| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 52.64 |
| Liaison | Patrice Langevin |
| Submission Date | March 6, 2020 |
Pitzer College
EN-13: Community Service
| Status | Score | Responsible Party |
|---|---|---|
|
3.46 / 5.00 |
Milan
Stijepovic Asst Director of Sustainability Facilities |
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:
Our commitment to our faculty continues over the long term to provide evidence of community engagement endeavors for individual faculty member promotion, tenure and reviews. The institution supports faculty involvement in civic engagement programs and teaching academic service-learning courses by providing:
Awards for recognition and grants for re-design and conferences
Faculty development workshops/fellowships
Service-learning and community orientation in faculty orientation
Modern curriculum models and sample syllabi
Materials to assist faculty in reflection and assessment
Sabbaticals for service-learning research, scholarship, and program development
another one of our formal programs can be found here
https://www.pitzer.edu/career-services/alumni-families/volunteer/
Our Community engagement Center or CEC serves as a liaison between the academic institution and community partners, provides internship opportunities, and assistance with funding and programming, as well as providing logistical support to students, faculty, staff, and community partners.
As volunteers our employees do not expect to get paid as listed in the corrective action sent to me from Stars, they volunteer their time to assist the community not for monetary gain.
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:
Since its inception (and, in large part, as an inspiration for it), Pitzer College has been committed to fostering in its students a critical depth of understanding around the social and political implications of knowledge and action. Students who can skillfully engage in
ethical projects of social change and political engagement (both locally and globally) and faculty whose teaching and scholarship encompass both disciplinary rigor and applied benefits for our communities are primary goals of our school. We accomplish these
aims in large part through our extensive service-learning courses and our “social responsibility” core learning objective and graduation requirement. Pitzer far surpasses the rest of the country in its community service efforts: the National Survey of Student
Engagement has found that nationally an average of 60% of a college or university participates in community service (volunteer, work study or course-related) while at Pitzer that number is 93%. Pitzer invests significant financial and human capital into
supporting service, primarily through its Community Engagement Center (which is funded through hard money and has a staff of 6). This Center has overseen and supported engaged scholarship at Pitzer College since 1998 by offering research awards and fellowships to faculty, staff, and students and connecting them with local community-based organizations that address a variety of social and cultural issues. Almost all students who do community service through service-learning courses (and many who volunteer to do so without a correlating course) are connected through CEC to gain entry to and placement at a community site, support for transportation there and an orientation on ethical standards and legal obligations.
Since its inception (and, in large part, as an inspiration for it), Pitzer College has been committed to fostering in its students a critical depth of understanding around the social and political implications of knowledge and action. Students who can skillfully engage in
ethical projects of social change and political engagement (both locally and globally) and faculty whose teaching and scholarship encompass both disciplinary rigor and applied benefits for our communities are primary goals of our school. We accomplish these
aims in large part through our extensive service-learning courses and our “social responsibility” core learning objective and graduation requirement. Pitzer far surpasses the rest of the country in its community service efforts: the National Survey of Student
Engagement has found that nationally an average of 60% of a college or university participates in community service (volunteer, work study or course-related) while at Pitzer that number is 93%. Pitzer invests significant financial and human capital into
supporting service, primarily through its Community Engagement Center (which is funded through hard money and has a staff of 6). This Center has overseen and supported engaged scholarship at Pitzer College since 1998 by offering research awards and fellowships to faculty, staff, and students and connecting them with local community-based organizations that address a variety of social and cultural issues. Almost all students who do community service through service-learning courses (and many who volunteer to do so without a correlating course) are connected through CEC to gain entry to and placement at a community site, support for transportation there and an orientation on ethical standards and legal obligations.
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.