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66
1
1
1
II. NATIONAL PRIORITIES
1B. NATIONAL SERVICE IN
EDUCATION: SCHOOL SUCCESS
School Success
Aiding the educational achievement of school-aged
children and adults who lack basic academic skills
Examples include:
Working in classrooms with high concentrations of
low-income students
Mentoring, tutoring, and providing after-school
and summer learning-opportunities
Coordinating service-learning activities for K-12
students
Introduction
H
elping with the success of young people in school is a natural
calling for national service and an area of work in which
participants can be highly effective. There are many good
models for high quality service that contribute to the success of
students, including existing service programs and schools that have
looked to service participants and volunteers for assistance.
For examples of national service programs involved in
education, see the program examples in Appendix C.
13
II. National Priorities
Principl = to Consider
1.
Participants use challenging and engaging academic content to fill
existing gaps in learning; help students master current materials; and
introduce new materials needed for enrichment and progress in school
at a level needed for high school and college.
Participants guided by teachers and other professionals teach students
how to:
think clearly and analytically,
process the knowledge presented to them effectively,
address real-life situations with the same analytical rigor with which
they address classroom problems, and
address classroom problems with the same interest and energy with
which they address real-life problems.
Training and professional supervision give participants the tools they
need to develop students as learners and thinkers both inside and outside
the classroom.
2.
The best programs find ways to involve parents and other community
members in the work participants do with students.
Participants need to view students as members of families and members of
communities and attempt to involve family, caretakers, and community
members whenever possible. Staff and participants should find ways to
involve parents on a regular basis to discuss how students are doing in the
program, and to find out how the parents think the program could be
improved. Likewise, finding ways to connect the students to others in the
community is important, especially for those children who are from
dysfunctional families.
3.
Participants see children as resources to be developed rather than
problems to be managed. High expectations for student performance are
based on assessments of students' individual strengths and interests.
Students tend to achieve more and behave better when educators set high
expectations, reinforce their belief that students can achieve high
standards, and design lessons for students which challenge and engage
14
1b. Education: School Success
them. Teacher and service participant expectations will influence the goals
students have for themselves. Participants in good programs set clear
standards of acceptable behavior for students.
4.
Participants deal positively and constructively with issues of diversity
as they relate to the program and students' individual lives.
Participants can help when they work with students to acknowledge
issues of difference in our society, address those sensitive issues directly,
and help students deal with them in positive and constructive ways.
See the Core Element on "Diversity."
5.
In school-based programs, service learning is integrated into the
curriculum and is appropriate to the academic level and age of students.
It is not an add-on.
Evidence strongly suggests that service-learning within the curriculum
provides a learning experience of far greater impact than add-on activities.
Students learn more from lasting programs, so participants can help by
managing service-learning projects extending entire semesters, a year, or
across several school years. Service-learning projects are designed to be
appropriate to the age and academic level of students.
15
II. National Priorities
16
II. NATIONAL PRIORITIES
2. NATIONAL SERVICE IN
PUBLIC SAFETY
Crime Control
Improving criminal justice services, law enforcement,
and victim services
Examples include:
Enhancing community policing efforts by working
with local law enforcement.
Reducing specific crime problems such as drug
dealing, domestic violence, crimes motivated by
bias, crimes against senior citizens and child abuse.
Improving services available for victims of crime
and strengthening innovative criminal justice
programs such as neighborhood courts and
community restitution.
Crime Prevention
Reducing the incidence of violence
Examples include:
Reducing crimes against youth by making schools
safe, creating safe havens, providing training in
conflict resolution, and involving youth in
prevention efforts.
17
II. National Priorities
Providing substance abuse counseling and education.
Developing specific crime prevention strategies targeted at key
locations such as playgrounds, public transportation points, and other
public gathering places.
Introduction
R
ecent polls cite crime as the nation's number one problem. This feeling has been
fueled by the increase in seemingly random violence, in the growing amount of
violence by youth and toward youth, and the level at which criminals are armed.
Results-oriented service work can make a difference with some of these problems.
Many agencies can run, sponsor, or participate in programs: police and sheriff's
departments, courts, prosecutor and defender offices, victim assistance and treatment
providers, probation, parole, institutional and community corrections, and of course, non-
profits and community organizations interested in reducing crime and violence.
For examples of national service programs involved in public safety, see the
program examples in Appendix C.
Useful Principles to Consider
1.
National service participants are involved in the long-term prevention
of crime.
Participants can help in several ways. Some examples:
Research has shown that child abuse is more likely to happen to
children growing up in certain high-risk situations. Participants can
spot these situations and (in connection with appropriate
professionals) offer preventive support.
Conflict resolution programs in schools, especially elementary schools,
can teach children non-violent ways to resolve problems and can help
them trust police. Participants can set up such programs.
2.
Particular problems in communities contribute to crime, disorder, and
fear. Participants engage the community in problem-solving.
Effective public safety institutions across the nation, especially law
enforcement agencies, are moving from merely responding to crime ents
to solving problems that lead to crime, disorder, and fear.
18
2. Public Safety
Participants can help a community carry out a problem-solving process
that includes:
Identifying specific problems: "What's wrong here?"
Frequently crime is related to problems in other areas (housing, education,
and others). Participants and residents must acknowledge and deal with
perceptions about crime and safety as well as the real situation.
Participants assist the community in finding and analyzing hard
information on the problems they seek to address.
Coming up with solutions: "What do we need to do?"
Each community must identify the outcomes it seeks as the evidence that
life is safer. Participants help community members identify desired
outcomes by asking, "How would you know this neighborhood is safer
and strong?" to create a picture of what the stronger neighborhood could
be. Results should always be direct and demonstrable.
For more about deciding outcomes and measuring progress, see "Evaluation:
Learning Lessons and Documenting Results".
Bringing together people to locate resources and get the job done.
Community organizations and other groups, as well as individual
community members, are all part of identifying the problem and finding
solutions. Even more groups and individuals may bring resources to bear
on the solution.
For more about partnerships and collaboration in service programs, see
"Community Partnerships".
3.
Local law enforcement and criminal justice agencies are actively
invested in the program; project activity extends or enhances but does
not replace their efforts.
While the police or sheriff's department does not need to be the "lead"
agency in the collaborative effort to make the neighborhood stronger and
safer, experience shows that community efforts on public safety greatly
benefit from the endorsement and advice of local police.
4. National service participants assist in improving the effectiveness of
public safety services and systems which respond to crimes.
Participants help law enforcement, criminal justice, and other public
safety institutions serve community members better by helping expand
the availability and responsiveness of services. For example, participants
19
II. National Priorities
can serve as victims' advocates, helping crime victims navigate the court
system and connecting them to support services in the traumatic time
following a crime.
5.
Because young people are disproportionately both victims and
victimizers, national service efforts in public safety should include
informing and involving youth in preventing violence and other crimes.
Though some crime rates have dropped, the level of violence by youth
offenders has increased, and has become a dramatic part of the public's
perception of crime. Communities need to offer youth a stake in the
strength of the neighborhood. National service participants can be
effective at reaching out to youth at risk, offering the opportunity to
become positive contributors to the reduction of crime and to serve,
themselves, as role models and mentors for youth-thereby offering a
powerful contrast to public perception.
6.
In the long run the best defense against crime is a strong neighborhood,
built from within. A strong neighborhood has less crime and less fear -
these are the outcomes national service participants should help
achieve.
National service ultimately builds strong, cohesive commuities that are
able to reduce the incidence of crime and disorder and the level of fear. In
a strong neighborhood people know each other, support each other, and
share expectations about public behavior. This cohesion reduces crime,
disorder, and fear.
Building strong neighborhoods also takes work on the other issues that
affect the vitality of the community: affordable housing, health of
residents, quality of education, the livability of the environment. Service
efforts to increase public safety should include these if relevant to a
particular neighborhood.
20
II. NATIONAL PRIORITIES
3A. NATIONAL SERVICE IN
HUMAN NEEDS: HEALTH
Health
Providing independent living assistance, home and
community-based health care.
Examples include:
Providing independent living assistance and health
care to the homebound elderly, people with
disabilities, and people living with AIDS.
Improving the health of low-income communities
by offering preventive health services through
community health clinics
Offering prenatal care, parenting education, and
health care to families of young children through
home visits
Introduction
N
ational service participants working with the professional
health care community offer a cost-effective means of
increasing health services and access to them, while reducing
burdens on professional providers and health care systems.
For examples of national service programs involved in
health, see the program examples in Appendix C.
21
II. National Priorities
Participants can help in a number of ways. They can offer preventive care by providing
health education and extensive outreach. With training and supervision they can do basic
tasks such as giving immunizations or assisting with patient intake, enabling professional
providers to see more patients. Participants can increase access to good care by helping
people overcome geographic, cultural, linguistic, social, and other institutional barriers.
Participants who are trained health care professionals can do much more.
Principles to Consider
1.
The community is involved in determining what health needs national
service participants help address and in assessing the quality of services
provided.
Since health care services reach into the most personal and vulnerable
parts of a community's life, effective health programs have strong ties to
the communities they serve. Participants performing service will be more
effective when local residents trust that the work being provided is safe
and reliable.
Think about:
How can the sponsor involve the community in identifying health
needs and giving feedback about the work to be performed and results
of national service efforts?
How will the program demonstrate the impact of its services to the
community?
For more on measuring and demonstrating impact, see "Evaluation: Learning
Lessons and Showing Results."
2.
National service projects are supported by other professional health
efforts in the community, and are coordinated with them.
