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(29pp)
Community. Service Commission
Educate Yourself
ESA COMMISSION
EDUCATE YOURSELF
FEB-17-93 WED 17:53 CAMPUS COMPACT
P.03
University of San Diego
Judy Rauner 619/260-4798
Director Volunteer Resources
Alcala Park
San Diego CA 92110-2492
Volunteers for Youth (VFY) Program
Mentoring Program?
Y
University of San Diego students volunteer as mentors to junior high school youth for one academic year. Beginning
in the fall of 1991, the mentors will be involved in a course for credit, strengthening the learning and reflection
components. Since its inception VFY has moved toward encouraging academic development while maintaining a
strong personal relationship connection. For the unniversity students, on-going training and reflection combines
learning with their service. Youth aim to improve their performance in school. to increase school retention and to
develop positive personal sell-esteem. rewards also experienced by mentors. The Volunteer Resources Office staff
serves as program advisors while the Vice Principal at the Junior High school serves as School District advisor
L
University of California - Los Angeles
Elana Schwartz (213) 206-5523
VISTA Supervisor Los Angeles Partners in Learning
203 Men's Gym
Los Angales OA 90024-7706
Barrio Youth Alternatives, Project Motivation, and Student Educational
Mentoring Program?
Y
Barrio works with Chicano/Latino youth at risk of joining local gangs by providing assistance like tutorial programs. and
counseling on employ- ment and substance abuse. The 2nd 2 organize trips to UCLA, provide career opportunities
workshops and other motivational activities.
1
FROM 403 554 4795
San Sam fore Jose
FAX COVER SHEET
DATE:
2-19-93
TO:
SUSAN STROUTS
WHITE Houst OFFICE OF NATIONAL SERVICE
Fax:
202 456 6720
FROM: Rev. Daniel Germann, S.J.
EASTSIDE PROJECT
Padiola
SANTA CLARA UNIVERSITY
Office:
(408) 554-4549
Fax:
(408) 554-5241
COMMENTS:
/ HOPE THIS 15 HELPFUL
Number of Pages including Cover Sheet:
13
If you do not receive all of this transmission or it is unreadable, please call
(408) 554-4549.
WHAT IS AN EASTSIDE PROJECT
"V,n, ,IVI you fil the classroom and m the rewi world to ser ihe
PLACEMENT?
Dr. Sume it, PROCEDURGY, turn STREET have
An Eastside Proje 1 plac-ment 1st an organiza-
Thereip tincerporates with
per (N izency whos: purpose is to stistist-
the impoveri-hed and into 1-2
to 1.70 mail undersered members of the
University's curriculum. T. rugh his prime.
Santar Son Jase ammunities Santo Class
classroom and community looning supplement
students work directly in the placements. using
and complement ''al' other on provide an engag
Paeir knowled time. and -kills where met the
ing .'C national experience thei take- the student
needsel those whomt. eagencystres Pagency
beyond in campus life
ben. from the exha relp. and cents g"!
firsthand experience related 8.. the Academic sua-
The Fastside - is not a typical "outreech
Rit they are studying In the agencies'
pregram that places student volunteers in bill
che'nts and Clain students bein from one
hunan scr.ice agencies. Father, h. projecthr 7.35
another miny the education not partnership.
the life experiences st marging ized members of
society min the conscio snex of students and
Eastsid Project placements -PTUP many people
isilv that comem i.- ustice IS fixed firmly in
in.Santa Clara and san Jose including the ho-cless
the mainsment of the Santa Tard educational
and I home ISS mentally ill en, the elder's
experience.
and recently arrived immigrants
"The Santa Class students ste willing to incohr themselves SIT completely jow 5:15 she of matine this = meaningful
experience for our children"
FED PRERER, Exclusive DIRECTOR, GARONI CHICKEN'S CITTEF
PLACEMENT
SERVES
IS A PLACEMENT FOR
clits You! Cese
MONTGOMERY
Homeless men 3rc. women
Biblical Drame
STREET SHELTER
Christian Ethics
Consern "Cim the poin and 11.
Teaching in a Multiantural Society
promotion of -OCE justre are code. to Somp
MOUN. PLEASANT
Class'- educational mission 75 2 Cathole
High school Eng_sh as-a-
Developmental Psychology m
HGH SCHOOL
second Grugage ESU tudents
Peychology of learning
ail universi y
Secondary Teaching Practicum
Consistent is :he mis-kin, Suba ( lara's
Teaching ES_
Fasts Proper: to educate at : ints to the
PASTSIDE SENIOR
Senior citizens
Advanced Spanish Commission
tult lange and depth of an experience Star-
CENTER
Biology of Aging
den 310 invited to sharet regain deprive
Introduction to
of the mergin? zed Six that :heir :on abitions
P.nthropology
are rempered by -11- hopes and inpuations of the
Psychology of Aging
yumor and the powerless The Eastside Procests the
empedimento Santa
EAS!SIDE ADULT
Adult ESI, students
Faith, Instice and Poverty
who culter from social. policial, an! ecunomic
EDUCATION
Humanistic Psychology
structures are hest . ie to educate us dim.,jt the
Introduction D. American Politics
demands that must is met perjust a to ''' valized
Spanist Linguistics
in 10.15 W., til.
Tar >1. nix no F.rd.i.m INITIAL SCORD poyran.
"I
larned that Femaless are NO
people. but have pm identity smilar to MOV and me."
THE
TOM GEMETT 93 CHRISTAN LTHICS
MONTGOMERY STREET STELLIER
EASTSIDE
SOCIAL JUSTICE ADVOCACY
PROJECT
Augmenting the project Vacements other
activities the unite in univer-ity community and
underser ved, marginalized communities as L
vocates for justice
Leco and manel discussions on specific
issues
such
as
hermeles-ness
be presented sor in the community.
statents of English of come leaguage is are
Conscio usne staing events conterning the
TIME Progress participant ther
injustices suffered the poor of DISalvade have
culture in their
been sponsored and delegations sent to
that country
Short emprojectsand experiences
experience :s either required rd or is offered as 31°
stronger relations up with
option the beginning of each quarter. students
margin? izedcommunities havebeen: assensored
Stay: placemer .3 that have been identified
by the instructor appropriate for the cour -
with the Alumni Association
Some members personally
Jain a continuous presence and direct working
Faculty
relationship among the inderserved pepulations
Faculty members whom interested in Marning
how this TOP of experiential le: ning may DE
of the valley
integrated consesshoul nny
Manuel. SL in h. Pay hology Department (5:4-
HOW TO BECOME INVOLVED IN
443) or Luis Carro, S.I. :he Anthrodogy/
THE EASTSIDE PROJECT
Sociology Department (554 27941 A list of place
ments is evailable fromthe Fas-side Project Office.
Students
Mosestudents becomeinvalvedi in -h: Ea-tside
Community Service Agencies
Tried through cas for placement
he precess of becoming in Ests.cc Project
placement and site
VIS & The process facilitates learning about ore
another and str.n turing an experience that will
mutually beneficial. Interested agencies may all
Laura, menez Eastside Project placementcocrdi
nator, at (406) 554-4549
Sents Clare University dues no discrimante or the Easis
nase. Dolor. national an: /o: ett.nd: origin 55. status.
servel pre erence, handicap. disability, 18th vereral's
alus, or 220 in the administration of my oti: nal
policies. admissions policies, acholarship and our
SANTACLAR
restried 70 and crograms,
Eastrize Project participants learn about the challenges faced
as well employment related public and
or, the mander as the! drin Street
UNIVERSIT
FROM 408 554 4795
P 2
SANTA CLARA UNIVERSITY'S EASTSIDE PROJECT: BRIDGING THE CHASM
Assembly of Jesuits in Higher Education
June 6, 1989
Stephen A. Privett, S.J., Gerdenio M. Manuel, S.J.,
Daniel V. Germann, S.J. and Peter Miron-Conk
Underlying Philosophy
There is a whole genre of space age humor that has
extraterrestrial beings -- recently landed on planet earth --
instructing a puzzled cow, traffic signal or fire hydrant, "take me
to your leader."
The four of us experience the puzzled bewilderment of that
COW whenever -- and it happens frequently -- people tell us that they
would like to "come out and see the Eastside Project." The Eastside
Project is not a center of activity nor is it any one specific
program that someone can visit, observe or even photograph for a
university brochure. In terms of understanding the Eastside Project,
you are not disadvantaged by being here in Washington, D.C. rather
than "there" in San Jose, CA. The Eastside Project is best
understood by playing with metaphors rather than looking at
photographs. We have chosen a bridge as the metaphor that is most
expressive of the Eastside Project.
A bridge is the means by which one passes over into an
area that is on the opposite side of an otherwise impassable chasm.
Bridges allow persons on either side of a divide to interact with
each other as well as to return home again. Bridges counter
isolation with the possibility of interaction. The Eastside Project
is predicated on the understanding that the university iз generally
cut off from and inaccessible to certain segments of the population.
The result is that the experiences, questions, fears, hopes, doubts,
frustrations and concerns of these people find it difficult -- if not
impossible -- to make their way into the academy across a chasm of
separation that is broad and deep.
The very institution which explicitly commits itself to
exploring, distilling, articulating and enhancing universal human
experience is prevented from doing so because not all human
experience can pass over into the consciousness of the university.
This is a problem for any university, but doubly so for a university
that claims to stand in the Catholic Jesuit tradition. The
neglected and overlooked people of our times are the neglected and
overlocked people of every time -- the poor, the powerless, the
disabled, the defenseless and other minority groupings. Those whom
society pushes to the margins of its consciousness as "unimportant"
are the very persons that the Gospel would have us attend to with
special care. Contrary to the common sense judgement of popular
FROM 408 554 4795
P 3
Grgtwn Tlk
wisdom, it is the poor, the meek and the persecuted whom the Gospel
declares are especially blessed by God.
The Eastside Project believes that what Father Pedro
Arrupe said of individual Jesuits is also true of its institutions:
"One who claims to be free from class mentality is rightly suspect.
Only with great difficulty do we escape from the claims of class."
(Arrupe, "Change of Attitude Towards the Underprivileged," Challenge
to Religious Life, v.2, P. 249-50.1 Close association with persons
outside our own socio-economic class can save us -- faculty, staff,
students and administrators -- from being hopelessly confined to the
narrow horizon and limited ethos of our particular milieu.
The Eastside Project did not begin with a set of goals and
objectives for the university: a specified percentage of minority
students by 1990 or a predetermined slate of courses added to the
core curriculum. The Project is rooted in a theory/praxis that
views interaction between the university and neglected or overlooked
groups of people as an effective means for refocusing and redirecting
the energies of the university. Basically, the project is built
around a widely supported but badly neglected research finding that
attitudes -- personal and institutional -- are more effectively
changed by experience than by position papers or forceful rhetoric.
[Thomas D. Cook & Brian R. Flay, "The Persistence of Experimentally
Induced Attitude Change" in L. Berkowitz, ed., Advances in
Experimental Social Psychology, V. II (New York: Academic Press,
1978). Developmental theorists tell us that we are more likely to
act ourselves into new ways of thinking than think ourselves into new
ways of acting.
Educators are familiar with outreach programs that place
the human resources of the university -- generally the students --
at the disposal of local human service agencies. In contrast to
these traditional programs, the Eastside Project's main intent is to
promote interaction between the university and the community on the
premise that "we not only increase the likelihood of our being moved;
we also run the risks that being moved entails. For we are moved
somewhere, and that somewhere is further into life, closer to those
with whom we live." (Kegan, Evolving Self, 161 The Eastside Project
offers the university opportunities to move further into the lives of
the underserved, to hear more sharply "the cries of the poor" [Ps.
9:13] confident that direct experiences of their pain and distress
will broaden the university's base for reflection and redirect its
activities and resources.
This theory and practice of institutional change is at the
center of all our efforts to establish the Eastside Project in the
community and at Santa Clara University. From the very beginning our
principal challenge has been -- and still is -- to remain true to our
conviction that while the university has much to offer the community,
2
FROM 103 551 1795
P
1
it is the disenfranchised and underrepresented people themselves who
are the motors that drive the mechanisms that will change the
university. We believe that this fundamental theorem of the Eastside
Project is rooted in the Gospels, supported by the decrees of the
Society's most recent General Congregations and reinforced by the
writings of Fathers Arrupe and Kolvenbach.
The major goals we have set for the project envision the
establishment of a mutually beneficial partnership between the
university and the community that will ultimately fix the concern for
justice firmly within the university's curriculum. Another hope we
have for the project is that it will offer the church and the Society
of Jesus the model of an actively cooperative enterprise involving
the university, the local diocese and church persons involved in
direct pastoral ministry. The overarching goals of the project are
spelled out in some detail on page entitled 'Goals and Objectives."
Key Elements
Preparing this presentation gave us the opportunity for a
retrospective assesement of the Eastside Project and 80 we are ahle
to offer you the benefits of our hindsight. From this perspective --
and only from this perspective -- are we able to determine the key
elements and issues that we have dealt with during the embryonic
otageo of the Eactoide Project.
It was -- and is -- clear to us that the effectivences of
the project depends on our being credible members of both the
university and the Eastside communities. To retrace our initial
steps is to see how this insight worked out in practice. Dan's
sixteen years in Campus Ministry al Santa Clara and Sunny and
Steve's tenure track appointments and previous service to Santa
Clara established our status within the university. As far as our
community base is concerned, the decision to live in Most Holy
Trinity parish on the Eastside was made only after four months of
consultation with representative community persons. These
consultative efforts, plus our subsequent involvement with the
parish, gave us a visibility and plausibility on the Eastside that
would otherwise have eluded us. The decision to invite Peter Miron-
Conk, the Director of Urban Ministries in San Jose, to join us as a
director of the project was a major contribution to our standing
within the community. Peter's years of service to San Jose's
marginalized have earned him the respect, confidence and affection of
the people with whom we hoped to work; of equal importance for the
project are Peter's "outsider" perspective and his skills at
facilitating goal setting and decision making processes.
The project's current administrative structure further
reflects our concern to have a solid foundation for both sides of
the bridge. Dan Germann and Peter Miron-Conk anchor the community
side while Sonny Manuel and Steve Privett, the university. Dan
devotes the bulk of his time to community and diocesan committees and
to direct participation in the project's co-curricular immigration
3
FROM 408 554 4795
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program. Sonny and Steve both receive a two course reduction in
their teaching loads which frees some time to work on the qualitative
and quantitative development of the curricular placements. All three
plus Peter Miron-Conk meet weekly to coordinate and evaluate the
ongoing work of the project and to direct ad hoc efforts, e.g., panel
presentations, symposia, guest lectures.
From the very beginning the seminal idea of the project --
mutual interaction -- was clear to us, but we wisely left its
specific shape and form quite vague and amorphous. The nebulous
nature of the project's institutionalization saved it from becoming
just another patronizing attempt to serve the interests of the
community, because the community itself was a major voice in the
preliminary discussions to determine the direction that the project
would take. We were not creating a project that would ultimately
help us learn from the community; the community and the university
were going to learn from each other from the very beginning of the
project. This process of creation modeled the fundamental dynamic at
the heart of the project -- university and community listening and
learning from each other.
In October, 1986, after then-President, Fr. Wm. Rewak,
announced and strongly endorsed the project in a letter addressed to
every member of the university community, the Eastside Project began
in earnest with a series of meetings that facilitated direct
discussion between representatives from the community and the
university; two sessions were held on campus and two in a meeting
room at the parish. The bridge was under construction and people
were already crossing over, if only for a meeting. Each session
elicited responses to the project's underlying concept of cooperative
interaction between university and community and then asked for
specific recommendations on how this ideal could be implemented to
the satisfaction and benefit of all. Prior to these meetings, we had
tentatively singled-out three emphases for the project: curriculum,
research and a co-curricular program. The community spoke and the
university listened. It was encouraging and exhilarating to listen
to local residents denounce past research efforts that had reduced
their lives and their families to grist for the academic
research/tenure mill. The community had "had it" with university
types "paddling through" and said 80. Santa Clara was not "their
university"; San Jose State enjoyed that status. University people
left these meetings with heightened sensitivities, piqued curiosities
and a desire to begin this program that offered the vague hope of
learning more from the community. Community representatives were
impressed with the number, quality and apparent sincerity of Santa
Clara representatives.
The minutes of these meetings were reviewed by the four of
us and by the project's advisory board, which was constituted on the
basis of qualitative participation at those initial meetings. We
4
FROM 408 551 1795
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deliberately balanced the board's membership with six university
persons and six people from the community. While there was an
immediate and clear consensus among board members not to sponsor
research efforts during the initial phase of development, the board
did endorse the project's curricular and co-curricular concentration
and drew-up a set of criteria to direct the development of the
project. We opted for programs that responded to real needs, were
manageable, could be successfully implemented at minimal cost but
with high visibility, utilized existing structures and were capable
of absorbing all interested volunteers.
In addition to the above criteria, we settled upon and
remain committed to a set of more long range goals against which we
measure all OUT decisions. We support programs/opportunities that
capitalize on existing university resources and foster a partnership
between the community and the university, that are initiated by the
community and have a multicultural context or address a justice issue
or focus on the underserved or impact on a number of different areas
within the community or the university. Above all, we look for
programs that involve a cignificant segment of the university, that
can ultimately be institutionalized within the curriculum and have
the potential for redirecting the university educational mission.
Programs and Activities
In response to community recommendations and in line with
our criteria, we directed the project's co-curricular component
towards undocumented immigrants who had become a critical local --
and national -- issue with the passage of the Immigration Reform and
Control Act of 1986. After some testing of the local waters, the
Eastside project opted to link-up with the Diocese of San Jose's
program to help immigrants acquire legal status. Dan worked so
effectively with diocesan and volunteer personnel that he was
salaried by the diocese to direct the on-site conduct of this
legalization effort. An unanticipated but positive consequence of
our successful involvement with the immigration issue was some
bridge-building between the university and the diocese. This
initial contact -- greatly expanded by Dan's subsequent involvement
with a number of diocesan groups -- has led to increased
collaboration between and the mutual enrichment of both Santa Clara
and the local church. At Paul Locatelli's presidential inauguration,
San Jose's Bishop Pierre Du Maine singled out the Eastside Project as
a
unique witness to the sense of community and service that
this institution [Santa Clara Universityl has always carried along
with its academic distinction." [Bishop Du Maine's address was
subsequently published in the diocesan newspaper, The Valley
Catholic.]
The co-curricular legalization program drew student
volunteers from upper division Spanish classes, from appropriate
courses in the Ethnic Studies and from the Law School. These
S
FROM 408 554 4795
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student volunteers assisted undocumented persons through the
complicated legalization process. The Project's co-curricular
effort cut across departmental lines and even began to bridge the
gap between graduate and undergraduate students.
Within the co-curricular program it has been difficult to
set up the structures that require participants to reflect upon and
learn from their experiences. Three such reflective exercises were
offered during each of the first two quarters of operation: an
orientation program, a panel presentation by documented and
undocumented persons and an opportunity for students to share with
each other their experiences with the undocumented. Frankly, with
the exception of the orientation evening, attendance was sparse at
these events and the problem of grafting a critically reflective
component onto the co-curricular branch of the project remains
unsolved.
The incorporation of active learning into existing courses
is critical for bringing the experiences of the community into the
consciousness of the university and for institutionalizing a praxis
model of learning in the life of the university. Direct experiences,
in addition to testing out theories and insights learned in class,
provide rich material for subsequent discussion, reflection and
research. In the Eastside Project, classroom and community
supplement and complement each other to provide a thoroughly engaging
learning experience that takes the student beyond the rather narrow
confines of Santa Clara.
The project's curricular effort began with Sonny and
Steve's contacting faculty members whom they knew personally or who
had expressed some interest and enthusiasm for what we were doing.
The departments that were initially most responsive to our overtures
were Psychology, Modern Languages, Ethnic Studies and Communication.
We worked in a highly individualized manner at finding the "right
stuff" for each teacher and her/his course. For example, the goals
of the child psych course were best attainable at Family Place or
Gardner Children's Center, both of which offered students direct
experiences with poor children. A course in TV production required
that each student create a brief video program that featured some
social service agency or justice-related problem in the community.
The handout entitled "Curricular expansion" chronicles the
development of the program within the curriculum over the past two
years. The pattern of the Project's curricular components is quite
flexible. Some courses require direct involvement with the
community, others offer such experiences in lieu of a written
assignment or even as an extra-credit exercise.
A recent Eastside Project evaluation meeting with
participating faculty members and the Academic Vice-President
convinced us of the enthusiasm among these teachers for how much
6
FROM 108 551 4795
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active/experiential learning enhances their classes. No less
impressive was the imaginative and effective use to which the
teachers put these experiences. We will let the students speak for
themselves:
"I learned a lot about the Vietnamese culture and government.
Mr Dao had a lot to teach -- he speaks four languages and writes
poetry in all of them. I was able to listen to and understand Mr.
Dao's struggle to escape to America, and his courage and stamina
helped me in my own struggles as well.
(Senior, John XXIII Senior Center)
"For sure, the lives of these men were hard, brutal and often
violent 'outside' this meal. Somehow, though, this soup was
sacramental. What was given for love's sake had an effect on the
acceptance and eating of a meal which made men brothers. There was a
peace that reigned in the room and I wondered if the men sensed this
and looked forward to this meal for more reasons than the food."
(Graduate student, Salvation Army Kitchen)
"This is the greatest lesson I learned during my college years:
accept people for their unique qualities, imagine what they acc and
feel, and comfort their hurt as best you can."
(Junior, Agnewa State Hospital)
"I don't know what I did for them but I can easily assess the
effects they have had on me. I learned how to relate to their
perceptions of the world and the importance they assign LO the things
within it. In short, I learned what it was like to be a kid again
and this made it easier to understand their needs."
(Junior, Gardner Children Center)
"I was able to see how what we were learning in class really
does apply to real lives. I realized that I did not want to work
with children of this age group."
(Sophomore, San Jose Day Nursery)
"I heard many stories and experiences of what it is like to be
homeless. Living day by day is the only way they can survive. They
spend each day wondering how/if they will find enough food to get by
for that day... Will they be able to find a roof over their heads or
will they have to settle for sleeping under the bridge? Most of us
spend our days deciding what time we are going to eat and what time
we should go to bed. If they look too far ahead, as many do, they
only become depressed and find it all too much to handle."
(Senior, Julian Street Inn)
"It was really healthy for me to get out of the Santa Clara
'bubble' and be with such wonderful children. I am amazed at how
truly culturally diverse our community is -- even though Santa Clara
University is not."
(Senior, A Family Place)
7
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In the spring of 1988 -- after two years in operation it
was obvious to us and the university administration that the project
was mushrooming and that an additional staff person was needed to
function as project coordinator and as liaison with the placement
sites. Mrs. Laura Jimenez was selected to fill this position and she
brought to the job the requisite industry and imagination to keep
pace with ever increasing student involvement.
During the past year and a half we have turned our
attention to the university's alumni/ae with the twofold goal of
providing support and encouragement to those SCU graduates who work
with underserved populations and of offering opportunities for other
alumni to engage in such activities. The project began this effort
with a talk in the fall to the local alumni/ae by President Paul
Locatelli, followed several months later by an afternoon of
reflection on social justice issues and subsequently by a Saturday of
work at Gardner Children's Center in downtown San Jose.
We realize that the Eastside Project does not simply
bridge gaps in the local community but also has some responsibility
toward narrowing the chasms that separate us from peoples and issues
beyond Silicon Valley. Thus, we sponsored a symposium on immigration
in the East San Jose community with a panel composed of both
community and university people. We have been responsible for a
number of presentations both within the university and the community
-- always with the specific intention of giving a public forum to
persons, issues or perspectives that are not generally heard. Our
successful offorts include the co-sponsorship of a Stcinbook
symposium at San Jose State in which Dr. Francisco Jimenez, SCU
professor and Eastside Project Board Member, put together a
presentation that involved the first person account of a migrant
worker and her mother plus a retelling of his Own experiences as a
child in a migrant family. Steve spent the fall quarter working with
refugees in El Salvador and brought back with him the experience of
the campesino which he has shared through a slide presentation with
over twenty-five community and university groups. His time in El
Salvador was not a "leave of absence" from the project but an
extension and expansion on the bridge that now stretches as far as
Central America.
Since its inception, the project has been funded by
annually renewable grants from the Bannan Foundation, which is
specifically devoted to enhancing the Jesuit character of Santa
Clara. While support from the Bannan Foundation affirms the
Eastside Project as a distinctively Jesuit enterprise, the
incorporation of the project into the university's operational
budget will be a major step in institutionalizing the Eastside
Project.
