MAKE IT LAST FOREVER: THE ... - National Service Resource Center

transportation. Teacher minigrants
(and occasionally
student mini-grants) are widely
available, although in many
cases, external funds are not
needed because the necessary
resources are provided by the
school or district or parent
teacher organization. However,
many projects can be done
without any money at all.
Partnerships: Projects can be done in
collaboration with numerous
private and public sector
entities. As an educational
strategy, service-learning can
be formally integrated into such
initiatives as school-to-careers,
Title I, or character education.
The promotion of servicelearning
can also be shared by
non-profit organizations, and
regional centers throughout
many states engage various
types of stakeholders in the
support of the approach.
Resources: To share project examples and
ideas, curriculum integration
processes, and facilitate
effective training, various
manuals, guides, books,
articles, newsletters, curricula,
videos, and web sites are
produced and widely
disseminated and promoted.
Evidence of Impact: Research, conducted internally
by teachers or externally by
professionals, may demonstrate
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Projects become successful and
permanent by developing stable
long-term relationships with
other stakeholders, particularly
at the local level. In sharing the
responsibility for disseminating
service-learning, through
training, publications, and
technical assistance, advocates
make it an integral part of
numerous educational
initiatives. Community support
can sponsor many efforts and
facilitate citizen involvement in
education.
These resources facilitate
networking and the expansion
of successful project models,
expose the uninformed to the
power of their work, and make
it easier to raise in-kind and
financial support.
Research findings can support
communities in adopting
service-learning policies and
and volunteers.
Isolation often results in onetime
projects and little interest
in organizing future initiatives.
The lack of local support,
particularly when other faculty
are disinterested, is
discouraging for teachers and
students.
Successful models are more
difficult to replicate without
support materials. The
community may not fully
understand the scope of the
service-learning activities
completed.
Service-learning may be seen
as a non-essential or
extracurricular activity which,