National service participants offer useful services that extend existing
health resources within the community, instead of duplicating them. If a
professional health organization is using national service participants to
help give health care, its staff are involved in designing the program and
understand the potential benefits of service efforts. This enables them to
effectively integrate participants into service delivery and so fully benefit
from national service.
In order to coordinate service efforts effectively, the organization should
also think about the following questions:
22
3a. Human Needs: Health
How will other other staff members be informed about the work of
participants?
How will resource sharing be planned?
An independent service organization that will put participants to work on
health issues should learn what other community-based health and social
service organizations are involved in similar efforts and consider sharing
resources. Potential partners include hospitals, universities, state and local
health departments, community health centers, and other non-profits.
For more on establishing strong partnerships, see "Community Partnerships".
3.
National service participants understand patients' health needs in the
context of the patients' larger life circumstances.
Too often, a patient's health needs cannot be sufficiently addressed by
health services alone because other factors in his/her life - lack of
housing, adequate nutrition, or other circumstantial or emotional strains-
contribute to the health problems. Participants spend time with patients to
understand the larger picture of people's lives to identify those things
which may negatively effect their health. They then work with patients to
make adjustments and, when possible, connect them to other social
services.
4.
Health professionals carefully supervise participant work to ensure safe
practices.
Guidelines for participants' activities are consistent with standards set by
health professionals. For example, participants assisting in home care for
the homebound elderly follow the rules and standards set for physical
therapists, home nurses, etc. Service programs which are not run by
established health organizations involve health professionals, who can
help the project to plan for task-specific standards and limitations. Their
guidance will help protect patients, participants, and the program from
harm as well as liability. Levels of supervision are appropriate, tailored to
the participant's training and experience.
5.
Participants understand the risks they may be exposed to in the course
of their work.
Participants are taught how to minimize risk to themselves when dealing
with certain patient populations (e.g. those who have TB or AIDS) or
when conducting outreach in a potentially unsafe areas. Consider:
23
II. National Priorities
What is the appropriate level of supervision and type of supervision
required by industry standards?
For more on project supervision and training see "Excellent Service Projects" and
"A High Quality Participant Experience."
24
II. NATIONAL PRIORITIES
3B. NATIONAL SERVICE IN
HUMAN NEEDS: HOME
Home
Rebuilding neighborhoods and helping people who are
homeless or hungry
Examples include:
Helping people who are homeless by providing
shelter support, assisting in moving into permanent
housing, and related services
Renovating and rehabilitating low-income housing
Helping individuals move from public assistance
and into self-sufficiency by providing job training,
literacy tutoring, and other services
Introduction
R
ebuilding neighborhoods includes the improvement of a
neighborhood's physical infrastructure - its housing,
recreational facilities, and community centers - and the
provision of basic, urgent human services - emergency shelter and
food, job counseling, and other services. Results-oriented national
service can help make a difference in all of these areas.
Any program which hopes to rebuild a neighborhood must
understand the crucial role of the people who live there and must
25
II. National Priorities
make use of their talents. Unless there is community "ownership" of the project, the project
may not be sustained.
For examples of national service programs involved in meeting human needs, see
the program examples in Appendix C.
Principles to Consider
For programs renovating and rehabilitating low-income housing
1. Participant health and safety are of great concern when working in
housing construction or renovation.
The tangible result of construction work, new homes, is satisfying for
participants. This kind of work, however, is physically demanding. Health
and safety concerns must be extensively addressed in training and remain
a high priority for the organization in everything from developing
assignments to ensuring proper use of tools and equipment.
2.
Programs must involve experts from the construction field to provide
training in task-specific skills, ensure compliance with zoning and
building codes, and to make sure the project's finances are appropriately
managed.
Specialized professionals are an essential part of construction projects.
Programs work closely with the relevant trade unions, adhere faithfully to
the law in this extensively regulated field, and manage capital
expenditures according to established industry practices.
3. Programs and participants are sensitive to conflicting interests within a
community that may affect projects.
Because many constituencies are invested in where housing is built and
social services are provided, difficult and often emotional issues can arise.
Participants can facilitate the process of compromise and consensus, and
help deal with controversial issues (e.g. the "not in my backyard"
syndrome) positively.
4.
Rehabilitated facilities will not last unless there are methods in place to
address the facilities' subsequent maintenance needs. Participants can
help identify potential maintenance needs and develop plans for
addressing them.
Immediately before or just after residents move into facilities, participants
should provide them with training in basic plumbing, electrical, and
physical maintenance. In situations where residents are not able to fix
household problems themselves, they need to know how and where to get
the help they need.
26
3b. Human Needs: Home
People who have lived in homeless shelters or transitional living
arrangements may lack the extra items (dishes, bedding, towels, cleaning
supplies, tool kits, garbage cans) needed when living in a permanent
setting. Participants can work with local social service agencies and
businesses to help new residents locate and acquire these items.
For programs serving the homeless
5.
The short-term goal in serving homeless people is to make sure their
basic needs are met. The longer-term goal is to enable them to move into
permanent housing.
Participants can be especially effective if they understand how to work
with homeless people with different circumstances. For example,
participants can do much to help homeless families have a sense of home,
by making a shelters more livable and providing educational and
recreational activities for children.
For programs working in the general area of human needs.
6.
Participants coordinate delivery of services in order to help people move
off of public assistance and into self-sufficiency.
Whether participants are job counselors, literacy tutors, or shelter support
workers, they should work with clients to link them to the larger web of
social services and other opportunities available in the community as
needed.
7.
Participants view the people served with respect, and where possible
involve them in defining the objective of service activity.
Instead of looking at homeless people, for example, only as people in
need, participants encourage homeless people to assess their own
resources: for families without homes to take an active role in their
children's lives, education, and recreation. When working in a literacy
program, participants identify and develop curricula around materials
that learners themselves believe are important to master.
27
II. National Priorities
28
II. NATIONAL PRIORITIES
4. NATIONAL SERVICE IN
ENVIRONMENT
Neighborhood environment
Reducing community environmental hazards
Examples include:
Revitalizing neighborhoods by creating and
maintaining recreation areas, green spaces, and
community gardens
Eliminating environmental risks through education,
testing, and cleanup
Reducing waste through energy efficiency efforts,
recycling, and other conservation measures
Natural environment
Conserving, restoring, and sustaining natural habitats
Examples include:
Conserving and restoring public lands, forests,
rivers, streams, and wetlands
Making parks more accessible through trail
maintenance and infrastructure improvements
Sampling, mapping, monitoring, and recording air
and water quality and status of groundwater, land,
plant, and animal resources
29
II. National Priorities
Introduction
S
ince the days of the original Civilian Conservation Corps, service programs
have accomplished important work in conserving and restoring our natural
environment. Many existing programs do environmental work well. With growing
attention to the neighborhood environment, national service can build on the solid
foundation of experience toward new goals.
For examples of national service programs involved in the environment, see the
program examples in Appendix C.
Principles to Consider
1.
A successful project should be able to demonstrate its short term impact
and place it within the context of a long term strategy.
National service programs develop projects that have both direct and
demonstrable results and long-term goals. For example, if a corps chooses
to plant trees, it can measure the impact in a variety of ways: erosion
control, visual aesthetics, community satisfaction, wildlife habitat
potential, and more. Consider:
Will our planned work have to be repeated regularly, or can lasting
improvement be achieved?
What tangible goals can we set given limited resources and time?
As a starting point for action, participants can collect environmental data
and monitor the status of air, water, public lands, etc. Information,
however, is not collected for its sake alone, but as part of a larger strategy
to assess needs for specific activities the service participants can become
engaged in to address environmental problems.
2.
Participants who do not have sufficient preparation are trained in
environment-specific skills and prepared as "environmental citizens".
There is much complex technical work to be done in environmental
service. For example: participants might identify and remove hazardous
material at a neighborhood disposal site, or take water samples to test for
toxins. Safety training for working with equipment and materials is
important as well. Whether their skills come from education or training,
highly skilled participants can make immediate and signficant
contributions.
30
4. Environment
If the national service program is sponsored by a service organization that
is providing participants to environmental host sites, that service
organization will not have all the knowledge or staff to train participants
in the specific skills they need. It will rely partly on the environmental
organizations serving as host sites to train them in the specific skills they
need for their projects and to help them become "lifelong environmental
problem-solvers."
3.
Practice what we preach.
Organizations performing environmental service practice what they
preach by looking for ways to buy goods and materials that minimize
their impact on the environment, by recycling as a regular activity, and by
observing other sound environmental practices.
4.
Specific projects and priorities should be identified in partnership with
a diverse group of community partners in order to rank needs, keeping
in mind the unique ecology of the region.
The projects completed by national service participants should support
existing environmental efforts and fill niches that particularly benefit by
service - those that particularly require human resources for completion.
Community environmental priorities should be identified in consultation
with a diverse group of citizens and the local community should define
who should be involved in making the decisions - local government,
non-profit organizations, educational institutions, industry, etc.
Participants can help connect traditional conservation groups with the
newer environmental justice organizations, and to invite to the table
typically underrepresented constituencies.
31
II. National Priorities
32
III. THE CORE ELEMENTS OF
SUCCESSFUL NATIONAL SERVICE
PROGRAMS
INTRODUCTION
P
eople have been successfully meeting community needs for
many years. Service-based programs in particular have found
effective ways to engage participants in accomplishing vital
community work through service. Effective programs report from
their experience that the following characteristics make them stronger
and more successful.
We have called these characteristics the "Core Elements of Successful
National Service Programs." They offer little that is dramatically new,
for these are the basic lessons of experience. We have attempted to
put them in a format that will be easy for applicants, state
commissions, the Corporation, and others to use.