8
FROM 108 551 1795
P 10
The Eastside Project believes that the preferential
option for the poor, or the promotion of justice in the name of the
gospel, is not in conflict with the educational mission of a Jesuit
university; in fact, it is the very soul of that mission. If death
is the separation of a soul from the body that it animates, then we
are dealing here with the life or death of the university. The
Project is an effort to guarantee that the "soul" [animus] of the
university really animates the entire life of the university. In
this vein, Fr. General Kolvenbach, in his address to Jesuit
University presidents, noted:
"Too often, this 'animation' of the university is something
tacked on, off to the side of the teaching and the research: one has
the feeling that teaching and research is at the center of the
enterprise, and any question of animation is a sort superfluity; it
is overtime work, something that can be sacrificed easily for the
lack of time or motivation or energy."
The Eastside Project is about allowing the poor and the
marginalized -- those who suffer most from our social, political and
economic structures -- to vitalize the university by educating it to
the demands that must be met if justice is to be realized in our
community. Justice cannot be affectively promoted without a prior
and continuous attempt to find some solidarity with 'the poor' in a
more experiential way -- by sharing their lives, sorrows, joys, hopes
and fears. We know that this is what has to be done, and the
Eastside Project is an attempt to help Santa Clara University find
solidarity with those who are at or near the bottom of society --
those on the other side of the chasm.
9
01/09/90 14:38
PAGE 01
CALIFO
RNIA
CAMPUS
COMPACT
Post-It brand fax transmittal memo 7671
# of pages
# Susan Strond
Freit JEANNIE KIM
Co. white House of NAH Service CA CAMPUS COMPAG
MEMO
Dept.
PROSS 310 206 -3346
Fax
(202)456-6420
RU
340 206-3175
Date: 17 February 1993
To: Susan Stroud
White House Office of National Service
From: Jeannie Hyun Kim
Executive Director
Re:
University of California, San Diego Community Service Involvement
As per Nancy Rhodes' request for community service information at U.C.S.D.
46% of all U.C.S.D. students participate in some form of community serivce.
There is a student-run, student-initiated community service umbrella organization called the
Volunteer Connection on campus which houses nine different programs, from Habitat for
Humanity to Friends Understanding Needs (FUN).
Friends Understanding Needs (FUN) is one of the eight eampus-based Southern California
Partners in Learning consortium sponsored by the California Campus Compact. It's goal is to
provide college-student mentors to "at risk" fifth and sixth graders. The mentors provide
academic, social, and emotional support and understanding while learning about their mentees
and themselves. The community members. university students, administrators, and VISTA
volunteers work together through advisory boards to improve the program. This is one of the
ways that the community and institutions of higher education can work together to extend finite
resources.
U.C.S.D. has also begun a theme dorm called Galathea for students who want to live in a
particular dorm based on their interest Galathea's Theme is Community Service.
UNIVERSITY OF CALIFORNIA, LOS ANGELES
OFFICE OF THE CHANCELLOR
405 INLOADO AVENUE
LOG ANCELES, CA 00024 1405
(310) 206-3916
Celifornia
SAN JOSE CONSERVATION CORPS
A Private Nonprofit Corporation
Established 1988
WHO DOES IT SERVE?
Annually over 85 south bay area your ages 18 - 23 and over 110 local high school students during
the summer. Total number served AB 18 - 23: 438
.51% Hispanic
.32% Asian
.9% African American
.7% Caucasian
WHAT SJCC DOES:
0-
SJCC's mission is to provide a progra of education, employment training opportunities and
personal development for a diverse population of South Ray Youth who otherwise need assistance
in their transition to meaningful empl. ment; to complete a wide variety of socially and
environmental useful projects; and ovide emergency response and assistance to local
government agencies.
PROJECT WORK INCLUDES
*Recycling at School Businesses and Community Events
Internships at Recycling Businesses
Tence Construction
-Wetlands Restoration
Trail Construction
Stream Cleanup and Restor n
Tree Planting
Graffiti Removal
EDUCATION PROGRAM INC UDES:
G.E.D. Preparation
English as a Second Language Classes
Driver's Training
-Leadership Training
-Job Development
Life Skills C ACS
Computer Literacy
WHERE DOES IT SERVE?
San Jose
Sunny ale
*Palo Alio
*Mountain View
Gilro
Santa Clara County
TRACK RECORD:
-120 GED's obtained
180 Driver's license obtaine
348 Corpsmembers placed unsubsidized jobs
*230 High school students en 75 credits toward graduation
02-18-93 17:47
915 P03
San Jose Conser vation Corps Page 2
PROGRAM BENEFITS:
Provide Job Skills
Job Placement
Provide Educational Service
Opportunities to advance
Alternative to drugs, engs and life on the street
PROJECT ACCOMPLISHIMEN S:
38 miles of boundary fences for San Clara County Parks constructed
70 miles of Guadalupe, Coyote and : is Gatos Creeks cleaned of log jams and debris
10 miles of trails constructed for S. A Clara County and South Bay cities
700 acres of wetland restoration perf med for Santa Clara Valley Water District and San
Francisco Wildlife Refuge
8,500 15 gallon trees planted in the with Bay
900 tons of paper, aluminum and gl diverted from the waste stream and recycled
Graffiti removed from several city 111 ks throughout the City of San Jose and other cities in the
South Bay area
Renovated, landscaped. pruned tree onstructed play areas in some 94 parks in the South Bay
area
WED
17:52
CAMPUS
COMPACT
P.02
USD has implemented several programs iss the last year that
University of San Diego
promote positive perspectives on issues of diversity.
California
Contact: Judy Rauner
American Indian Outreach, in which 25 students participated,
included service projects on the Viejas Indian Reservation in
(alif.
(619) 260-4798
addition to activities designed to promote interaction between the
students and the tribe.
"Multicultural Volunteers and Volunteering: Enabling Students
in Community Service" was 8 workshop facilitated by USD faculty
and stuff and a San Diego county official that included among its
goals "to reflect on what it means to volunteer in our diverso
community."
"Toward a Common Future," $ lecture program, included in its
agenda B multicultural awareness week and lectures on issues
facing African Americans and Asian Americans.
University of San Diego
Faculty and students from the Universidad Iberoamericana joine.
California
members of the USD community for the first Binational Urban
Contact Judy Rauner
Plunge. Teams worked during the fall semester in four human
(619) 260-4798
service agencies in the San Diego community. In the spring,
students and faculty from USD travelled to Tijuana to work in
human service agency projects coordinated by Universidad
Inbratines Partnarships
Iberoamericana. Service, sharing and reflection strengthened the
partnership between USD and the Universidad Iberoamoricana R
facilitated discussion of culture and ideas between the two institu
tions.
University of Sun Diego
Together with 3 variety of service organizations, the University of
California
San Diego (USD) sponsore an annual conference that focuses on a
Contact Judy Ranner
theme or set of issues that are vital to the well-being of the nation's
(619) 260-4798
underprivileged and oppressed. This yoar's conference, "War on the
Homefront," fell only two days after the riots in Los Angeles, and
Instructional Postnerships
entailed a serios of lectures and workshops addressing topics that
had jumped La the forefront of national attention. The institutions
that helped USD organize the conference included the San Diego
chapter of the United Way, the San Diego city school system, the
Ecumenical Council and the San Diego Police Department (SDPD).
The United Way and the SDPD also contributed speakers to the
conference's agenda.
University of Sun Diego
The Pro Hono Legal Advocacy Board of the University of San Diego
California
law school organizes and implements several programs that serve
ContactJudy Rauner
the San Diegn Community.
(619) 203-4798
Social Advocates for Youth trains and places law students as
medititors for Kearny High School students and their families, in
accordance with n partnership formed between the law school and
Kearny.
The Pro Bono mentor progrem pairs gifted high school juniors
with lisw school students in order to encourage disadvantaged
Lsaft Aid/Law
students w pursue four-year college educations.
Pro Home hard members conducted on-campus training for $0
volunteers for the San Diego Volunteer Lawyer Program's Domentic
Violunce Clinic USD law students will staff the clinic in threehour
FEB-17-93 WED 17:56 CAMPUS COMPACT
P.07
:
university STATE Calif
contact : Dr. Aptekar
February 1985
408-924-3662
loe hove not been able
to reach there this
affertion to confirm
of this is on ging.
SI Se Puede proves effective in community
Putting the community to
advisers form a team with a Si Se
management team. in addition to
work to solve its own problems IS
Puede community worker on
Cavataio. are Dean Andrew
the basis or Si Se Puede (If Can
projects designed to break
Hughey. School of Applied Arts
Be Done). a San Jose action
through the defeatist spiral that
and Sciences. and $ Se Puede
group that utilizes a number of
afficts inner-city families
manager David Aikman. an SJSU
public agencies including cam-
S. Se Puede IS based on the
graduate
put faculty and students
behef that "youth violence. crime
in the live years that Si Se
and alienation from school and
Puede and SJSU have worked
conventional society can be
together 500 college students
alleviated if young people form
have interned in community
positive relationships with adults
projects in the San Jose United
who can help deal with their
School District area. Pat
problems (1983.84 annual
Ca ataio Recreation and Leisure
report)
Studies lecturer and campus $
Activities for SJSU students
Se Puede coordinator. calls the
range from chaperoning to
program a golden chance" for
resolving controntations. from
students 10 work with and under-
obtaining needed medical atten-
stand problems of truancy thett
lion for youngsters to organizing
drugs and gang warfare in the
fun trips. from "being there" for
public schools
counseling to organizing Block
Last semester three faculty
Parent programs.
members Judith Lessow-Hurley,
The combined approach
3 lecturer in the Bilingual Pro-
seams 10 work From 1963 to
gram: Professor Azmy Ibrahim,
1984. crime rates dropped -
Sociology and Barbara Joans a
armed robbery. down 20 percent,
lecturer in Anthropology. worked
strong-arm robbery down 28
with 17 SJSU students at three
percent residential burglary
different schools The students
down 19 percent: and commer.
came from several majors in-
cial burglary. down 16 percent.
cluding recreation psychology.
Cavataio noted many SJSU
behavioral science. nursing.
students repeat the course
liberal studies. sociology com-
because of the sense of ac-
puter engineering and social
complishment they gain
science
Among those on the project
Students and their faculty
Mentoring
Public School and University CompaReros
1217
9 Public School and University
In my self-contained, bilingual fifth-grade classroom. I simultance
onsly teach students who are progressing through myriad shades CO
Compañeros: Changing Lives
bilingualism and biliteracy, from monolingual in either English CO
Cabbrna, Santa Cruz
Spanish and sometimes pre-literate, to completely bilingual/biliteratere
Thus, the role of language and literacy is complex and means mann:
things within the context of "the bilingual classroom." or. monre
generally. "the language arts classroom."
Additionally, I am not solely "a Language Arts teacher" bilingueal
Debbie Bell
or otherwise. I teach all subjects to my students Certainly. languagge
Ohlone Elementary School, Watsonville, California
arts are a primary focus in my classroom. All my students need to
develop high-level communication skills, and biliteracy is our highess
"These letters are wonderful!" beamed Mariana' after receiving her
standard. Reading, writing, translation, second-language development
first letters from her new university partners. "They are the best thing,
and many forms of communication and thinking are guided by worlk
the best thing!" She smiled, hugging her purple UCSC (University of
in the language arts.
T
California, Santa Cruz) folder to her chest as she skipped back to her
Furthermore, in every other subject that I teach, from social studies
desk to finish responding to her new friends.
to art, from science to physical education, from math to family life
Mariana entered the fifth grade with a history of being a fairly
language arts are an essential component of the teaching, the learning:
gloomy child who felt she had no friends. Spending a great deal of
and the thinking that go on in my classroom.
her time whining and tattling, she had been perfecting the role of
victim and outsider for mest of her school career. As she tried to
0
articulate her happiness and her new sense of belonging, I smiled and
Fighting the Odds: Addressing and Overcoming Social Issues
knew that she was right. These letters are the best thing, and so is this
(0)
Partnership. The best thing.
Asa bilingual teacher working in an impoverished and fairly segregated
Then Ramón shoved his letter back under my nose and said, "Leame
community, I find the very nature of what I do to be immersed in
D
mi carta, maestra" ("Read me my letter, teacher") Soon we were off
social issues. Social issues are also at the core of what statistics might
in a comer, writing like mad.
predict for my students in terms of school "success."
This essay describes a university/public school Partnership between
Through our writing partnership with university students. my fifth
students in my bilingual fifth-grade class at Ohlone Elementary School
graders have challenged the educational status quo Because of political,
in Watsonville, California, and students at the University of California,
economic, linguistic, cultural, and educational "realities"-all social
Santa Cruz (UCSC). The Partnership, which is now in its third year,
issues-nearly all of my students are (or have been perceived as) at
0
involves four different UCSC writing, core, and research courses taught
risk of dropping out of school and/or low academic achievement, on
by Sarah-Hope Parmeter.
at least are very unlikely to go on to higher education, especially above
the community college level. Those that do make it into the four-year
Social Issues in the English Classroom?
university system are statistically unlikely to graduate. Noretheless,
this Partnership has started to redefine my students as "college bound."
A
I do not actually teach in "the English classroom." You see, I am a
E
bilingual teacher. Simplified, that means that I use two languages-
English and Spanish-for instruction.
"College Bound" or "At Risk": Statistical Reality, School Definition,
or Self-Perception?
M
This Partnership is supported by a grant from Campus Compare's Campus Partners in
Learning Programs, by Merrill and Oakes Colleges and the Writing Program at the
When I was about eight years old, I started saving money for college
University of California, Santa Crez. and by the Central California Writing Project
(CCWP). Addidonally because of this Partnership. Oblane School has been named an
I perceived myself as college bound" My parents. all of my grand-
N
NCTE (National Council of Teachers of English) Center of Excellence for Students At-
parents, and several of my great grandparents were college educated.
Rish
and although ] may not have consciously known that. it impacted my
174
A
E
FL
176
seacning wasing for SUCCESS responsionly
FROM active Companention
12:
view of what people de. My father was a college administrator, and I
area, crisscrossed by railroad tracks, and separated from the rest of
6
had grown up on university campuses. I learned to read before
Watsonville by the Pájaro River. The gang affiliated with Pájaro is the
kindergarten, and all through school, my mother was very involved
"Poor Siders."
in my education, assuring that my academic needs were being met.
The student population at Ohlone is 98% Hispanic, 89% Limited
I was a "good fit" with the school system Not only did I perceive
English Proficient, 75% Chapter I (below the 45th percentile on state
myself as college bound, so did my parents, my teachers, my relatives,
achievement tests and district-defined as "at risk") and 90% come
my parents' friends, and my friends' parents. The possibility of not
from families that qualify for Aid to Families with Dependent Children
going to college never entered my head, and 1 certainly didn't dream
(AFDC).'
that anyone I knew could have perceived me as other than "college
About twenty-five miles and several light-years away is UCSC. The
bound." In fact, I thought everyone went to college that
it
was
just
university is nestled among the redwoods, overlooking the Monterey
what people do.
Bay, in a very affluent part of Santa Cruz.
Almost none of my students know anyone in their families who
The primary focus of this collaboration is to develop strong academic
has gone to college. Many strive to be the first in their family to
and social ties between elementary and university students, particularly
graduate from high school. Some are the first to learn to read. Who
Chicano/Mexicano students, especially through the medium of writing.
am I to say to my students. "Of course you'll go to college"? And who
Through this Partnership, we wish to create for both student groups
am I to say, "Perhaps you won't go to college"? I feel that it is inherent
something personally meaningful within their education to keep them
in my job as a teacher to inspire and assist all of my students to
in school; we want them to believe in themselves and school in a way
"succeed" within the academic setting. I do not want to say to them
that will not exclude them from the educational system
"go to college or you will be a failure," but I feel that to offer them
For the elementary students, we are trying to make school meaningful
anything less is to limit their access to the full spectrum of opportunities
and to create an environment and an experience base that includes
within our educational system.
them in a "college bound" definition in a strong and natural way
Maybe if they define themselves as college bound, then the system
COMPACT + 0 P IN E 00 M (I) A 0 a F 1 ..
Bridging the (Perceived?) Gap: Fifth Graders Go to College
will not decide for them that they are not We are trying to give them
nonership of the university so that il feels like it is there for them.
I really love the program with the UCSC students. I hope we do
Because of this partnership, throughout the school year my students
something like that in Jr. High. I've never done something this
learn about how the university quarter system works, what finals and
fun in school. It teaches us how to make friends fast, and how
to get along with each other. It's probably not going to be so fun
essays are, what dorms are like, how financial aid works, what "college-
in Jr. High. I really like it when we go (to UCSC) five times a
bound" high school classes are. what is required to get into college.
year. I really like this program.
and what is required once you get there, and much more about the
-Elvia
workings of the university Also. they learn about the freedom and
responsibility of choosing your own classes, setting your own schedule,
Currently the Partnership involves weekly letter exchanges between
eating in the dining hall, having girlfriends and boyfriends, working
partners from each school, several visits per quarter of UCSC students
and going to school, attending protests and sit-ins, and getting narrative
to Ohione and Ohlone students to UCSC, potluck dinners for parents
evaluations (the UCSC option to grades). They not only know tha:
to meet the UCSC students, graduation ceremonies, and several field
university students have to buy their own books, but they also know
placements of UCSC students in Ohlone classrooms throughout the
where the bookstore is. They casually and with authority talk about
year. Additionally. Sarah-Hope Parmeter, the UCSC writing instructor
going to McHenry Library or the West Field House or the recreation
involved. spends ample time in my classroom getting to know my
room at Crown. Most know about "Elf-land," a magical place in the
students. This year, we have expanded the program to include the
woods on campus that many UCSC students may not even know
other fifth-grade class at Ohlone
about.
The Watsonville community of Pájaro, where my school is located,
And they learn all this not through "lessons" about university life,
is an impoverished, and primarily Mexicano, agricultural and industrial
but through their friends-their partners at UCSC. The university IS
178
Teaching Writing for Social Responsibility
Public School and University Compon
a place they know and feel comfortable in. not because I took them
Writing Letters: Literacy and R
there on a tour, but because their buddies live there and that is where
Naomi, and Others
much of their fun together takes place. Information about college
P
matters because it is about real people, not just something to think
The first time my students wrot
about in ninth grade during career week when many of them may
that they might have for univers
not be counselled into college-prep courses anyhow, but rather because
that their "pen-pais" might wan
it has to do with the part of school that almost every one of them
letters were formal and uncomfo
comes to call the "best thing."
came back addressed to particula
Many of the university students involved in the partnership have
to happen Writing letters starte<
chosen to participate because, in the words of their teacher. "they are
that they would eventually meet
students who have a strong desire to serve the communities that they
the excitement of getting to know
came from. and are seeking an education for that purpose." One of
letters:
the university courses built around the partnership is a university
We get to meet new peopl
composition course called "Escribiendo para Transformamos/Writing to
get to know what kind of things
Change Our Lives," which has the stated goal of influencing the future
have to wait to see what they I
0
makeup of the university student population through early outreach
if you will be embarrassed. Ai
some things in common with
to under-represented communities.
lot We can write to them by
The university students who have chosen to participate in the
answer back to them and it g
0
program represent an unusually high percentage of minority students
to write a story and we do not
as compared to the university population at large. In the first year,
students. We spend one hour
We have all the time to write.
40% of the UCSC students in the program were Chicano/Latino (as
0
compared to about 9% of all UCSC undergraduates"), and another
27% came from other minority groups (as compared to about 15% of
In addition to the friends that $
all UCSC undergraduates). The percentages were even higher in the
writing was affected by the letter
second year, with at least a 75% minority enrollment in the majority
Mariana repeatedly told me that
of Partnership courses. The high minority, and especially Latino,
of the year she was not only &
enrollment reflects the value that this partnership has for students of
was very involved in being an a
color at the university.
As the program gained some I
In addition, over half of the UCSC students involved, and 100% in
a means of developing relationsh
ID
some of the writing classes, could be considered initially underprepared
fifth graders got a firsthand une
"
for university-level work, based on their statewide Subject-A exam
system when they came back h
N
scores, which tests basic writing skills and plays a major role in their
that many of their bartners were
continued university enrollment. Although they have initially beaten
Hope's classes. Many had to ge
A
"the statistics" by making it into the university, at least some of the
trying to maintain some contact 1
E
college students involved in this partnership could be described as "at
with other university classes.
risk" of not graduating.
But, despite the frustration (
This partnership attempts to offer both student groups enough to
original partners, my students' 6
M
help them persevere, stay in school. and be empowered participants
more confident: they knew who
6
in their education.
were all about They could expla
worked. and many of them alrea
-
1
I
B
E
F
SJSU
SANJOSE
STATE
juni- pls write letter a him A
campus of The California State University
UNIVERSITY
thank Thanking
for info S.
College of Education
Office of the Dean
One Washington Square
San José, California 95192-0071
408/924-3600
FAX: 408/924-3713
March 21, 1993
Ms. Susan Stroudt
Office of National Service
Room 145
Executive Office Bldg.
Washington, D.C.
20500
Dear Susan,
I was sorry that I didn't get your message when President
Clinton and Vice-president Gore were in San Jose. Ironically, I
was in Washington, but this happens. I am sure they would have
liked to learn more about the Human Corps at San Jose State
University.
The major thrust of our Human Corps is through an
undergraduate course called Community Concepts, which is designed
to enrich students understanding of themselves as citizens in an
emerging multicultural democracy.
Each year in Community Concepts, over three hundred
university students work in more than twenty community agencies.
We have had tremendous success at helping the community reduce
some problems, and in showing our students how to work for a
better world.
Our students, who come from many countries and diverse
ethnic and racial groups, spend five hours per week volunteering
at one supervised community site. Currently we provide community
service work with recently arrived refugees and immigrants, teen-
age single parents, adults who cannot read or write, elementary
and secondary at-risk students, the homeless, low-income patients
at a county hospital, and at-risk community college and
university students. One reason for our success is that the
people we serve see that the university students, in spite of
coming from diverse backgrounds, are able to work together to
help others.
Students in the Community Concepts course also attend
classes on campus. These classes are designed to increase
students awareness of the social problems they encounter in their
community service, and to help them understand the importance of
creating a multicultural democracy.
Page 2
Ms. Susan Stroudt
Office of National Service
March 22, 1993
We feel that the Human Corps would fit into the President's
proposed National Service Program. By maintaining the same
structure we could place several hundred students a year in
community agencies that serve people in need.
I hope this information is of help to you in thinking about
how San Jose State University and the city of San Jose can join
the President's National Service Program. Please feel free to
contact me should you desire more information, or need
clarification of Human Corps. Our program is growing rapidly and
we are proud of the impact we have been able to make on students
and the community.
Sincerely yours,
Lewis Aptekar,
Associate Dean and
Director of Human Corps
SFSU
Office of the President
000 Holloway Avenue
Trancisco Chronicle
San Francisco, California 94132
THE VOICE OF THE WEST
MONDAY, MARCH 8, 1993
(PFI)
RICHARD TOBIN THIERIOT
Editor and Publisher
file CA
{\:
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Managing Editor
City Editor
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sistant Managing Editor/News
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tant Managing Editor/Features
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With the compliments of
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keting and Operations conducted by the Son Francisco Newspaper Agency
ROBERT A. CORRIGAN
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San Francisco State University
DITORIALS
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University Network Is Ready
bers who are black with at-risk
high school students.
To Assist National Service Plan
Likewise, environmental
programs - another focus of
homeless issues.
the president's plan are a nat-
RESIDENT Clinton's pro-
posal for national service is
Clearly, there is a high level
ural for universities. Here,
of motivation among students.
there is the potential for dy-
going to work for two reasons.
At the same time, university
namic partnerships that go be-
First, it is the right idea at the
leadership will be critical to get-
yond academic-based pro-
right time, and the nation
knows it. Second, it will tap a
ting the president's national
grams.
critical infrastructure: coali-
service plan into our communi-
An example now taking
tions of service-oriented univer-
ties. Clinton proposes federal
shape involves the San Francis-
sities which have been moving
seed money and local manage-
CO Conservation Corps, City Col-
in this direction for some time.
ment and depends on "the indi-
lege of San Francisco and SFSU
viduals who serve and the
in setting up what. could be-
The president is accurate in
groups that sponsor their ser-
come a national model for ca-
T.Ebalich
sensing a new national eager-
vice [to] guide the process."
reer training in environmental
idea of res.
ness to serve. Simply consider
One group is ready to go:
restoration and an emphasis on
University a
those on whom the plan largely
Campus Compact, a national co-
cleaning up former U.S. de-
service for
depends: college students. A re-
alition of over 340 college and
fense and energy sites.
ONSUbject
cent study showed the first rise
after many years of decline in
university presidents who are
ares!
I for one am delighted that
the number of graduating col-
committed to building commu-
we as a country no longer are
lege students who consider
nity service into undergraduate
debating the value of communi-
education. This is a ready
community service important
ty service, and that instead, we
and are willing to undertake it.
framework for the organization
are trying to figure out how to
and entrepreneurship which
make it work. Indeed, there is
At San Francisco State Uni-
will be necessary for the nation-
opportunity particularly for the
versity, for example, the Com-
al service corps to succeed.
urban university to combine its
munity Involvement Center, a
resource of student volunteers,
Helping K-12 schools is just
idealism and problem solving
one of the areas where Clinton
skills to help.
has seen a 148-percent jump in
one year's time in the number
wants to focus national service.
