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“S” is for service-learning Service learning: Academic year 2008-09
Illustration by Michael Uribes / The Collegian
By Angelica Cano The Collegian As the number of service-learning courses increase on campus and across the California State University system, students enroll in them for a variety of reasons. For many students, the “S” that follows a course number is a mystery. That was the case for sociology student Maggie Simms when she enrolled in Sociology 130WS and Gerontology 10S her sophomore year at Fresno State. “At that point I didn’t even know what the ‘S’ meant,” said Simms, who found out the “S” indicated a servicelearning course when she was required to complete 35 hours of community service for her classes that semester. Academics in action, is how Chris Fiorentino, director of the Jan and Bud Richter Center for Community Engagement and Service-Learning, defines service-learning. “It’s taking the theory you’re learning in a class and allowing students an opportunity to apply that theory to real community need through service,” Fiorentino said. “That service, then, is going to help students understand the academic content better.” I n a s e r v i c e - l e a r n i n g c o u r s e, Fiorentino explained, students are required to complete a number of service hours or service projects. Throughout the semester, students
participate in reflection activities such as class discussions or writing assignments. This helps students relate the theories and content they’re learning in the classroom to their service, Fiorentino said. The emphasis on service-learning is seen throughout the California State University (CSU) system as evidenced by the “Cornerstones Implementation Plan,” adopted by the CSU Board of Trustees. Principle three in the document states that “the CSU system and each campus will provide opportunities and arrangements for students to engage in community-service learning experiences.” In the 2008-09 academic year at Fresno State, 77 service-learning courses and a total of 191 sections were offered, Fiorentino said. After completing the gerontology and sociology classes for her major and minor, Simms enrolled in American Humanics, a certificate prog ram for specialized training in nonprofit management. Simms completed the required 300 hours of field work with Animal Rescue of Fresno, while maintaining a full-time school schedule and working at least two jobs. “It was important to me so I made it work,” Simms said. One common misconception about service-learning, Fiorentino said, is that it only applies to classes that end in an “S.”
“There are lots of classes on campus that meet minimum service-lear ning requirements and have not gone through the formal ‘S’ designation process,” Fiorentino said. For a course to receive the “S” designation it must meet five standards as outlined in the Service-Learning Course Approval Process and Criteria, approved by the Service-Lear ning Committee. “Justification that the service-learning component is integral to and supportive of the academic focus of the course,” is the one of those qualifications. “It has to make sense with the course and it has to be really tied to that curriculum,” Betsy Hays, a member of the service-learning subcommittee, said. As an assistant professor in the mass communication and journalism department, Hays is in the process of converting several public relations courses to the “S” designation. Hays said her decision to convert the classes is a result of feedback she’s received from students who wished they had known the classes were service-learning ahead of time. “If it’s an ‘S,’ in my opinion, it should be labeled as such, so the student has more disclosure on what they’re getting into,” Hays said. “Because obviously it’s more work outside for the student.” A total of 5,125 students enrolled in service-learning courses last year and provided 161,281 hours, Fiorentino reported. He said service-learning has virtually spread across all eight colleges. Fiorentino added there were 31 different academic departments that had service-learning classes during the 2008-09 academic year. One such course is CFS 133S, Child and Family Crisis, taught by lecturer Barbara Christl. Students in the class are required to complete 10 hours of service, as well as write a research paper on a crisis topic. Many students who take the class are planning to teach, said Christl, who encourages future teachers to volunteer at local schools. Due to alcoholism and the high concentration of methamphetamine use and poverty in surSee SERVICE, Page 6
Fresno State honors Fresno’s mayor Fresno Mayor Ashley Swearengin joined others last week during Fresno State’s chapter of Phi Kappa Phi Honor Society’s ceremony. Other initiates included 211 graduate and undergraduate students. Swearengin, a Fresno State alumna, received an Honorary Alumni Initiate. Mayor since 2008, Swearengin received her bachelor’s and master’s of business administration from Fresno State. She graduated with honors. Founded in 1897, Phi Kappa Phi has more than 300 chapters in the United States, Puerto Rico and the Philipines. Phi Kappa Phi chapter 62, Fresno State’s chapter, has existed on campus since 1953.
Matt Weir / The Collegian
Creating jobs, creates own headache By Jessica Irwin The Collegian In an economy rendering few jobs, some Fresno State alumni have turned to starting their own businesses. In some instances, however, a new business brings problems of its own. Chris Callison, Fresno State student and CEO of A1 Ski Rentals, found out from personal experience how many marketing challenges come with a start-up business. “My company is a rental business, we offer jet skis, boats and quads,” he said. “And I believe what was hard for us was getting the word out about our business.” Callison developed a website, posted on Craigslist and handed out brochures around popular water attraction to generate business. He utilized the Internet and it proved to be the best tool in his strategy. “We advertised in the major directories and tried different medias,” he said. “It seems like there are many ways to advertise but figuring out what works for you is trial and error. Trying to get business with a little budget is tough.” While Callison’s business has been established many student’s are still in the beginning phases of starting a company. Khan Shadid continues to have a positive outlook for the future despite funds not being readily available in his start up. “In the beginning you usually have a budget so you are forced to learn as much as you can from planning ahead,” he said. “You need to know exactly who you are trying to help with your services.” Shadid is working on an Internet social networking website for college students. He believes that understanding his customers is an important asset in the beginning stages of his company. Shadid said he uses blogs and online advertising as a way to create an interest in his company. “Marketing has been the easiest thing to implement due to the Internet,” he said. “We launch in July but our goal is to have a preliminary client list before so take off won’t be so unforeseen.” Despite the state of the economy students still seek to open new businesses but it is easy to see the challenge they face is building a public presence. “Grass roots marketing and underground marketing has proven to be a great success,” said Pashant Joshi, technology development project director for the Lyles Center for Innovation and Entrepreneurship. “One huge problem I see with students is they are so focused on getting a job that they forget there is other options,” he said. “When there’s no jobs, you create your own.” “The students here are always hungry for more,” says Joshi. “You have to great creative if you want attention.”