The "Core Elements" are:
A strong organization
Excellent service projects
Evaluation: Learning lessons and documenting
results
A high quality participant experience: preparation
and support
Community partnerships
Diversity
33
III. Core Elements of Successful National Service Programs
A service program is usually administered in one of two ways: as a
free-standing entity which employs participants and assigns them to
sponsors to work on projects individually or in teams; or as a
component of an existing organization-a health center, a YMCA, or
the city housing department-operated from within to help meet the
larger mission.
The "Core Elements" apply to both situations. They will help an
organization new to national service check that it is developing the
basic capacities it needs to get things done with national service
participants. They bring value to service programs that wish to assess
and improve their current state of practice.
Many organizations are already proficient at these elements or
working toward excellence. We hope that the principles offered below
will help an organization or program become more effective whether
it is new or old, large or small, successful or seeking to become so.
34
III. CORE ELEMENTS
1. A STRONG ORGANIZATION
Introduction
N
ational service programs thrive with the support and
resources of a healthy organization behind them. A strong
organization has worked at and articulated a clear mission
and goals. Its mission and goals provide a compelling declaration of
what it will accomplish and how.
In an effective program the mission motivates staff and participants,
and has their support. The mission helps to form a set of values and
culture that lead to effective, dedicated service. Among other things,
it helps link the program to the "big picture" of national service across
America.
Effective programs have a staff that works as a team, composed of
skilled people who understand and believe in the promise of national
service to meet critical needs.
On a more basic level, the organization is prepared for the
responsibility of managing federal funds and meeting the high
expectations of taxpayers and the Corporation. Its systems and
operations are smooth and professional.
35
III. Core Elements of Successful National Service Programs
Principles to Consider
1.
The program has a compelling long-term mission relevant to community
needs that articulates the benefits it will bring to the community.
The mission and goals provide concrete direction to the organization and
can be articulated by all staff and participants. The mission presents the
organization's reason for being in a few simple sentences - it fits on a T-
shirt.
Developing a mission statement is not an easy task. It takes time and
careful thought and should be accomplished with input from the board (if
one exists), leadership, staff and community. Defining a clear mission pays
off in cohesion and a sense of purpose.
To work toward clear mission and goals, consider these questions:
How do your mission and goals define success in terms of the results
you expect? Do you have a commitment to performing high quality
service?
Does your mission provide the direction to design specific policies and
activities, and to set specific objectives and priorities?
2.
The program translates its mission into a concrete operating plan that
guides and facilitates good management.
An operating plan turns the mission and goals into specific annual
objectives. It should be based on the resources you have to commit to the
program, and lead to fulfilling your specific objectives.
Your mission states your desired results. Your operating plan is the
roadmap to make sure you get there. Key elements of the roadmap
include: annual and quarterly program objectives; timelines; staffing plan
and staff development plan; training plan; fundraising plan; outreach and
communication plan; and a plan for evaluation.
3.
The organization is led by a strong team that recognizes the importance
of strong community support, works well with each other and the board,
and delegates responsibility and authority to a strong staff.
Strong leadership and, in the case of non-profit organizations, a strong
board, will provide direction and promote the program in the community.
Among other things, strong staff: understand the mission, respect
participants and work well with them, are "coaches", are articulate
36
1. A Strong Organization
spokespeople for the program, are as diverse as participants and the
community, understand service-learning, and care about delivering high
quality service.
4. A program needs great staff to succeed. Recruitment and development
of an effective staff is emphasized and sufficient resources are devoted
for recruitment, training and development.
In a progressive management system, people are considered assets and the
organization invests in the support, coordination, and development of
staff so they can help achieve its goals. True coordination of people entails
setting up a strong, clear structure in which the strengths of your staff are
tapped and their weaknesses are made subordinate. People management
is not about forms and procedures, it is about substantive structure and
supportive policies. Only when these are in place can you move beyond
management of staff to true leadership. Consider:
How will you recruit strong staff?
5.
The organization encourages teamwork and leaders emphasize the need
for teamwork to accomplish its goals.
Leadership and staff support the concept of teamwork by ensuring
practices such as (but not limited to):
orientation to the vision, mission, and goals
clear, frequent communication on key issues
performance appraisal
recognition for good work
opportunities for reflection, and desire from superiors and colleagues
for feedback
opportunities for participation in decision making and improving the
organization
training in essential skills
and others.
Consider how you can set the expectation that every member of the
organization should try to bring out the best work of others.
37
III. Core Elements of Successful National Service Programs
6.
The organization is built on effective program and fiscal management
processes.
The work of managing basic functions is essential to results. The
community will judge the quality of your program by basic measures -
Are they spending my tax money wisely and honestly? Are they managing
for results? A successful program is able to satisfy the highest levels of
scrutiny of its practices and the expectations of competent professional
operation.
The program uses and accounts for all funds properly, and has strict
safeguards to prevent fraud, waste, and abuse. Information systems are in
place that capture important information efficiently and accurately, and
enable staff to access information quickly. A good system will provide the
right information to the right person to make a good decision.
The Corporation will provide further information on effective and appropriate
fiscal management.
7. From the start, the program looks to the future and has a financial
strategy that moves it toward long-term sustainability.
Programs are required to raise funds to match Corporation support.
Fundraising efforts should begin before applications are submitted to the
Corporation. Lasting programs build a solid financial base by considering
a variety of strategies and developing supporters within the community.
Consider:
What are appropriate sources of funds for your program?
Does Corporation funding fit with your mission and strategy for
sustainability?
Where will your funding come from five years from now?
What level and kinds of support in the community will be necessary to
sustain your program?
How can you forge those links?
The Corporation will provide further information on seeking financial support
and working toward sustainability.
8.
The program assumes the role in the community of visible model for
national service and champion of the ethic of service.
38
1. A Strong Organization
National service programs have the opportunity to be the leaders of a
movement that can capture the imagination and ignite the energy of the
American public. Each program must use its activities and partnerships to
help citizens see national service happening, see the dramatic results it can
have, become supporters, and increase the service they do personally.
Think about:
How can you bring projects to the attention of neighbors, other
citizens, and institutions in the community?
How can you prepare the organization and all its members to present a
powerful image that conveys the impact and excitement of national
service?
39
III. Core Elements of Successful National Service Programs
40
III. CORE ELEMENTS
2. EXCELLENT NATIONAL SERVICE
PROJECTS
Introduction
E
ach program's success will be judged foremost by the results it
produces for the community it serves. Therefore, effective
design and implementation of service projects is fundamental
to a successful national service program. Projects are the place where
national service happens and where participants spend the majority
of their time.
Projects must do more than just keep participants busy, offer
temporary solutions, or provide free labor to organizations. Carefully-
planned, well-managed projects that engage participants in important
tasks and teach them valuable skills form a solid foundation from
which participants can effectively contribute to their communities.
The principles offered below apply equally to both team-based service
programs and programs which place individual participants with
sponsors to do projects.
Principles to Consider
1.
Service projects address real needs and create direct
and demonstrable results in lasting ways. The results
are often visible and tangible and can be identified
by members of the community.
41
III. Core Elements of Successful National Service Programs
Projects are selected through a thoughtful assessment of community needs
and priorities, based on input from community residents, organizations,
and public officials. Assessment of needs happens regularly, as needs
change over time.
Excellent projects are part of a long-term solution to the need being
addressed. Residents know why the work is being done and value it. Such
a lasting contribution is at the heart of "getting things done." There is a
plan for maintaining the project or its product if/when participants leave.
2. The program and service sponsor agree about the results to be achieved
and the role of participants. They also understand the mission and goals
of national service.
The sponsor agrees with the objectives of the project. At the same time, the
program ensures that the objectives and tasks fit the definition of national
service.
Do all relevant partners understand and agree with the desired
outcomes of each project?
See "Community Partnerships".
Will partners and sponsors be trained to work effectively with program
and participants?
3.
Participants do not displace workers or volunteers, or duplicate their
efforts, in carrying out their projects.
Programs will not be providing a service to the community if participants
are taking jobs away from local residents or replacing volunteers who are
already at work. Whenever possible, however, participants should
encourage and coordinate volunteer activity. This will multiply the impact
of their work and help build community.
4.
Service projects draw on the unique qualities of national service
participants: their abilities, professional education or training, age,
diversity, idealism, intelligence, and other assets.
National service programs do not approach participants primarily as a
source of labor or as clients. National service programs view participants
as resources to the community. For example, a participant who is a
42
2. Excellent National Service Projects
business school student can work a in community development bank,
advising low-income families about securing home loans. Projects should
challenge participants and draw on their strengths.
In what ways is this a project that national service participants are
uniquely suited to do?
Why are national service participants the first choice of the sponsoring
agency to implement this project - could this project be accomplished
just as well or better by other volunteers or full-time paid employees?
5.
Service projects are planned carefully, and all key elements of the
project are documented. When appropriate, opportunities for learning
are built into project design.
A project's success can largely be attributed to the quality and
thoroughness of the planning that occurs before participants begin work.
It is also much more difficult to change project structure or procedure once
a project starts. Documents, including workplans, timelines, project
outcomes, safety information, and contact people are indispensable to
project management.
Much can also be learned on any well-organized worksite, including:
skills which prepare participants for careers in particular areas; experience
in how to work on teams, manage tasks, problem-solve, and more.
Participants learn more from projects which are deliberately designed to
facilitate learning.
For more on learning from service work see "A High Quality Participant
Experience: Preparation and Support".
Could a new supervisor easily take up development/management of
the project if the original planner were gone?