As President Clinton put it:
of students seeking to volun-
Here university leadership will
National service can "bring to-
teer. Colleges and universities
be critical. In.fact, relevant pro-
gether men and women of ev-
in the Bay Area, the University
jects already are under way.
ery age and race and lift up our
of. California at Berkeley, Hay-
For example: a children's sci-
nation's spirit."
ward State, Stanford University
ence lab created on a shoestring
and SFSU among them, have
by a City College of San Francis-
come together in the Bay Area
co staff member and the pair-
Robert A. Corrigan is president of San
Homelessness Project, which
ing of SFSU fraternity mem-
Francisco State University. He and
UCLA Chancellor Charles Young co-
engages students in addressing
chair the California Campus Compact.
03/03/93 13:23
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The Commission on National and Community Service
Catherine Milton, Executive Director
Facsimile Transmission
The National Press Building
529 14th Street, N.W.
Washington, D.C. 20045
Phone: (202) 724-0600
FAX: : (202) 724-0608
PLEASE DELIVER TO: Gail Sanomi
of:
FAX Number:
Phone:
FROM: Kim Tso, CNCS
Date:
Re: L.A. into request
We are transmitting a total of 5 pages, including this cover page.
Please Note: The information contained in the facsimile message is privileged and confidential, and is intended only for the
use of the individual named above and others who have been specifically authorized to receive it. If you are
not the intended recipient, you are hereby notified that nay dissemination, distribution, or copying of this
communication is strictly prohibited. If you have received this communication in error, or if any problems occur
with the transmission, please notify us immediately at the telephone number above.
Message:
03/03/93 13:23
202 724 0607
CNCS #2
1
002/005
Memorandum
March 3, 1993
TO: Gail Sanomi, Office of National Service
FR: Kim Tso, CNCS
RE: Requested informantion regarding Los Angeles service activities
Attached is a portion of a memo written to our Board of Directors last
December on the status of the Disaster Relief Grants, including the Los Angeles
Conservation Corps. Our program officer for youth corps, Nathalie Augustin,
has handwritten comments in the margins to update this information.
Another grantee in the L.A. area is the Constitutional Rights Foundation. I
am still awaiting information on them for you, and will forward it as soon as
possible. Until then, I thought you might want what we have available now.
If you have difficulty reading the copy or the handwritten comments,
please feel free to contact me or Nathalie with questions.
03/03/93
13:24
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issues that they would like to see the Commission address in the coming five years--
funding sources, visibility, and linkages with K-12 schools and institutions of higher
education. The attendees also discussed their vision for the youth corps field 5 years
from now.
Federal Disaster Relief Grants
Los Angeles Conservation Corps (LACC)
Since June the LACC has done a considerable amount of planning for
Commission-funded activities. Martha Diepenbrock, the Executive Director, has
successfully reinvigorated and expanded her Board of Directors. Previously, the group
met four times annually; but they have met that many times since April. The Board has
established ad hoc committees which meet frequently. These committees include the
nominating committee, the finance committee, the communications outreach committee,
and the fundraising committee. This approach will serve to involve the Board to a much
greater extent in the development of the LACC's financial base and programs. Indeed,
the renewed Board involvement was instrumental in securing an additional $320,000 in
private, unrestricted funds for the corps. This is the first time since its start-up that the
LACC has raised private funds. Ms. Diepenbrock has also engaged someone on a pro-
bono basis to work with staff and the Board on a strategic plan for sustaining the impact
of the Commission's grant, as well as to identify and recruit a development director.
In terms of Commission-funded program plans, Ms. Diepenbrock has developed
an expansion plan that involves three new major projects- the urban greening project, the
human service delivery project, and the Youthbuild project.
-- Urban Greening Project. The Uban Greening Project will build on the
A project
LACC's existing urban tree planting operation and will thus supplement funds from the
Califonia Department of Transportation and a new grant from the U.S. Forest Service. A
director was hired
primary goal is community involvement: neighborhood groups must be involved in the
in October,
planting of each tree. Corps members will provide expertise to help groups with
and
plantings, not to do it for them. Beginning this fall, 24 to 28 corps members will be hired
corps-
On any one day, half the corps members will be on-site and the other half will be in class.
members
were mired
By alternating a week of class with a week of work, Ms. Diepenbrock expects that
corpsmembers will more quickly improve their basic academic skills in the context of
throughout acquiring technical skills in landscaping and agroforestry. The LACC has tested the
November approach of alternating a week of work with a week of class on a small scale for over 2
years and has seen marked improvement in the education gains of members.
The project director position for this project and other related staff openings
will be posted in early October.
Human Service Delivery Project. Corps members and staff will identify, plan
A
project
and implement their own human services projects. the projects chosen must address the
director
underlying causes of the civil disturbances and work to foster better multi-cultural
understanding. The human services projects must also invlove other youth as volunteers,
and
corps- e.g., youth involved in the Constitutional Rights Foundation's (CRF) neighborhood action
members were
hired by Nov.
Additionally, the human service project is currently
working on the City of Los Angeles' Neighbor to
to Educate the community about Hwo
Neighbor program This is a program controve designer
Spring 1992 civil disturbances This program
sial tuals, currently in progress, related to the
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turbances is a proactive approach to avert further des
treams (see discussion below). Twenty new corpsmembers will be hired. Corps
members in this project will also alternate a week of work with a week of class.
The job listing for the project director will be posted in early October. This
project is scheduled to begin this fall.
-- YouthBuild Project. The LACC and YouthBuild have determined that
YouthBuild is a feasible model for Los Angeles. The LACC staff participated in a
YouthBuild seminar on start-up procedures for such an organization. The LACC
arranged and participated in a series of meetings with several agencies and groups
throughout the city to help start the program. As a result, two nonprofit groups and the
Los Angeles Housing Authority have committed to working with the LACC's YouthBuild
project. The LACC expects to hire 15 to 18 corps members who will work with
supervisors from the construction trades. On any given day, half will be on-site and the
other half will be in classes. Course work will emphasize construction training to
supplement the field-work. There will be an intern phase at the end of the training year to
Because
of
help place corps members in jobs. While the LACC expects this project to move
forward, there is still one key issue to be resolved: waiver of the Davis-Bacon prevailing
the com
wage requirement. LACC has an October meeting scheduled with local union leaders, if
plexities
at that time the LACC gains their expected support, the LACC will proceed to hiring a
golved
project director and other staff.
prevai
case issues
The LACC expects the YouthBuild project to start in early 1993.
waking with
the eplication VorthBuild satellite site for the LACC not only in terms of institutional capacity but also to recruit a
USA The critical links to implementing these three programs are (1) securing a new
Norram) more diverse group of young people and (2) hiring quality individuals to staff the three
project
will new projects. The LACC underwent negotiations with the Los Angeles Unified School
begin
opera-
District for use of what appeared to be an ideal spot. At the last minute, the District
ion in
changed its position and decided to retain control of the building for District uses. At
LACC has
April, 1993. speed with which these projects are implemented is also dependent upon how
this point, the target date for selecting a new site is prior to Thanksgiving. The
a secured satellite
quickly the LACC can hire new staff for these projects.
site in East
Two additional factors have delayed plans for the LACC's implementation of
Los Angeles
Commission-funded projects:
(1) An ambitious expansion of the LACC's Clean and Green program occurred
this Summer as a result of the infusion of the JTPA Summer Youth Employment Funds
that were part of a massive National Urban Aid package to hire large numbers of youth
for the Summer. These funds more than doubled the size of the LACC's Clean and Green
operations from 200 participants to 475 participants, with very little lead time. There
were 35 corps members and 15 college students hired as Youth Leaders, each
supervising teams of five to seven summer youth workers. While the Summer operation
presented a good opportunity for corps members to develop leadership skills, it had the
net result of overshadowing the planning and implementation of the Commission's grant.
(2) The nature of the problem creating the violence in Los Angeles does not call
for simple solutions. In May the Board articulated its desire to address the root cause of
the unrest and to achieve long-term impact with the grant. Towards this end,
Commission staff worked with Ms. Diepenbrock to develop a proposal that
03/03/93
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fundamentally expands and redirects the focus of the LACC's operations and calls for
major institutional and programmatic restructuring.
LACC and CRF. In June, the LACC co-sponsored CRF's Youth Action Summit.
This effort brought together several hundred young people from throughout Los Angeles
to discuss the reasons for the civil unrest and to identify strategies that youth could
initiate to respond to the needs in the community. Since then, the LACC has held a series
of joint planning meetings in anticipation of funding for CRF from the Commission (the
Executive Committee has agreed to such funding in principle). In that regard, the LACC
expects to work with CRF in an initiation of neighborhood action teams near high schools
within the Los Angeles Unified School District. Corps members will work with students
and out-of-school youth to identify community service projects in their own community.
Corps members will help provide leadership to the group and logistical support for
student initiated projects. LACC will also work with CRF to organize a series of city-
wide or regional projects that will bring corps members, college students, and in-school
and out-of-school youth together.
A more detailed report, prepared by Ms. Diepenbrock, discussing the LACC's
activities over the summer and plans for implementing Commission-funded projects is
attached.
Greater Miami Service Corps (GMSC)
On August 27, 1992, the GMSC requested $1 million from the Commission in
order to establish a satellite location in the Homestead/Florida City communities
devastated by Hurricane Andrew. fter the $1 million grant to LACC, $125,00 remained
in the Commission's Subtitle C Federal disaster relief account. The Executive
Committee voted to make this amount immediately available to GMSC. The
Commission anticipates that this amount will enable GMSC to hire at least one new team
with eight to ten corps members to assist in the clean-up of the devastated areas. The
Commission notified GMSC of the availability of the funds and the documentation
necessary to effect its release. We are currently awaiting the receipt of such
documentation.
file: CA
higher eve
*
ASSEMBLYMAN
JOHN VASCONCELLOS
CHAIRMAN WAYS & MEANS
CAROL Rosco - -
Rn PRESIDENT CLINTONS
proposal for NATIONAL
you SERVICE- may want of look
00 t uniour
CALIFORN IA Human CORPS
as h model
us Mr know
how 9 can help
-
Mail Thank you
2
Eli Segal
* *
TOWARD A HEA T THIERISTATE
TOWARD A STATE STEEM
:
P.O. BOX 301 * SANTA CLARA CALIFORNIA * 95052
Metro (Santa Clara Valley Weekly)
October 29 - November 4, 1992
Stumped: Vasconcellos and Republican state Sen. Frank Hill at a budget conference committee
hearing earlier this year
Democratic
Breakthrough
John Vasconcellos sees California's political
breakdown as an opportunity to change, heal and
create a new foundation for prosperity
BY DAN PULCRANO
AY 1992: Tanned, fit and just back from a 60th-birthday jaunt to Maui, John
M
Vasconcellos sits at the San Jose Athletic Club and scratches figures on a napkin
with a felt-tip pen. With frightening simplicity, be crunches memorized
numbers into an instant P&L for the state of California. "Last year, we were $14
billion short," he explains. "We pulled off almost a miracle deal with the
governor. Raised taxes seven, cut services five, moved money around two. Had it solved.
In January, we were again five or six billion dollars short, and since then it's gone to ten
billion. Nothing left to tax. Nothing left to cut. We're bankrupt. Can't pay our bills."
Methodically, tersely, be rattles normal year, of $30 billion. In a gained 6 million people. Four
off the geasons for the shortfall:
recession year, It's down another
pieces of that population cost
"Between Prop 23 cutting the
$12 billion. Our revenue picture
money: baby boom; quarter of a
property tax, the income tax and
is down from like $90 billion to
million more kids in school each
abolishing the inheritance tax,
848 [billion]." be says.
year; aging population-
federal tax conformity and tax re-
"If the population had dropped
$00,000 folks DD Medi-Cal who
form, the impact of that
percent
but
live. longer thanks 10 medical
duction
of
state
technology
epidentic
"I don't know how. to fix this
deadlock, he reflected on the condi-
one," be confesses.
tion of the world around him "The
In foreboding terms, be adds:
metaphor that comes to mind is
"The whole [Legislature] is really
that of the alcoholic," be said,
under siege. The Capitol is like a
"who is terribly ill and dysfunc-
war zone. Wilson's out to control
tional and utterly in denial"
the Assembly, and people are out
Under this paradigm, the disin-
to stop him, and that influences al.
tegration of the compact between
most everything these days."
the public and its legislative insti-
tutions, however painful, can be
VER THE SUMMER, the
seen as a step toward recognizing
0
napkin scenario springs to
the illness and beginning the heal-
life: No budget, legislative
ing process.
gridlock, IOUs, cruel cuts.
A disgusted populace
N OCT. 6, Vasconcellos un-
screams for legislators' heads. The
0
veiled an economic recov-
same mob, more or less, that voted
ery plan for California be
in the Prop 13 tax caps and 1990's
fore a roomful of American
Prop 140 legislative term limits
Electronics Association
and staff cuts. The same registered
executives at the north San Jose
California voters who in early
headquarters of Centigram Corp.
June gave Perot a 13-point lead in
Flanked by legislative colleagues,
the polls over both Clinton and
be outlined a program to help the
Bush.
state regain its financial health
The uproar is characterized by a
and competitive edge by "reducing
desire to commit the political
the costs of doing business and im-
equivalent of violence, to destroy,
proving the regulatory environ-
to hurt the politicians they see as
ment."
the sources of their pain.
Vasconcellos could easily have
The previous eruption of voter
been reading from a Republican
anger cut deep for Vasconcellos. "I
crib sheet on low corporate taxes
took the term limits thing very
and deregulation, had not his com-
personally," he recalled during the
mittee been adeptly named the As
May discussion. "I've worked hard
sembly Democratic Economic
for 16 years, and I didn't appreciate
Prosperity Team (ADEPT) and its
that. Besides limiting terms, ft cut
findings laced with new-wave ter-
our budget. I lost 14 staff members
minology about empowerment, es-
last January 31. My work is much
teem, multiculturalism, collabora-
of my life, and my staff is my fami-
tion and partnership. Declaring
ly in many ways. I sat down and
that the old models no longer apply
got sick to my stomach, wrote my
in a post-Cold War global econo-
letter of resignation, which I car-
my, the legislator proposed new
ried around in my pocket for six
"principles of operation" to re-
weeks. People don't want me
place "the old Democratic ways"
around here any more, I thought. I
and added: "The blame culture
went to therapy to get through the
doesn't solve the problem. Let's
depression. I still have a touch of
take responsibility."
bitterness."
At the forefront of a new Demo-
In mid-July. I jot Vasconcellos a
cratic agenda, the Assembly team
missive, asking for his take on the
has crafted a holistic action plan to
latest wave of discontent and chal-
turn California into "a customer
lenging him on whether a legisla-
satisfaction state" that invests in
ture slimed by perks and special-
its infrastructure and educational
interest payola shouldn't take
systems, tends to its societal needs
some responsibility for its slide
and maintains a low-cost, busi-
into dysfunctionality, disrepute
ness-friendly playing field.
and inaction.
Many of the same themes have
"After eight months straight
found their way into the position
here (except Easter week), I verge
papers of the Clinton campaign,
on stir crazy. And I grow each day
and that's more than coincidental,
more sad as I watch my beloved
given the affinity between the two
state of California wither and die,"
politicians and the overlap be
be writes back. "Re: your crt-
tween their respective inner ctr.
tique-yes, our people are exasper-
cles. With the prospect of a Demo-
ated-and our political systems
cratic sweep in the state and the
are dysfunctional, as are all our
nation, the ideas emerging from
systems-families, schools, health
the Clinton and Vasconcellos
care, law and order, the economy.
brain trusts could well become the
How come? They were founded
defining economic policies of the
and are operated upon traditional
1990s.
cynical assumptions regarding
No ple-eyed idealist, California's
our human nature and inclina-
chief champion of the new Demp-
tions-assumptions we are out-
cratic economic agenda is the
growing! Hence the discrepancy!
state's preeminent number-
Hence our exasperation!
cruncher. There are sound reasons
"What we are experiencing is
for the convergence of social and
not a breakdown only-but a break
economic theory. The compassion-
up, out. Even a breakthrough."
ate, humanistic definition of gov.
"How we recognize and truly ap-
ernment crafted during periods of
preciate all this energy [and direct
prosperity cannot survive without
It] into constructive channels is
retooling in lean times. Simply
our challenge Instead of react-
put, without an economic base,
ing to # folks can constructively
there will be no social programs.
enlist in easing our passage."
As a student or the personal-
Douglas J. Fine assisted tn
growth movement, Vasconcellos
preparing this special report.
well
that
crisis
precedes
Politics on the Cutting Edge
Behind the Little Rock-Silicon Valley connection is an unorthodox legislator who's forging a new
partnership between California and its business sector-part of an innovative plan to revitalize
the state's economy while protecting its social programs against further cuts
BY HAL PLOTKIN
Straight Talker. Assemblyman John Vasconcellos has a reputation for speaking bis mind
LOOD-RED HUES pulsate Into a purple
two later, the former strangers will likely find a handwrit-
fold in the framed finger-painting that
ten note from Vasconcellos in their mailbox, thanking
decorates John Vasconcellos' small
them for recognizing him and offering help whenever
two-bedroom Santa Clara condo. The
needed. Dozens of such notes go out each week.
handiwork looks a bit like an
Vasconcellos' ascetic tastes were nurtured by his Jesuit
impressionistic stop sign.
training, first at Bellarmine College Preparatory in San
Jose and later at Santa Clara University, where he served
"It's my heart," he says, surprised that the viewer
as student body president. As an undergraduate, Vascon-
doesn't immediately recognize the bluish outline. "And
cellos delivered the valedictory address, in which the
that," he continues, pointing toward a small coagulate, "is
straight-arrow student pledged to devote his life to fur-
the clot." The creation serves as an artful reminder of
thering the work of Jesus Christ.
mortality to the veteran assemblyman, who created the
It was at Santa Clara's law school, however, where Vas-
piece while recuperating from a 1984 heart attack.
concellos became enmeshed in his first major political
After a seven-way bypass operation, Vasconcellos
skirmish with earthly powers, challenging the law school
heard what he considered to be even worse news than the
dean's competence. The battle almost cost Vasconcellos
heart attack that preceded the surgery: Either give up his
his diploma, but ended with the removal of the offending
position as chair of the powerful Assembly Ways and
official. "The president graduated me and fired the dean,"
Means Committee or start planning his funeral.
Vasconcellos relates.
His regular routine-weekly commutes to and from
Soon thereafter, the Jesuit crusader was drafted into.
Sacramento, long committee hearings, contentious nego-
public service. A group of friends began drumming up
tiations, poor diet, inadequate exercise and a policy of
support for a Vasconcellos run for the state Assembly.
personally seeing every single constituent who requested
The district of Assemblyman Al Alquist, who was busy
some time-was killing him. The best thing, he was ad-
running for the state Senate seat he still holds, was open,
vised, would be to cash in on his service as the second-
and without bothering to tell him, Vasconcellos' friends
most-senior legislator in Sacramento.
launched a campaign. One of them placed a call to Vas-
As the longest-serving chairman in the history of the
concellos and informed him he was in the race.
California Assembly's key budget-writing committee,
At the time, Vasconcellos, who had already served as an
Vasconcellos would have had no problem finding lucra-
aide to former Gov. Edmund G. (Pat) Brown Sr., was man-
tive employment. In a few months, a year or two at most,
aging, with 15 other young Catholic men, a fund that had
the eldest son of a strait-laced, Portuguese-German
been established to work on hunger issues, push for en-
Catholic family could have squirreled away more money
forcement of minimum-wage laws and enact fair housing
as a lobbyist or an industry consultant than be had made
policies. In 1966, Vasconcellos, with eight fellow Catholic
in his entire career in Sacramento. The time had come for
activists in tow, joined Cesar Chavez on his now famous
Vasconcellos to take the money and run-to a nice beach
Good Friday march from Delano to Sacramento.
house somewhere.
Young Vasconcellos won handily that November. Since
Vasconcellos thought It over "for about two seconds," be
then, he has notched 24 straight electoral victories, with a
says, and then headed for the racquetball court and the
close contest only once, in 1976, when then-Santa Clara
salad bar, determined to regain his health and to continue
Councilman Bill Gissler came within four percentage
one of the most remarkable careers in local public service.
points of ousting Vasconcellos.
Despite a comparatively paltry personal financial net
His performance at the polls is remarkable, even as-
worth of about $50,000, Vasconcellos says, "I learned a long
tonishing. given the controversy often generated by the
time ago that I don't really need a lot of money to be happy."
unorthodox legislator. Take, for instance, the time be
Although he belongs to a generation that values materi-
announced, in December 1974, that he was forming a new
al accumulation, Vasconcellos owns few possessions. He
political movement. Dubbed "Self-Determination: A
has no TV. His dilapidated car, a convertible with a leaky
Personal/Political Network," the new group's goals in-
roof, was a local fixture for more than ten years until it fi-
cluded fostering "humanistic alternatives" aimed at reo-
nally collapsed in a heap. His wardrobe, a notorious
ognizing "the energetic, emerging movements regarding
trademark collection of rags, T-shirts and ill-fitting suits,
human personal needs and wants, sexual revolution, new
wins him unending derision from his friends, including
religious drugs, encounter, sensitivity, etc."
his longtime ally, Assembly Speaker Willie Brown Jr.
Sacramento's startled press corps, which had voted
"A few years ago, when we were in New York, I took
Vasconcellos "best freshman member of the Assembly" in
John shopping," the fastidious Brown recalls. "We picked
1967, now had no idea what to make of the shaggy-haired
out a nice double-breasted blue blazer and appropriate
rebel. By 1974, of course, they had seen people like him-
pants, and for a period of a few months John looked great.
but never walking around inside the state Capitol let
But now," Brown laughs, "John has retrogressed beyond
alone actually belonging there. The "touchy-feely" label
repair."
made its debut.
For entertainment, Vasconcellos prefers movies, that
Vasconcellos, however, seemed to revel in the atten-
is, when he is not devouring novels at a pace of two or
tion. There was, for example, the now-infamous episode
more per week. Between books, there is an endless series
when Vasconcellos persuaded a coed group of legislators,
of meetings.
including Willie Brown, Leona Egeland and Bob Moretti,
More than most public figures, Vasconcellos thrives on
to join him for a naked soak in Big Sur's Esalen Institute
human contact. In restaurants and grocery stores, be usu-
hot tub. The goal was to get the legislators to open up to
ally takes time to talk with those who recognize him, of.
each other and realize their commonality. At first
ten jotting down their names and addresses. A week or
ridiculed, the event helped break an. interpersonal log.
jam in the legislature and left Vasconcellos with a pile of
requests from other legislators ready for their own soaks.
20
Election 92
METRO
Occipt
7992
"John
has
taught
me
how
to
E
concellos
recalls,
which
held,
"Losing him, here in California,
al businesses on an equal tax foot-
continues to operate on the as-
along with other people," Brown
among other things, that what Call-
was one of the toughest things
ing with foreign multinational cor-
sumption that we human beings
says, noting that his service as
fornia really needed were more
we've ever been through."
porations. The move initially re-
are inherently monstrous, or at
speaker, the longest in state histo-
prisons and fewer trees.
During most of the 1970s, Vas-
duced tax receipts for the state but
least usually don't know what is
ry, depends on the support of his
Vasconcellos stormed Into and
concellos' mood fluctuated from
did win Vasconcellos plaudits
good for us.
fellow legislators. "I am fairly
out of committee hearings, glared
combative to depressed. He real-
from the likes of David Packard
"The conservatives, usually Ro
abrasive and less tolerant than
at opponents and fought for his
lses now, be says, that in addition
and the late Intel co-founder,
publicans, operate as though they
anyone you know," Brown adds,
causes on the Assembly floor like a
to the turmoil of the times, be was
Robert Noyce, who credited the
believe that we humans are natu-
"John has been the anchor who re-
cornered tiger. 7 was not a very
also struggling with an unre-
legislation with helping to pre-
rally trresponsible, even danger-
minds me that we are dealing with
pleasant person at the time," be
solved inner conflict related to
serve thousands of local jobs.
ous, and therefore can't be trusted
human beings."
concedes.
the same strict Catholic upbring.
Recently, however, the task of
with, and shouldn't be allowed to
of was a locked-down, buttoned-
ing that had helped motivate his
attracting businesses to Silicon
enjoy, personal freedom. Their pro-
T THE BEGINNING of his
down. good Catholic boy trying to
work on human and civil rights
Valley has become tougher. While
grams, although well-intentioned,
A
political career in the late
toe the line." When his personal
issues. Following an epiphany
leaders of other states, including
are too often punitive, repressive,
1960s, Vasconcellos' poli-
puritanical dam finally burst, be
that has had ramifications for
Texas Gov. Ann Richards, make
defensive and armed-and lead us,
tics were defined more by
let his hair grow and wore an an-
California and the nation, Vas-
regular visits to Silicon Valley to
inevitably, to a 'warfare state.''
what be opposed than what
gry expression. California maga.
concellos went public, sharing
court businesses, California Gov.
