• Federal Policy Update
  What Will the 2006 Elections Mean for Service-Learning?
• News You Can Use
  National Middle School Association Spotlights Service-Learning
• Get Connected
  Their Legacy. Our History: Meet the Service-Learning Trailblazers
  Join the Service-Learning Young Professionals Network
• The Outlet
  Plug Into Online Database to Access Lesson Plans and Activities
  National Service-Learning Conference Early-Bird Rates Extended Until December 8th
• Funding Opportunities
  NetAid Global Action Awards
  The Clay Aiken Able-to-Serve Grants
  Do Something Brick Award For Youth Community Leaders
  Service-Learning Emerging Leaders Initiative
  YSA Youth Venture Funding
  Toyota Tapestry Grants Program Offers Funding for K-12 Science Teachers

What Will the 2006 Elections Mean for Service-Learning?
The results of the mid-term elections will have critical implications on education, national service, and service-learning. Read below for a quick analysis and early predictions of what the election results might mean for federal support for Learn and Serve America and the other national service programs.

U.S. House of Representatives

Control over the U.S House of Representative has shifted with House Democrats captured a majority by picking up at least 28 seats by early this morning, more than enough for the 15 needed to up seat the Republicans. It is with near certainty that Rep. Nancy Pelosi (CA - 8th), the chamber's minority leader, will take over leadership of the House and be elected by Democrats.

The Appropriations Subcommittee on Labor, Health and Human Services, Education and Related Agencies is primarily responsible for decisions regarding national service and service-learning funding. Six members of this subcommittee lost their seat or did not seek re-election: Anne Northup (R-KY); Don Sherwood (R-PA); Ernest Istook, Jr. (R-OK); Jim Kolbe (D-AZ); Charles Taylor (D-NC); and John Sweeney (D-NY).

Rep. George Miller (D-CA) is the leading candidate to become the chairman of the House Education and the Workforce Committee. This is good news for service-learning advocates. Rep. Miller is strong supporter of national service and has been very supportive of service-learning in the past.

While the majority of members on the House National Service Congressional Caucus retained their seats, the following members lost their bid for reelection or did not seek reelection: Rep. Tom Osborne (R-NE); Rep. Harold Ford (D-TN); Rep. Bernard Sanders (D-VT); Rep. Rob Simmons (D-CT); and Rep. Sherry Boehlert (D-NY).

With the departure of Rep. Tom Osborne and Rep. Harold Ford, we lose two active, committed supporters for national service. Both served as two of the founding co-chairs of the National Service Congressional Caucus and often initiated policy initiatives designed to promote youth civic engagement. Rep. Osborne did not seek re-election and Rep. Ford lost a very tough senate race in Tennessee. Rep. Sanders, however, won his bid for a Vermont Senate seat, which increases the number of friends of national service in the U.S. Senate.

U.S. Senate

Senator Mike DeWine (R-OH) and Senator Conrad Burns (R-MT) lost their bids for re-election. Both currently sit on the Senate Appropriations Committee. Senator DeWine serves on the Appropriation Subcommittee on Labor, Health and Human Services, Education and Related Agencies, which plays a critical role in shaping decisions for national service and service-learning funding in the Senate. Senator DeWine was the only member of the subcommittee to lose his seat.

Committee assignments and positions have yet to be finalized. Senator Tom Harkin (D-IA), however, is currently the Ranking Member or leading Democrat on the Appropriations L-HHS Subcommittee and is a staunch advocate for national service and has expressed growing interest and support for service-learning in the past. If Senator Harkin becomes chair of this important subcommittee, this could bode well for national service and service-learning programs.

Service-Learning Advocates in Action

On October 31, service-learning supporters gathered in Washington, D.C. to participate in the Service-Learning United Capitol Hill Day. Service-Learning United, a growing alliance of state and national organizations working collectively to educate our nation’s leaders, policymakers, and citizens about the positive and powerful impact of service-learning, organized this one-day event to further cultivate relationships between service-learning advocates and their federal legislators.