Are all materials, trainings, equipment, curricula, etc. confirmed and in
hand before the start date?
6.
Participants get the specific training they need for each project. Projects
consist of tasks and activities which are safe and appropriate for
participants.
Project tasks and activities should challenge participants, but not be
beyond their ability to achieve. Participants need training in task-specific
skills, safety procedures, and understanding the needs and context of the
43
III. Core Elements of Successful National Service Programs
community where the project takes place. Adequate safety training, clear
emergency procedures, and proper materials and equipment are essential
to a safe work environment. Programs are liable for participant safety.
For more on challenging work, safety, and training see "A High Quality
Participant Experience: Preparation and Support".
7.
Service projects receive attentive management and close supervision.
Managing a project is a highly active and dynamic task involving constant
refining and troubleshooting. The program must assign, brief, and train
staff; support and coach field supervisors; and communicate constantly
and regularly with work sponsors and other partners. A well managed
project creates its own momentum and will free the supervisor for creative
management, community outreach, and project development.
Who is accountable for good management of the project and
communication with the service sponsor? Are lines of authority and
the roles of the program and sponsor clear to everyone involved?
How will progress be checked and evaluated? How will the quality of
service work be assured?
See "Evaluation".
44
III. CORE ELEMENTS
3. EVALUATION:
Learning Lessons and Documenting
Results
Introduction
T
he Corporation strongly believes that effective evaluation is
essential to program success. In this context, evaluation should
be viewed as a dynamic process which sets goals and objectives,
applies lessons learned, and reports results. Programs look at
themselves critically in order to continually improve program quality.
This process never stops.
Principles to Consider
1.
National service programs set significant annual
objectives consistent with both their own mission
and the Corporation's goals.
Objectives should address the extent to which
programs meet specific community needs, develop
participants, and strengthen community ties. They
should be direct, demonstrable, clear, and challenging
yet realistic.
Whenever possible, objectives should be quantifiable.
Workable objective statements address only one
activity (e.g., providing health outreach services). They
include one result (e.g., making 500 households better
45
III. Core Elements of Successful National Service Programs
informed about health issues) and include at least one indicator of the
quality of service provided (e.g., 60% of households report acting on the
information they received).
2.
Programs have effective mechanisms in place to collect the needed
information.
While service projects are underway, programs must be able to track
progress toward their established objectives. Programs should also be able
to describe their participants and the work they do. Finally, programs
should get regular feedback from partners, residents, other beneficiaries of
service, participants, and others.
3. Programs consistently use the information they obtain to improve
operations.
Information serves no purpose by itself. It is a valuable tool which can be
used to inform decisions, assess program effectiveness, and improve
quality.
If the program does not regularly act on what it learns, staff should re-
assess whether the information they are gathering is useful, or consider
how to apply it to make improvements.
4. Programs effectively communicate their results to the community,
participants, partners, the general public, and the Corporation.
Once programs have documented results they must make the information
accessible to others. Clear, useful reports which convey relevant
information about the program's development and successes will help
others appreciate the program's value.
High quality programs recognize that many of the benefits of service
cannot be counted. When one works with a troubled child, it may be years
before the benefits can be seen. Programs can capture one type of evidence
through qualitative records: journals, photos, pictures.
46
III. CORE ELEMENTS
4. A HIGH QUALITY PARTICIPANT
EXPERIENCE:
Preparation and Support
Introduction
G
etting things done in the community and a great participant
experience go hand in hand. Citizens participate in national
service because they want to help meet critical needs. As they
do important and valued work, they learn. When the job is done well,
they have the deep satisfaction of knowing they have contributed.
At the same time participants do better work if they are sufficiently
prepared and supported. Almost every participant needs some
measure of preparation and support, but the needs of different
participants vary. While all participants work toward being more
active citizens, an adult participant may have less need to work on
basic math and reading skills than an adolescent. A college graduate
may need less training for a specific project than a high school
graduate.
Providing the training, learning, guidance, and support that form a
high quality participant experience requires serious commitment of
staff and sponsor time, energy, and resources. The results - both those
that are immediate, and the ultimate value in shaping a participant
who will contribute to the community for the rest of his or her life -
are worth the investment.
Although high quality work and high quality participant experience
reinforce one another, we recognize that tensions can arise at times
between the two. At those times participants, programs, and service
47
III. Core Elements of Successful National Service Programs
sponsors should remember that getting the work done comes first. Good programs keep
those situations to a minimum.
The principles that follow will help program planners who want to get the full benefit of
a great participant experience. They are divided into categories for: setting up the
participants' experience; training and service learning; and support for participants.
Principles to Consider
Setting up the participant experience
1.
The program is there to serve the community. To involve participants
effectively in fulfilling its mission and meeting its specific goals, the
program must provide a high quality participant experience that
includes a clear structure to work in, sufficient training and learning,
and good support.
Strong programs work from their mission and goals to anticipate the
specific skills and knowledge participants will need.
2. The program and participants have clear expectations of each other, set
out in written form.
A program with fifty participants faces fifty sets of expectations. The
challenge in creating a successful experience for participants lies in setting
common expectations and goals, which come from the program's mission,
while encouraging personal growth as citizens.
In describing itself to potential participants the program makes clear that
national service is about the exciting enterprise of getting things done and
strengthening the community. The participant contract explains
responsibilities of participants and the training and support that are the
program's responsibilities. Throughout the term of service, the program
treats participants as capable and responsible adults.
3.
The program builds among participants a spirit of commitment to
national service, the community, and each other. It helps participants
develop themselves into actors in the community interest, with a sense
that they have entered a partnership to get critical things done.
The quality of national service is higher when participants understand the
value of their work to the community's well-being. Such a recognition
motivates participants to perform good service and helps instill a lifelong
ethic of service.
48
4. A High Quality Participant Experience
Good programs seek consciously to build community among participants
and staff, and to encourage cohesion within the group. The goals of a
service project are more easily met and the work more rewarding when a
philosophy of service is shared and teamwork with peers and partners is
evident.
4. The program is aware of and respects the backgrounds, cultures, ages,
and abilities of participants, community residents, and partner
organizations.
Service programs often bring together individuals of diverse cultures,
races and backgrounds. A good program anticipates this variety of
experiences and perspectives and plans for ways to draw strength from
diversity.
For more see the core element of "Diversity".
5.
The program helps each participant prepare for and make the transition
to his or her next endeavor, whether education or work.
The program instills an awareness of options and ways to achieve
personal and professional goals. It helps the participant plan for further
education - college, graduate school, trade school, etc. - or identify
good jobs and a career path. The program makes it possible for
participants lacking the G.E.D. (high school equivalency degree) to work
toward that goal during the term of service. National service may help
participants advance career goals or change careers. For example, a
military engineer joins a corps focused on the cleanup of environmental
waste as a way of entering the environmental field.
6.
Participant safety is a paramount concern. Effective programs take it
seriously.
The safety of participants is accorded the highest possible priority in
planning and implementing projects. Programs comply with federal, state,
and local health and safety standards, and prepare for liability issues.
Participants have sufficient training and supervision, and are placed on
projects with safety in mind.
For example: Participants working in homeless shelters may need to be
inoculated against tuberculosis or other diseases from which the residents
might be suffering; participants who will do door-to-door outreach work
need personal safety training to prepare for unexpected situations.
The Corporation has additional information on liability issues in national service
for those who are interested.
49
III. Core Elements of Successful National Service Programs
Training and Service Learning
7.
Effective preparation for participants includes teaching project-related
skills and leadership, and enables participants to understand the value
of service, the nature of citizenship, and the national needs which their
service will address (e.g., homelessness or urban crime).
To contribute to the program's goals, participants must have the skills to
fulfill their responsibilities. They must be competent to tutor children in
school, or to install sheetrock in a house being renovated. At the same
time, participants develop leadership skills-for example, facilitating a
meeting of neighborhood residents discussing ways to reduce crime;
speaking in public; planning and managing projects; and so forth.
8.
Effective training balances the complementary goals of project skills
development and personal development, enabling both to happen.
To do good work participants must be highly motivated. Such
commitment comes from understanding the community need being
addressed - how does the ill health of young children prevent them from
being ready for school? - and from knowing how performing service
makes a difference.
Successful programs adapt to their purposes good training done by others.
9.
Training is most effective when it is directly relevant to the work of
participants, and when the content of training is informed by explicit
input from participants. The program prepares participants to help
guide their own learning.
Participants get more value from training that applies clearly to their work
activity and daily life. Good training varies in its settings and methods,
but in general "looks and feels" as much as possible like the anticipated
service and the participant's normal surroundings. Also, some of the best
training and learning occurs while performing service. Work that
challenges participants will help them develop work and leadership skills.
10. Service-learning can be a powerful tool for engaging participants to be
active, productive citizens, and for preparing participants to serve.
National service programs integrate service-learning into the
participants' experience as appropriate.
50
4. A High Quality Participant Experience
Service-learning is a strategy that is integrated into paticipants' work,
training, and other activities. It is not a stand-alone function. Service-
learning involves gaining insight and skill from examining one's
experience, from performing service and reflecting on it deliberately.
See next page for an explanation of service-learning.
11. Training is an ongoing activity. It does not end with orientation.
At its best training is a far cry from the stereotypical picture of people
sitting in chairs listening to a lecture. It is often interactive, and built
around experience and active work. On a regular basis participants need
to assess how their service is going, identify further information and skills
they need, and get additional training or other preparation.
Support for Participants
12.
The program links participants to essential support services such as
counseling and education, or provides them directly.