"The liberals," Vasconcellos
be supported. Arriving in Sacra-
zine's Richard Trainor even went
his personal experiences with
Pete Wilson appears to have aban-
continues, "mostly Democrats, op
mento after his 1966 election, be
so far as to suggest Vasconcellos
psychotherapy. His original ori-
doned the traditional state execu-
erate as though they believe we bu-
was determined to protect the ex.
looked more like a cross between a
entation, what be calls "the tradi-
tive's booster role. Instead, be has
mans can't be trusted to take good
pansive legislative legacy of his
rock star and a drug smuggler
tional guilt-sin way of living."
publicly bad-mouthed the Golden
care of ourselves. Their programs,
mentor, Gov. Pat Brown.
than a politician. Trainor dubbed
was, Vasconcellos concluded, an
State, calling it "a bad product" in
although again well-intentioned,
Gov. Brown, Vasconcellos says,
him "Don Vasco de Santa Clara."
emotional crippler.
several recent speeches.
too often lead to dependency-per-
was, more than any other single
Vasconcellos's personal angst,
Slowly at first, and later with a
Vasconcellos sees the governor's
petuating and care-taking and lead
individual, responsible for the ex-
reflected in his counterculture
feverish speed, he began to con-
derision or California as part of a
us, again inevitably, toward a 'wel-
pansion of California's roads, wa-
lifestyle, was fed by anger. The
nect the dots. California's prob-
deliberate effort to generate a
fare state.' Neither of these states,
ter system, business infrastruc-
tragic events of June 6, 1968, when
lems, which be was elected to re-
sense of alarm to order to pass pro-
warfare or welfare, can either suit
ture and the creation of the most
New York Sen. Robert F. Kennedy
solve, were simply the sum total
business legislation without as
or satisfy who we human beings
accessible system of higher edu-
was murdered on the eve of his vic-
of the problems of people and or-
sessing the merits. He contends
are becoming today," Vasconcellos
cation to the history of humanity.
tory in the California presidential
ganizations saddled with the
that a similar nefarious goal moti-
concludes.
A popular former movie actor
primary, nagged at Vasconcellos
same personal demons that
vated the recent budget stalemate,
A more socially productive
named Ronald Reagan, who was
like an unkept promise. Just days
haunted his own psyche, be theo-
when the governor put off making
third-and higher-ground can be
prone to wearing cowboy hats
earlier, the two had shared a plat-
rized. By exploring and explain-
an agreement even after his stated
found, Vasconcellos argues, in the
and other cinematic regalia, had
form, the experience filling Vas
ing his discovery of the connec-
terms and conditions were met.
scholarship of humanistic psy.
defeated Brown in the 1966 guber-
concellos with hope unfelt by him
tion between public policy and
"He figures that M be can create
chologist Carl Rogers. "Rogers
natorial election.
since the assassination of RFK's
personal psychology, Vasconcel-
enough chaos and desperation, be
taught that we human beings are
Vasconcellos, a newly elected as
brother and the defeat of his own
los became a national figure, re-
might be able to seize control of the
innately inclined toward becom-
semblyman, approached his term
patron, Pat Brown.
spected by legislative colleagues
Legislature," through the defeat of
ing constructive, life-affirming. re-
uneasily; the wildly popular new
"Bobby, even more than his
and revered by members of the
Democratic incumbents and the
sponsible and trustworthy," Vas-
governor, it appeared, planned to
brother [Jack], spoke often of the
mental health profession, who
passage of Proposition 165 this
concellos says repeatedly to his
undermine California's recent so-
potential power in each individual
have showered him with more
November.
standard stump speech. "But n
cial progress. "He had this simplis
and of the value of every single
awards than be has wall space on
The proposition, sponsored by
your view of people is that they are
tic, constricted philosophy," Vas-
person," Vasconcellos recalls.
which to hang them.
Wilson, coincidentally would
evil dirty little monsters who need
grant near-absolute powers to the
to be controlled, M is impossible to
ACED WITH the worst finan-
governor whenever the Legisla
construct anything other than a
F
cial crisis in California since
ture and the governor are mable
negative social structure, which is
the Great Depression, Vas-
to agree on a budget by the annual
clearly what we have at the mo-
concellos, now 60, is bur-
deadline. "It's the most cynical
ment, and which is bound to fail"
dened with the job of finding
ploy I've ever witnessed," Vascon-
Vanconcellos says this insight-
the ways and means by which Call-
cellos furnes. "First you create the
that differing perceptions of bu-
fornia can fund itself The onerous
chaos, then you present yourself as
man nature are frequently at the
task is made even more difficult,
the solution."
root of what appear on the surface
Vasconcellos says, by the recent
Vasconcellos took some heat
to be political disagreements-was
passage of Proposition 140, which
himself recently when be plainly
not immediately apparent. got to
not only limited the number of
admitted to a daily newspaper that
Sacramento," be says, "and in the
terms legislators can serve, but
solutions to California's fiscal
middle of all these arguments I
also reduced legislative staff post-
problems are getting harder and
suddenly realized these people
tions by 40 percent.
harder to come by. 7 don't know."
were not really arguing about pro-
To Vasconcellos, who routinely
be snapped at the reporter who
grams or policies but rather about
gets relected with more than 60
pressed him for a solution to the
different conceptions of human ma-
percent of the vote, the passage of
recent budget stalemate during a
ture. Until we achieve consensus
Prop. 140 was a disbeartening set-
break in the negotisting sessions.
about who we are as human be
back. "It means the lobbyists and
The resulting article portrayed
Ings, we'll never solve these other
bureaucrats will be running the
Vasconcellos as being ever-
problems."
show," be says. "Legislators will
whelmed by the problems.
His preoccupation with the link
now come and go, but there are no
He says be was simply being
between public policy and per-
term limits on the bureaucrats and
honest. "The days when WT could
sonal psychology has made Vas-
the lobbyists," be observes. The to-
solve most of our financial prob.
concellos the butt of jokes, Includ-
fluence of the most narrow special
lems easily are long gone," be says,
ing an occasional starring role in
interests, Vasconcellos predicts,
noting that be warned colleagues
the Doonesbury comic strip. It
will become even more pro-
and reporters of California's tm
has also won him admiration to
nounced once the process of leg.
pending financial catastrophe for
other quarters. Since Vasconcel-
islative musical chairs begins.
several years. "Anyone who tells
los initiated his state task force
Even more galling. though, was
you there is an easy solution either
8 self-esteem and personal re
the partial destruction of a legisla
doesn't understand the problem-
sponsibility, several states, to
tive staff once considered among
or isn't telling the truth."
cluding Maryland, Louisiana and
Sacramento's most effective prob-
The key, Vasconcellos says, is to
Virginia, have set up similar pro-
lem-solving teams.
first forge an understanding about
grams atmed at aurturing self-
Although best known for his
the proper role of government.
confidence.
work on social issues and the pro-
"The basic problem with politics
Among those who recognized
motion or self-esteem, Vasconcel-
today," Vasconcellos wrote to an
early on the value of Vasconcellos'
los has also been a frequent advo-
open letter to some friends recent-
effort to foster self-esteem as a can-
cate for area business interests. in
ly, *Is that it is still mostly trying
terplece of public policy is the gov.
addition to recruiting employers
to operate, both in its substance
ernor of Arkansas, Bill Clinton,
to Silicon Valley, Vasconcellos
and in its style, upon cynical nega
who invited Vasconcellos to visit
successfully sponsored reform of
tive assumptions about who we
him to Little Rock well before the
Assembling
His
Thoughts
22nd
District
Representative
John
Vascancelles
the
state's
unitary
tax
rules
an
w
, arg and ONI natural inclinations as,
an
the
current
presidential
fort that put domestic multination- human beings. The old politics election.
"We hit It off immediately," Vas-
leaders, we now ask them, Why
which dominates local politics, se-
concellos says of his "partnership"
aren't you working more closely
lecting candidates, bankrolling
with Bill Clinton. When Clinton an-
with John Vasconcellos?" Panzer
elections and keeping outsiders at
nounced his candidacy, Vasconcel-
says, adding that many of TLC's
bay. While Vasconcellos does help
los became the first elected official
members "don't buy" the argu-
selected individual local candi-
in California to formally endorse
ment made by Republican leaders
dates, he says he does so based on
him, his long relationship with the
that the state's business problems
his personal knowledge of their tn-
Brown family'an Jerry Brown's
are most properly laid at the feet of
tegrity and philosophy, not based
candidacy notwithstanding.
Vasconcellos and his longtime
on their political or party identifi-
In July, when Clinton made his
ally. Speaker Willie Brown. "The
cation.
first major post-convention visit to
problem in Sacramento is all this
His friendship with Republican
San Jose, Vasconcellos introduced
partisanship and bickering."
state Sen. Becky Morgan is an ex-
the candidate. Months earlier, be
Panzer concludes.
ample. Morgan, a former Bank of
had made another key private in-
It is his ability to win support
America vice president, is widely
troduction as well, linking Clinton
from many quarters that so im-
considered to be a top potential
up his longtime fundraiser, busi-
presses Vasconcellos' colleagues.
GOP contender for statewide of
nesswoman Gloria Rose Ott, who
"Year after year," Speaker Brown
fice, perhaps even the governor-
quickly and successfully went to
says, "John has built a wider
ship, in a future election. A likely
work wooing Silicon Valley heavy-
range of people who respect his
Democratic opponent for Morgan
weights. After decades of support.
skills and follow his leadership on
may even be one of his longtime
ing Republicans, dozens of local
the basis of merit.
friends, state Treasurer Kathleen
high-tech CEOs, including HP's
"Every year, John grows," Brown
Brown. Yet Vasconcellos has be-
John Young and Apple's John
adds, "more so than anyone else up
come a friend and ally of Morgan's,
Sculley, endorsed Clinton, hand-
here [Sacramento]. I don't know
even inviting her to join him on
ing the Democratic nominee a ma-
how you keep doing that." Brown
the board of a nonprofit organiza-
for coup.
credits Vasconcellos with having
tion, California Leadership, which
provided "the heart and soul" of the
Vasconcellos designed to get un-
AST YEAR, as It became
state Legislature, noting that Vas-
derrepresented populations, such
clear California was heading
concellos chaired the legislative
as women and members of ethnic
for economic collapse, Vas-
conference committee for ten weeks
minority groups, working together
concellos initiated a busi-
during the budget impasse.
with top government leaders to
ness outreach program
Vasconcellos has indeed con-
create what Vasconcellos calls "a
called ADEPT, the Assembly
structed an enormous political
new leadership ethic based on in-
Democratic Economic Prosperity
foundation. A cosponsor of the
clusion and cooperation."
Task Force. After recruiting lead-
law that decriminalized the pos-
"We really do need to develop a
ers from all of the Assembly's key
session of small quantities of
committees, Vasconcellos went
marijuana for personal use and a
new style of leadership," Morgan
about the task of introducing the
agrees. Despite repeated pleas,
tireless advocate of making the
Democratic-controlled Legisla-
Morgan broke with the state Re-
medicinal use of marijuana fully
ture to his mostly GOP CEO
legal, Vasconcellos is also ad-
publican party and declined to en-
friends around the state. His pitch
mired by anti-abortion activists
dorse Vasconcellos' GOP opponent
in the November election.
was straightforward. The Demo-
for his attempts to discourage
cratic Legislature, Vasconcellos
abortion, which be personally
Vasconcellos rebuffs the charge
that be is too close to one of the
admitted, had not spent too much
opposes, by increasing state sup-
time worrying about business con-
port for pregnant women, prena-
GOP's fastest-rising stars. "It's
ditions in California because the
tal care, child care and adoption
good for California," be says, "that
evidence indicated conditions
programs. Although troubled by
we can and do work together."
were generally acceptable and the
a state that can find the re-
There are a few local races in
economy was thriving. Steady
sources to abort children but
which the assemblyman takes an
growth in jobs, year after year,
won't come up with the money to
interest, notably the attempt by
had led legislators to focus on
care for them, Vasconcellos
San Jose City Council member
more pressing social concerns,
wrote the compromise language
Jim Beall to unseat incumbent Re-
such as protecting the environ-
that allows Medi-Cal funding of
publican Assemblyman Chuck
ment, providing worker-safety
abortions. "It's the most difficult
Quackenbush. For starters, Vas
laws and increasing support for
issue I've ever had to face," Vas-
concellos introduced Beall to the
public education. With the end of
concellos says glumly: still no-
150 people who attended the recent
the Cold War, however, Vascon-
ticeably uncomfortable with the
opening of his reelection campaign
cellos sensed a change to direction
dilemma.
beadquarters as "an absolutely es-
was necessary.
Recently, when feminist author
sential" replacement for Quacken-
More than 60 private "learning
Gloria Steinem visited Kepler's
bush, one of the few people in
aessions" were conducted with
bookstore in Palo Alto to read
Sacramento Vasconcellos does not
leaders in California's aerospace,
from her new book, Revolution
get along with particularly well.
electronics, defense, biotechnolo-
From Within, which contains an
With another election approach-
gy. semiconductor, fishing and
entire section devoted to Vascon-
ing. Vasconcellos is running hard
other industries. The result, a
cellos' self-esteem crusade,
despite typically lightweight oppo-
package of pew legislation, in-
Steinem was asked how she could
sition He's revved up his support-
cluding proposals to reform the
write so warmly about Vasconcel-
ers and spent each weekend for
state's fraud-plagued worker's
los considering his personal oppo-
months personally walking
compensation system and to pro-
sition to abortion. Steinem cor-
precincts and knocking on doors.
vide job-creating economic incen-
rected the questioner on the de-
His opponent, 29-year-old Santa
tives to local businesses, is find.
tails and added more praise. "He's
Clara Councilmember Tim Jef.
ing support on both sides of the
a very admirable man," she coun-
fries (see article on page 30) has
political aisle.
tered, allowing that be could be
drawn vendetta money from the
The effort has won Vasconcellos
come "even more admirable in the
Wilson camp, as well as from state
accolades in the business communi-
future."
prison guards who know that Vas-
ty and challenged the conventional
One criticism of Vasconcellos
co's attempts to control prison
myth that Republicans are better
that does make the rounds, particu-
costs could hit them in the pocket-
for business than their counter-
larly among local Democrats, is "book.
parts. Among Vasco's fans are Steve
that, despite several decades of
In attempting to capitalize on
Panzer, founder of the Southern
winning elections, Vasconcellos
the electorate's anger at politi-
California-based Technology Lead-
has not put together anything re-
clans, Jeffries portrays his oppo-
ership Council, whose membership
sembling a political machine. in
nent as a dated anachronism, ad-
Includes CEOs from such firms as
other areas, a winning streak like
vertising "After 26 years in office,
Intel and AST Research, many of
that enjoyed by Vasconcellos has
H's time for a change."
whom played major roles in sup-
resulted in the creation of a power
Ironically, returning this power.
porting the Senate candidacies of
nexus, like the Brown-Burton gang
ful legislator to Sacramento could
Ed Zachau and Tom Campbell
in San Francisco or the Berman-
produce some of the biggest
"When wt meet with Republican
Waxman
team
to
Los
Angeles,
changes
yet.
we
FACT SHEET: The California Human Corps
The Human Corps: What is it?
The Human Corps is a statewide program of student public service
in California public colleges and universities. Created in
January, 1988 by AB 1820 (Vasconcellos, Chapter 1245/87), the
program is underway in all 19 campuses of the California State
University and all eight general campuses of the University of
California. Community Colleges and private colleges and
universities are encouraged to participate.
What is the purpose of the program?
The Human Corps gives renewed and expanded priority to the
tradition of public service on university and college campuses.
It creates linkages between the university and the community,
between academic instruction and experiential learning, between
the private goals of students and the social needs of the state.
The challenges facing the state require an investment of talent
and resources from a variety of sources. The purpose of the Human
Corps is to build this commitment to the community as part of a
university education.
What does the law require?
For the 350,000 CSU students and 150,000 UC students, the Human
Corps legislation states that every student, with specified
exceptions, shall be "encouraged and expected, although not
required, to participate in 30 hours of service per year" during
his college career. The goal of the Human Corps is a 100-percent
participation rate by 1993. Service would include a wide array of
social issues from illiteracy to environmental contamination, to
the hunger and nutrition needs of the elderly and others.
For the university systems, the legislative intent is for the
universities to become the home bases for Human Corps programs.
The universities would convene task forces to plan and set policy,
assign staff to train students, coordinate, and monitor campus and
community programs.
For the faculty, the law recommends participation on campus Human
Corps task forces and consideration of how and whether students
should get academic credit for service performed.
For the community, the Human Corps provides a new resource for
volunteer talent and innovative projects with universities.
For the state, the legislation provides for monitoring of the
overall progress of the Human Corps by the California
Postsecondary Education Commission, which is responsible for
periodic reports to the Legislature.
-1-
What about funding?
The original Human Corps legislation appropriated $240,000 in
planning funds to the UC ($70,000) and CSU ($180,000) systems.
The governor vetoed this appropriation as well as a request for
$500,000 in 1988. Private corporations and foundations have
provided some support for the Human Corps, but campuses have used
their own resources for all activities to date.
Progress: what's happening?
In 1988, all campuses of the California State University and the
University of California instituted planning task forces. In
addition, a new coalition of 40 campuses across California have
come together to form the California Compact to promote the
development of university public service. The Compact is
California's answer to a similar national effort called the Campus
Compact.
Conclusion
We will consider the ways in which the Human Corps might be
expanded to high schools. The California Compact will continue to
grow and attract new members. The UC and CSU systems will pursue
refinements to existing programs, as well as ways to fund new
programs. All of these initiatives are an integral part of
California's role in a nationwide trend toward building a
commitment to public service in the nations high schools and
colleges.
-2-
STATUS REPORT ON
HUMAN CORPS ACTIVITIES
1991
ENGINEERING
TECHNOLOGY
CALIFORNIA POSTSECONDARY
EDUCATION
POSTSECONDARY
COMMISSION
CALIFORNIA
EDUCATION
o
COMMISSION
o
Summary
Through Assembly Bill 1820 (Vasconcellos, 1987), the Legislature directed
the California Postsecondary Education Commission to report annually from
1988 to 1994 on the development, implementation, and operation of "Human
Corps" programs of volunteer student service at the University of California
and the California State University. This fourth report in the series reviews
the origins of the Human Corps concept, discusses the Human Corps activi-
ties of the University and State University over the past year, and offers two
recommendations on page 3 concerning future reporting requirements relat-
ed to this program: First, because of fiscal stringencies affecting the two
segements as well as the State at large, and because data already exist to as-
sess the progress made by the segments in expanding student participation in
community service activities, the Commission recommends that:
1. The University of California and the California State University
shall not be required to conduct an interim survey of Human
Corps participation in 1991, unless the State provides funding
for such a survey.
Second, because of the possibly costly nature of the final comprehensive eval-
uation of Human Corps activities due from the Commission in 1994, the Com-
mission recommends that:
2. Commission staff and representatives from the University and
the State University shall meet with appropriate representatives
of the Legislature to discuss future reports related to the Human
Corps program, given the availability of State funding.
Attached to the report are documents from the State University and the Uni-
versity that describe Human Corps activities on the various campuses as well
as overall student participation.
The Commission adopted this report at its meeting on April 28, 1991, on rec-
ommendation of its Policy Evaluation Committee. Additional copies of the re-
port may be obtained from the Publications Office of the Commission at (916)
324-4991.
Questions about the substance of the Commission's report may be directed to
Karl M. Engelbach of the Commission staff at (916) 322-8012.
Inquiries about Human Corps activities at the University of California may
be directed to Suzanne Castillo-Robson, Director, Student Affairs and Ser-
vices, Office of the President, at (415) 987-9554.
Inquiries about the California State University's activities may be addressed
to Kathy Mahoney, Administrative Operations Analyst, Office of the Chan-
cellor, at (213) 590-5866.
On the cover: Students participating in Human Corps activities
at California Polytechnic State University, San Luis Obispo.
STATUS REPORT
ON HUMAN CORPS ACTIVITIES, 1991
The Fourth in a Series of Five
Annual Reports to the Legislature
in Response to Assembly Bill 1820
(Chapter 1245, Statutes of 1987)
POSTSECONDARY
CALIFORNIA
o
I
EDUCATION
CALIFORNIA POSTSECONDARY EDUCATION COMMISSION
Third Floor 1020 Twelfth Street Sacramento, California 95814-3985
COMMISSION
POSTSECONDARY
CALIFORNIA
EDUCATION D
D COMMISSION
COMMISSION REPORT 91-5
PUBLISHED APRIL 1991
This report, like other publications of the California Postsecondary
Education Commission, is not copyrighted. It may be reproduced in
the public interest, but proper attribution to Report 91-5 of the Cali-
fornia Postsecondary Education Commission is requested.
Contents
Origins and Scope of the Report
1
University of California Activities
1
California State University Activities
2
Recommendations Regarding Future Reporting
Requirements
2
References
3
Appendix A: Assembly Bill 1820 (1987)
5
Appendix B: Human Corps at the University of California:
Fourth Annual Report, October 1990
11
Appendix C: The Human Corps in the California State
University: Progress Report, 1989/90
23
Status Report on Human Corps Activities, 1991
COMMISSION
Origins and scope of the report
that by March 1, 1994, the Commission conduct a
comprehensive evaluation that covers both qualita-
In Supplemental Language to the 1986-87 Budget
tive and quantitative changes in the segments' vol-
Bill (Assembly Concurrent Resolution 158; Chapter
unteer participation. It specified that the Commis-
165 of the Statutes of 1986), the Legislature called
sion include in that report recommendations re-
on the University of California and the California
garding continuation of the Human Corps and
State University to implement "Human Corps" pro-
whether or not a mandatory program is needed to
grams of community service by students on each of
fulfill the objectives of the legislation. It also stated
their campuses. It also directed the California Post-
the intent of the Legislature to provide funding for
secondary Education Commission to report on ef-
that comprehensive evaluation.
forts by colleges and universities throughout the
This document constitutes the Commission's fourth
country to encourage volunteerism and to review
annual report in response to AB 1820. Since new
and comment on the Human Corps activities under-
data on student participation rates are not avail-
taken by the University and State University in re-
able, this report focuses on the current Human
sponse to the Supplemental Language.
Corps activities of the University and the State
In March 1987, the Commission responded to that
University. Attached to this report as Appendices B
legislative mandate with its report, Student Public
and C are documents that the University and State
Service and the "Human Corps." In that report, the
University submitted to the Commission this past
Commission presented no specific recommenda-
November about their Human Corps programs and
tions, although it stated its belief that public service
serve as the basis for the information contained in
programs in public colleges and universities should
this report.
be voluntary rather than compulsory.
