1. Service-Learning Contact Information

2. Service-Learning Fact Sheet

Montgomery County Public Schools (MCPS) believes that student service learning (SSL) addresses recognized community needs and is connected to curriculum goals. All service learning in the areas of indirect service, direct service, and advocacy include the phases of preparation, action, and reflection. Quality service learning provides the student with knowledge, skills, attitudes, and career exploration opportunities that lead to effective citizenship in an increasingly diverse and interconnected world. MCPS is committed to quality service-learning experiences for all students.

Students complete service learning through curriculum connections, co-curricular activities, and with nonprofit, tax exempt, community organizations.  Representatives from nonprofit community organizations are trained and registered as pre-approved for SSL in collaboration with the Montgomery County Volunteer Center. 

•  Students may earn SSL hours from the summer after Grade 5 until graduation.
• Students may earn SSL hours by successful completion of specific middle and high school courses and full participation in the service-learning aspects.
•   Students may earn SSL hours by involvement in school-sponsored clubs and organizations that have a service focus.
• Students may earn SSL hours by involvement in special activities approved in advance of the service with non-profit, tax exempt organizations that are not pre-approved.
• Students may earn SSL hours by involvement in activities with pre-approved non-profit, tax exempt community organizations.  All activities with community organizations must be pre approved. Pre approved opportunities may be found at the Web site www.mcpsssl.org or through approval of MCPS Form 560-50, Application for Student Service Learning Special Activity in advance of any service with an organization that is not listed as pre-approved.
• SSL coordinators in every middle, high and in two elementary schools are available to provide information regarding service-learning opportunities and document SSL hours accumulated by students.
• Awards for exceptional service include:  the superintendent’s Student Service Learning Award given to middle school students who document 75 or more hours of service between within a one year period (May 2-May 1);and the  Certificate of Meritorious Service for those graduating seniors who have contributed 260 hours or more by the time of graduation.
• Students turn in documentation of service learning experiences to the school SSL Coordinator during each semester service is provided, and by the end of September for summer service activities. Students keep copies of all SSL forms for their records.

 

Breakdown:

•  Students earn 10 hours for full participation in the service-learning activities and successful course completion of Grade 6 science, Grade 7 English and Grade 8 social studies.
• Students may earn SSL hours for full participation in the service-learning aspects and successful completion of selected high school elective courses identified in the Course Bulletin.
• Students may earn SSL hours for involvement in activities with non-profit, tax exempt community organizations that are pre approved for SSL.
• Students may earn SSL hours for involvement in service learning activities promoted by school sponsored clubs and organizations.

Reporting: Accumulated SSL hours are reflected quarterly on student report cards.

Transfer Policy: Documentation of service-learning hours contributed by students with non-profit organizations prior to enrollment in MCPS is accepted at the time of registration.

Beginning with the class of 2011, the student service-learning (SSL) graduation requirement will be prorated based on first time enrollement in MCCPS according to the following schedule:

• Enrolled in MCPS in Grade 6 or enter MCPS for the first time in Grade 6  = 75 hours required for graduation
• Enroll in MCPS for the first time in Grade 7  = 65 hours required for graduation
• Enroll in MCPS for the first time in Grade 8  ― 55 hours are required for graduation
• Enroll  in MCPS for the first time in Grade 9  ―45 hours are required  for graduation
• Enroll in MCPS for the first time in Grade 10― 35 hours are required for graduation
• Enroll in MCPS for the first time in Grade 11 ―20 hours are required for graduation
• Enroll in MCPS for the first time in Grade 12 ―10 hours are required for graduation

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3. Teacher Fellows (see overview)

Jennifer Hallmark, 2004, Benjamin Banneker Middle School, 301-989-5765, Jennifer_A_Hallmark@mcpsmd.org

Approximately eighty-five Banneker Middle School students participated in a local Help the Homeless mini-walkathon around the community to raise funds for two local organizations (Montgomery County Dental Clinic and Threshold Services). These organizations contacted the school indicating their need for funds to keep their services in our neighborhood. Students decided the walkathon would be an efficient way to raise awareness and money. Students advertised, coordinated, pledged, participated, and reflected on the project as a group. We raised over $1200!

Meet a recognized community need: Both organizations help citizens in our immediate school area with free dental care, counseling, mental illness medication, and homeless assistance. This project helped raise awareness and funds to continue these critical programs.