All participants, especially young people, thrive when their basic needs
are met and they are attaining personal, educational and social goals. They
contribute to others more selflessly and suffer less distraction and crisis.
Equally important, they are able to develop the leadership skills of
determination and follow-through.
13. The program encourages the participant's development of personal and
social skills, including self-discipline, independence, and competence.
Participants who achieve personal discipline and competence at tasks will
become more productive and effective. Investing effort to support
participants pays off.
14. Whatever their jobs, each program staff member is competent in basic
counseling, crisis intervention, and referral to social services.
The program must anticipate and be prepared to handle crises skillfully
and sensitively to ensure that the program operates smoothly.
To prepare staff to aid participants with issues, consider:
What training will staff receive to equip them best in identifying and
responding to possible crises participants may face?
What procedures will staff follow in such situations?
51
III. Core Elements of Successful National Service Programs
What is service-learning?
S
ervice-learning is a method through which citizenship, academic
subjects, skills, and values are taught. It involves active learning -
drawing lessons from the experience of performing service work. Though
service-learning is most often discussed in the context of elementary and second-
ary or higher education, it is a useful strategy as well for programs not based in
schools.
There are three basic components to effective service-learning:
The first is sufficient preparation, which includes setting objectives for skills
to be learned or issues to consider, and includes planning projects so they
contribute to learning at the same time work gets done.
The second component is simply performing service.
Third, the participant attempts to analyze the experience and draw lessons,
through such means as discussion with others and reflection on the work.
Thinking about the service creates a greater understanding of the experience and
the way service addresses the needs of the community. It promotes a concern
about community issues and a commitment to being involved that mark an
active citizen. At the same time the analysis and thought allow the participants to
identify and absorb what they have learned.
Learning and practicing citizenship are life-long activities which extend far
beyond the conclusion of formal education. Service-learning can be used to
increase the citizenship skills of participants of any age or background. For this
reason service-learning can be a tool to achieve the desired results of programs,
even those involving older, highly educated participants. For example, service-
learning can be part of the training of participants to prepare them to do high
quality service that has real community impact.
Some service-learning occurs just from doing the work: after a month working
alongside police a participant has surely learned some important lessons about
how to increase public safety, and something about what it means to be a good
citizen. However, programs that encourage active learning from service experi-
ence may have an even greater impact.
52
III. CORE ELEMENTS
5. COMMUNITY PARTNERSHIPS AND
COLLABORATION
S
ervice programs, by their very nature, must collaborate and form
partnerships with a wide variety of organizations and
individuals. We are seeking community-wide solutions to
problems.
In many cases, service programs operate as independent organizations
placing participants, as crews or individually, in other organizations
- "service sponsors" - that need their services. In these cases, the
program and sponsor form a partnership, with each accepting
responsibility for specific aspects of the participant's experience and
service projects. In other cases, service programs collaborate with other
organizations for certain purposes only, such as recruitment,
educational services, joint planning and projects.
Each successful partnership needs to have a structure and a style that
reflect the diversity of needs, populations, and organizations in its
community. Building successful partnerships requires high trust and
cooperation, creativity, and -- above all -- time. Any number of
problems can prevent or damage a partnership. Despite the challenges
involved in developing and maintaining collaborations, they are worth
the effort. Partnerships increase the impact of individual
organizations, develop new leaders, build an ongoing power base,
and broaden the scope of programs.
Experts describe collaboration as a linkage exemplifying mutual
problem-solving, decision-making and mutual respect. Vital elements
include: mutual needs and interests; a commitment of time by all
participants; energy outlay and generation; sharing of resources with
expected outcomes worth each participant's investment;
53
III. Core Elements of Successful National Service Programs
communication; broad-based representation; group process; shared ownership and
commitment; rewards for cooperation; and openness of partners.
Principles to Consider
1.
The basis for the partnership is a common vision that national service
can meet critical community needs and have mutual benefit for the
partners.
Partners believe that every community organization can support national
service efforts, and that programs are sustained by many organizations
working together.
Collaborators work through such tough issues as involving diverse
partners in the early planning stages of the program, and in ranking
community needs. Partners understand their roles and responsibilities for
the program, and staff members in each organization understand the
common vision and support it.
2.
Each partner organization makes a strong commitment to support the
success of the program.
It will take the best each organization can give to make an outstanding
national service program. Committed partners recognize that success will
require real time, money, and talent devoted to the effort, and will give
such resources. The mechanisms for managing shared program activity
must be stable, consistent, and fair in how they involve partners and draw
on their resources.
Good programs identify the strengths each partner brings and agree to the
contributions expected of each.
3.
Communication is essential. It enables the program to adapt to
circumstances in the community and changes in the situations and
status of partners.
To communicate well, think about these questions
What mechanisms will be used to facilitate regular, clear
communication?
How will the program keep all partners "on the same page"?
How does the partnership structure accomplish collaborative planning,
consensus building, conflict resolution, and evaluation of results?
54
III. CORE ELEMENTS
6. DIVERSITY
Introduction
T
0 counter the social and economic forces pushing us apart, the
Corporation has established the requirement that each program
must seek "to strengthen communities and encourage mutual
respect and cooperation among citizens of different races, ethnicity,
socioeconomic backgrounds, and educational levels, among both men
and women and individuals with disabilities."
One way in which this important objective may be accomplished is
to involve diverse participants in projects. The Corporation recognizes
and respects, however, that some programs, as part of their mission,
have valid reasons for recruiting participants who share similar
characteristics. For example, a professional corps of lawyers would
recruit only participants who have completed law school rather than
people of all educational backgrounds.
Although such groups lack diversity in one or more of the required
areas, they must strive for other forms of diversity in their programs.
Programs should seek to build a diverse group of staff, participants,
and partners. The interaction between the talents, experience, and
wealth of resources provided by all these people will fuel the program
to deliver service of exceptional depth.
55
III. Core Elements of Successful National Service Programs
Principles to Consider
1.
Commitment to diversity is built into the program's mission.
In any group there are different perspectives, beliefs, and experiences.
Learning to respect, understand, and value such differences is necessary to
strengthening communities. Consider:
How does diversity serve your mission?
2.
Recruitment is designed specifically to recruit a broad range of
backgrounds. Programs adopt specific strategies to retain diverse
participants.
Excellent programs draw participants, staff, and board members with
various strengths and build on those strengths. It will not be easy to
attract the group you seek. Careful planning, creative approaches, and
tireless effort are required to go from interest in diversity to incorporating
it into organizations and their service.
Identify what barriers exist; identify how to remove them. These can be
physical barriers, in the case of people with disabilities, or social barriers,
in the case of older people.
Think about the best ways to reach the people you seek: how do they
obtain information?
What about your program will interest and excite them?
Have you considered the full range of diversity (race, class, disability,
education, and others)?
Ask current participants and residents of the communities you serve to
help with outreach and recruitment. You may want to set specific goals
for your participant mix.
3.
Programs draw strength from diversity at each important level of
activity.
Reach common goals through diversity by taking advantage of
opportunities including (but not limited to):
basic structures (e.g., how teams are put together);
project planning (e.g., what contribution each participant can make to
each aspect of the program); and
56
6. Diversity
management of the organization (e.g., how different people will be
involved in making decisions).
The ability to deal constructively with diversity can directly benefit
program outcomes. A few examples:
A program in early child care that deals effectively with diversity
works with two partners-one an improvisational, informal but high
quality child care center, the other a heavily regulated branch of a large
municipal health services agency-to accomplish shared goals.
Although, due to differences ranging from structures of fiscal
management to personalities of leadership, the two groups have never
collaborated before, participants take the lessons learned from their
own diverse team and diverse organization to help the two
organizations see how both will benefit from bringing health workers
into the day care center on a regular basis. After a year and a half, the
rate of inoculation among the siblings of children at the center has
risen dramatically. In addition, the new babies born to the young
mothers of the center have higher birth weights and overall improved
health thanks to improved prenatal care and nutrition.
An after-school program combines academics, arts, and athletics for a
diverse group of middle school students coming from several different
middle schools. The diversity of the group works well-thanks in part
to conflict resolution and other training done with the students. The
popular group models a "positive" gang for other middle school
students-and the group members themselves use their newly
discovered skills in conflict resolution to prevent fights at their schools.
An AmeriCorps participant, who is getting his degree in Nutrition,
spends his service year training local people to become nutrition aides
in Head Start and other programs, including day care and senior
centers. He believes this program could be a great tool for career
development. He himself uses a wheelchair and, through the networks
he has been a part of since childhood, plans to target people with
disabilities as well as those without. His partners will include the state
Arc, Centers for Independent Living, and local rehabilitation centers as
well as both state and local resources in health and nutrition, Head
Start programs, universities, local community colleges, and high school
vocational programs. He sees the program as an opportunity to act as
a positive role model as well as an opportunity to provide skills to
57
III. Core Elements of Successful National Service Programs
others that will make it possible for people with a wide range of
disabilities and those without disabilities to seek employment in these
sectors, or in the private food service business.
4. The program partners with diverse organizations in its community, and
looks for opportunities to interact with people outside of its community
or groups not reflected in its program.
Just as diversity within the program strengthens it, diversity of partners
make programs more effective at identifying community needs and
resources. Reach out to business, non-profit, and governmental partners.
Diversity can be achieved through the inclusion of new partners who
know how to involve people you may be trying to reach: for example,
organizations that have experience working with the disability
community, or who already provide day care for single mothers.
5.
Bring people together. Everything the program does about diversity,
everything it does to encourage different people to contribute to shared
goals enhances the larger goal of building community.