Rather than repeat the detailed information in
In 1987, the Legislature adopted Assembly Bill
those reports, the Commission presents only gener-
1820 (Vasconcellos; Chapter 1245, Statutes of 1987;
al information about the two segments' activities in
reproduced in Appendix A), which expanded the
the following paragraphs and then offers two recom-
Human Corps concepts contained in ACR 158. AB
mendations about future Human Corps reporting
1820 called for cooperation between postsecondary
requirements in light of the State's and the seg-
education institutions, public and private schools,
ments' limited fiscal resources.
and non-profit agencies and philanthropies to plan,
fund, and implement Human Corps activities. It
recommended an average of 30 hours of community
service per student in each academic year, and it in-
University of California activities
tended that such student participation increase sub-
stantially by 1993, with an ultimate goal of 100 per-
Despite the lack of State funds for Human Corps
cent participation of all full-time students, includ-
projects, the campuses of the University of Califor-
ing undergraduate and graduate students. It called
nia continue to operate a wide variety of community
on both segments and all campuses to establish Hu-
service programs and to work at increasing student
man Corps task forces.
awareness of these service opportunities. Last Feb-
ruary, University students, faculty, and campus ad-
AB 1820 also directed the Commission to monitor
ministrators joined youth service representatives
the development, implementation, and operation of
and government officials at a Sacramento confer-
the Human Corps program and submit annual re-
ence co-sponsored by the University and State Uni-
ports each March to the appropriate fiscal and poli-
versity syste mwide offices to discuss successful youth
cy committees of the Legislature, and it required
service models as well as future funding and growth
1
strategies. And during 1989-90, the University's
ing campus-based funds, Campus Compact grants,
operating budget for Human Corps activities grew
federal ACTION Office grants, local United Way con-
by 24 percent to a total of $661,311.
tributions, and campus' student government associ-
ations. As with the University, if further budget re-
Recognizing that the State's current fiscal crisis
ductions are implemented, the State University
makes State funding for Human Corps programs
may need to redirect a portion of its campus-based
highly unlikely, the Office of the President has in-
funds away from Human Corps activities to higher
creased its efforts to provide information to cam-
priority areas.
puses on extramural funding for community service
projects. In 1988-89, extramural funding for Hu-
man Corps activities increased by 37 percent over
the previous fiscal year. Yet student registration
Recommendations regarding
fees represent nearly three-fourths of the dollars
future reporting requirements
available to campus programs, and if the State's
worsening fiscal condition results in additional cuts
As the Commission noted on page 1, it is required to
to the University's budget, campuses may be forced
submit annual reports to the Legislature each
to divert student fee revenues from Human Corps
March regarding the segments' operation and ex-
activities to other vital student programs and ser-
pansion of their Human Corps programs. Each of
vices.
the Commission's annual reports to date has relied
upon submissions from the segments regarding
their Human Corps activities. Those submissions
have demonstrated that both the University and
California State University activities
the State University are committed to providing ex-
panded community service opportunities for their
Like the University, the State University has dem-
students, faculty, and staff, despite the fact that nei-
onstrated a commitment to providing a wide variety
ther institution has yet received any State funds for
of community service programs for its students. In
Human Corps activities and is unlikely to receive
addition to the conference sponsored jointly with
any during 1991-92.
the University, it conducted a survey of the organi-
In addition to the survey to be conducted in 1993 for
zations where students perform community service-
the Commission's comprehensive evaluation of the
related work. While a limited number of respon-
Human Corps program, in 1987, officials of the Uni-
dents expressed some criticism of student partici-
versity and State University voluntarily agreed to
pants, most reported that students were providing a
collect data in 1989 and 1991 to assess the progress
valuable service to their organizations and that
made in increasing student participation in the pro-
they would like to have additional students volun-
gram. The Commission's 1990 Human Corps report
teering their time.
contained the results of the 1989 survey. This past
As an indication of the State University's dedica-
December, representatives of both the University
tion to the Human Corps philosophy, in 1989-90,
and State University wrote to the Commission indi-
the Trustees allocated $1 million in supplemental
cating that because of the budget reductions they
State Lottery funds to support 3,342 paid student
sustained during 1990-91, they would be unable to
interns who participated in a variety of community
conduct the 1991 survey in this series without State
service programs. However, because of the budget
funding. The cost of this survey would likely range
reductions sustained by the system in 1990-91, the
from between $25,000 to $90,000, depending on the
Trustees have had to discontinue funding these in-
size and nature of the survey sample. In addition,
ternships. Nonetheless, campus officials have indi-
the State University's representative noted that the
cated that this loss will not seriously affect their re-
results from this survey would probably not differ
maining Human Corps activities, which provide the
significantly from those obtained during the initial
overwhelming majority of community service op-
survey, since the composition of the State Universi-
portunities for students.
ty's student body has not changed greatly since
1989. As a result, and because data already exists
The State University supports its Human Corps ac-
tivities through a variety of funding sources, includ-
to assess the progress made by the segments in ex-
2
panding student participation in community service
Student Public Service and the "Human Corps": A
activities, the Commission recommends that:
Report to the Legislature in Response to Assembly
1. The University of California and the Califor-
Concurrent Resolution 158 (Chapter 1505, Statutes
nia State University shall not be required to
of 1984). Commission Report 87-12. Sacramento:
conduct an interim survey of Human Corps
The Commission, March 1987.
participation in 1991, unless the State pro-
vides funding for such a survey.
--, Status Report on Human Corps Activities: The
First in a Series of Five Annual Reports to the Legis-
Moreover, in light of the State's current budget situ-
lature in Response to Assembly Bill 1820 (Chapter
ation and the possibly costly nature of the final com-
1245, Statutes of 1987). Commission Report 88-24.
prehensive evaluation of Human Corps activities
Sacramento: The Commission, May 1988.
due from the Commission in 1994, the Commission
further recommends that:
--. Status Report on Human Corps Activities, 1989:
2. Commission staff and representatives from
The Second in a Series of Five Annual Reports to the
the University and the State University shall
Legislature in Response to Assembly Bill 1820
(Chapter 1245, Statutes of 1987). Commission Re-
meet with appropriate representatives of
the Legislature to discuss future reports re-
port 89-8. Sacramento: The Commission, March
1989.
lated to the Human Corps program, given
the availability of State funding.
--. Status Report on Human Corps Activities, 1990:
The Third in a Series of Five Annual Reports to the
Legislature in Response to Assembly Bill 1820
References
(Chapter 1245, Statutes of 1987). Commission Re-
port 90-11. Sacramento: The Commission, March
California Postsecondary Education Commission.
1990.
3
Appendix A
Assembly Bill 1820 (1987)
CHAPTER 1245
An act to add Chapter 2 (commencing with Section 99100) to Part
65 of Title 3 of the Education Code, relating to postsecondary educa-
tion, and making an appropriation therefor.
[Approved by Governor September 27, 1987. Filed with
Secretary of State September 27, 1987.]
I am deleting the $240,000 appropriation contained in proposed Education Code
Section 99106 contained in Assembly Bill No. 1820.
This bill would create the Human Corps within the University of California and the
California State University, and would encourage students to participate in the Hu-
man Corps by providing an average of 30 hours of community service in each academ-
ic year.
Both the University of California and the California State University have ongoing
student volunteer community service activities. The administrative structure is in
place to accommodate activities proposed by this bill. No additional funds are re-
quired.
With this deletion, I approve Assembly Bill No. 1820.
GEORGE DEUKMEJIAN, Governor
LEGISLATIVE COUNSEL'S DIGEST
AB 1820, Vasconcellos. Postsecondary education: Human Corps.
Existing law does not require college students to participate in
community activities.
This bill would create the Human Corps within the University of
California and the California State University, and would encourage
students to participate in the Human Corps by providing an average
of 30 hours of community service in each academic year, as specified.
This bill would require the California Postsecondary Education
Commission to annually, by March 31, conduct progress reports on
student participation in the Human Corps, as specified.
This bill would require the commission to conduct a
comprehensive evaluation by March 31, 1994, as specified.
This bill would require that all progress reports and the
comprehensive evaluation be submitted to the appropriate fiscal and
policy committees of the Legislature.
The bill would appropriate $70,000 to the University of California
and $170,000 to the California State University for its purposes, as
specified.
Appropriation: yes.
The people of the State of California do enact as follows:
SECTION 1. Chapter 2 (commencing with Section 99100) is
added to Part 65 of Title 3 of the Education Code, to read:
5
CHAPTER 2. HUMAN CORPS
99100. (a) The Legislature finds and declares all of the following:
(1) California students have a long and rich tradition of
participation in community service which should be recognized,
commended, and expanded.
(2) There is a growing national onsensus that student
participation in community services enhances the undergraduate
experience.
(3) Student community service is an activity of extreme
importance to the mission of the university and deserves to be
conducted both for academic credit and otherwise.
(4) The state's postsecondary educational institutions are charged
to maintain a tradition of public service as well as teaching and
research.
(3) Access to the privilege of attending the university is made
possible for many by our state's tradition of keeping fees and tuition
low.
(6) Practical learning experiences in the real world are valuable
for the development of a student's sense of self, skills, and education.
(7) Our state faces enormous unmet human needs and social
challenges including undereducated children, increasing illiteracy
and teenage parenting, environmental contamination, homelessness,
school dropouts, and growing needs for elder care.
(8) The state's ability to face these challenges requires
policymakers to find creative and cost-effective solutions including
increased efforts for community and student public service.
(9) The Legislature and the State of California provide substantial
incentives and subsidies for its citizens to attend the state's
postsecondary education institutions, public and private, which are
among the finest in the world.
(10) Current volunteer efforts conducted by community
organizations reach only a fraction of the need. The need for public
service is great because private, state, and federal funding are
insufficient to pay for all the social services needed.
(11) Existing community service efforts have successfully
demonstrated that participation in public service is of mutual benefit
to participating students and the recipients of their services.
(b) It is the intent of the Legislature in enacting this article to do
all of the following:
(1) Complete the college experience by providing students an
opportunity to develop themselves and their skills in real-world
learning experiences.
(2) To help nurture a sense of human community and social
responsibility in our college students.
(3) Invite the fullest possible cooperation between postsecondary
education institutions, schools, public, private, and nonprofit
agencies, and philanthropies to plan, fund, and implement expanded
opportunities for student participation in community life through
public service in organized programs.
(4). To substantially increase college student participation in
community services by June 30, 1993, with the ultimate goal of 100
percent participation.
99101. There is hereby created a program known as The Human
Corps within the University of California and the California State
University. The California Community Colleges, proprietary schools,
and member institutions of the Association of Independent
California Colleges and Universities are strongly encouraged to
implement Human Corps programs. The purpose of the corps is to
6
provide every student an ongoing opportunity throughout his or her
college career to participate in a community service activity. Toward
this goal, beginning in the fall term in 1988, full-time students,
including both undergraduate and graduate students, entering the
University of California, the California State University, or an
institution that is a member of the Association of Independent
California Colleges and Universities to pursue a degree shall be
strongly encouraged and expected, although not required, to
participate in the Human Corps by providing an average of 30 hours
of community service in each academic year. The segments shall
determine how to encourage and monitor student participation. The
segments are strongly encouraged to develop flexible programs that
permit the widest possible student involvement, including
participation by part-time students and others for whom
participation may be difficult due to financial, academic, personal, or
other considerations.
99102. For the purposes of this article, community service shall be
defined as work or service performed by students either voluntarily
or for some form of compensation or academic credit through
nonprofit, governmental, and community-based organizations,
schools, or college campuses. In general, the work or service should
be designed to provide direct experience with people or project
planning, and should have the goal of improving the quality of life
for the community. Eligible activities may include, but are not
limited to, tutoring, literacy training, neighborhood improvement,
increasing environmental safety, assisting the elderly or disabled,
and providing mental health care, particularly for disadvantaged or
low-income residents.
In developing community service programs, campuses shall
emphasize efforts which can most effectively use the skills of
students such as tutoring programs or literacy programs.
99103. There are hereby created Human Corps task forces in
each segment, which shall be established on each campus by March
1, 1988. Community colleges and member institutions of the
Association of Independent California Colleges and Universities are
strongly encouraged to establish task forces for the purposes set forth
in this section. Each task force. be composed of students, faculty,
and campus administration. Each task force also shall include
community representatives from groups such as schools, local
businesses and government, nonprofit associations, social service
agencies, and philanthropies. Each task force shall reflect the ethnic
and racial diversity of the institution and the surrounding
community. The purpose of the task forces is to strengthen and
coordinate existing oncampus and external community service
opportunities, expand and make new service opportunities available,
promote the Human Corps to make students, community groups,
faculty, employment recruiters, and administrators aware of the
service expectation, and develop rules and guidelines for the
program.
In conducting their charges, campus task forces should develop an
implementation strategy which includes but is not limited to, the
following, by July 1, 1988:
(a) A survey of the existing level of student participation
including number of students, amount of time allocated, sources, and
amounts of funds for activities and types of agencies participating.
(b) A plan to substantially expand student participation in
community service by June 30, 1993.
(c) Criteria for determining what activities reasonably qualify as
community service.
7
(d) Criteria to determine which community agency and campus
programs have the training, management, and fiscal resources, and
a track record or potential for success in addressing social needs and
can reasonably use additional student assistance to administer their
programs.
(e) A statement regarding the institution's commitment to
community service to be included in application and orientation
materials to communicate the expectation for student participation
in community service.
(f) A statement that each campus has examined, in close
consultation with the faculty, how student community service may
be implemented to complement the academic program, including a
determination of whether and how Human Corps programs may be
offered for academic credit.
(g) A budget which identifies the staff and funding resources
needed on each campus to implement this Human Corps.
99104. It is the intent of the Legislature that segments maximize
the use of existing resources to implement the Human Corps. This
responsibility includes seeking the resources of the private and
independent sectors, philanthropies, and the federal government to
supplement state support for Human Corps programs. The
Legislature intends that the funds appropriated for purposes of this
chapter to the Regents of the University of California and the
Trustees of the California State University be used to offset some of
the costs of developing the Human Corps. The segmental and
campus Human Corps Task Forces shall jointly determine how those
funds are used. It is the further intent of the Legislature that funds
be allocated competitively for programs and not on a pro rata basis
for each campus. Preference in funding should be given to
strengthen and expand exemplary efforts to implement the Human
Corps and to stimulate new efforts on campuses where the
establishment of student community service programs has been
limited.
Campuses may develop numerous approaches to implement the
Human Corps on each campus. Activities eligible for funding may
include a wide variety of incentives for student participation such as:
(a) Recognition programs.
(b) Fellowships.
(c) Awareness programs.
(d) Periodic conferences for students and community
organizations.
(e) Transportation costs.
(f) Matching grants.
(g) Intersegmental programs.
99105. The California Postsecondary Education Commission
annually, by March 31, shall conduct reports on the progress that the
University of California and the California State University are
making to substantially increase student participation in the Human
Corps. By March 31, 1994, the commission shall conduct a
comprehensive evaluation which shall include, but not be limited to,
the following:
(a) The number of students who completed participation in the
Human Corps by academic area (humanities, social services) and
academic level (freshman, sophomore, etc.).
(b) The number of students who volunteered, or received pay or
academic credit for service.
(c) An inventory of the types of community agencies which
participated and the types of opportunities they provided.
(d) An inventory of the types of incentives for student
participation offered by campuses including awards, grants, and
training.
8
(e) The number of courses related to Human Corps programs.
(f) The number of staff and sources of funding provided to the
Human Corps on each campus.
(g) A survey of participating agencies to determine whether the
addition of student resources enhanced their program.
(h) The number of community colleges which participated in the
Human Corps.
(i) Recommendations for continuation of the Human Corps
including a recommendation whether a mandatory program should
be established to the extent that community service programs failed
to produce a substantial increase in student participation in the
Human Corps. It is the intent of the Legislature to provide funding
for the evaluation.
(j) The commission shall convene a meeting of representatives
from the University of California and the California State University
to determine the appropriate data requirements for the progress
reports and the comprehensive evaluation. All progress reports and
the comprehensive evaluation shall be submitted to the appropriate
fiscal and policy committees of the Legislature.
9
Appendix B
Human Corps at the University
of California
Fourth Annual Report
October, 1990
11
Human Corps at the University of California
Fourth Annual Report
October, 1990
In 1987, Assembly Bill 1820 created the Human Corps at the
University of California and the California State University.
The intent of this program is to "provide every student an
ongoing opportunity throughout his or her college career to
participate in a community service activity." Full time students
are strongly encouraged, although not required, to participate in
Human Corps by contributing an average of 30 hours of community
service in each academic year. In addition, educational segments
are given latitude in developing ways of encouraging and
monitoring student participation in Human Corps. Moreover, they
are directed to develop flexible programs that permit the "widest
possible student involvement, including participation by part-
time students and others for whom participation may be difficult
due to financial, academic, personal, or other considerations."
This report constitutes the fourth in a series submitted by the
University of California to the California Postsecondary
Education Commission (CPEC). As directed by statute, CPEC must
report annually on the progress of the University of California
and California State University regarding their Human Corps
efforts. Previous University reports to CPEC have detailed
discussions of the central planning group, reviewed the
development of campus advisory committees, outlined
implementation strategies, highlighted program budgets,
summarized campus efforts, and provided an analysis of UC student
participation rates in community service programs. This report
will review universitywide and campus Human Corps activities
during the 1989-90 academic year, including: 1) a description of
Office of the President support for campus Human Corps programs;
2) a summary of Human Corps activities at each campus; and 3) a
discussion of Human Corps program budgets and overall funding
support.
I. Universitywide Efforts
The eight general campuses provide direct Human Corps program
administration and initiate new activities in order to meet the
unique needs of their respective students. The Office of the
President continues to provide policy direction and
administrative coordination to the campuses. For example, the
Office of the President furnishes Human Corps Advisory Council
Chairs with information on various sources of extramural funding
for community service projects, and reports on state and national
policy initiatives and legislation, as well as new volunteer
programs or models that could be incorporated effectively by
campus Human Corps projects.
1
13
In addition to these activities, the Office of the President acts
as a catalyst to foster discussion of Human Corps issues. For
example, on February 6-7, 1990, the Office of the President, in
conjunction with the California State University, hosted a two-
day Human Corps Conference in Sacramento. The purpose of the
Conference was to provide an opportunity for students, faculty,
and staff from both segments to discuss student participation in
Human Corps programs and other community service activities.
Discussions in Conference sessions included ways of increasing
faculty involvement in Human Corps, methods of promoting the
ethic of public service, a review of administrative models for
securing extramural funding, and techniques for recruiting
students for Human Corps programs. The Conference was attended
by over 100 Human Corps professionals as well as other
individuals interested in community service issues.
The Office of the President also helped to sponsor campus
participation at the "California Comprehensive Youth Services
Conference." This two-day Conference was held in Sacramento on
February 4-6, 1990 and assembled over 300 youth service
spokespersons including college presidents, faculty,
administrators, students, and government officials. The purpose
was to discuss a number of statewide youth service concerns,
including successful youth service models, financing of youth
service, strategies for future growth, and the progress of state
legislative proposals focusing on youth service.
II. Summaries of Campus Activities
Campus Human Corps advisory councils and implementation
strategies have been in place since the 1988-89 academic year.
Activities on each campus represent a combination of new
initiatives developed in response to the Human Corps legislation,
as well as an expansion of programs that were in place prior to
AB 1820. The following highlights some of the most prominent
campus Human Corps activities.
Berkeley
Human Corps at UC Berkeley is guided by a Task Force whose
membership reflects a cross-section of campus and community
leaders. The mission of this Task Force is to set policy
for all Human Corps activities, focusing specifically on
achieving greater coordination and communication among
already existing UC Berkeley community service programs
rather than establishing an entirely new volunteer office.
Cal Corps is the center of an extensive community service
network at UC Berkeley, which also includes the University
Health Service/Health Education Program, University YMCA,
and the Stiles Hall Community Service Projects. These
2
14
programs help to coordinate student volunteer activity at
over 150 community service agencies across the Bay Area.
These efforts cover a myriad of social issues including
poverty, health services, education and tutorials,
nutrition, sexual harassment, legal services, educational
access, services for the disabled, and neighborhood safety.
Several new programs were advanced in 1989-90 in response to
pressing community concerns. The most prominent activity
was disaster relief immediately following the devastating
October 17, 1989 Loma Prieta earthquake. Cal Corps moved
quickly to establish contact with the American Red Cross and
raised $6200 for this group in just the first 6 days after
the quake. In addition, Cal Corps provided the campus
community with information, updated daily, about relief
organizations that needed student support. Student groups
across the campus mobilized to provide food and clothing to
quake victims. Legal assistance was provided by the La Raza
Law Students who traveled to Watsonville to assist affected
residents in filling out disaster relief loan applications.
In addition, several groups organized blood drives as well
as solicited donations for a variety of disaster relief
organizations.
Davis
Coordination of UC Davis Human Corps activities is the
responsibility of the Human Corps Task Force which includes
members of the faculty, as well as community, staff, and
student representatives. This Task Force reports to the Vice
Chancellor for Student Affairs.
Human Corps at Davis is housed within the Internship and
Career Center, which facilitates a variety of volunteer
opportunities for students. Last year, Davis students
worked with over 250 different community agencies requiring
volunteers. These agencies included alcoholism/drug abuse
services, child protection and care service, mental health
agencies and direct health care in hospitals and clinics.
To increase visibility for Human Corps, two special events
were held at Davis during the 1989-90 academic year. The
first was a volunteer faire which provided an opportunity
for students to sign up for community service activities and
for agencies to educate students about their needs. Over 30
community service agencies and 200 students participated in
this Faire. The second event was a "Student Services
Recognition Reception" which was designed to reward those
students who participated in Human Corps activities during
the past year.
3
15
Irvine
The Human Corps Program at UC Irvine reports through the
Student Affairs Division, with the Dean of Students serving
as Chair of the Human Core Council. The Council is composed
of representatives from student groups, as well as faculty
and staff from academic departments that have strong
community service commitments.
Students at UC Irvine have volunteered at a variety of
community service agencies. A recent survey indicated that
religious institutions, public/private schools, and medical
care centers were among the most popular volunteer settings
for UC Irvine students. In addition, fundraising,
recreational activities, and instruction/tutoring were the
most commonly performed types of community activities.
This past year, the Human Core Program, with the help of the
Student Affairs Office and the County Volunteer Program,
developed "Volunteer Connections," a program designed to
match collegiate volunteers with community service
organizations. Prior to the development of Volunteer
Connections, members of the Human Corps Council had
established ties with a number of specialized campus groups
such as Flying Samaritans, Chicanos for Creative Medicine,
La Escuelita, Circle K, Project Literacy, and Social Ecology
Field Studies. With the help of Volunteer Connections, a
major recruitment effort was begun in Fall 1990 to improve
administrative coordination among these groups and increase
student participation in community service projects. It is
hoped that by the end of the 1990-91 academic year, UC
Irvine will have a student-run, broad-based student
volunteer program.
Los Angeles
Human Corps efforts at UCLA are guided by the Division of
Student Relations, which relies on a campus Human Corps Task
Force to provide broad policy guidance. Community service
programs are provided at UCLA in several divisions,
including Student Affairs (Community Programs Office,
Community Resource Center, Extramural Programs and
Opportunities Center), Student Government (Community Service
Commission), and Academic Affairs (The Office of Field
Studies Development). Additional volunteer programs are
developed independently by campus clubs and organizations.
The great number of community service organizations at UCLA
has allowed the campus to develop a variety of service
projects strengthening connections between the campus and
surrounding communities. Some of the newest programs
include: 1) "The Armenian Tutorial Project" which was
4
16
designed to aid recent immigrants needing practice in
English; 2) "Best Buddies,' a national organization that
helps meet the needs of physically and mentally disabled
children; and 3) "Pilipinos for Community Service, " a
program designed to meet needed health care needs in the
Filipino community.
The Office of Field Studies Development has also been
active, developing three new programs in 1989-90 which allow
students to translate classroom learning into service to the
community:
The "Sociology Emersion Quarter" focused on the needs
of recent immigrants to the United States. Students
provided direct tutorial and educational support in
addition to working on policy strategies for future
community service efforts in this area.
The Division of Honors and Social Science Research
Council developed a 3-quarter program designed to
educate students about urban poverty and allow them to
provide direct services to the poor in the Los Angeles
community.
A grant from the U.S. Department of Education was
obtained to develop a literacy training program. The
ultimate purpose of this program is to train
undergraduates to develop reading materials and
tutorial skills to improve literacy in the community.
In addition to new programming initiatives, the UCLA Human
Corps Office, in conjunction with the Community Resource
Center, were the hosts for the National Conference on
Community Service. This Conference was sponsored by the
Campus Outreach Opportunity League (COOL), a national
organization established in 1984. Nearly 150 UCLA students
helped plan this Conference which was held March 8 to 11,
1990 on campus. Over 450 UCLA students participated in the
event, along with 1100 students from other colleges and
universities around the country. The Conference was devoted
to the sharing of information and strategies to develop
greater awareness and participation in community service.
Workshops and seminars were presented from a variety of
agencies addressing issues as diverse as AIDS, race
relations, the environment, hunger/homelessness, literacy,
mental health, services for the disabled, educational
access, and substance abuse.
Riverside
Administration of Human Corps activities at UC Riverside is
handled by the Campus and Community Service Office, which
5
17
reports to the Vice Chancellor for Student Services. A
Human Corps Advisory Committee has been established and
includes student, staff, and faculty representation, as well
as members of the community (i.e., United Way of Riverside
and Riverside Volunteer Center). A recent survey indicated
that students were most interested in tutoring and literacy
programs, environmental issues, drug/alcohol awareness, and
providing services to abused children. Human Corps program
administrators were encouraged by increased student
participation in annual campus/community events during 1989-
90, especially the Thanksgiving food drive and the Christmas
toy drive for the County Social Services Department.
The Human Corps Office initiated several new programs during
the past year including:
Fellowships for Community Service - Three summer
fellowships, totaling up to $3,500 each, were donated
by a local businessman to encourage UC Riverside
students to create and implement community service
projects. These fellowships will be awarded annually.
Help-Line - A student-staffed phone line was
established to help students with academic, personal,
and social problems. Help-Line staff assist callers by
referring them to appropriate campus or community
service agencies for help.
Marguleas Community Service Awards - Monetary awards
have been established to honor students for
humanitarian work and community service. These awards
are to be bestowed annually.
Ethic Studies and Community Service - All
undergraduates are now required to complete Ethic
Studies 1, which requires students to complete at least
4 hours per quarter of direct community service off
campus in addition to traditional academic assignments.
San Diego
Human Corps activities at UC San Diego remain under the
direction of the "Volunteer Connection, " a centralized
campus service dedicated to increasing the number of
students involved in community service. The Human Corps
Task Force, consisting of members of the faculty, staff, and
students, provides broad policy guidelines for the
development of volunteer programs.
The Volunteer Connection has developed referrals to over 170
community service agencies. These agencies cover a wide
spectrum of activities including animal rights, child/family
6
18
abuse, counseling services, crime/juvenile delinquency,
services to the elderly, environmental concerns,
homelessness relief, health care, legal assistance for the
disadvantaged, mental health services, and tutoring/
education activities.