Achieve curricular objectives through service-learning: Curriculum content such as citizenship, belonging to a community, and environmental issues were addressed. Through this project, student knowledge about the issues of homelessness were increased. Students had to apply business skills such as advertising, developing a plan, collecting money, and reflecting upon results. We developed next steps for next year as well.

Reflect throughout the experience: Students had to write P.A. announcements after listening to presenters from the organizations. We had two speakers visit classrooms throughout the school to educate students on the issues of homelessness. Students met at the end of the project as a group and reflected on the process. We took pictures and documented our success in community newsletters.

Develop student responsibility: Students were in charge of determining how we were going to raise funds, learning about and raising awareness of the issues of homelessness/mental illness to the whole student body, collecting money, and responsible for completing the walk. This process helped students realize their social responsibility to the community.

Establish community partnerships: The community partnerships were created with Montgomery County Dental Clinic and Threshold Services. The organizations had heard about our fantastic service reputation (our principal was the 2003 Service-Learning Principal of the Year) and they contacted me to see if we could help. Both partners are within a ten-mile radius of the school.

Plan ahead for service-learning: We prepared and planned ahead for the project by getting a small group of service club members together to discuss how we could help our community partners. We decided to participate in a mini-walkathon. We invited speakers from the organizations, looked up area homeless statistics, and developed an action plan for the project. Once students heard about the project on the announcements, students were eager to participate. A total of approximately 85 students participated in the walkathon.

Equip students with the knowledge and skills needed for service: Students acquired new knowledge about the issues of homelessness and mental illness that occurs in our immediate area. Students realized that homelessness is not just being without a home but that many factors are involved. If we help our neighbors and businesses, we all can have an impact. Students felt a sense of duty, accomplishment, and pride in their work.

Janet Scollick, 2004, Einstein High School, Janet_M_Scollick@mcpsmd.org

The Graffiti Project was a very successful service project that involved over 75 students in 6th, 7th and 8th grade. This was a partnership project sponsored by the National Council to Prevent Delinquency (NCPD). Research Director, Ms Faith Weilder was their project coordinator. The culminating activity was a beautiful student mural depicting the values, goals, and themes of Julius West Middle School. The installed mural contains 40 panels and is 144 feet in length. It was installed in the school cafeteria so all students are able to enjoy the project and reflect on the values and themes of our school.

Meet a recognized need in the community: Students learned about the impact graffiti and vandalism has on our community as they read news reports about the local, national and international problems of graffiti. Students watched TV news channels as they described the problems and interviewed victims of graffiti vandalism. All of this reinforced the need for graffiti prevention in our community and identified this as a recognized need in the community.

Achieve curricular objectives through service-learning: The curricular objective met through this project included reading for information and following directions, which supports our school improvement plan objective. Students developed vocabulary that they incorporated in their creative writing assignments. The project required lots of teamwork and cooperation as students learned the proper use of public space. Students discussed legal issues, responsible citizenship and the importance of maintaining a safe and clean environment. Math skills were tested as students estimated the high cost of cleaning up vandalism for cities and their citizens. Lessons were created that would meet the needs of our student population, address the MSSA/MSDE Maryland State Department of Education/Maryland Student Service Alliance (MSDE/MSSA) Best Practices, as well as address the local, national and international problem of graffiti.

Reflect throughout service-learning experience: Student reflection occurred throughout the project. Raps and poems were written to express how graffiti and vandalism negatively affect our communities and nation. The students completed a reflection document that provided an opportunity for them to define their feelings and attitudes about the proper use of public space.

Develop student responsibility: High quality service-learning allows students to take leadership and ownership over the projects performed. The students certainly accomplished this best practice and, in fact, were involved in decisions regarding the details of the mural project from the beginning. The students selected the themes, color and designs for the mural. What do we want students to see when they look at the mural? How does it reinforce school values and expectations? The students came up with wonderful ideas and the professional muralist did an outstanding job of taking all student ideas and creatively arranging them on the mural. Lots of brainstorming of ideas took place throughout the project and all ideas were viewed as valued contributions.

Establish community partnerships: A partnership with The National Council to Prevent Delinquency was formed in June 2003. Project coordinator, Faith Weilder meet with me throughout the summer and early fall to establish guidelines, create curriculum, and establish a timeline. Ms Weilder was introduced to the students and she explained the project and described objectives and goals. Although the project is over, Ms Weilder and I continue to collaborate on ways to extend and improve the pilot project. Interactions with caring adults and civic-minded people provide positive role models for our students. This transfers into respectful behavior and promotes a sense of community and appropriate aspirations.