Participants help bring communities together by showing the power of
collaboration by different people and providing an example of teamwork
between themselves and community members. A diverse group of staff
and participants gives the program advantages in providing a range of
role models for positive citizen action.
58
IV. APPENDICES
59
Appendices
60
APPENDIX A:
DEFINITION OF TERMS.
T
hese definitions are intended to clarify the meaning of certain
terms as used by the Corporation in this handbook. It will be
very helpful to read the text of the law and regulations for full
understanding of the Corporation's programs.
Community-based agency. A private nonprofit organization
(including a church or other religious entity) that:
1.
is representative of a community or a significant
segment of a community; and
2. is engaged in meeting human, educational,
environmental, or public safety community needs.
Eligible participants. Participants who:
1.
are 17 years of age or older at the commencement
of service, unless the individual is in a youth corps
programs in which case the participant must be
between the ages of 16 and 25;
2.
either have received a high school diploma or its
equivalent, including an alternative diploma or
certificate for those individuals with mental and
physical disabilities for whom such alternative
diploma or certificate is appropriate, or agree to
obtain a high school diploma or its equivalent.
However, if the program conducts an independent
evaluation demonstrating that the potential
A-61
Appendix A
participant is incapable of obtaining a high school diploma or its
equivalent, the Corporation may waive this requirement;
3.
have not have dropped out of elementary or secondary school in order
to enroll as a national service participant or are enrolled in the
program, unless the participant is enrolled in an institution of higher
education on an ability to benefit basis and is considered eligible for
funds under section 484 of the Higher Education Act of 1965;
4.
are citizens or nationals of the United States or lawful permanent
resident alien of the United States; and
5.
meet the task-related eligibility requirements established by the
program.
Partnership. A joint arrangement among a group of organizations eligible for Corporation
assistance under this application, or a nonprofit organization created or identified
by such a group, whose purpose is to carry out common objectives that are specific
and well-defined, and in which the responsibilities of each partner are clearly defined
and mutually understood.
Program. A planned and coordinated group of activities, procedures, etc. linked by common
elements such as recruitment and selection of participants, training for participants
and staff, regular group of activities, and assignment to projects:
1.
organized for the purpose of achieving the mission and goals of
national service, and
2.
carried out with the assistance provided under the Act.
Program sponsor. An entity responsible for recruiting, selecting, and training participants,
providing them benefits and support services, engaging them in regular group
activities, and placing them in projects.
Project. An activity, carried out through a program that receives assistance under the Act,
that results in a specific identifiable service or improvement that otherwise would
not be done with existing funds, and that does not duplicate the routine services or
functions of the employer to whom participants are assigned.
Service Sponsor. An organization, or other entity, that has been selected to provide a
placement for a participant.
A-62
APPENDIX B
AMERICORPS PROGRAM REQUIREMENTS FROM
THE REGULATIONS OF THE CORPORATION FOR
NATIONAL AND COMMUNITY SERVICE
I
n this appendix we have excerpted the section of the regulations that set minimum
requirements for programs. You must satisfy these requirements in your
application. Your application is not required to satisfy the principles offered in the
main body of this document; however, reading and thinking about those principles is
likely to help you develop a better program.
Requirements for AmeriCorps programs
These requirements are taken verbatim from § 2522.100 of the regulations. We strongly
suggest that you read the section of the preamble to the regulations entitled
"AmeriCorps program issues Section I: Programmatic Issues".
Exact text of the regulations:
PART 2522 — AMERICORPS PARTICIPANTS, PRO-
GRAMS, AND APPLICANTS
Subpart A- Minimum Requirements and Program Types
Sec. 2522.100
What are the minimum requirements that every AmeriCorps program, regardless of
type, must meet?
Although a wide range of programs may be eligible to apply for and receive
B-63
Appendix B
support from the Corporation, all AmeriCorps programs must meet certain minimum
program requirements. These requirements apply regardless of whether a program is
supported directly by the Corporation or through a subgrant. All AmeriCorps programs
must:
(a) Address educational, public safety, human, or environmental needs, and
provide a direct and demonstrable benefit that is valued by the community in which the
service is performed;
(b) Perform projects that are designed, implemented, and evaluated with exten-
sive and broad-based local input, including consultation with representatives from the
community served, participants (or potential participants) in the program, community-
based agencies with a demonstrated record of experience in providing services, and
local labor organizations representing employees of project sponsors (if such entities
exist in the area to be served by the program);
(c) Obtain, in the case of a program that also proposes to serve as the sponsor, the
written concurrence of any local labor organization representing employees of the
project sponsors who are engaged in the same or substantially similar work as that
proposed to be carried out by the AmeriCorps participant;
(d) Establish and provide outcome objectives, including a strategy for achieving
these objectives, upon which self-assessment and Corporation-assessment of progress
can rest. Such assessment will be used to help determine the extent to which the pro-
gram has had a positive impact:
(1) On communities and persons served by the projects performed by the pro-
gram;
(2) On participants who take part in the projects; and
(3) In such other areas as the program or Corporation may specify;
(e) Strengthen communities and encourage mutual respect and cooperation
among citizens of different races, ethnicities, socioeconomic backgrounds, educational
levels, both men and women and individuals with disabilities;
(f) Agree to seek actively to include participants and staff from the communities
in which projects are conducted, and agree to seek program staff and participants of
different races and ethnicities, socioeconomic backgrounds, educational levels, and
genders as well as individuals with disabilities unless a program design requires em-
phasizing the recruitment of staff and participants who share a specific characteristic or
background. In no case may a program violate the nondiscrimination, nonduplication
and nondisplacement rules governing participant selection described in part 2540 of
this chapter. In addition, programs are encouraged to establish, if consistent with the
purposes of the program, an intergenerational component that combines students, out-
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AmeriCorps Program Requirements
of-school youths, and older adults as participants;
(g) Determine the projects in which participants will serve and establish mini-
mum qualifications that individuals must meet to be eligible to participate in the pro-
gram; these qualifications may vary based on the specific tasks to be performed by
participants. Regardless of the educational level or background of participants sought,
programs are encouraged to select individuals who posses leadership potential and a
commitment to the goals of the AmeriCorps program. In any case, programs must select
participants in a non-partisan, non-political, non-discriminatory manner, ensuring fair
access to participation. In addition, programs are required to ensure that they do not
displace any existing paid employees as provided in part 2540 of this chapter. To this
end, programs may not select any prospective participant who is or was previously
employed by a prospective project sponsors within six months of the time of enrollment
in the program.
In addition, all programs are required to comply with any pre-service orientation
or training period requirements established by the Corporation to assist in the selection
of motivated participants. Finally, all programs must agree to select a percentage (to be
determined by the Corporation) of the participants for the program from among pro-
spective participants recruited by the Corporation or State Commissions under part
2532 of this chapter. The Corporation may also specify a minimum percentage of partici-
pants to be selected from the national leadership pool established under $ 2522.120 of
this chapter. The Corporation may vary either percentage for different types of
AmeriCorps programs;
(h) Provide reasonable accommodation, including auxiliary aids and services (as
defined in section 3(1) of the Americans with Disabilities Act of 1990 (42 U.S.C.
12102(1))) based on the individualized need of a participant who is a qualified indi-
vidual with a disability (as defined in section 101(8) of such Act (42 U.S.C. 12111(8)). For
the purpose of complying with this provision, AmeriCorps programs may apply for
additional financial assistance from the Corporation pursuant to § 2524.50 of this chap-
ter;
(i) Use service experiences to help participants achieve the skills and education
needed for productive, active citizenship, including the provision, if appropriate, of
structured opportunities for participants to reflect on their service experiences. In addi-
tion, all programs must encourage every participant who is eligible to vote to register
prior to completing a term of service;
(j) Provide participants in the program with the training, skills, and knowledge
necessary to perform the tasks required in their respective projects, including, if appro-
priate, specific training in a particular field and background information on the commu-
nity, including why the service projects are needed;
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Appendix B
(k) Provide support services—
(1) To participants who are completing a term of service and making the transi-
tion to other educational and career opportunities; and
(2) To those participants who are school dropouts in order to assist them in earn-
ing the equivalent of a high school diploma;
(1) Ensure that participants serving in approved AmeriCorps positions receive the
living allowance and other benefits described in §§ 2522.240 through 2522.250 of this
chapter, including a living allowance and other benefits;
(m) Describe the manner in which the AmeriCorps educational awards will be
apportioned among individuals serving in the program. If a program proposes to pro-
vide such benefits to less than 100 percent of the participants in the program, the pro-
gram must provide a compelling rationale for determining which participants will
receive the benefits and which participants will not. AmeriCorps programs are strongly
encouraged to offer alternative post-service benefits to participants who will not receive
AmeriCorps educational awards;
(n) Agree to identify the program, through the use of logos, common application
materials, and other means (to be specified by the Corporation), as part of a larger
national effort and to participate in other activities such as common opening ceremonies
(including the administration of a national oath or affirmation), service days, and con-
ferences designed to promote a national identity for all AmeriCorps programs and
participants, including those participants not receiving AmeriCorps educational
awards. This provision does not preclude an AmeriCorps program from continuing to
use its own name as the primary identification, or from using its name, logo, or other
identifying materials on uniforms or other items;
(o) Agree to begin terms of service at such times as the Corporation may reason-
ably require and to comply with any restrictions the Corporation may establish as to
when the program may take to fill an approved AmeriCorps position left vacant due to
attrition;
(p) Prior to receiving Corporation support, comply with all evaluation proce-
dures specified by the Corporation, as explained in §§ 2522.500 through 2522.560 of this
chapter;
(q) In the case of a program receiving funding directly from the Corporation,
meet and consult with the State Commission for the State in which the program oper-
ates, if possible, and submit a copy of the program application to the State Commission;
and
(r) Address any other requirements as specified by the Corporation.