In 1989 UC San Diego students were involved in several new
and innovative projects focusing on community needs. One
project ("Apples for Students") involved the acquisition of
Apple Computers for an inner-city, low income elementary
school. "Hands on San Diego" was a one-day event that
provided students with an opportunity to contribute to a
variety of community service projects around the city, and,
in doing so, exposed them to the critical need for social
service volunteers. In November of 1989, the "Angel Tree
Project" was launched which allowed UC San Diego students
to sponsor children who had been abused and were wards of
the State. By sponsoring a child, students provided these
disadvantaged children with gifts for the holidays.
Santa Barbara
Community service activities at UC Santa Barbara are handled
by the Associated Students Community Affairs Board (CAB),
although many activities are decentralized. CAB is funded
by the Student Fee Advisory Committee (which has provided
funds for a CAB Advisor and Office Manager) and the
Associated Students (which has provided office space and
funds for programming). Staff handling Human Corps projects
report directly to the Dean of Students, although this
reporting relationship may be shifted to the Associated
Students next year.
Over 250 community, non-profit government and human service
agencies have been served by UC Santa Barbara students.
Volunteer activities varied from one-time only efforts such
as blood drives and community fund-raising activities, to
on-going volunteer programs including child care, Special
Olympics, and local/international relief.
Santa Barbara students participated in several special
projects during the 1989-90 academic year including:
1) National Volunteer Week, which consisted of student/
community recognition and award programs; and 2) the
compilation and publication of a directory that advises
students about campus and community volunteer opportunities.
Santa Cruz
Human Corps activities are under the auspices of the Student
Services Division at UC Santa Cruz. Public service
activities are directly supervised by the Student
7
19
Organization Advising and Resources Office, which became
fully operational in the Spring of 1990. Policy guidance is
provided by the Public Service Committee which includes
campus faculty, staff, and students, as well as the Director
of the Volunteer Center of Santa Cruz County, the
Coordinator of Volunteers for the County Schools, and a
member of the Santa Cruz City Council.
Students at UC Santa Cruz have been involved in a variety of
volunteer activities. Most recently over 300 students
volunteered their help during the period immediately
following the 1989 Loma Prieta earthquake. Students also
have been involved in literacy programs, hunger and
homelessness relief, and programs devoted to assisting
disabled students, such as the "Best Buddies" program
previously described under the UCLA campus. UC Santa Cruz
students participated in volunteer programs, involving at
least 361 agencies including social service organizations,
mental health clinics, schools, hospitals, and legal
services.
III. Human Corps Funding
For this report, each campus submitted its operating budgets for
the 1989-90 academic year, highlighting new sources of funding.
It should be noted that budgets reported do not reflect the true
cost of a fully-operational Human Corps program on each campus,
or the actual cost of providing community service opportunities
to students by campus programs established prior to the passage
of AB 1820. For example, student participation in courses with
internships or community service fieldwork are reported as part
of universitywide Human Corps activities; however, the costs
borne by the academic departments are not reported.
Attachment 1 presents the annual operating budgets for Human
Corps and community service activities at each campus. The total
universitywide budget represents a 24% increase over last year.
Most of this increase came as a result of substantial
augmentations in campus Registration Fee funds that were made
available for Human Corps activities, in particular at UCLA.
Extramural funding was also up 37% over 1988-89 funding. Such
funding has lead to the development of several project, most
notably:
The UCLA Field Studies Development Office secured a grant
($5,000) from the U.S. Office of Education to develop a
"literacy corps" consisting of undergraduates who perform
literacy training in the community.
8
20
A local businessman donated funds ($10,000) to establish
three fellowships to support UC Riverside students who wish
to complete community service projects during the summer
break.
Operation Civic Serve donated $600 to support two Human
Corps interns at UC Santa Barbara. The goal of these
internships was to educate the student body about the
purpose of the Human Corps legislation and to assess how the
University could best serve the Santa Barbara community
within the framework of the Human Corps mandate.
Although monies for Human Corps activities have shown an increase
for 1989-90, funding remains a major concern. AB 1820 specifies
that the University should "substantially expand student
participation in community service by June 1993," yet no State
funding has been provided to achieve this goal. Campuses have
reassigned existing resources and have attempted to obtain
funding from other sources in order to meet Human Corps
objectives, but it is unclear that they will be able to increase
student participation beyond current levels without additional
resources from the State.
Given the lack of State funding, campuses have turned to
Registration Fee funding to support their programs. At least 73%
of all funds budgeted to campus Human Corps programs in 1989-90
came from Registration Fees. However, this source of funds may
become less and less available. In the wake of the State's
recent budget shortfalls, campuses may soon be forced to use
Registration Fees to support a number of other student programs
and services. Faced with declining State revenues and an
overcommitted Registration Fee fund, Human Corps Directors may be
forced to search more vigorously for external monies, resulting
in more time spent on fundraising rather than on student service
programming devoted to community service.
9
21
ATTACHMENT 1
UNIVERSITY OF CALIFORNIA
Annual Operating Budgets for the 1989-90
Campus Human Corps Programs
Campus
Annual Budget
Berkeley
$ 77,168
Davis
11,500
Irvine
2,800¹
Los Angeles
393,471
Riverside
26,823
San Diego
24,132
Santa Barbara
95,904
Santa Cruz
13,513
Sub-Total (Campus Budgets)
645,311
Office of the President
16,000
TOTAL
661,311
1
Amount represents costs involved in operating the Human
Corps office only. Salaries and additional expenses incurred in
affiliated programs not reported.
10
22
Appendix C
The Human Corps in the
California State University
Progress Report
1989/90
23
THE HUMAN CORPS IN THE CALIFORNIA STATE UNIVERSITY
PROGRESS REPORT
1989/90
INTRODUCTION
The Human Corps was established in 1987 through the passage of Assembly Bill No. 1820.
Since that time, The California State University has made significant progress in the
implementation of this program both on a systemwide and individual campus level.
Activities and programs are in place on 19 CSU campuses and new methods of service are
constantly being explored and developed.
For the purposes of the Human Corps program, community service is defined by The
California State University as: all human and social service action, government service,
and community service action provided by campus organizations, public or private
community agencies or businesses that will nurture a sense of human community and
social responsibility in our college students and contribute to the quality of life for
individuals and groups in the community.
As part of the Human Corps legislation, The California State University is required to
report its progress in Human Corps activities to the California Postsecondary Education
Commission each year. This report reflects the efforts of the California State University
during the 1989/90 academic year toward offering opportunities to students to serve their
community and toward increasing the rate of student participation in community service.
THE CALIFORNIA STATE UNIVERSITY HUMAN CORPS TASK FORCE
The California State University Human Corps Task Force was created in the Fall of 1986
to provide leadership and stimulate campus commitment to student volunteerism in
accordance with Assembly Bill No. 1820 requirements. The charge to the Task Force was
to explore and recommend ways in which The California State University might increase
community service learning experiences for students and impact on significant human and
community needs. The Task Force was also asked to prepare a report which included
recommendations for complying with the legislation. The Task Force membership
included representatives of the CSU Academic Senate, The California State Student
Association, two campus Presidents, two Vice Presidents, and community representatives.
Some of the work undertaken by members of the Task Force included: preparing papers
on various issues related to community service programs on campuses, developing
effective campus/community relationships, and identifying possible sources of funding for
community service programs.
In addition, the Task Force considered such issues as the preparation of students for
service learning situations, criteria for student participation, types of organizations
appropriate for student placement, and resource requirements for community service
programs. The Task Force also considered papers and recommendations prepared by
various community groups and directors of student-directed service programs on the CSU
campuses, as well as reports on programs at other institutions in California and
elsewhere.
25
One of the strongest recommendations of the Task Force dealt with seeking permanent
funding for the Human Corps program. The Task Force felt that adequate fiscal and
administrative resources were important for human service activities to become an
integral part of the life of the California State University.
As the Task Force proceeded with its mission, and the potential for student and
community enrichment unfolded, a renewed commitment to student community service
developed. It became clear that opportunities exist to serve the diverse community
service needs of California, to strengthen the sense of civic responsibility on campuses,
and to join the theoretical and practical aspects of learning with respect to community
service.
In the Fall of 1990, it was determined that the Task Force had successfully completed its
charge and a letter was sent to Task Force members acknowledging this
accomplishment. (Appendix A).
SYSTEMWIDE ACTIVITY
In February, 1990, sixty CSU representatives attended a Human Corps Conference. The
purpose of the conference was: to share information about programs and experiences
between the two systems and to build on existing programs; develop additional programs
to respond to local needs; increase coordination; and improve communication with student
groups and student government leaders. The conference was held in Sacramento and was
co-sponsored by the CSU and UC systems. Participants included students, faculty, and
administrators, CSU Human Corps Task Force representatives, representatives from the
CSU Academic Senate, and the UC counterparts for each of these categories.
The evaluations of the conference indicated that the participants found the conference
stimulating and informative. They enjoyed the opportunity to meet and share ideas with
colleagues and fellow students both from the California State University and University of
California systems. Fifty three University of California representatives attended the
conference and a representative from the California Postsecondary Education Commission
was also present. The project successfully initiated promotion of service learning on CSU
campuses. A copy of the conference program and a list of regional workshops held during
the conference is attached. (Appendix B).
EXAMPLES OF SPECIAL ACTIVITIES AND EVENTS
The California State Polytechnic University, San Luis Obispo Residence Halls Community
Service NETWORK was named "Service Club of the Year" by the Economic Opportunity
Commission. They were chosen from a field of 18 community clubs.
The "Human Race", was an event sponsored by the Volunteer Center of the Greater
Pomona Valley and was held on the California State Polytechnic University, Pomona
campus. The purpose of this annual event is to serve as an opportunity for the Center,
campus agencies, and local community agencies to generate funds. The event provided a
forum for improved cooperation and coordination between the University and the local
community.
26
During the Fall semester, community agencies and organizations participated in a campus
volunteer fair, "Reach out Today". The event was co-sponsored by the California State
University, Long Beach EPIC Program (Educational Participation in the Community), the
Associated Students Community Service Commission, and the Long Beach Rotary Club.
Forty four community agencies and organizations participated in the fair. Seventy three
non-profit professionals had the opportunity to meet students, faculty, staff and
administrators during the event. Students were able to talk face-to-face with the
representative from the different organizations about hundreds of volunteer service
opportunities. Campus-wide publicity and interest was generated as a result of the event
and 100% of the agencies indicated they found the event a wonderful way to connect with
the campus and the students. The agencies expressed strong interest and support in
holding a second annual volunteer fair.
Also at California State University, Long Beach, a literacy tutoring pilot project was
initiated in cooperation with a community program that supports at-risk junior high
youth. Students participated in 12 hours of training which covered literacy tutoring and
mentoring. Eight students successfully completed the training program and were assigned
junior high school students to work with twice a week during the Fall semester. The
tutor/mentor junior high student relationships proved rewarding to both parties. The
school program personnel gave the project a very positive evaluation. The University
students utilized the project not only for personal and career-related experience, but
some tied their work to major-related coursework. Each University student received a
certificate of appreciation and a Human Corps Community Service notation on their
academic transcripts.
Each Spring, numerous busloads of disabled children arrive for the annual California State
University, Fullerton Special Games. This day of events has become a tradition at the
campus and warms the hearts of both the volunteers and participants. The program is
organized through the Office of Disabled Student Services and recruits volunteers from
the campus and community to participate in the event. Faculty, staff, administrators,
and students donated their time and energy to make this a special day for the student
athletes. Over 200 volunteers are recruited each year to help support the program. The
support consists of encouraging the student athletes as well as congratulating them with a
big "hug" when they are finished. The program has grown tremendously in popularity. The
original program welcomed approximately 90 students to the campus while this year over
500 student athletes were present.
RELATED COURSES
Each year campuses are requested to provide information on the number of Human Corps
related course offerings currently in place. Campuses were requested to provide a
comprehensive list of all courses with components of community service. In 1988/89
campuses reported an estimated 1,115 related courses. In 1989/90 that number increased
to a reported 1,454 (an increase of approximately 30% over last year). Review of campus
lists reflected that Human Corps related coursework is broadly represented in the
curriculum on virtually all CSU campuses, with the highest concentration of coursework
appearing to be focused in the areas of Social Sciences, Education, Public Administration,
the Arts, and Math and Science.
Examples of courses include:
CSU, Fresno: Chicano and Latin American Studies 145 - Fieldwork in Community
Settings; Involves supervised placement in community and educational settings and
provides a variety of learning experiences in community agencies, organizations and
institutions.
27
CSU, Chico: Music 303A - A Capella Choir; Students are involved in fine arts activities
involving one or more public performances each semester.
CSU, Dominguez Hills: Behavioral Science 500; Students work in senior citizen centers,
health care units and family crisis centers.
CSU, Hayward: Foreign Language and Literatures 3904 - Sign Language Field Work;
Compares the variations in sign language due to ethnic, social, educational regional and
age factors. Students usually volunteer their time at the California School for the Deaf in
Fremont, as teachers aides, tutors, or transportation escorts.
CSU, Northridge: Speech Communication 198; Students give speeches to high school
classes on the topic, "What it is like to be a college student."
California Polytechnic University, San Luis Obispo: Human Development/PSY 461/462
(Senior Project): Students planned and implemented a "Providers Fair" for the community
to learn about organizations who deal with alcohol and drug abuse prevention and
intervention; developed a manual for a local hospice's work with children; aided in the
development of an SLO day program for victims of Alzheimers disease; created a
children's program and library for the local homeless shelter and; created and staffed a
child care program for children of parents participating in an effective parenting
workshop aimed at child abuse prevention.
CSU, San Francisco: English 695/696 - Community Work Experience: Offers students the
opportunity to combine journal writing with field work in agencies dealing with human and
urban problems. Course #696 presents students with the opportunity to teach English as a
foreign/second language under the guidance of a staff member with the cooperation of a
supervising teacher.
CSU, Sonoma: Anthropology 490 - Child Abuse: This course studies child poverty and
homelessness as forms of institutional child abuse.
In addition to formal courses, many campuses offer internships, cooperative education
assignments, and individual study courses through campus departments or schools which
contain aspects of community service.
AGENCY SURVEYS
Campuses were asked to distribute a questionnaire to the various agencies, groups, and
organizations where students perform community service related volunteer work. They
were asked to provide feedback on the benefits of CSU student involvement in their
organizations as well as any negative effects of such involvement. In addition, the
questionnaire requested voluntary input on suggested areas of improvement in the
program. Responses were received from all 20 campuses. The types of agencies
responding covered a wide range, the majority of which fell into the following groups:
local city and state government agencies, medical care facilities, advocacy groups,
private non-profit organizations, other colleges and universities and public or private
schools.
A broad overview of the responding agencies' perceived program benefits, criticisms, and
suggestions for improvement and expansion is presented below:
28
Program Benefits
Students bring enthusiasm and much needed labor force to each activity they assist in;
Students contributed ideas and perspectives that were invaluable;
Several campus agencies stated their funding problems were largely alleviated due to
the assistance provided by student volunteers;
Professional staffs were freed to address the higher level issues associated with their
agencies' purpose;
Students are great role models for the various clients being served;
Students help improve clients self-esteem;
Many agencies stated that without student volunteers, their agency could not
function properly;
Students helped certain agencies perform much needed research and assisted in the
preparation of valuable research projects.
Program Criticisms
Students were sometimes late and did not telephone to cancel commitments;
Agencies suggested improvement of students' interpersonal skills prior to assignment;
Scheduling work hours was sometimes difficult, particularly around mid-terms and
final exams;
Lack of follow through on assigned projects was a prominent concern.
Suggested Areas of Improvement or Expansion
Provide agencies with a statement of student's work hours, duration of placement,
and funding source;
Encourage students from a wide variety of majors to participate;
Encourage faculty and administration to visit agencies to better understand and
witness the tremendous advantages of student volunteer placements
Better prepare students for the environment in which they choose to work;
Screen students prior to admission in programs;
Expand length of time commitment;
Sharpen English language skills;
Refer more graduate students;
Inform agencies of the ability to advertise internships;
Instruct students in the basic principles related to their internship;
Allow students to earn more academic credit;
Provide a handbook on CSU community service procedures to agencies;
Offer more financial assistance and public recognition to students;
Send more students.
Agencies are generally very pleased with the assistance received from students, and would
embrace the opportunity to accommodate more volunteers. The majority of reporting
agencies agreed that the best way to encourage more student participation in community
service activities is to offer more financial assistance and public recognition.
A common problem for agencies was that students had prior commitment to studies (both
undergraduate and graduate), which placed limitations on their ability to contribute.
Once an agency utilizes student volunteers, it seems they become substantially dependent
on their continued assistance. If any real problem exists, it would seem to be, that
students are doing too good of a job and have created a supply vs. demand situation.
Finally, several agencies indicated they tended to prefer the formal academic internship
of students above the student who volunteers on his/her own time.
29
Funding
No general fund support exists for the Human Corps Program, however, CSU has
dedicated lottery funds for community service internships. Since the establishment of the
Human Corps in 1987, the Trustees of The California State University have approved
supplemental lottery funding to campuses in support of the legislation. Unfortunately the
recent statewide budget crisis forced the Trustees to discontinue this funding for 1990/91.
During 1989/90, $1,000,000 of lottery funds provided a reported 3,342 student internships
for community service. As well, lottery funding enabled CSU campuses to initiate new
programs, and to continue funding many existing activities. Lottery funding increased
opportunities for students to participate in community service related activities and to
relate their academic knowledge and learned skills to practical experience in real life
settings. Each year, a report is submitted to the Trustees outlining the use of lottery
monies for the Human Corps program. A copy of the 1989/90 Student Internships/
Community Service report is included with this report. (Appendix C). The report contains
summary information on the utilization of lottery funding during the 1989/90 academic
year.
A survey of campus Human Corps coordinators revealed disappointment on the loss of
lottery funded support for this valuable program. However, CSU campuses reported that
the overall effect of loss of lottery funding would not seriously or immediately impact
their existing programs. Campuses also stressed the importance of continuing to pursue
permanent funding for Human Corps.
Listed below is a history of lottery funding since the programs' inception:
Fiscal Year
Amount
1986/87
$ 500,000
1987/88
500,000
1988/89
500,000
1989/90
1,000,000
Total Funding:
$2,500,000
In addition to lottery support, campuses utilize other campus resources and rely on outside
grants to support expansion of Human Corps activities including: Campus Compact
grants, small grants from the federal ACTION office, their local United Way and support
from the campuses' Associated Students government organizations.
Insurance Liability
A continuing source of concern has been the assumption of liability for this legislatively
mandated program. In the Fall of 1989, The CSU submitted a budget request for $170,000
to purchase personal injury and liability insurance for students participating in the Human
Corps program. The Department of Finance (DOF) deferred a decision on this request
until they were able to research the issue; including the legal aspects and the extent of
risk. In July, 1990, the DOF issued their final decision. (Appendix D). They conclude,
that the State is unlikely to be liable for damages to Human Corps program participants,
and that risks of damages are very low. To date, there has never been a liability claim
against a student performing university-sponsored community service in the CSU. They
also ask that campuses be alerted to avoid risky activities involving students.
30
The DOF believes that students participating in Human Corps activities share the same
risks as other citizens participating in such activities. Accordingly, they have concluded
that state funds should not be provided to the CSU to purchase insurance for Human Corps
participants. (Note: The University of California does not have insurance coverage for
their Human Corps program). It should also be noted that any student receiving
compensation for Human Corps related service (as in the case of lottery funded
internships) is covered under the state employee workman's compensation policy.
CAMPUS ACTIVITIES
In addition to supporting the continuation of pre-existing campus community service
programs, implementation of the Human Corps legislation proceeds on the campuses.
Listed below are examples of community service related activities in which campuses
have participated during the 1989/90 academic year. These activities are related to the
concept of Human Corps as set forth in Assembly Bill No. 1820 and are not supported by
lottery monies.
California State University, Bakersfield
Student community service at California State University, Bakersfield included assistance
in a wide range of activities and with a diverse group of agencies. Examples of student
involvement include being a companion for animals at the Bakersfield Society for the
Prevention of Cruelty to Animals (SPCA) to helping senior citizens and others fill out
income tax forms through the Volunteer Income Tax Assistance program (VITA). One
outstanding student has been selected to go to Gambia as part of an undergraduate
internship program sponsored by the Peace Corps and Campus Compact, (a coalition of
250 U.S. colleges and universities promoting student volunteerism). The student is one of
20 college students nationwide selected for the program.
California State University, Chico
California State University, Chico reported that approximately 2,682 students served an
estimated 144, individuals through 25 campus sponsored programs in the 1989/90
academic year. The nature of student involvement was eclectic and many agencies came
to rely heavily on students as the core of their operations. In particular, students
provided a very valuable resource for fundraising events in the community and
substantially enabled agencies to better serve their clients. Some of the diverse tasks
performed by students were: conducting research, serving as summer camp counselors,
publicity assistants, translators, and custodians, and working as receptionists, secretaries
and clerks in agency offices.
California State University, Dominguez Hills
Students from California State University, Dominguez Hills focused their involvement in
the areas of tutoring, clerical work, athletic coaching, counseling, and mentoring. As a
direct result of their tutoring experience, three student volunteers reported to their
respective departments that they are now seriously considering entering the teaching
profession. One agency stated "without the students, our summer basketball program for
at-risk youth could not have become a functional program".
31
California State University, Fresno
During the past year, California State University, Fresno has been working with a select
group of organizations to place students with a desire to participate in Human Corps
activities. Some of the unique assignments accepted by students include: Working with
the Central Valley Aids Team where they act as a "buddy" to individuals with AIDS by
taking them to appointments, and running errands. Arte America is another organization
that utilizes student volunteers for special projects, fundraising and office work. Students
assisted at a Dance Festival held in the Spring and a Latin Jazz Festival also held in the
Spring.
California State University, Fullerton
The Human Corps program at California State University, Fullerton is located in the
University Activities Center. Each year, the campus holds a summer camp (Camp Titan)
for underprivileged children. Camp counselors are comprised of students who volunteer
one week out of their summer to spend with these children. The campus also sponsors a
"Greek Week" each year. The goal of this event is to raise money to donate to Camp
Titan. This year the campus Greek community raised over $10,000 to donate toward
sending underprivileged children to the summer camp. Another campus group known as
the Peace Studies Student Association (a group which is invested in the pursuit of world
peace) affiliated themselves with two community organizations: The Santa Ana Soup
Kitchen and the Orange County Mental Health Facility. Each week the students
volunteered approximately 3 hours each at the Mental Health facility working with the
homeless. They were involved with numerous activities which involved both direct and
indirect contact with homeless individuals. In addition, during the first Saturday of each
month, members of the organization would visit the soup kitchen to help with serving food
to the needy.
California State University, Hayward
At California State University, Hayward, students provide service to community agencies
through public relations work with the Bay Area Girl Scouts Council, and accepting
volunteer placements in public, private, or non-profit agencies on projects related to
citizen action, environmental planning and research work. Many local agencies reported
that student volunteers represented more than half of their staff. In addition, a free tax
assistance center has been established on the campus to help anyone in the community
with the preparation of his/her individual income tax returns. Students are trained, and
supervised by an instructor who also reviews the returns prepared by the students.
Humboldt State University
At Humboldt State University student community service activities are centered with the
Youth Educational Services organization (Y.E.S.). This campus based organization
provides student volunteer placement and service to 13 different community service
programs. A start-up program called "New Games" was recently approved by the campus'
trustees. The program focuses on several local public schools that are experiencing
problems with student interaction during recess. The program is intended to place student
volunteers at these schools during recess to initiate better discipline through the
organization of games and supervised play activities. The program is intended to provide
a healthy and fun atmosphere and to encourage better communication among young
students during their playtime activities.
32
California State University, Long Beach
California State University, Long Beach, students provided a wide range of services to the
community. Students served in areas such as substance abuse programs, recreation
services, victim-witness assistance programs, hotlines, schools, hospitals, child care
programs, literacy tutoring, health care agencies, mental health services, homeless
support programs, learning assistance services, and senior citizens programs. The
students brought expertise to the local community from a wide variety of disciplines and
provided necessary skills to enhance needed programs and services.
All students were placed through the Cooperative Education and Educational Participation
in the Communities (EPIC) programs of the California State University, Long Beach
Career Development Center.
California State University, Los Angeles
For the past 25 years, California State University, Los Angeles has served the local
community through its EPIC (Educational Participation in the Community) program and
various cooperative educational efforts. Of particular note during the 1989/90 academic
year was the development of the Partners in Learning Program which is a mentoring
program targeted at 6th grade students who are at-risk at El Sereno Junior High School.
This program was initiated by the campus and developed in association with The
California Campus Compact, California State University, Dominguez Hills, the University
of California, Los Angeles, the University of Southern California, and Los Angeles City
College. The program focuses on college students serving as mentors to at-risk 6th grade
students and assists them with the difficult transition from junior high school to high
school. The Los Angeles Unified School District has identified this period in a student's
experience to be an extremely fragile and difficult time. The program is expected to
receive approximately $25,000 in funding through its association with the Campus
Compact to support these efforts.
