| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 76.32 |
| Liaison | Karen Oberer |
| Submission Date | Dec. 11, 2020 |
McGill University
EN-13: Community Service
| Status | Score | Responsible Party |
|---|---|---|
|
1.05 / 5.00 |
Karen
Oberer Sustainability Officer McGill Office of Sustainability |
Does the institution wish to pursue Part 1 of this credit (student participation in community service)?:
Total number of students:
Number of students engaged in community service:
Percentage of students engaged in community service:
Does the institution wish to pursue Part 2 of this credit (community service hours)?:
Total number of student community service hours contributed annually:
Number of annual community service hours contributed per student:
Does the institution have a formal program to support employee volunteering during regular work hours?:
A brief description of the institution’s program to support employee volunteering:
Does the institution track the number of employee community service hours contributed through programs it sponsors?:
Total number of employee community service hours contributed annually through programs sponsored by the institution:
Website URL where information about the institution’s community service programs is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
Data has been collected from two sources:
1. In 2018, 2,166 students were registered in the "Campus and Community Engagement" section of the Co-curricular Record (CCR). The "Campus and Community Engagement" section covers studetn involved in volunteering, mentorship, and tutoring, etc. Unfortunately, student hours are not currently tracked under the CCR; however, students need to peform a minimum of 4 hours in order to have their activity recorded in the CCR. 2,166 students x 4 hours = 8,664 hours total (likely an underestimate).
2. The rest of the student numbers and hours were derived from Fall 2018, Winter 2019, and Summer 2019 enrolments in Community Engaged Learning (or Academic Service Learning) courses. Since many of these are field courses, the number of in-course hours are not always recorded. I have produced conservative estimates based on the information I could find. Again, because McGill does not track student involvement in community service centrally, the numbers I have produced are likely underestimates.
Rationale for inclusion of certain CEL courses: included are courses designated "field courses" which have a significant component of work in local or foreign communities (e.g. courses taken as part of the African Field Studies Semester and the Panama Field Studies Semester).
I have not included courses that are designated "placements," "clinical placements" or "stages" since students are expected to learn the skills necessary for their profession. By contrast, Community-Engaged Learning involves service learning and volunteering, which are quite distinct from placements.
Data has been collected from two sources:
1. In 2018, 2,166 students were registered in the "Campus and Community Engagement" section of the Co-curricular Record (CCR). The "Campus and Community Engagement" section covers studetn involved in volunteering, mentorship, and tutoring, etc. Unfortunately, student hours are not currently tracked under the CCR; however, students need to peform a minimum of 4 hours in order to have their activity recorded in the CCR. 2,166 students x 4 hours = 8,664 hours total (likely an underestimate).
2. The rest of the student numbers and hours were derived from Fall 2018, Winter 2019, and Summer 2019 enrolments in Community Engaged Learning (or Academic Service Learning) courses. Since many of these are field courses, the number of in-course hours are not always recorded. I have produced conservative estimates based on the information I could find. Again, because McGill does not track student involvement in community service centrally, the numbers I have produced are likely underestimates.
Rationale for inclusion of certain CEL courses: included are courses designated "field courses" which have a significant component of work in local or foreign communities (e.g. courses taken as part of the African Field Studies Semester and the Panama Field Studies Semester).
I have not included courses that are designated "placements," "clinical placements" or "stages" since students are expected to learn the skills necessary for their profession. By contrast, Community-Engaged Learning involves service learning and volunteering, which are quite distinct from placements.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.