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APPENDIX C
PROGRAM EXAMPLES
ational service gets things done - and most successful
N
grantees will focus on the basics: helping teachers to deliver
strong educational fundamentals; working with police to
prevent crime and violence; assisting doctors in clinics to provide
basic health care; and the like. Around the country, service programs
are already engaged in these core activities, and we will be working
to help spread national service successes (beyond the materials
included earlier in this handbook). And we want to continue
innovating; the following are program examples based on new ideas,
programs built on partnerships among people or organizations that
have not previously worked together, or programs that solve
problems not previously addressed by community service. We have
intentionally focused on examples of programs not in widespread
existence, in an effort to advance the field in new directions.
Applicants are by no means restricted to developing programs that
look like these examples or the examples found elsewhere in this
handbook. These descriptions are designed to encourage the creation
of new and additional approaches.
EDUCATION
School Readiness: furthering early childhood
development
Head Start. To improve the quality of Head Start centers, a
program sponsored by a Head Start grantee, delegate
agency, or State Head Start Association involves college
graduates working in Head Start centers. Possible
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Appendix C
activities include those discussed in the Final Report of the Advisory
Committee on Head Start Quality and Expansion, such as efforts to improve
the quality of services, create new community partnerships, expand the range
of services offered through the center to meet families' needs, help in
assessing children's progress, renovate and repair facilities, increase parental
involvement, and offer extra assistance in the classroom so children
experience more one-on-one activity.
Child Care Corps. To attract highly qualified individuals to the early childhood
field, a program enables participants to spend the summer after college
receiving intensive early childhood development training sponsored by a
higher education institution. In the fall, they are assigned by a child care
resource and referral agency to different child care centers throughout the
region to assist the classroom staff and to work with the center's director or
the social service coordinator to bring additional services to the center. In
addition to working directly with children, participants could teach a
parenting education class, recruit a volunteer doctor or nurse to provide
immunizations, and arrange a resume writing and job search workshop for
parents. The Corpsmembers participate in on-going training and regular team
building activities that bring together participants serving at different sites.
They are encouraged to remain in the early childhood field at the conclusion
of their terms of service.
The Family Learning Corps. To mentor parental ability to develop learning
readiness skills in pre-school children, an intergenerational corps involves
participants in activities that encourage parents to improve their own basic
skills while they learn to engage children in learning activities such as telling
stories, reading books, and singing songs. Participants are assigned to local
sponsors and coordinate training sessions, service projects, and literacy
programs within the community.
School Success: improving the educational achievement of school-age
children and adults who lack basic academic skills
Comprehensive School-linked Health and Social Services. To improve the
educational achievement of school-age children, a team of highly skilled
national service participants assist local schools in serving as community
centers. All participants have strong educational backgrounds in related
fields and many have specialized degrees. The participants' work
complements the school's efforts to offer a wide array of health, social, and
community services to the students and the local community. Participants
provide school-based services such as social work counseling, dental and
medical care (including immunizations), after-school educational enrichment
programs, recreational activities, parental involvement programs, community
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Appendix C
children after school at a local library. The Service Learning Corpsmembers
also assist in the academic and leadership development of the school-age
youth.
School-based Mentors. To improve the educational achievement of school-age
children, college student participants are long-term and comprehensive
mentors to students. The mentors are based in a school and provide
individual support and guidance to several students for three years. As a
comprehensive mentor, they address many of the career, social, language, and
academic needs affecting their students. Mentors are active both during and
after school-accompanying students on college visits, exploring career
options, linking students with needed services and job training programs,
attending cultural events, and tutoring.
PUBLIC SAFETY
Crime Control: improving criminal justice services, law enforcement,
and victim services
Victim Assistance Corps. To improve the assistance provided to victims of
crime in a community, corpsmembers work with law enforcement, courts, and
victim service providers. From the beginning, corpsmembers assist with
community outreach and provide crisis response immediately followir the
report of a crime. Then, they follow-up with victims on an on-going basis to
assure that vital services are provided and that needs are being met. This may
include addressing medical or mental health support, home repair,
emergency funds, and lost documents. Corpsmembers also accompany
victims to court appearances and coordinate victim/witness involvement in
the judicial process.
Domestic Violence Corps. To reduce domestic violence, college-experienced
corpsmembers rotate among various organizations within a community. One
team works in the local police department to follow-up on reported incidents.
Another team works with a victim assistance provider conducting outreach to
counsel victims of domestic violence, linking them to other needed social
services. This team also assists with the operation of domestic violence
shelters and provides information and support during the court process.
Another team works in the local district attorney's office to interview victims,
provide referrals, and help prepare cases.
Crime Against Recent Immigrants Initiative. To enhance the response to crime
against recent immigrant groups, trained teams of participants conduct
extensive outreach and services to these populations. Team members perform
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Program Examples
education classes, service-learning activities, and adult education classes. The
schools also form partnerships with service agencies, community-based
organizations, cultural institutions, local corporations, institutions of higher
education and community volunteers.
Multi-Lingual Corps. To improve the educational achievement of school-age
children, a corps of participants fluent in a non-English language used by
area residents assists local schools in providing multi-lingual services. With
guidance and training, the multi-lingual corpsmembers coordinate programs
that develop an active educational partnership between the schools and non-
English speaking students and/or non-English speaking parents. These
projects include corpsmembers working to assist teachers in the classroom
and in after school activities, teaching an English as a Second Language class
for parents, assisting students and parents in the completion of cumbersome
legal forms, translating the school newsletter, and introducing other students
to new languages. Due to the nature of this work, corpsmembers must
possess strong oral and written skills in the respective languages and
cultures. These efforts will build a bridge between schools and families and
will assist in the overall education of the students.
Educational Technology Corps. To improve the educational achievement of
school-age children, a corporation, school district and higher education
institution sponsor a team of national service participants with computer
expertise to be placed in low-income schools. These participants are trained
and supported by professional computer experts, and have potential
corporate sponsorship. The national service participants would focus on
training and supporting teachers and/or students to integrate computer
information systems with their curricula. Potential projects include teaching
students and teachers how to use computer networks for research projects,
developing a technology lab in high schools, training teachers on accessing
educational programs via computer networks, training calculus and physics
teachers on the applications of computers in the classroom, and
demonstrating how computer technology has everyday applications. The
Educational Technology Corps ensures that low-income schools are linked
into the most recent innovations in the technology world and their direct
educational applications.
Service Learning Coordinators Corps. To improve elementary and secondary
education, a team of recent college graduates receive extensive training in
leadership, service-learning methodology, and community problem solving.
The corpsmembers then assist school-age youth and teachers to assess,
develop and implement service activities. Projects might include planting and
harvesting a community garden and distributing the produce to home-bound
senior citizens, youth training in violence prevention, and reading to younger
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Appendix C
child advocates in Juvenile and Family Courts to ensure that the interests of
individual children are not ignored. In addition, corpsmembers provide
specialized child care for abused children and assist in the training and
support of parents who lack needed skills or resources.
Youth Safety Corps. To reduce the vulnerability of children and youth, the
Youth Safety Corps works with local youth, parents, law enforcement,
schools, youth-serving organizations, and civic groups. Trained
corpsmembers develop and provide crime prevention and anti-violence
training workshops. Corpsmembers work with students, parents, teachers,
school administrators, and the surrounding community to establish peer
conflict resolution programs in the schools. Corpsmembers also develop a
network of "safe houses" and after-school activities for young people,
including safety-related service-learning projects and field trips to prisons,
police stations, courts, hospitals, and family violence shelters.
HUMAN NEEDS
Health: providing independent living assistance and home- and
community-based health care
Healthy Babies Project. To increase the utilization of prenatal care by low-
income women and improve the health of their newborns, national service
participants, including some who are mothers themselves, receive preservice
and inservice training in prenatal health and baby care, home visitation, and
community outreach. Participants identify all pregnant women in the target
community and recruit families to join the program. Each corpsmember is
assigned to several families identified by this process and conducts home
visits, ensures that the mothers attend their prenatal and postnatal
appointments, arranges child care and transportation, provides nutrition
counseling, and ensures that all children in the family are immunized.
Participants also teach classes in nutrition, childbirth, prenatal exercise, and
parenting.
Rotating Health Care Corps. To provide home- and community-based health
care, a team of trained national service participants administers diagnostic
health tests and teaches preventive health classes at locations throughout a
designated low-income region. The corpsmembers are college graduates with
a strong pre-medical background, medical students and others that are
trained and supported by medical experts in the respective fields. The
Corpsmembers travel throughout the region conducting eye, dental, and
hearing examinations, teaching classes to prevent common health problems,
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Program Examples
a multitude of activities: outreach to the community to develop data for
analysis and to facilitate cooperative relationships with law enforcement and
other municipal service providers; establish links with service groups which
assist the target population to provide information about specific crime
threats; conduct victim assistance outreach to ensure that crimes are reported
and that victims receive appropriate attention; provide language and cultural
training for law enforcement personnel.
Lawyers Corps. To improve crime control, a corps of trained lawyers provides
legal services, counsel and community education. They work in a specific
community with legal services programs and other community service
providers to educate community members, especially juveniles, about aspects
of the law that affect their daily lives. One team works with community
development corporations to do the legal work that accompanies
neighborhood economic development. Another team works in the criminal
justice system on behalf of children and victims of domestic violence.
Crime Prevention: reducing the incidence of violence
Community Policing Corps. To reduce crime in areas plagued by violence,
corpsmembers partner with police officers engaged in community policing.
