In 2006, Rhode Island Campus Compact (RICC) in partnership with Massachusetts Campus Compact (MACC) received a grant from Learn and Serve America for a three-year initiative to advance the role of higher education in community problem solving through service learning focused on youth populations. The program included a Faculty Curriculum Innovation Fellowship Award to increase and enhance service learning courses that directly impact disadvantaged youth in Massachusetts and Rhode Island. By offering academically rigorous courses with strong service and reflection components, RICC and MACC believe college students and faculty can make a meaningful impact in the lives of the your in their communities.
In the last years of the three-year grant, RICC and MACC encouraged deeper probing into the areas of youth development and the opportunities that exist for access to high quality K-12 education, comprehensive after-school activities, and the pathways to postsecondary education. To accomplish this, RICC and MACC offered a two-year fellowship for faculty to serve as leaders on youth development and community partnerships. That work continued in 2009-2010 with a special faculty cohort comprised of “Faculty Leaders for Access and Success.”
Joe Cammarano, Ph.D.
Associate Professor of Political Science/Public and Community Service Studies, Providence College
Using Common Interests and Assets on Campus to Enhance College Access for Youth: The Case of EXPLORE
Engaging two courses, “Politics: Defining Ourselves in Political Terms” and “Public Administration,” taught at Providence College, Dr. Cammarano facilitated service-learning opportunities for the courses’ students in local urban high schools. Part of the EXPLORE! (Expanding Local Opportunities through local Relationships) Program, Dr. Cammarano connected the two service-learning courses to programmatic efforts that support college readiness programming for up to sixty high school students at three participating urban high schools. Dr. Cammarano worked across multiple institutional stakeholders, school partners, and political science students to examine the success of college access and readiness programming. The final fellowship project traced the assets within the partnership and documented the story of the partnership development.
Nuria Alonso Garcia, Ph.D. and Brian McCadden, Ph.D.
Associate Professors, Foreign Languages and Secondary Education, Providence College
College Access through Methodology of English as a Second Language
Faculty fellows Dr. Alonso Garcia and Dr. McCadden collaborated on a project that furthered the development of an education course, “Methodology of English as a Second Language,” and fully integrated a service-learning component. Partnering with Calcutt Middle School and Central Falls High School, the two faculty aimed to assist Central Falls students in reaching personal goals of graduating high school and attending college.