Service-learning advocates visited approximately 23 offices of Members of Congress to explain how service-learning boosts student achievement, solves real-life issues in the community, and builds partnerships among community groups. The day included visits to the offices of key Appropriations Committee members in both chambers such as Senator Arlen Specter (R-PA) and Representative David Obey (D-WI).

The National Middle School Association is among the ranks of prominent national education associations speaking up in support of service-learning. "Service Learning and Literature: Creating a Dynamic, Engaging School Culture" was featured in the NMSA’s October 2006 issue of Middle Ground, which is circulated to more than 30,000 principals, teachers, central office personnel, professors, college students, parents, community leaders, and educational consultants across the United States, Canada, and 46 other countries.

Written by service-learning consultant Cathryn Berger Kaye, the article explains the benefits of service-learning and offers examples of how to integrate service-learning into instructional practice. Kaye, author of The Complete Guide to Service-Learning, provides in-depth and specific examples of strategies to engage students in service-learning activities in a range of academic subject areas—from biology to social studies. Kaye stressed that the use of literature is paramount to all service-learning applications. When books are "relevant and feature characters that reflect situations that [students] can understand or that illuminate issues and topics that concern them," Kaye said, "students become more enthused about service-learning."

Make this news work for you:

• Use this article to build awareness and support for service-learning in your community.
• Share this article with middle school teachers, principals, administrators, or even parents in your school or school district.
• Share the curriculum ideas with your colleagues and use the lesson plans to springboard thoughts of new projects or create innovative spins on old projects.
• Visit the Newsweek Education Program website for helpful tips and talking points. Visit the National Service-Learning Exchange to explore opportunities for technical assistance or to connect to a peer mentor in your region.

Their Legacy. Our History: Meet the Service-Learning Trailblazers

Ralph Waldo Emerson wrote: "Do not go where the path may lead. Go instead where there is not path and leave a trail." Here is your opportunity to get to know two people who helped shape and create some very important trails in service-learning's history.

Meet Trailblazer Robert Bhaerman

When Robert Bhaerman, better known as Bob, was first introduced to service-learning, he was "hooked." Believing strongly in theories of "learning by doing" espoused by John Dewey and others and that "service to one's community is an essential part of one's ethical and moral education," Bob quickly realized that service-learning matched his personal philosophy as well as his goals as a former public school teacher and college instructor.

In 1998, Bob co-authored a book for the National Society for Experiential Education titled The Role of Service-Learning in Educational Reform. He soon joined the staff at the Corporation for National and Community Service as Coordinator for School-Based Programs for Learn and Serve America.

Bob fondly remembers learning about the success stories of whom he calls the "true service-learning leaders—classroom teachers and their students who roll up their sleeves and 'get things done'." Since that time, Bob used his outstanding research and writing talents to share the "good news" of service-learning with a broader educational audience.

Bob also urged current education practitioners to advocate for service learning before it is too late. He said, "Don't 'pray' that service-learning will be around in ten years. That won't work. Congress does not listen to that type of 'petition.' Instead provide it with 'written petitions'—strong evidence that service learning benefits students and their communities." Bob noted more research is needed on the link between service-learning and academic achievement.

To those "true service-learning leaders," classroom teachers, Bob offered some advice. He advised teachers not to be afraid to venture away from "tried and true" teaching methods and textbooks and to try service learning in their classrooms. He believes that "it should be impossible to tell where the school door ends and the community door begins."

Bob also offered some advice to the more "experienced leaders" of the service-learning community. He believes that pre-service teacher education is the most effective means of supporting service-learning. "If new teachers are to be educated in the practice of service-learning, it is very clear where and when efforts need to be started—in the first undergraduate course in education."

Bob believes his "greatest achievements" are still ahead. After retiring from Learn and Serve America in 2004, Bob works as a consultant for his one-person group "Education Ink". He hopes to continue writing on one of his favorite topics—service-learning.