California State University, Northridge
California State University, Northridge has initiated a coordinating council with several
off-campus agencies for the purpose of exploring increased opportunities for students to
participate in community service. A major focus of the council is to develop more
meaningful jobs within the agencies in which students from across the majors would be
able to participate. Through this effort, other agencies are also being sought who would
benefit from student volunteer work. The campus Human Corps program also provides
career counseling and guidance to students who wish to be involved in community service
work. Assistance is provided to students in choosing an area of concentration and assists
in placing the student in an appropriately related facility.
California State Polytechnic University, Pomona
At California State University, Pomona, a new program, called the Culture Corps has
been initiated as a sub-program of the campus' larger Human Corps program. The
program is designed to facilitate greater cross-cultural interaction between various
ethnic groups both on and off campus. Culture clusters will be created involving
individuals from different cultures and a volunteer facilitator. Each cluster will meet ten
times per year for at least three hours per meeting to earn their 30 hours of volunteer
credit. A program format will be developed for each of the ten sessions that would
produce cultural-social-educational interaction between the group members. The primary
purpose of this project is to counter much of the ethnic isolationism that currently exists
between individuals and groups of various cultures.
33
California State University, Sacramento
At California State University, Sacramento, a significant number of students volunteered
their services to the local public schools. Student volunteers provided curriculum
enrichment experiences to school children in elementary schools in the Sacramento area
with high minority enrollment. The schools identified the areas of need, and students
were assigned to work with individual teachers. Other services provided by student
volunteers included: implementing a call-back program for surgical outpatients at Kaiser
Hospital; setting up workshops for the local Vietnamese community to understand social
issues relating to their community; and researching and implementing a committee
hearing in the legislature on the impact of AIDS on long-term care in California.
California State University, San Bernardino
California State University, San Bernardino reported a sizeable growth in its Human Corps
related activities during 1989/90. The campus reported that over 135 students
participated in at least 50 hours each of independent community service, while student
organizations participated in 300 hours of community service through the Human Corps
program. The campus estimated this to reflect an increase of approximately 59% in
student participation over the previous year. The most noticeable area of growth
occurred in assistance to local governmental agencies. Students were utilized in a number
of different ways by these agencies, resulting in an improved partnership between the
University and the community.
San Diego State University
Community service at San Diego State University continues to be very active. Student
participation in community service programs increased modestly this past year. The
campus reported that approximately one third of the student body is known to have
volunteered as a direct result of their affiliation with the campus. The campus reported
that discussions with the Associated Students and Campus-Y representatives confirm a
very high rate of satisfaction with student participation and that they submit repeated
requests for additional volunteers. Both the Associated Students and the Campus-Y
perform an internal quality control assessment which evaluates the ability of the agencies
to supervise and contribute to the goals of campus community service programming.
San Francisco State University
Examples of community service performed by students at San Francisco State University
include: voluntary contributions of time to charitable groups, fraternal groups, or service
clubs in support of charitable endeavors; providing consulting or technical assistance for
such activities as farming projects, engineering projects (Peace Corps), information
systems, automation, and small business operations involving the disadvantaged or
disabled. Other activities involved serving as tutors for literacy programs, and
participating in an enrichment program for disadvantaged or disabled populations.
San Jose State University
San Jose State University's Human Corps program has been growing with increased
support from university administration, faculty and an increasing interest from the
general student body. Students in the Human Corps program were directly involved in the
helping processes following the October 17, 1989 earthquake. A small group of students
provided innumerable hours of service to homeless children and families in the Watsonville
area - an area most seriously devastated by the earthquake. The work of this group was
34
admirable and continued through the spring semester. In addition, the Human Corps
program is being promoted on this campus for consideration as pre-professional
experience for a variety of majors, including those considering the teaching profession.
California State University, San Marcos
During 1989/90, Human Corps activities at California State University, San Marcos have
been limited to the development of a foundation for their program. Efforts have focused
on the formation of a Human Corps committee and participation in systemwide and
statewide meetings on this subject. The founding faculty at the campus has played an
important role in the development of a strong commitment to the concept of Human
Corps activities as an integral part of campus life. As a result, one of the campus' goals
is for faculty, staff, and students to become effective and enthusiastic participants in
Human Corps activities in the years ahead.
California Polytechnic State University, San Luis Obispo
Much exciting work is being done at California Polytechnic State University, San Luis
Obispo, for example: A "Service in Learning Team" promoted academically-related
service in each of the seven academic schools in conjunction with the University-Wide "U
Can Make a Difference" campaign; a pilot project, for placing qualified work-study
students with non-profit agencies in positions tailored to their majors and career goals
was launched and was highly successful; a telephone survey of campus fraternities and
sororities revealed that each house performed at least three community service projects
in addition to a canned food drive and carnival fundraiser.
California State University, Sonoma
California State University, Sonoma's Community Involvement Program (CIP) is a student
volunteer program designed to facilitate experiential learning and service to the
community. Participation in this program is often a means for students to "reality test"
an interest in a particular field while contributing to their local community and receiving
academic units. Placements obtained through this campus program are strictly
volunteer. Under most circumstances, CIP volunteer placements are off-campus.
Students perform a vast array of services including: Counseling; child care;
conference/workshop planning; food distribution; and grant research, to name only a few.
California State University, Stanislaus
California State University, Stanislaus tracks student volunteer assignments through the
Cooperative Education/Learning Project program. Examples of student contributions
follow: One student volunteer provided computer support for the local Red Cross. The
student trained office personnel to use hardware/software by conveying technical
information to non-computer oriented personnel in layman's terminology.
Sociology students provided assistance to teen mothers in areas of infant health care and
emotional development of parent and child. Finally, a group of Math students volunteered
as tutors in the public school system. Several of the tutors were bi-lingual and were able
to communicate basic arithmetic fluently to students with poor English skills.
35
CONCLUSION
The California State University has had a long-standing commitment to the importance of
human and community service in the academic experience of students. The 1987 Human
Corps legislation formalized the concept of the Human Corps in The California State
University, and has assisted the University in making a strong statement about education
and the development of socially conscious citizens. The commitment of the California
State University to community service continues to evolve and has been strengthened by
the passage of Assembly Bill 1820.
The CSU Human Corps program is expected to face new and difficult challenges in the
immediate future. Lottery fund support for this program has been discontinued due to the
severe budget crisis experienced by the State of California. However, the goals and
requirements of the legislation remain. The lack of permanent funding will challenge
campuses to further explore innovative ways for new and existing programs to continue
their good work.
As a system and as individual campuses, the CSU has successfully progressed in the
implementation of the Human Corps program. The CSU believes that the Human Corps
program offers exciting and rewarding opportunities for students, faculty, and staff to
serve the community. As well, the mission of the CSU is supported and strengthened by
the Human Corps program. It is hoped that all Human Corps activities currently in
existence will continue to flourish and that new areas of service will be explored and
established in the years to come.
APPENDIX A
CSU Task Force Letter
APPENDIX B
Program and Workshop List for CSU/UC Human Corps Conference:
February - 1990
APPENDIX C
1989/90 Student Internships in Community Service Lottery Report
APPENDIX D
Insurance Liability - Department of Finance Letter
36
APPENDIX A
THE CALIFORNIA STATE UNIVERSITY
BAKERSFIELD
CHICO
DOMINGUEZ HILLS
FRESNO
FULLERTON
HAYWARD
HUMBOLDT
LONG BEACH
SACRAMENTO
SAN BERNARDINO
SAN DIEGO
SAN FRANCISCO
SAN JOSE
SAN LUIS OBISPO
VOX
use
UNIVER
LOS ANGELES
NORTHRIDGE
POMONA
SAN MARCOS
SONOMA
STANISLAUS
AVERITAS
OFFICE OF THE CHANCELLOR
VITA
TELEPHONE:
TELEFAX:
September 10, 1990
Human Corp Task Force Members
Dr. Hal Charnofsky
Professor of Sociology
California State University, Dominguez Hills
Carson, California 90747
Dear Dr H Charnofsky:
As you are aware, language in Assembly Bill 1820 states:
"There are hereby created Human Corps task forces in each
segment, which shall be established on each campus by March 1, 1988."
In our November, 1989 submission to CPEC, The Human Corps in the California
State University, we reported that CSU campuses have established Human Corps Task
Forces composed of students, faculty, community members, agency representatives and
campus administrators. Some campuses have formulated permanent community service
program Advisory Boards. Therefore, I am most pleased to acknowledge that the CSU
Human Corps Task Force, which was created to provide leadership and stimulate campus
commitment to student volunteerism, has successfully accomplished its charge.
While the meeting originally scheduled for September 14, has therefore been
cancelled, I would like to thank our colleagues at CSU Fresno for having graciously
offered to host the meeting.
Thank you once again for the fine work that was done by the CSU Human Corps
Task Force and for your continued leadership in implementing successful Human Corps
activities on CSU campuses.
Sincerely
Lee R. Kerschner
Vice Chancellor
Academic Affairs
LRK:gdr
CC:
Dr. Ellis E. McCune
Dr. Robert C. Detweiler
Dr. Harold H. Haak
Dr. Ronald S. Lemos
Dr. Sandra Wilcox
37
400 GOLDEN SHORE. LONG BEACH. CA 90802-4275
INFORMATION: (213) 590-5506
APPENDIX B
CALIFORNIA STATE UNIVERSITY/
UNIVERSITY OF CALIFORNIA
HUMAN CORPS CONFERENCE
Holiday Inn Capitol Plaza
February 6-7, 1990
UNIV THE OF
THE STATE UNIVERSITY
14344
1868
CSU HUMAN 1646 CORPS
PROGRAM
TUESDAY, FEBRUARY 6
4:00 p.m.-5:30 p.m.
REGISTRATION
Location: Main Lobby
5:30 p.m.-6:30 p.m.
RECEPTION
Location: Balboa Room
WEDNESDAY, FEBRUARY 7
8:00 a.m.-9:00 a.m.
CONTINENTAL BREAKFAST
Location: California Room
REGISTRATION (cont'd)
Location: Main Lobby
9:00 a.m.-9:30 a.m.
WELCOME
Introductions:
Alice C. Cox, Assistant Vice President
Student Academic Services
UC Office of the President
Donald R. Gerth, President
CSU Sacramento
Philip Dubois, Asociate Vice Chancellor
Academic Affairs
UC Davis
Cathrine Castoreno, Legislative & Budget Analyst
California Postsecondary Education Commission
Location: California Room
9:30 a.m.-10:45 a.m.
SESSION I
1. FACULTY PARTICIPATION IN STUDENT
COMMUNITY SERVICE: Research & Scholarship
Opportunities, Academic Enhancements, and Joint
Efforts with Administrators
Moderator. Diane Vines, Director of Special Programs
CSU Office of the Chancellor
Jennifer Anderson, Field Coordinator/Lecturer
Environmental Studies Field Program
UC Santa Cruz
Hal Charnofsky, Chair
Academic Affairs Committee
CSU Academic Senate
CSU Dominguez Hills
Lawrence B. Coleman, Director
Internship & Career Center
UC Davis
Becky Loewy, Vice Chair
CSU Academic Senate
San Francisco State University
Location: Granada Room
41
2. RECRUITING FELLOW STUDENTS: How to Increase
Student Participation in Human Corps Activities
Moderator: Karen Bedrosian, Co-Chair
Community Affairs Board
Student, UC Santa Barbara
Richard Miller
California State Student Association
Student, CSU Sacramento
Stacy Stilwagen, Student Coordinator
Human Corps
Student, UC Riverside
Location: Hermosa Room
10:45 a.m.-11:00 a.m.
BREAK
Location: Granada and Hermosa Rooms
11:00 a.m.-12:00 p.m.
SESSION II
1. SUCCESSFUL ADMINISTRATIVE MODELS FOR
CAMPUS-BASED PROGRAMS: Securing Extramural
Funds, Eliminating Barriers to Student Participation,
and Working Effectively with Other Divisions on
Campus
Moderator: Susanna Castillo-Robson, Acting Director
Student Affairs and Services
UC Office of the President
Nadine Bell, Associate Director
California Campus Compact
UC Los Angeles
Sally Peterson, Dean of Students
UC Irvine
Location: Hermosa Room
2. PROMOTING THE ETHIC OF PUBLIC SERVICE AND
INCREASING STUDENT AWARENESS OF SERVICE
OPPORTUNITIES
Moderator: Charles Supple, Acting Director
Community Resource Center
UC Los Angeles
Sally Cardenas, Assistant Director
Human Corps, ERIC/COOP
CSU Long Beach
Bart Grossman, Chair
Human Corps Task Force
UC Berkeley
George Umezawa, Coordinator
Human Corps
CSU Los Angeles
Location: Granada Room
12:00 p.m.-1:30 p.m.
LUNCH
Location: California Room
Video Slide Presentation: Community Service in the CSU:
An Overview
Ronald S. Basich, Associate Director
Analytic Studies
CSU Office of the Chancellor
Steven Frieze, Analyst
Analytic Studies
CSU Office of the Chancellor
1:30 p.m.-2:45 p.m.
SESSION III
FOSTERING COOPERATIVE EFFORTS: Northern and
Southern Regional Workshops on Homelessness,
Literacy, Substance Abuse, and Public School Outreach
Locations:
Homelessness: Balboa Room
Literacy: Granada Room
Public School Outreach: Calaveras Room
Substance Abuse: Hermosa Room
2:45 p.m.-3:00 p.m.
BREAK
Location: North Lobby
3:00 p.m.-4:15 p.m.
SESSION IV
LIABILITY: What Every Human Corps Administrator
Needs to Know
Moderator. Diane Vines, Director of Special Programs
CSU Office of the Chancellor
Stephen Deness, Associate Director
Risk Management and Safety
UC Office of the President
Glenn Mitchell, Principal Business Analyst
Office of Auxiliary & Business Services
CSU Office of the Chancellor
Diana Spaniol, Program Coordinator
Property/Casualty
Risk Management and Safety
UC Office of the President
Location: Granada Room
4:15 p.m.-5:00 p.m.
SEND-OFF
Speaker:
Peter Mehas
Assistant to the Governor for Education
Office of the Governor
Location: Granada Room
43
REGIONAL WORKSHOPS ON SELECTED ISSUES
Facilitators (*) and Presenters
North
South
Homelessness:
Susan Burcaw *
Dulcie Sinn *
Assistant to the
Advisor
Vice Chancellor
Community Affairs Board
UC Santa Cruz
UC Santa Barbara
Emmack Lovett
Assistant Vice President
Instructional Services
CSU Hayward
Tammy Box
Community Service
Involvement Center
San Francisco State
University
Literacy:
Roseanne Fong *
Marti Barmore *
Coordinator
Assistant Director
Community Projects Office
Student Activities
UC Berkeley
UC Irvine
Pam Lennox
Tom Orr *
Interim Director
Coordinator
Cooperative Education
Cooperative Education,
Program
MIP, & Human Corps
CSU Stanislaus
CSU Bakersfield
Jose Villa
Coordinator
Si, Se Puedo
San Jose State University
Substance Abuse:
Renee Hernandez *
Carl F. Emerich
Coordinator
Associate Vice President
Human Corps
for Student Affairs
Sonoma State University
San Diego State University
Yolanda Garcia *
Director
Special Student Programs
and Volunteer Services
UC San Diego
John Shainline
Senior Assistant to the
President
CSU Long Beach
45
Public School
Suzanne Hendry
Marilyn Galloway
Outreach:
YES Office
Coordinator, COOP
Humboldt State University
Education and Academic
Internships
CSU Northridge
Marg Lee *
Jackie LaBouff *
Coordinator
Human Corps Coordinator
Education Placement
CSU Dominguez Hills
Intership & Career Center
UC Davis
David Raske
Jane Permaul *
School of Education
Director
CSU Sacramento
Field Studies Development
UC Los Angeles
Janet Richmond-Summerville *
Jo-Ann Shibles
Director
Activities Coordinator
CAVE
CSU Fullerton
CSU Chico
46
APPENDIX C
1989/90
STUDENT INTERNSHIPS - COMMUNITY SERVICE
The CSU Board of Trustees allocated $1,000,000 of lottery monies to fund community
service programs and internships during 1989/90. As shown in Attachment A, each
campus received a fixed amount of $25,000 plus an amount proportional to the campus
1989/90 budgeted college-year full-time equivalent students (FTES). In 1988/89,
campuses reported 2,552 student intern participants. In 1989/90, approximately 3,342
student intern participants were reported. Therefore, an estimated increase of 30%
occurred in overall program participation during 1989/90.
The emphasis of the legislatively mandated program is on offering students opportunities
to relate their academic knowledge and learned skills to practical experience in real-life
settings. Some of the catagories in which students were able to participate included paid
internships, volunteerism, work-study, laboratory experiences, cooperative education, and
clinical assignments. To facilitate data management, communication, and program
coordination, each campus selected one individual to serve as a liaison with the Office of
Special Programs in the Chancellor's Office. Attachment B lists the Human Corps
campus coordinators and designees.
This report is presented in two parts. The first section describes campus efforts in
selected areas of awareness and community need. The second section of the report
contains summaries of campus activities for the 1989/90 academic year. Attachment c
presents an overview of campus activity by categories of awareness and community need.
The CSU is proud of the on-going commitment of its campuses to community service. In
the past year, excellent programs have been expanded or developed as a result of lottery
supported funding for this valuable program.
SECTION I
AWARENESS AND COMMUNITY NEED
EDUCATIONAL PARTICIPATION IN COMMUNITIES (EPIC)
At California State University, Los Angeles, student interns continued to work as "project
coordinators" for several campus based activities. The duties of these student
coordinators included project design and promotion, volunteer and intern recruitment,
orientation and training of student participants, maintaining communication with students
and their supervisors in the field and other support activities. A total of 215 students
volunteered for service-related field work assignments through CSULA's Community
Service 395 courses in 1989-90, an increase of 20 students over last year.
The variety of services performed by these students ranged from the development of a
tutor/mentor drop-out prevention program at El Sereno Jr. High School to a business
student's creation of MIS and accounting systems for a local non-profit mental health
agency.
With lottery monies, the California State University, Long Beach EPIC Student
Internship-Community Service Program placed 282 students who provided 38,984 hours of
community service during the 1989/90 academic year.
47
OUTREACH TO THE PUBLIC SCHOOLS
Students from California State University Bakersfield served as tutors and mentors at five
elementary sites that primarily serve at-risk students.
The Outreach Office at California State University, Fresno promoted the University to
high school and community college students. Students also gave presentations to local
high school students regarding college, administered career tests, and assisted with
various career guidance and counseling activities.
A vocal quartet group from San Jose State University performed at fifteen high schools
and junior colleges. The quartet performed for students and then discussed music as a
career. This activity provided a wonderful opportunity to take music from the university
out into the area schools.
The Adelante Project coordinated by student volunteers from California State Polytechnic
University, San Luis Obispo was designed to assist limited English speaking junior high
school students in pursuing a college education.
SERVICES TO THE HOMELESS
California State University, Northridge interns worked in a social welfare agency
providing direct service and counseling to the homeless.
Through the efforts of California State University, Bakersfield students, food was
collected and given to the Golden Empire Gleaners for distribution to the homeless and
clothing was delivered to the Bethany Center Homeless Shelter.
San Francisco State University community service volunteers provided assistance to 6
local homeless shelters.
AGRICULTURAL PROGRAM ASSISTANCE
California State University, Chico students and faculty developed a series of radio
broadcasts dealing with community agricultural issues. Feedback from the community
indicates that these broadcasts have had a definite impact on the community served by
the campus.
RESOURCES FOR THE NON-PROFIT SECTOR
While providing valuable academically related experience, two lottery funded internships
at California State University, Fullerton provided a foundation for pursuing other
funding. Due to the success of one lottery funded internship, the CSUF Arboretum
Heritage House is exploring possible funding to continue such an internship as an on-going
operation. As a result of an internship at the Journal of Orange County Studies, (a
non-profit journal on local events and history) similar arrangements are being explored to
continue funding for an editorial assistant in charge of financial operations.
A California State University, Los Angeles business student created an MIS and
accounting system for a local non-profit mental health agency.
A student at Cal Poly, SLO conducted a feasibility study about starting a non-profit
restaurant to feed the homeless and hungry poor using wasted food from local restaurants
and markets.
48
PROGRAMS FOR THE DEAF AND DISABLED
The 1989/90 Deaf and Disabled Internship Program at California State
University, Northridge placed students in internships that resulted in
their exposure to realistic work settings and hands-on experiences that
were of benefit to them in working toward their academic career goals.
Aside from the benefits to students, the local community also benefited
greatly from student volunteerism at local organizations and agencies
that provide services to the deaf. Student involvement in these
programs included: tutoring of hearing impaired students, training in
sign language techniques, and job development and placement for deaf
and disabled students.
California State University, Hayward placed several students at the
California School for the Deaf. They acted in a wide variety of
capacities and with a diverse group of recipients. Tutoring and teachers
aide services were among the most widely offered services. Many
students worked with very small children teaching them safety
techniques; understanding and carrying out directions; and helped with
playground and field trip duties.
ESL AND LITERACY TUTORING
Student volunteers from California State University, Bakersfield taught
reading skills to adults with literary deficiencies.
With lottery funds, the California State University, Chico English
Department, in conjunction with a local non-profit agency, has initiated
a small pilot adult literacy program which trains the University's
remedial writing students as literacy tutors.
California State University, Dominguez Hills Education students served
as interns in the City of Gardena Literacy Program.
ENVIRONMENTAL PROJECTS
Four student interns at California State University, Fullerton worked on
environmentally related projects. One student worked at the Office of
Emergency Services and created a series of multi-colored maps by
counties which will serve a number of uses for this agency. Another
student spent time at the Key Ranch in Orange County and was involved
in historical preservation work. Two students developed a data bank for
the Bureau of Land Management. The data collected focused on various
natural resources, human uses of the desert region, and the projected
concerns for long-term preservation and management.
At California State Polytechnic University, Pomona, four students
worked approximately 860 hours at the California Regional Water
Quality Control Board in Riverside. The students assisted engineers and
scientists with data collection, analysis and management, computer
applications, environmental permit processes and regulations, and field
work.
49
INCREASING VOLUNTEERISM AND COMMUNITY SERVICE
A student from California State University, Chico volunteered his
services to the Community Volunteer Connection Program. He was
responsible for the overall administration of this volunteer referral
service. Over 30 volunteers were placed in local agencies during the
time he worked with the program.
California State University, Fullerton Communications majors designed
flyers for various internship programs to advertise the programs to
various Orange County employers. Students also wrote articles for a
small local business newsletter promoting community services available
through such programs.
Two Sonoma State University students were enlisted to improve current
community service activity by SSU students by developing and
publicizing community service volunteer and internship opportunities.
The students mailed letters to students, made presentations to classes
and student clubs, telephoned students, followed-up on student responses
to flyers and pamphlets, and staffed information tables to increase
student participation in the Community Involvement Program Service
Internships, and the volunteer component of the Human Corps Program.
California State University, Stanislaus interns were instrumental in the
organization and administration of a Volunteer Fair, which served to
unite the campus community with volunteer agencies in the six county
area. Over 500 students and 50 agencies were involved in the fair.
50
SECTION II
CAMPUS SUMMARIES
CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
Number of students involved: 316
Services Performed
Primary student service continued to focus on involvement with at-risk,
disabled, or disadvantaged youth and low income or poverty related
constituencies. Additional services included designing newsletters,
teaching reading skills to adult illiterates, supporting legal services for
poverty and welfare law, soliciting/packaging/and distributing food
through local agencies, and providing administrative support to various
county and city departments as well as to several non-profit
organizations.
Benefits to the Community
During 1989/90, a 59% increase in volunteerism was experienced over
last year. Students became more directly involved with the recipients of
their service, (working with children, the elderly, the disadvantaged and
those less fortunate) and not just exclusively with the service
organizations.
Increased responsibilities among participants was noted in the students'
journals. Whether counseling in chemical dependency or teenage
pregnancy, tutoring the learning disabled or serving as a Big Brother or
Sister, students gained valuable insight to the needs of the community
and provided services which may have otherwise been unavailable. An
estimate of 29,604 hours of community service were provided through
coordination of the Human Corps office during 1989/90.
Relationship to Academic Program
The majority of student volunteers earned lower-division credit for their
service, but some students were able to take advantage of earning
upper-division credit through the Psychology Department (Psych
396-Community Service). The Psychology Department was the first on
the CSUB campus to initiate a course dedicated to Human Corps Service.
51
CALIFORNIA STATE UNIVERSITY, CHICO
Number of Students Involved: 244
Services Performed
Students continued services already in place with the county, the radio
broadcast community, and the public schools. In addition, a small pilot
adult literacy program was developed in conjunction with the English
Department and the Community Action Volunteers in Education (CAVE)
which is a campus based volunteer placement organization. Other areas
of service include placing 31 volunteers in agencies registered under the
Community Volunteer Connection Program. Examples of organizations
where students were placed include: The American Lung Association,
Do-It Leisure, Wall Street Center for the Arts, and Enloe Hospital.