Plan ahead for service learning: The planning for this project began in June of 2003. Ms Weilder, the Research director and I met throughout the summer to plan and discuss goals and objectives. We discussed student needs, 7 best practices, school improvement plan, and curriculum material. Lessons were created to meet the needs of our student population. The students also participated in the planning process as they identified graffiti education/prevention, as a real community need. Students were exposed to vocabulary, graffiti types, financial burdens to cities and victims, and appropriate use of public space. Students planned the mural design, PA announcements and JAG news segments to educate the student body on the need for graffiti prevention.

Equip students with knowledge and skills needed for service: The curriculum was designed for students in 6th, 7th, and 8th grade. Prior knowledge was assessed in each class. Vocabulary was presented and explained. News articles, video clips, samples of graffiti types, cost analysis sheets were explained. Once the background information was complete, students were aware of graffiti, vandalism, and the impact that it has on communities. Students learned techniques for creating a mural as they worked side by side with a professional muralist. The classes were well prepared to create a beautiful mural that showed teamwork, dedication, creativity, and knowledge and skill.

Wende Borowski and Brad Hoffman (Brad is no longer in MCCPS), 2004, Somerset Elementary School, 301-657-4985, Wendeline_J_Borowski@mcpsmd.org

At Somerset Elementary, we have developed a K-5 sequence integrating service-learning as a teaching strategy with other aspects of the Montgomery County curriculum, where each grade has a focused curriculum area that integrates our MCPS academic indicators, curriculum standards, character education connections and service opportunities. Each grade level project is further connected to the county guidance five domains: personal development, academic development, interpersonal development, healthy development and career development. The school counselor addresses these domains through school-wide assemblies, classroom lessons, and small-group meetings.

Meet a recognized community need: Our school community has a long history of engaging in community service. However, we wanted to meet an authentic need in our community by designing effective service-learning projects that were curriculum-based and linked to academic content and standards. We also wanted to develop a consistent approach across grade levels by providing opportunities for young people to give back to their communities while studying academic disciplines. Each grade level team chose an area of the curriculum where they were most interested in integrating a service opportunity for students. Community needs met by our students include improving the habitat of a local stream, connecting with senior citizens in an intergenerational study, lifting spirits through poetry readings and "thoughtful treasures" for the sick children at the National Institute of Health's Children's Inn, and helping the homeless population in Montgomery County.

Project Summaries by Grade Level:
Kindergarten: Students develop relationships with senior citizens through shared reading experiences. 1st grade: Students write original poetry to send to patients at National Institute of Health at the Children's Inn. 2nd grade: Students study butterflies of Maryland and help a partner school to construct their own butterfly garden. 3rd grade: Students compare a plant's life cycle to a human's life cycle by engaging with senior citizens. Students write a biographical sketch of the seniors they interview. 4th grade: Students are improving the health of a local stream after studying the effects of erosion at the Chesapeake Bay. Students harvest natural bay grasses in their classrooms to be transplanted into the Chesapeake Bay. 5th grade: Students read and critique non-fiction vignettes about service-learning experiences through the Peace Corps. One of the fifth grade classes is focusing on studying the homeless problem in Montgomery County and leading the school in an indirect service project to gather supplies for homeless shelters.

Achieve curricular objectives: First, we identified targeted objectives and essential questions. Then we made natural connections to other areas of the curriculum (i.e. reading, writing, math, social studies, science, art, listening, and/or speaking). A project description was designed for each grade level. Following the format used in the Service Learning Tool-Kit designed by the Education Commission of the States and Compact for Learning and Citizenship, we developed grade level charts that communicated the targeted learning indicators with their associated classroom activities and service activities.

Reflect through the service-learning experience: Students reflect throughout the implementation of these projects. Students have opportunities to reflect during classroom meetings, oral dialogue and journal reflections. Younger students reflect orally and pictorially. As students complete projects, they communicate their reflections via our school website, PTA newsletter and our end of the year school wide "Awards Assembly".

Develop student responsibility: As students become involved in specific service-learning projects, a strengthened sense of social and civic responsibility was fostered. Having authentic opportunities to apply their classroom learning increased student motivation and participation. Structured reflection time helps students to develop a heightened awareness of community needs by making meaningful connections to their peers, teachers and their community. Students' risk-taking skills were also enhanced. By engaging students directly in the process of planning, making decisions, and assessing what was learned from their experiences, students took the lead in finding solutions to problems and becoming more cognizant of the needs in their own community and the importance of service.