Get to know more about Bob and his legacy by visiting the National Service-Learning Clearinghouse:

• Service Learning: a Dimension of Systemic Educational Reform
• The Role of Service-Learning in Educational Reform
• Service Learning and School to Work Linkages. American Association of Career Education Bonus Brief

Meet Trailblazer McClellan Hall

McClellan "Mac" Hall was directing service projects in Native schools long before anyone called it "service-learning." From a cultural perspective, Mac was always attracted to the idea of experiential learning and service to others. Since Native people believe strongly in intergenerational connections, Mac created opportunities for his students to interact meaningfully with Elders.

Many years later, Mac is the director of the National Indian Youth Leadership Project (NIYLP), which features service-learning as a hallmark strategy. Now operating in 20 states, NIYLP is dedicated to the positive development of Native American youth. The year-round program combines outdoor experiential learning, service-learning, and cultural programs. Recently, NIYLP was recognized by the W.K. Kellogg Foundation as one of its 75 "milestone programs."

While Mac never thought of himself as a "service-learning leader," he is proud to have spread service-learning to Native people. With funding from the Kellogg Foundation, NIYLP developed the Turtle Island Journal, which features journal articles on service-learning in K-12 schools serving Native American students and tribal colleges nationwide. There are over 10,000 copies of the first issue in circulation and the second issue will be released soon.

Mac hopes that other service-learning leaders will take a broader view of what service-learning is and appreciate its cultural and community applications, along with the academic one. He fears that in the "teaching to the test" culture of schools, many educators are afraid to take a risk and develop service-learning opportunities for their students. He believes strongly in offering intergenerational experiences to young people. Most importantly, kids should "get out there" and become more connected to their communities. This way, they are less likely to be easily influenced.

Mac has enjoyed his work tremendously. According to Mac, "the youth empowerment piece is the real pay off." He loves hearing the success stories of young people who have come through the program. It is especially meaningful when some of those young people return to work at NIYLP or even volunteer to serve on their Board of Directors.

Mac would like to see more well-known leaders step up to the plate and become national spokespeople and advocates for service-learning. "We need someone to step up and say that this type of learning is meaningful."

Get to know more about Mac and his legacy by visiting the following online resources:

• Promote cultural awareness in your service-learning activities by reading the W.K. Kellogg Foundation’s in-depth interview with Mac.
• Strengthen your intergenerational community connections and partnerships with Elders, using Wisdom Teachings: Lessons Learned from Gatherings of Elders by Mac Hall and Stella Raudenbush.
• Sign up to receive the Native Service-Learning Journal, produced by the National Indian Youth Leadership Project.

Plug Into Online Database to Access Lesson Plans and Activities

The Campaign for the Civic Mission of Schools has a NEW feature—Civic Learning Online!
This free directory provides:

• K-12 lessons and practices
• professional development resources
• school and district reform models

National Service-Learning Conference Early-Bird Rates Extended Until December 8th

18th Annual National Service-Learning Conference
Beyond Borders, Beyond Boundaries
March 27-31, 2007, New Mexico
The National Service-Learning Conference is the largest gathering of youths and practitioners involved in the service-learning movement. The 2006, conference drew nearly 2,800 attendees from across the United States and 10 other countries. The conference connects participants with service-learning leaders through three days of plenary sessions, featured forums, and service projects. It also provides access to new ideas and networking opportunities, with more than 200 workshops and countless opportunities for informal meetings.
http://www.nylc.org/conference

NetAid Global Action Awards
Deadline: November 30, 2006

The NetAid Global Action Awards honor high school students who have organized and led an innovative anti-poverty project. One that has impacted people in poor countries or raised awareness about global poverty in their own communities.
Award: $5,000 for college or a charitable cause of their choice.
Eligibility: Applicants must have attended a U.S. high school (9th through 12th grades) during the 2005-2006 academic school year and be residents of the United States.
http://www.netaid.org/global_action_awards/

The Clay Aiken Able-to-Serve Grants (US applicants only)
Deadline: November 30, 2006

The Bubel/Aiken Foundation and Youth Service America (YSA) are pleased to announce grants to support youth-led service projects in which youth with and without disabilities serve their communities together
Maximum Award: $1,000
Eligibility: These grants support youth (ages 5-25), teachers, youth-leaders, youth-serving organizations, or organizations that serve people with disabilities in implementing service projects for National and Global Youth Service Day, April 20-22, 2007. Projects can address themes such as the environment, disaster relief, public health and awareness, community education, hunger, and literacy, and any issues youth identify as a community need.
www.ysa.org/awards