Benefits to the Community
Agricultural awareness programs were broadcast to the community
covering topics such as water distribution, food safety, urbanization of
farmland and farmworker safety.
Student interns served with the Chico Legal Information Center which
provides the community (primarily low-income citizens) with legal
information. The students were responsible for overseeing the operation
of the program.
One student intern effectively initiated an after-school latch-key
program in addition to coordinating and assisting California State
University, Chico Recreation Department's efforts in involving students
in various Chico Area Recreational District programs.
Relationship to Academic Program
All agricultural related broadcasts were taped and have been placed in
the University Library for use by faculty and students. Potential
academic programs that might benefit from this material include
communications, political science, recreation and parks management,
and the Center for Economic Development and Planning. Nursing
students were provided a "hands-on" experience in primary prevention
through a project coordinated with the Northern California Head and
Spinal Cord Injury Prevention Project. Students involved with the adult
literacy project received one unit of academic credit for their work.
52
CALIFORNIA STATE UNIVERSITY, DOMINGUEZ HILLS
Number of Students Involved: 180
Services Performed
During the 1989/90 academic year a total of 180 Certificates of
Appreciation were awarded to students for participation in community
service. Students interns were placed in a variety of settings including
those involved with earthquake victims, senior citizens and city
government.
Benefits to the Community
Music students wrote, recorded and sold an audio-tape as a fund raising
effort for the Watsonville earthquake victims. This venture raised
$1,200. Students from all of the different academic program areas
served as interns in the L.A.'s Best Program. This is a program in the
Los Angeles Unified School District that offers structured after-school
activities at selected school sites. CSUDH students also served as
tutors, mentors, P.E. coaches, and facilitated arts projects.
Relationship to the Academic Program
Some students recieved a stipend while others received course credit for
their involvement. The students came from a variety of program areas
such as Human Services, Public Administration, Psychology, Education,
Sociology, and Art and Music.
CALIFORNIA STATE UNIVERSITY, FRESNO
Number of Students Involved: 72
Services Performed
Students provided a wide array of services to over forty different
organizations in the community. Examples of placements include: case
work and constituent services for a local assemblyman; teaching disabled
students adaptive living skills; parolee supervision for the California
State Dept. of Youth Authority; promoting careers in journalism to
minority high school students; assisting in volunteer and visitation
programs for local convalescent homes; crisis intervention and advocacy
to sexual assault and incest victims. Students also assisted in designing
and constructing exhibit displays for the Fresno Metropolitan Museum.
Benefits to the Community
During the 1989/90 academic year, over 40 non-profit organizations and
public agencies were able to increase services to the immediate
community with the additional assistance provided by student interns and
volunteers.
Relationship to the Academic Program
Lottery funds were used to establish academically related Community
Service Internships in which all participating students received a
stipend. There were a total of 72 students from eight academic schools
who participated.
53
CALIFORNIA STATE UNIVERSITY, FULLERTON
Number of Students Involved: 41
Services Performed
Students were actively involved in areas ranging from environmental
issues to museum appreciation. Other services included participation in
the Intercultural Counseling Internship Program which involved student
interns in providing a wide variety of services to clients from Ethiopia,
Afghanistan, Southeast Asia and Eastern Europe. Other students set up
special fund raising projects and participated in community based media
relations. A group of Communications majors designed flyers and
developed an advertising campaign promoting the Internship Program to
Orange County employers. Four interns worked in conservation and
environmental related projects.
Benefits to the Community
Student internships provided a particularly valuable service to local
senior citizens. Research was performed on improving senior citizen
transportation and housing issues and on expanding telephone counseling
and service referrals. Students also assisted in teaching creative writing
to seniors, organizing fund raising projects, special activities and events,
and helped conduct exercise and arts and crafts classes.
At the Figueroa Community Center, students provided counseling in the
form of parent education classes, a women's group and a girl's therapy
group. These were offered and assisted by student volunteers.
Relationship to the Academic Program
All student interns were enrolled in academic courses and supervised by
University faculty from Political Science, History, Geography,
Gerontology, Anthropology, and Communications and Computer Science
programs.
54
CALIFORNIA STATE UNIVERSITY, HAYWARD
Number of Students Involved: 202
Services Performed
Students contributed a wide variety of services to a large segment of the
community. Some of the activities involved participation in probation
services for adult and juvenile delinquents, working with the severely
retarded and handicapped, support services for a battered women's
agency, grief and suicide counseling. Several students were placed in
administrative type positions in addition to the hands-on placements.
Benefits to the Community
Students from 19 different majors provided service to 115 different
agencies and non-profit community organizations.
Relationship to Academic Program
Students were able to gain experience in their major field while
performing a public service and simultaneously enhancing existing
programs through their involvement in community service.
HUMBOLDT STATE UNIVERSITY
Number of Students Involved: 198
Services Performed
Some community service projects in which students participated included
the Grass Roots Project, Sign in the Schools Project, the First Earth
Games Festival, a Juvenile Hall Recreation Program, the Spring Arts
Festival 1990, the Women's Center Outreach Project, Peer Counseling,
and the Global Education Project.
Benefits to the Community
One of the programs involved educating community members regarding
environmental issues in a casual and fun atmosphere. Another offered
students a new approach to using peer counseling skills learned in a
psychology related class to interact with their community. Another
project taught children at Fieldbrook School simple techniques to help
repair ailing streams and presented information to the children on local
streams and ecosystems.
55
Relationship to Academic Program
The campus uses lottery funds to support student and faculty initiated
community service projects. Students may receive credit for their work
on a project. Another aspect of academic benefit includes providing
incentive to develop projects that offer opportunities for students of an
existing HSU class to carry out class related experiential work
addressing community problems.
CALIFORNIA STATE UNIVERSITY, LONG BEACH
Number of Students Involved: 282
Services Performed
The following community agencies and organizations were supplied
interns: Lifeline, Ami-Del Amo Hospital, Long Beach Unified School
District, San Fernando Community Health Center, Straight Talk, Upward
Bound, the Braille Institute, Irvine Fine Arts Center, Isabel Patterson
Child Development Center, Leisure World, Planned Parenthood, Long
Beach Community Hospital, South Central Los Angles Regional Center,
the Red Cross, Los Angeles Childrens' Museum, Orange County Health
Care, Project Ahead, and Cities in Schools.
Benefits to the Community
The 282 students provided the community with service in the areas of
substance abuse, nutrition and personal counseling, computer
programming, recreational program administration, library assistance,
public relations, fundraising, hospice workers, financial assistance,
program administration, graphic arts, senior citizen care, respite care,
laboratory aide, research and statistical aide and children's program aide.
Relationship to Academic Program
Similar to last year, all students were placed through the Cooperative
Education - Educational Participation in Communties (EPIC) office
which provides a University-wide academic program. Students provided
a total of 38,984 hours of community service during the 1989/90
academic year.
56
CALIFORNIA STATE UNIVERSITY, LOS ANGELES
Number of Students Involved: 458
Services Performed
Paid internships were provided for via the Community Services
Internship program in 1989/90. Student volunteers were involved in
off-campus field placements or in campus based, student run service
projects. Several University sponsored service projects included
CSULA's campus wide annual Christmas Toy and Food Drive for needy
families and a Summer Youth Employment and Training Program for low
income high school youth.
Benefits to the Community
One student designed and implemented outdoor play activities for the
Maclaren Children's Center afterschool recreation program. Child
Development majors introduced new learning activities for the children
and assisted the Center staff with the daily interactive support care.
The variety of services performed by student volunteers ranged from the
development of a tutor/mentor drop-out prevention program to a
business student's creation of an MIS accounting system for a local
non-profit mental health agency
Relationship to the Academic Program
Lottery funds have served to strengthen and expand paid and credit
community service internship opportunities in several academic
departments. Funding has strengthened and given visibility to the EPIC
Office as a central information resource and coordinating office for
service-learning activity throughout the campus.
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE
Number of Students Involved: 289
Services Performed
A significant number of students worked for the Deaf and Disabled
Internship Program sponsored by the campus. Others worked in the
offices of senators, congressmen, councilmen, the courts and various
public agencies. Additional areas of placement included the Fair
Housing Council, the Community Development Commission of L.A.
County and the San Fernando City Community Development Department.
Some of the tasks undertaken by the students included research projects,
helping with the homeless, initiating a study of black attrition in the
University, and serving as translators.
57
Benefits to the Community
The Society of Hispanic Professional Engineers (SHPE) held a one day
fair at the campus. The event included 400 sixth grade students who
came to CSUN for the day. The objective of the fair was to inform the
students about higher education and to provide them with role models.
Interns provided counseling fieldwork services to various non-profit
agencies and individuals in the community. Another student internship
program enabled the development of a resource data base which would
serve as a directory of community services for handicapped individuals.
Relationship to the Academic Program
All activities attempted to further student involvement in community
service areas while providing educational enhancement to their academic
programs.
CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA
Number of Students Involved: 54
Services Performed
Involved students participated at designated sites in the community as
tutors, teachers, group leaders, and role models. Interns assisted
engineers and scientists with a project that involved data collection,
analysis and management, and computer application techniques. Another
group of volunteers prepared individual income tax returns and/or
provided tax related information through the VITA (Volunteer Income
Tax Assistance Program).
Benefits to the Community
Students involved in the Community Liaison Activities for Social Service
(C.L.A.S.S.) project served as role models for students "at risk" within
the community. This project was designed to increase opportunities for
"at-risk" students in the community to become successful in school
through exposure to positive role models. Involved students participated
at 12 designated sites in community service programs as teachers,
tutors, group leaders and, role models in ways that benefited both the
recipients and the providers.
RELATIONSHIP TO THE ACADEMIC PROGRAM
Many students received training by sponsoring organizations which added
greater relevance to their academic studies.
58
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
Number of Students Involved: 49
Services Performed
Students were supported in activities such as implementing a call-back
program for surgical outpatients at Kaiser Hospital; setting up workshops
for the local Vietnamese community to understand a variety of social
issues; providing research and background for a legislative committee
hearing on the impact of AIDS on long-term health care in California;
and assisting teachers of Vietnamese children.
Benefits to the Community
Student interns who were placed in elementary schools provided
enrichment experiences to school children in elementary schools in the
Sacramento area with high minority enrollment. Student volunteers
were instrumental in setting up community workshops relating to child
abuse, drugs, gang prevention and law enforcement.
Relationship to the Academic Program
In most cases, student volunteer activities were directly related to the
student's major, career goals and/or coursework.
CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
Number of Students Involved: 42
Services Performed
Agencies served by student interns included: Celebration Pathfinders - a
religious organization; Main Street - an organization involved in the
redevelopment of public areas; KNBC television; the San Bernardino
County Probation Department; the Riverside Sheriff's Department; a
children's center; a counseling center; the American Red Cross; and a
shelter for battered women to name a few.
Benefits to the Community
As a result of student involvement, the community received assistance in
areas such as coordination of teen groups, community care activities,
development of community awareness television spots, and assistance to
social workers with home health care and health education programs.
Relationship to the Academic Program
Students participating in academic internships arranged on their own
initiative, for credit through their respective academic departments.
These students received a reimbursement of expenses for completing
fifty hours of service and attending a two hour training session.
59
SAN DIEGO STATE UNIVERSITY
Number of Students Involved: 160
Services Performed
A majority of the students focused their involvement on programs
related to child/parent services. Other areas of concentration included:
participation in elementary school academic and after school programs;
development of marketing plans for community service based agencies;
and collection of data for the San Diego County Community Planning
Committees.
Benefits to the Community
Over 60 community non-profit agencies, public schools and service
related facilities benefited from the participation of student volunteers
and interns. Examples include: student participants in the Head Start
program assisted African American and Hispanic parents in honing skills
on how to read to their children; Ph.D. students in Public Health
developed two training manuals for the San Diego Child Health
Consortium and served as "master trainers" at two workshops to
introduce the manuals; another group of students helped develop a
resource directory for foster parents and developed a self-esteem
enhancement project for drug addicted mothers.
Relationship to the Academic Program
As a result of their work in this program, students contributed greatly to
local community agencies, non-profit organizations and public schools.
Students also had the opportunity to experience first-hand, that
application of their community service work could enhance the overall
experience of working on their related majors.
60
SAN FRANCISCO STATE UNIVERSITY
Number of Students Involved: 410
Services Performed
The Community Involvement Center (CIC) placed students in community
service activities in 150 Bay Area non-profit human service agencies and
in formal academic and paid internships. Some of the services
performed for the agencies included such tasks as: general office work;
child care; tutoring; coaching; setting up activities/excursions;
counseling work; and working with handicapped individuals.
Benefits to the Community
CIC interns planned and managed a two day Volunteer Fair at which
representatives of 50 community agencies met directly with 3,000
students on campus to inform them about the work of the agencies and
recruit them as volunteers. Through student community service work,
many community programs directly benefited from the involvement of
students. Some of the areas where students contributed their talents
included: animal welfare; the Arts; crisis intervention centers;
education and school services; environmental concerns; the homeless,
legal and human rights; and senior citizen programs.
Relationship to the Academic Program
Students involved in community service were supervised by faculty
members and represented the following areas of academic study:
Psychology, Liberal Studies, Biology, English, Health Science, Sociology,
Speech Communication, and Political Science.
SAN JOSE STATE UNIVERSITY
Number of Students Involved: 193
Services Performed
Students were placed in schools, social service agencies, health services,
public agencies such as recreation and on campus projects such as the
Peer Support Network, and Student Services.
Benefits to the Community
The community received assistance in literacy training, tutoring,
after-school playground and cultural activities, information and referral,
earthquake assistance to families in Watsonville, development of a
cultural drop-in center on campus, and outreach to potential San Jose
State University students.
Relationship to the Academic Program
Academic areas that were represented by student interns included Social
Work, Humanities, Theater Arts, Recreation and Leisure Studies, Art,
Liberal Studies, Mexican American Studies, Sociology, and Engineering
Science.
61
CALIFORNIA POLYTECHNIC STATE UNIVERSITY, SAN LUIS OBISPO
Number of Students Involved: 72
Services Performed
The Community Service Awards program was designed to encourage
students to undertake internships or senior projects that would benefit
the community. Over 110 students applied and 72 received awards in
varying amounts.
Benefits to the Community
Student volunteers interested in teaching careers assisted a project
targeted at junior high school students with limited English speaking
proficiency to pursue a college education and to assist them in preparing
for acceptance at a university or college.
Relationship to the Academic Program
A pilot program was developed that placed several qualified students in
community service positions that directly related to their majors and
career goals. As well, the following academic departments provided
community service internship opportunities for students: Political
Science, Social Science, Speech Communication, Psychology and Human
Development, City and Regional Planning, and Recreational
Administration.
SONOMA STATE UNIVERSITY
Number of Students Involved: 20
Services Performed
Training for parent groups, data collection, grant writing, market
research, assistance to severely emotionally handicapped children, and
daycare facility assistance are among some of the activities performed
by student interns and volunteers.
Benefits to the Community
Parent effectiveness training was provided at two elementary and two
junior high schools. This activity provided the parents and students with
significant additional experience and knowledge relating to community
and school based support programs.
Relationship to the Academic Program
Faculty were involved by sponsoring a number of interns for academic
credit. Students' participation in community service activities provided
in depth practical experience toward their career development. Student
feedback provided information on issues which could be introduced into
several areas of curriculum.
62
CALIFORNIA STATE UNIVERSITY, STANISLAUS
Number of Students Involved: 60
Services Performed
Students worked as counselors, tutors, computer technicians, accounting
assistants, mentors and marketing assistants.
Benefits to the Community
Student participation in the administration of a Volunteer Fair helped
unite the campus community with volunteer agencies in a six county area.
Relationship to the Academic Program
The Lottery Community Service Award Program provided students with
the opportunity to transfer theoretical classroom concepts into actual
on-site skills in the counseling teaching and support areas. Faculty in all
departments have encouraged student participation in community service
activities. One faculty member served in the area of recruitment,
placement and supervision of students in the field of psychological and
sociological counseling.
63
State of California
APPENDIX D
MEMORANDUM
Date: JUL 17 193C
To:
Lou Messner, Assistant Vice Chancellor
Budget Planning and Administration
California State University
From:
Department of Finance
Subject: HUMAN CORPS INSURANCE
Last Fall, the California State University (CSU) submitted a
budget request for $170,000 to purchase personal injury and
liability insurance for students participating in the Human
Corps. The Department of Finance (DOF) deferred a decision on
this request until we had a chance to research this issue,
including the legal aspects and the extent of risk (see attached
Issue Memo). We learned that while the State is unlikely to be
liable for damages, the risks of damages are very low. There has
never been a liability claim against a student performing
university-sponsored community service. Also, campuses are
warned to avoid risky activities. Furthermore, according to a
recent CSU survey, more CSU students are volunteering in
community service activities outside the Human Corps than in it
(i.e., about 80,000 vs. 30,000). Finally, voluntarism is a
well-established tradition in our society, and if there were
widespread problems with liability, we believe that it would be
common knowledge.
In our opinion, students participating in Human Corps activities
share the same risks as other citizens participating in such
activities. Accordingly, we have concluded that state funds
should not be provided to CSU to purchase insurance. (We note
that the University of California does not have insurance
coverage for the Human Corps.) This does not preclude CSU from
purchasing insurance with Lottery Funds, since this funding
source is being used for other Human Corps administrative costs.
Please call me at ATSS 8-485-0328 if you have any questions.
JulithBoay
Judith B. Day
Principal Program Budget Analyst
65
CALIFORNIA POSTSECONDARY EDUCATION COMMISSION
T
HE California Postsecondary Education Com-
Functions of the Commission
mission is a citizen board established in 1974
The Commission is charged by the Legislature and Gov-
by the Legislature and Governor to coordinate
ernor to "assure the effective utilization of public post-
the efforts of California's colleges and universities
secondary education resources, thereby eliminating
and to provide independent, non-partisan policy
waste and unnecessary duplication, and to promote di-
analysis and recommendations to the Governor and
versity, innovation, and responsiveness to student and
Legislature.
societal needs."
To this end, the Commission conducts independent re-
Members of the Commission
views of matters affecting the 2,600 institutions of post-
The Commission consists of 17 members. Nine rep-
secondary education in California, including community
resent the general public, with three each appointed
colleges, four-year colleges, universities, and profes-
for six-year terms by the Governor, the Senate Rules
sional and occupational schools.
Committee, and the Speaker of the Assembly. Six
As an advisory body to the Legislature and Governor,
others represent the major segments of postsecond-
the Commission does not govern or administer any in-
ary education in California. Two student members
stitutions, nor does it approve, authorize, or accredit any
will be appointed by the Governor.
of them. Instead, it performs its specific duties of plan-
As of January 1993, the Commissioners represent-
ning, evaluation, and coordination by cooperating with
ing the general public are:
other State agencies and non-governmental groups that
perform those other governing, administrative, and as-
Helen Hansen, Long Beach; Chair
sessment functions.
Henry Der, San Francisco; Vice Chair
Mim Andelson, Los Angeles
C. Thomas Dean, Long Beach
Operation of the Commission
Mari-Luci Jaramillo, Emeryville
The Commission holds regular meetings throughout the
Lowell J. Paige, El Macero
year at which it debates and takes action on staff stud-
Tong Soo Chung, Los Angeles
ies and takes positions on proposed legislation affecting
Stephen P. Teale, M.D., Modesto
education beyond the high school in California. By law,
Representatives of the segments are:
its meetings are open to the public. Requests to speak
at a meeting may be made by writing the Commission
Alice J. Gonzales, Rocklin; appointed by
in advance or by submitting a request before the start
the Regents of the University of California;
of the meeting.
Yvonne W. Larsen, San Diego; appointed
The Commission's day-to-day work is carried out by its
by the California State Board of Education;
staff in Sacramento, under the guidance of its executive
Timothy P. Haidinger, Rancho Santa Fe;
director, Warren H. Fox, Ph.D., who is appointed by
appointed by the Board of Governors of the
the Commission.
California Community Colleges;
The Commission issues some 20 to 30 reports each year
Ted J. Saenger, San Francisco; appointed
on major issues confronting California postsecondary
by the Trustees of the California State
education. Recent reports are listed on the back cover.
University; and
Further information about the Commission and its pub-
Harry Wugalter, Ventura; appointed by
lications may be obtained from the Commission offices
the Council for Private Postsecondary
at 1303 J Street, Suite 500, Sacramento, California
and Vocational Education.
98514-2938; telephone (916) 445-7933.
STATUS REPORT ON HUMAN CORPS ACTIVITIES, 1991
California Postsecondary Education Commission Report 91-5
ONE of a series of reports published by the Commis-
90-32 Statement of Reasons for Preliminary Draft
sion as part of its planning and coordinating respon-
Regulations for Chapter 3 of Part 59 of the Education
sibilities. Additional copies may be obtained without
Code, Prepared by the California Postsecondary Edu-
charge from the Publications Office, California Post-
cation Commission for the Council for Private Postse-
secondary Education Commission, Third Floor, 1020
condary and Vocational Education. (December 1990)
Twelfth Street, Sacramento, California 95814-3985.
91-1 Library Space Standards at the California
State University: A Report to the Legislature in Re-
Recent reports of the Commission include:
sponse to Supplemental Language to the 1990-91
State Budget (January 1991)
90-22 Second Progress Report on the Effectiveness
of Intersegmental Student Preparation Programs:
91-2 Progress on the Commission's Study of the
California State University's Administration: A Re-
Status Report on Human Corps Activities, 1991
The Second of Three Reports to the Legislature in Re-
sponse to Item 6420-0011-001 of the 1988-89 Budget
port to the Governor and Legislature in Response to
Act (October 1990)
Supplemental Report Language of the 1990 Budget
Act (January 1991)
90-23 Student Profiles, 1990: The First in a Series
of Annual Factbooks About Student Participation in
91-3 Analysis of the 1991-92 Governor's Budget: A
California Higher Education (October 1990)
Staff Report to the California Postsecondary Educa-
tion Commission (March 1991)
90-24 Fiscal Profiles, 1990: The First in a Series of
Factbooks About the Financing of California Higher
91-4 Composition of the Staff in California's Public
Education (October 1990)
Colleges and Universities from 1977 to 1989: The
Sixth in the Commission's Series of Biennial Reports
90-25 Public Testimony Regarding Preliminary
on Equal Employment Opportunity in California's
Draft Regulations to Implement the Private Postsec-
Public Colleges and Universities (April 1991)
ondary and Vocational Education Reform Act of 1989:
A Report in Response to Assembly Bill 1993 (Chapter
91-5 Status Report on Human Corps Activities,
1324, Statutes of 1989) (October 1990)
1991: The Fourth in a Series of Five Annual Reports
to the Legislature in Response to Assembly Bill 1829
90-26 Legislation Affecting Higher Education Dur-
(Chapter 1245, Statutes of 1987) (April 1991)
ing the Second Year of the 1989-90 Session: A Staff
Report of the California Postsecondary Education
91-6 The State's Reliance on Non-Governmental
Commission (October 1990)
Accreditation, Part Two: A Report to the Legislature
in Response to Assembly Bill 1993 (Chapter 1324,
90-27 Legislative Priorities of the Commission,
Statutes of 1989) (April 1991)
1991: A Report of the California Postsecondary Edu-
cation Commission (December 1990)
91-7 State Policy on Technology for Distance Learn-
ing: Recommendations to the Legislature and the
90-28 State Budget Priorities of the Commission,
Governor in Response to Senate Bill 1202 (Chapter
1991: A Report of the California Postsecondary Edu-
1038, Statutes of 1989) (April 1991)
cation Commission (December 1990)
91-8 The Educational Equity Plan of the California
90-29 Shortening Time to the Doctoral Degree: A
Maritime Academy: A Report to the Legislature in
Report to the Legislature and the University of Cali-
Response to Language in the Supplemental Report of
fornia in Response to Senate Concurrent Resolution
the 1990-91 Budget Act (April 1991)
66 (Resolution Chapter 174, Statutes of 1989) (De-
cember 1990)
91-9 The California Maritime Academy and the
California State University: A Report to the Legisla-
90-30 Transfer and Articulation in the 1990s: Cali-
ture and the Department of Finance in Response to
fornia in the Larger Picture (December 1990)
Supplemental Report Language of the 1990 Budget
90-31 Preliminary Draft Regulations for Chapter 3
Act (April 1991)
of Part 59 of the Education Code, Prepared by the
91-10 Faculty Salaries in California's Public Uni-
California Postsecondary Education Commission for
versities, 1991-92: A Report to the Legislature and
Consideration by the Council for Private Postsecon-
Governor in Response to Senate Concurrent Resolu-
dary and Vocational Education. (December 1990)
tion No. 51 (1965) (April 1991)
Report 91-5