| Overall Rating | Platinum - expired |
|---|---|
| Overall Score | 85.74 |
| Liaison | Sam Lubow |
| Submission Date | June 28, 2017 |
| Executive Letter | Download |
Stanford University
EN-13: Community Service
| Status | Score | Responsible Party |
|---|---|---|
|
3.86 / 5.00 |
Moira
Hafer Sustainability Specialist Office of Sustainability |
Number of students enrolled for credit (headcount; part-time students, continuing education, and/or graduate students may be excluded):
Number of students engaged in community service (headcount):
Percentage of students engaged in community service:
Does the institution wish to pursue Part 2 of this credit (community service hours)? (if data not available, respond 'No'):
Total number of student community service hours contributed during the most recent one-year period:
Number of annual community service hours contributed per student :
The website URL where information about the programs or initiatives is available:
Does the institution include community service achievements on student transcripts?:
Does the institution provide incentives for employees to participate in community service (on- or off-campus)? (Incentives may include voluntary leave, compensatory time, or other forms of positive recognition):
A brief description of the institution’s employee community service initiatives:
Stanford’s Haas Center for Public Service launched the Cardinal Connectors program in 2015 that pairs staff and faculty who actively participate in and have a deep commitment to community service with students who are interested in a service experience at Stanford. The Cardinal Service Connectors attend a training and become part of a listserv that receives monthly updates on activities and public service tips. They also are invited to join the annual Walk the Talk and Friends of Haas awards luncheons each April and receive swag designed to spark a conversation about public service (i.e. mugs, stickers and office signs). Finally, Cardinal Service Connectors are recognized publicly on the Haas Center website at the following link: https://haas.stanford.edu/students/start-your-service-stanford/cardinal-service-connectors
Stanford also offers several university-wide service opportunities for staff. For example, in honor of Stanford's legacy of service and in response to the 2015 Staff Survey feedback for opportunities to collaborate, University Human Resources (UHR) offered the first-ever Cardinal at Work (CaW) Care Pack Donation Drive and Assembly Event. Through this university-wide collective effort, UHR set the goal to donate and assemble 500 personal care packs in November and December 2016 to benefit families at the Ronald McDonald House at Stanford and local CityTeam homeless shelters. https://cardinalatwork.stanford.edu/connect/volunteer-opportunities/cardinal-work-cares-2016/collection-locations
Additionally in 2016, to celebrate and honor Earth Day, the Water Quality, Efficiency, & Stewardship (WQES) team collaborated with the Land, Buildings & Real Estate (LBRE) departments of Grounds Services and Land Use & Environmental Planning to organize a service event at three of Stanford’s important water-saving landscapes: the Arizona Garden, the Water Wise Garden, and the Foothills. During Stanford’s Celebrating Sustainability fair, staff signed up to volunteer in one of the three service-day projects after first taking the Office of Sustainability pledge to save water. The projects gave volunteers the opportunity to get their hands dirty and help remove invasive weeds, mulch plants, trim overgrowth, and accomplish fieldwork in important places on campus. Fourteen volunteers helped the WQES team restore important habitats and spruce up notable campus gardens and foothill areas.
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The total number of enrolled students listed in this credit includes only undergraduate students because the university is able to closely track undergraduate student participation in community service but not that of graduate students. While many graduate students do participate in community service (some information listed below), we are more confident in the figures for undergraduate community service participation and have thus included only those here.
Undergraduate participation in community service is tracked via Stanford’s annual senior survey. In 2016, 965 of the 1,556 survey respondents (62%, unduplicated) indicated on the survey that they did one of the following during their time at Stanford:
• volunteered in the US
• volunteered abroad
• volunteered while at Stanford (separate questions)
• participated in a Haas Center program
• volunteered as part of a class
This survey captured seniors who graduated in Spring and Summer of academic year 2015-16 and Fall and Winter of 2016-17.
The total number of student community service hours is based on a survey conducted by the Haas Center of approximately 200 students, who report spending an average of 106 hours per year on community service. This figure does include full-time service fellowships during the summer.