Establish community partnerships: We have enlisted the help of local senior centers, the Chesapeake Bay Foundation, entomologists at the Smithsonian Museum of Natural History, and a core group of parents that form a school service-learning committee. Our school's non-profit foundation was essential to the development and follow-through of these projects, ensuring funds and guidance.

Plan ahead for service-learning: Our school's foundation was instrumental in the development and oversight of these projects. After submitting a grant proposal to the Somerset Foundation this summer, we began developing a bank of service-learning possibilities for each grade level. Each team leader submitted areas of the curriculum in which they wanted to integrate service-learning opportunities. Upon completing the curriculum writing, we led two staff trainings, highlighting service-learning as a teaching strategy, and we led a PTA meeting to share our work with the community.

Equip students with knowledge and skills needed for service: A variety of learning goals are met through these projects. A common goal for every grade level is citizenship. Additionally, each grade level connects to age-appropriate language arts objectives. For example, first graders are writing poetry for personal expression, while third graders are writing to inform their audience about the life of a senior citizen. Projects have either a science or social studies focus. Fourth grade's project, for example, connects the study of geographic characteristics in social studies with the "Ecosystems" unit in science.

Kathy Megyeri (retired), 1993, Sherwood High School, 301-924-3200  (retired)

1996: "Operation Teddy Bear" students collect stuffed animals for the homeless shelters. Students also go to senior centers for one hour to interact with the seniors at a day-care facility.

1995: Our students serve severely and profoundly handicapped students and ESOL students right here in the building on a daily basis. ESOL students translate documents into Russian, Spanish, Bengali and Korean for Montgomery General Hospital.

Ava Mendelson (retired), 1994, Rosa Parks Middle School (family and consumer sciences), 301-924-3180, Ava_Mendelson@fc.mcps.k12.md.us , Kids Sew for Kids (retired)

Kids Sew for Kids is a service-learning project that is infused into a Family and Consumer Sciences (FACS) eighth grade program that incorporates sewing skills. Students develop sewing skills as part of the curriculum and then use their skills to complete service projects. Students survey the community, sew various items for people who are sick or children in need in the area, and reflect upon their work. Projects include clothing, stuffed animals, beanie babies, and drawstring bags to mention just a few. Best practices:

• There are many children in need in our community and by sewing items for them we hope we are helping. Local camps for cancer call and ask us to sew drawstring bags for their campers. The Pioneer Clubs ask us to sew Hug-A-Bears that are sent to the local hospital and police. As the program has grown, more local groups are calling us to ask for specific help. We have also provided help outside of our local community and helped kids across the U.S. with some of our projects like Happy Hats.
• Sewing skills are part of the FACS curriculum. When the students complete their sewing projects for as part of a service activity they are accomplishing two goals at the same time.
• Students are asked to reflect on their projects throughout the unit. They not only judge their own sewing skills, but also look at the significance of their contribution. The receiving agency generally comes and speaks with students at some point during the project.
• Students are responsible for all steps in the sewing process. Some students initiate projects and complete all plans for it. For example students decided to sew fabric Halloween goody bags which they donated, and delivered to local Head Start programs.
• Fabric stores are sometimes willing to donate items or discount things for projects. We entered a Washington Post contest and won tickets to an ice show which we used as the celebration part of the project. The community Pioneer Club works closely with the program as well.
• Planning ahead is essential. Once projects are selected sewing supplies must be available for students to use. Also, planning for guest speakers who can discuss the issue area our project is addressing, videos, etc. help make the project more meaningful for students.
• Our projects always include the steps of preparation, action, and reflection. Students need to understand what they are doing as well as why they are doing it. They need background information on the project which can be provided through guest speakers, videos, readings, discussions, etc. We try to help students develop an understanding of the complexity of the issue they are trying to address and how their efforts will help meet a real community need.