Do Something Brick Award For Youth Community Leaders
Deadline: December 1, 2006

The BRICK AWARD honors amazing change makers under the age of 25. These are people who see the need to do something, believe in their ability to get it done, and then take action. They are not only the leaders of tomorrow, but the leaders of today. CNN dubbed the BRICK Awards "the Oscars for young people in service."
Maximum Award: $25,000
Eligibility: The 2007 BRICK Awards will accept applications from citizens and permanent residents of the U.S. and Canada. Applicants must be age 25 and under as of April 12, 2007.
http://www.dosomething.org/brick/

Service-Learning Emerging Leaders Initiative
Deadline: December 8, 2006

The National Service-Learning Partnership at the Academy for Educational Development, and the National Youth Leadership Council, are pleased to announce the creation of the Service-Learning Emerging Leaders Initiative. This effort is made possible by the generous support of the W.K. Kellogg Foundation. Interested organizations and qualified leaders are invited to participate.
Maximum Award: $50,000 over two years
Eligibility: Fourteen to 20 host organizations will receive a grant of up to $25,000/year to subsidize a portion of an Emerging Leader’s salary for two years (March 1, 2007 to February 28, 2009). Emerging Leaders are ideally between the ages of 25 to 35 years old and must work full-time positions that advance service-learning at the local, state or national level.

In addition to a full-time position with a minimum salary of $35,000 and full benefits, Emerging Leaders receive in-person and virtual professional development (including travel and accommodations), professional mentoring and will engage in individual leadership planning and offered publication and presentation opportunities.
www.service-learningpartnership.org/slypn

YSA Youth Venture Funding
Deadline: December 18, 2006, 5:00 PM EST

The Youth Service America/Youth Venture Program is a unique partnership between Youth Service America and Youth Venture that helps youth engage in community service and develop as young social entrepreneurs. YSA Youth Venture helps make every day National & Global Youth Service Day (N&GYSD) by providing funding and support to young people (ages 12-20) who want to create new, sustainable, civic-minded organizations, clubs or businesses called Ventures.

Examples include: A youth center designed to keep youth out of trouble with music and art programs; An anti-peer pressure education campaign; A bike repair shop with a vocational training program; or An assembly program touring inner city schools combining music with an anti-drug/violence performances
Maximum Award: $1,000
Eligibility: Ventures must be youth-led and designed to be a lasting asset to the community. YSA Youth Venture teams are required to plan a N&GYSD project every year that their Venture is operational. The YSA Youth Venture Program provides a variety of resources including: a national network of like-minded young people, media opportunities, technical support, helpful toolkits and workshops as well as seed money for start-up expenses.
www.youthventure.org/ysa

Toyota Tapestry Grants Program Offers Funding for K-12 Science Teachers
Deadline: January 18, 2007

A partnership between Toyota Motor Sales, U.S.A., Inc. and the National Science Teachers Association, the Toyota Tapestry Grants for Science Teachers program offers grants to K-12 science teachers for innovative projects that enhance science education in a school and/or school district.
Maximum Award: This year, fifty large grants of up to $10,000 each and twenty to twenty-five mini-grants of up to $2,500 each will be awarded to K-12 teachers of science in the United States.
Eligibility: The project director should initiate the online proposal. This is the person who will be in charge of the project and implement it during the 2007-08 school year. The project director must be a middle or high school science teacher who teaches a minimum of two science classes per day or an elementary teacher who teaches some science in the classroom. All applicants must have a minimum of at least three years' science teaching experience in a K-12 school, not counting the current school year. Staff people (up to four allowed) may also work on the proposal.
http://www.nsta.org/programs/tapestry/

Do you have a suggestion, recommendation, or idea? Submissions to Service-Learning Advances can be sent to nslp@aed.org.

This Service-Learning Advances is supported with funding
from the State Farm Companies Foundation.