In 2015, Stanford launched the Cardinal Service program, which formalizes the ways in which students can engage in community service at Stanford. The tenants of this program are described in various credits throughout this report, but one aspect relevant to this credit is the addition of a transcript notation for seniors who either did the "Cardinal Quarter" by participating in a community service fellowship for an entire quarter, or who took 12 units of "Cardinal Courses," or courses that have been designated as having a service component. Students who meet this criteria can apply for a transcript notation, and the application requires that students write a reflection piece on their service experience at Stanford. This not only helps students process and reflect on how their service experiences have benefited themselves and others, but it also provides Haas Center staff with qualitative feedback that they can use to continue improving their offerings and initiatives. Since the launch of this program, the Haas Center has already seen growing interest in these programs. Participation in Cardinal Courses has increased to 27% of students as indicated in the 2016 senior survey, up from 18% in 2014 and 21% in 2015. Additionally, 40% of students have expressed interest in the Cardinal Quarter, as indicated in the Class of 2019 incoming students survey.
A sampling of community service offerings available for Stanford students is provided below.
BRANNER SERVICE SCHOLAR PROGRAM
https://resed.stanford.edu/residences/find-house/branner-hall
Branner Hall is Stanford’s Public Service Theme Dorm. Dorm life involves activities and events centered on public service that are available to all residents. In addition to participating in dorm community life, approximately 55 students can pre-assign to live in Branner through a competitive application process. Students who pre-assign become Service Scholars and have exclusive public service opportunities and responsibilities. Service Scholars receive individual support and guidance from the student staff and Resident Fellows as they craft their public service journey at Stanford and beyond. Service Scholars are given opportunities to form strong relationships with others who share a similar dedication to public service, make connections to the Haas Center and its resources, and explore how to create a more just and sustainable world through service.
FROSH SERVICE LIAISONS
https://haas.stanford.edu/students/cardinal-commitment/leadership-development/frosh-service-liaisons
Stanford has 27 active Frosh Service Liaisons throughout 24 dorms (all dorms with freshman), including one Row House. These liaisons help freshmen get involved in service during their first year at Stanford.
CAPE TOWN ENGAGED LEARNING PROGRAM
https://undergrad.stanford.edu/programs/bosp/explore/cape-town/community-engagement/community-engaged-learning-cape-town
The Bing Overseas Studies Program in Cape Town, South Africa offers an Engaged Learning program with approximately 28 students who work with partner NGOs in Cape Town each quarter. The program typically places students with 13-15 organizations in Cape Town, which are focused on topics such as community health, education, human rights advocacy, ICT for development, design and design thinking, urban planning, community gardening, agriculture, and early childhood education within the local communities.
STANFORD OUTDOOR OUTREACH PROGRAM
https://soop.stanford.edu/p_trips.html
SOOP’S mission is to enhance interpersonal relationships, foster community, and instill personal confidence in San Francisco Bay Area youth through facilitated outdoor experiences. Currently, SOOP has a membership of about 40 Stanford students and a leadership team of eight students who actively provide outdoor programming to three local high schools (East Palo Alto Academy, Eastside College Preparatory School, and the Luis Valdez Leadership Academy). SOOP works with each school to plan and implement day-long indoor rock climbing experiences, day hikes to local Open Space Preserves and State Parks, and weekend long camping and backpacking trips.
COMPARATIVE STUDIES IN RACE AND ETHNICITY SERVICE LEARNING REQUIREMENT
https://ccsre.stanford.edu/academics/undergraduate-program
All students who graduate from the Comparative Studies in Race and Ethnicity program are required to take at least one class that works directly with community partners. In 2016, 10 students graduated from this degree program.
Finally, community service projects are also featured in Stanford's undergraduate admissions video, which is sent to all admitted students. View the video at http://admission.stanford.edu/
The total number of enrolled students listed in this credit includes only undergraduate students because the university is able to closely track undergraduate student participation in community service but not that of graduate students. While many graduate students do participate in community service (some information listed below), we are more confident in the figures for undergraduate community service participation and have thus included only those here.
Undergraduate participation in community service is tracked via Stanford’s annual senior survey. In 2016, 965 of the 1,556 survey respondents (62%, unduplicated) indicated on the survey that they did one of the following during their time at Stanford:
• volunteered in the US
• volunteered abroad
• volunteered while at Stanford (separate questions)
• participated in a Haas Center program
• volunteered as part of a class
This survey captured seniors who graduated in Spring and Summer of academic year 2015-16 and Fall and Winter of 2016-17.