The corpsmembers are trained by the police department in problem-solving
and conflict resolution, trained by staff from other city agencies in identifying
and accessing city resources, and trained by community groups in
neighborhood organizing and leveraging neighborhood resources. The
corpsmembers work alongside community policing officers but may also
coordinate "safe haven" activities for youth, staff community policing
substations, hold crime prevention workshops for community businesses and
residents, organize block parent networks, and assist with community
outreach.
Safe Schools. To reduce the incidence of violence in the schools, a corps of
college students works in middle and high schools throughout an urban area.
The corpsmembers work with school administrators, students, parents,
teachers, and the surrounding community to establish peer conflict resolution
programs in the schools. Corpsmembers train students and school staff in
conflict resolution and assist in the organization of self-sustaining programs
in which students assist their peers in resolving conflicts. Possible projects
include incorporating conflict resolution into the disciplinary approach of the
school and outreach to the community encouraging non-violent approaches
to conflict.
Child Abuse Prevention Corps. To reduce the incidence of child abuse and the
likelihood of repeat occurrences, a corps of trained participants serve as child
abuse case aides. Corpsmembers follow-up on child abuse cases by gathering
information and providing assistance and referrals. Corpsmembers serve as
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Program Examples
and administering immunizations. Corporate partners provide the needed
equipment, including corrective eye wear, dental instruments and hearing
aids.
Health Corps. To improve the health of low-income communities,
undergraduate nursing, pre-medical, psychology, and biology students at a
university receive training from medical residents and faculty on preventive
health care. Students are organized in interdisciplinary teams of four, with
one medical student leader in each. Participants begin working part-time
with community health clinic staff, conducting health outreach, teaching
preventive health classes, performing routine procedures, and following up
with patients through home visits. For one year after graduation, participants
work full-time at the community health clinics, applying the skills they
learned during the part-time phase of the program and taking on increasing
responsibility.
HIV/AIDS Prevention Corps. To reduce the incidence of HIV/AIDS in a
community, a corps of national service participants provides HIV/AIDS
education to the populations at greatest risk of infection within a
metropolitan area. This team of post-college students receives training from
university faculty, local health clinics, and national organizations on HIV/
AIDS prevention, treatment, and related health issues. Corpsmembers serve
as HIV/AIDS educators throughout the metropolitan area by conducting
workshops in public and private schools, universities, community centers,
local clinics, and non-profit organizations. Participants work with community
organizations and schools to conduct AIDS education outreach, teach
preventive health classes, develop service-learning projects and establish
effective sustainable prevention programs. Their work enhances the
educational efforts of local clinics while also serving as a mobile
clearinghouse for prevention and treatment resources.
Home Health Care. To allow continued independence of those in need, a
program sponsored by a veteran's hospital, AIDS clinic, or facility providing
health care to senior citizens engages an intergenerational team of
participants in providing home-based services. Participants conduct follow-
up visits to individuals discharged from the hospital, provide routine
preventive health checks, assist home-bound individuals in obtaining needed
services, provide nutritious meals, offer companionship, and provide
transportation to medical and other appointments.
Home Visiting. To reduce infant mortality among low-income families, a
program is sponsored by a community agency, hospital, community health
center, or other organization offering prenatal care. Participants, including
many who are parents themselves, are trained to conduct home visits,
conduct blood pressure and other health examinations, provide nutrition
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Appendix C
counseling, offer parenting education, refer pregnant women and new
mothers to needed services including substance abuse treatment, and
organize support groups for new mothers.
Participants with cognitive disabilities. To utilize the resource presented by
individuals with mental retardation and address community needs, a
program involves individuals with cognitive disabilities in service alongside
people who do not share this disability. Goals include increasing community
appreciation of individuals with mental retardation as resources, increasing
their self-sufficiency, and providing needed services in nursing homes,
homeless shelters, and day care centers.
Home: rebuilding neighborhoods and helping people who are homeless
or hungry
Intergenerational Building Corps. To rebuild neighborhoods, an
intergenerational team comprised of skilled carpenters, architects,
electricians, planners, engineers and construction workers builds and
renovates low-income residences, public facilities, abandoned houses, and
non-profit facilities. Corpsmembers undergo general construction and
architecture training sponsored by community-based development
organizations and institutions of higher education. The Corps focuses on
rebuilding local communities in conjunction with the existing community
efforts and involves local residents in the identification of needs and potential
projects. Such projects may include the development of a single room
occupancy residence, the renovation of a local school building, and the
rehabilitation of several low-income single-family houses. The Corps makes a
significant effort to collaborate with labor unions and retired military
personnel who are skilled in the appropriate areas.
Community Housing Corps. To assist people who are homeless move into
permanent housing, a team of skilled participants assist low-income home-
owners and residents in home management and in identifying and accessing
needed resources. The trained corpsmembers conduct educational sessions on
the care and management of one's home, such as basic plumbing, electrical,
and physical maintenance. In addition, corpsmembers familiarize and link
the residents with the existing network of community services such as
employment training, homeowner's clubs, child care, health facilities and
tutoring programs.
Community Centers. To strengthen communities, a program supported by the
local government and community leaders creates a safe, functioning
community center. The community center may be a new facility, a renovated
building, or an existing center that has fallen out of use. Trained national
service participants help develop the center by doing physical construction
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Program Examples
and renovation work, strengthening partnerships with police and community
groups to make the center a safe haven, and providing services such as
summer and after school programs, literacy tutoring, recreational activities,
and education classes.
A Corps of Artists. To utilize the arts as a vehicle for community and physical
space improvement, this program brings together a corps of artists with
higher education training. The artists conduct community-based educational
and enrichment programs for at-risk youth in the local schools, youth service
facilities, community organizations, and shelters. The artists develop
innovative arts-based curriculum for existing national service programs to
nurture and channel the artistic talents of youth in constructive ways.
Possible projects include creating positive community art (murals, sculptures,
etc.), theater productions, and intergenerational quilts.
Community Economic Development. To increase economic stability within a low-
income neighborhood, national service participants assist both non-profit
community development banks and community members. Using their
expertise in business and finance, participants provide advice to low-income
residents on issues such as personal financial management, home loans, and
mortgages. Participants work with non-profit neighborhood development
organizations to attract new investments and jobs to the neighborhood.
Participants assist non-profit community development banks in
administering loans and creating new small business opportunities.
Veterans' Assistance Program. To help people who are homeless, an
intergenerational program provides individual case management to link
homeless veterans with a broad range of services such as housing, job
training and health care. The participants are trained and supported by local
shelters and veterans' assistance agencies. Possible projects include compiling
oral histories of veterans' service and post-service experiences, providing
recreational activities, and developing and distributing a regional directory of
resources for veterans.
Disaster Relief Corps. To rebuild neighborhoods and help people who are
homeless, a disaster relief corps provides needed services to communities
affected by federal emergencies. Participants are selected based upon
demonstration of special skills required for recurring demands of the first
stage of emergency response. Such skilled participants include emergency
room technicians, public information specialists, volunteer coordinators, and
search and rescue experts. The participants receive a common training and
then are placed across the country in emergency service programs such as
emergency medical clinics in rural areas and CPR training programs. Upon
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Appendix C
the occurrence of a national emergency, the participants would converge on
the disaster site in a coordinated response, assisting local emergency
authorities in critical activities.
ENVIRONMENT
Neighborhood Environment: reducing community environmental
hazards
Lead Paint Abatement/Weatherization Program. To improve energy efficiency, cut
operating costs in public buildings and housing, and reduce the incidence of
lead poisoning, a corps of college students weatherize and remove lead paint
in public buildings and low-income housing. Participants work with public
agencies and housing authorities to retrofit buildings with energy efficient
windows, insulation, and solar panels. Students gather data on building
energy efficiency and design systems and solar panels for them. As part of the
window re-installation and energy retrofitting, they also test for lead paint
and work to remove it where needed in the buildings.
The Clean Up Corps. To eliminate environmental risks, a corps of college
graduates in environmental and natural sciences conduct community clean
up projects. The corps is trained and supported by an organization of
environmental and hazardous waste experts. The corps develops and
implements major waste removal initiatives throughout urban and rural
communities, especially in low-income areas. In addition, the corps conducts
beautification projects, community education classes, and coordinates service
learning projects.
Neighborhood Park Corps. To revitalize neighborhoods and provide safe
environments for children, landscape architecture students at a university
work with local neighborhoods to design and construct neighborhood parks.
The students survey the neighborhood to find out what kind of parks are
needed and recruit local residents to help develop a site plan, raise funds, and
construct and maintain the green spaces.
Natural Environment: conserving, restoring, and sustaining natural
habitats
Youth at Sea. To conserve and restore natural habitats, a corps of young
participants spend nine months aboard a ship conducting conservation and
restoration work along a region of the ocean's coast. The corpsmembers are
trained and educated in environmental sciences, oceanography and biology
by university faculty and issue experts. The corpsmembers conduct waste
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Program Examples
removal projects, restore eroded shorelines, and preserve endangered plant
life. Aboard the ship, corpsmembers are responsible for the daily operations
and maintenance of the vessel.
Biological Survey Program. To conserve natural habitats, participants gather
data on plant, animal, mineral and other resources. Participants are graduate
students in biology, resource conservation, and environmental studies. The
students are trained and supported by State and Federal resource agencies
and university faculty. The students survey plant and animal life and monitor
the status of land, plant, and animal resources. The students compile this data
which the agencies use to make informed decisions regarding resource
allocation and the health of specific ecological systems.
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