesses for services such as banking, printing advertisements, supplies, and legal services.  When you spend money at a local vendor, the portion of your money spent that the business uses to pay its expenses stays in your community by circulating to other small businesses. (Source: Time Magazine “Buying Local: How it Boosts the Economy”)

David Boyle, a researcher for the New Economics Foundation, explains how money circulates differently when you spend locally, rather than at large chains.  He uses an interesting analogy: “Money is like blood. It needs to keep moving around to keep the economy going," but when spent at large, multinational businesses, “it flows out, like a wound."  The force pumping that money is you, the consumer.  

Buying local can also prove better for the environment. Local stores are less likely to import product, reducing the need for transportation. An infographic by the website eLocal emphasizes that airplanes account for more carbon dioxide emissions than any other form of transportation. This is startling, considering that shipping accounts for one billion metric tons of Co₂ emissions a year. The hundreds of miles that a product travels to get to your local big box store is a hidden cost to the environment, your health, and your wallet.

Buying locally isn’t just about where your money goes.  It’s also about what you get in return.  If you try to explore local shops you’ll find unique merchandise that can’t be found in the big box stores.  There’s something quaint about visiting a small shop rather than a large department store. The “buy local” movement is about understanding your options as a shopper and informing yourself about the impact of your decisions.  

For example, if I want to buy a book I have a few options nearby.  I can check out my local used bookstore and get it for $3.  If I purchase it brand new at the large bookstore chain, it will most likely cost me double, or triple, the price at the least.  For me, a brand new book and a used book aren’t too different in value.  I could get it used on Amazon for pennies, but the shipping will set me back $4, and I’ll have to wait a week for it to come, which I’m not too keen on doing.  There are ebooks, but I’m sentimental and like to read with pen in hand to write in the margins.  In this case of buying locally, I’ve considered the options and found that buying locally is my best option.  In addition, the woman who owns the used bookstore is much friendlier than the bookstore chain. If I talk to Amazon, I don’t think the website will respond.

Now, granted, with the success of big box stores, local vendors can’t always compete with the prices of larger chains.  However, buying locally is does not mean sacrificing your wallet.  It means being aware of the benefits of buying locally versus shopping at large chains.  It entails understanding the value to what you’re buying rather than just the price.  Some things are more easily accessible at a large store because many small businesses have been run out of town by the bigger ones. In other cases, a local restaurant may offer better and more unique dining options than a chain restaurant or fast food option.  

When given the option, don’t forget to support local businesses. Paying it forward is not just about service.  It’s about the lifestyle choices you make each day that impact those around you.  It’s important to focus on where your money is spent, and make decisions about more than a price tag. As a consumer, your money is your vote.

Image Source: http://www.flickr.com/photos/vsmoothe/249921300

In 2010, Pew Research Center’s report Millennials: A Portrait of Generation Next found that young people are more likely than older age groups to volunteer.  Many young people are tapping into the resources at their schools to volunteer, serve and better their communities. 

At Iowa State University, students have formed the CyServe Council to promote volunteerism among students.  The need for such an organization was identified because “...community service is something that is often put on the back burner for students because of all the other exciting opportunities that exist in the college atmosphere,” according to the CyServe website. The organization seeks to “bring volunteerism to the forefront of student minds and promote the idea of continuous community service.”  CyServe provides comprehensive resources for students to engage in service, including six service days each year to celebrate the spirit of giving back.  Organizations like CyServe are important because they act as a liaison between students and the community in need. 

The Duke Partnership for Service, or dPS, is a student-lead initiative that works to promote “service culture.” dPS is comprised of more than 70 student-lead service groups at Duke University.  dPS provides resources for its organizations to succeed in changing their community.  dPS works with each service organization to help it find funding and volunteers.  Furthermore, it makes sure that service efforts at Duke remain concise by ensuring the efforts of different organizations do not overlap.  dPS helps the organizations under its roof to work collaboratively and effectively.  Essentially, dPS is a network of student-lead service groups working to optimize the impact of service oriented students.

At UNC Chapel Hill, APPLES Service-Learning is a service organization that has been working to promote service and volunteerism in the classroom since 1990.  The program falls under UNC Chapel Hill’s Carolina Center for Public Service.  The focus of this student-led initiative is to provide comprehensive resources to students and faculty about service-learning.  The organization does this by forming strong partnerships within the university and with the community.  APPLES’ program includes service-learning internships, initiatives, and courses. APPLES hopes to encourage civic engagement, collaborative efforts, and meaningful partnerships with the community. According to the CCPS website, “As APPLES opportunities have expanded over the years, the primary purpose continues to be to enhance and deepen learning through meaningful collaborations with community organizations among the growing list of programs.” APPLES provides numerous resources and opportunities for students to become more engaged.  This program is unique in its dedication to both education and community building through service.

The goals of student-led service coalitions accurately embody the spirit of teamwork and community.  These organizations are fundamental in impressing service as a basic part of education and also in connecting community organizations and non-profits with the helping hands of empowered students.

To capitalize on their impact, student organizations can use NobleHour to streamline communication, the sharing of resources and opportunities, volunteer hour tracking and impact measurement. Service groups can easily see the cumulative number of hours served by members of their NobleHour Community.  Additionally, service groups and community partners can post opportunities and relevant content to keep their members in the loop about local initiatives.

 “If you give people tools, and they use their natural abilities and their curiosity, they will develop things in ways that will surprise you very much beyond what you might have expected.” ~Bill Gates

 Creative Commons Image source: http://www.flickr.com/photos/sjuadmissions/7636918838