The total number of student community service hours is based on a survey conducted by the Haas Center of approximately 200 students, who report spending an average of 106 hours per year on community service. This figure does include full-time service fellowships during the summer.
In 2015, Stanford launched the Cardinal Service program, which formalizes the ways in which students can engage in community service at Stanford. The tenants of this program are described in various credits throughout this report, but one aspect relevant to this credit is the addition of a transcript notation for seniors who either did the "Cardinal Quarter" by participating in a community service fellowship for an entire quarter, or who took 12 units of "Cardinal Courses," or courses that have been designated as having a service component. Students who meet this criteria can apply for a transcript notation, and the application requires that students write a reflection piece on their service experience at Stanford. This not only helps students process and reflect on how their service experiences have benefited themselves and others, but it also provides Haas Center staff with qualitative feedback that they can use to continue improving their offerings and initiatives. Since the launch of this program, the Haas Center has already seen growing interest in these programs. Participation in Cardinal Courses has increased to 27% of students as indicated in the 2016 senior survey, up from 18% in 2014 and 21% in 2015. Additionally, 40% of students have expressed interest in the Cardinal Quarter, as indicated in the Class of 2019 incoming students survey.
A sampling of community service offerings available for Stanford students is provided below.
BRANNER SERVICE SCHOLAR PROGRAM
https://resed.stanford.edu/residences/find-house/branner-hall
Branner Hall is Stanford’s Public Service Theme Dorm. Dorm life involves activities and events centered on public service that are available to all residents. In addition to participating in dorm community life, approximately 55 students can pre-assign to live in Branner through a competitive application process. Students who pre-assign become Service Scholars and have exclusive public service opportunities and responsibilities. Service Scholars receive individual support and guidance from the student staff and Resident Fellows as they craft their public service journey at Stanford and beyond. Service Scholars are given opportunities to form strong relationships with others who share a similar dedication to public service, make connections to the Haas Center and its resources, and explore how to create a more just and sustainable world through service.
FROSH SERVICE LIAISONS
https://haas.stanford.edu/students/cardinal-commitment/leadership-development/frosh-service-liaisons
Stanford has 27 active Frosh Service Liaisons throughout 24 dorms (all dorms with freshman), including one Row House. These liaisons help freshmen get involved in service during their first year at Stanford.
CAPE TOWN ENGAGED LEARNING PROGRAM
https://undergrad.stanford.edu/programs/bosp/explore/cape-town/community-engagement/community-engaged-learning-cape-town
The Bing Overseas Studies Program in Cape Town, South Africa offers an Engaged Learning program with approximately 28 students who work with partner NGOs in Cape Town each quarter. The program typically places students with 13-15 organizations in Cape Town, which are focused on topics such as community health, education, human rights advocacy, ICT for development, design and design thinking, urban planning, community gardening, agriculture, and early childhood education within the local communities.
STANFORD OUTDOOR OUTREACH PROGRAM
https://soop.stanford.edu/p_trips.html
SOOP’S mission is to enhance interpersonal relationships, foster community, and instill personal confidence in San Francisco Bay Area youth through facilitated outdoor experiences. Currently, SOOP has a membership of about 40 Stanford students and a leadership team of eight students who actively provide outdoor programming to three local high schools (East Palo Alto Academy, Eastside College Preparatory School, and the Luis Valdez Leadership Academy). SOOP works with each school to plan and implement day-long indoor rock climbing experiences, day hikes to local Open Space Preserves and State Parks, and weekend long camping and backpacking trips.
COMPARATIVE STUDIES IN RACE AND ETHNICITY SERVICE LEARNING REQUIREMENT
https://ccsre.stanford.edu/academics/undergraduate-program
All students who graduate from the Comparative Studies in Race and Ethnicity program are required to take at least one class that works directly with community partners. In 2016, 10 students graduated from this degree program.
Finally, community service projects are also featured in Stanford's undergraduate admissions video, which is sent to all admitted students. View the video at http://admission.stanford.edu/
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.