Anne Marill, 2002, Magruder High School

Our school conducts and annual school supply and clothing collection for those in need. Best practices:

• We were made aware of the need for school supplies through The Learn Shop, Inc. who requested these items for distribution to people in need in the urban and rural areas of our local community, the state of Maryland, throughout the United States and the world. This project was so successful that in June 2000 the school collected 49 boxes of supplies and clothing and received television and local newspaper attention for our tremendous accomplishments. In the 2000-2001 school year, we had three different collection efforts spearheaded by the enthusiastic participation of our June 2000 core group as well as new recruits. In April, 2001 (during our spring vacation), a team of students washed, dried, sorted, folded, counted, boxed and labeled 31 boxes of usable unclaimed clothing. These boxes were given to The Learn Shop, Inc. for distribution. At the end of the 2000-2001 school year, we collected usable (recyclable) school supplies during our end of year locker clean out. This collection yielded 15 boxes of school supplies that were given to The Learn Shop, Inc. for distribution.
• These activities are a natural outgrowth of the Montgomery County 7th grade English unit on Belonging.
• Throughout this project, students continuously reflected on the benefits of this project to themselves, the recipients of the supplies and the community at large. Student-to-student interaction precipitated awareness that surplus items within our school could be used to alleviate shortages in other communities and ours. Students learned that giving time and energy to help others could be a very rewarding experience. The students involved in this project provided a service to the community, which created a sense of belonging and contributing to their community for the students.
• A collection crew circulated throughout the school during our end of the year locker clean out accumulating usable (recyclable) school supplies. They spent countless hours sorting, counting, boxing and labeling these supplies. When we became aware of the many unclaimed clothing items in the school's lost and found, we asked The Learn Shop, Inc. if we could add these items to our contribution. The Learn Shop, Inc. gladly accepted our offer, which added another responsibility to the student crew. The crew then washed, dried, sorted, folded, counted, boxed and labeled all usable unclaimed clothing.
• The Learn Shop Inc. was our primary partner.
• In order to plan our initial project, I established and assembled a core group of interested students and explained The Learn Shop, Inc.'s request. As a result of our meeting, the students took the responsibility for publicizing the event, creating the collection containers and setting the stage for a successful school wide service-learning project.
• Students learned about the need for school supplies and clothing locally, nationally and internationally. They also learned specifically about the needs and life of young people in Kenya, a location where a special school chest of supplies was sent by our school.

Judith Wilson, 2000

The fourth grade PACE students in the Maryland Service Club at Carver Elementary School in St. Mary's County performed their last community project of the school year in early June, 2000. The students in Carver's Program of Advanced Challenge and Enrichment (PACE) applied for a grant from the Chesapeake Bay Trust under the direction of Carver's Instructional Resource Teacher (me). Through this authentic writing activity, the students received funding to stencil "Don't Dump" on the storm drains in the Southampton neighborhood around their school. Students learned about the importance to "Save the Bay" in this community project. Best practices:

• While walking to their small Title I elementary school, many students had noticed trash in the gutters near the storm drains. It was not until our club's discussion about the environment and ways to save the Bay that the students realized that this debris along their sidewalks would eventually wash into and contaminate the Bay that was less than three miles away.
• The fourth graders through their PACE Maryland Service Club applied the economic concepts they had been studying to a real world situation- an obvious environment problem in their Southampton community. They became the human resources who used capital resources (paint and stencils) to provide a service (stenciling the storm drains) for their school's community. In doing so, they learned the importance of environmental preservation as well.
• The students first had to analyze the potential environment danger in their community. The club's discussion focused on the questions asked in the Chesapeake Bay Trust's grant application. Through the authentic grant writing process, each student had a part to complete within the grant application. After providing the service, the students wrote reflections in their learning logs. One student responded, "I learned that stenciling the words "Don't Dump" on the neighborhood's storm drains receives good comments. I felt good when both the Chesapeake Bay Trust and the County Commissioners approved our project. I hope that other kids are not afraid to help their school or community." Students also sent their reflections to the Chesapeake Bay Trust to fulfill their grant requirements.
• The students themselves wrote the grant to receive funding from the Chesapeake Bay Trust. The club members always run each Maryland Service Club meeting by following scripts which allow them to role play according to parliamentary procedure.
• The students along with the school's DARE officer went out in the Southampton community to stencil storm drains. They had asked permission from the Board of Public Works as well as the County Commissioners before embarking on this project. Via this grant, they have established a working relationship with the Chesapeake Bay Trust.
• Parent's permission was obtained prior to the student service learning project. Because the club had to apply for a grant, they had to prepare an action plan for the Chesapeake Bay Trust. Students always fill out an action plan for every monthly service project.
• The club members learned how the trash is washed into the bay via storm drains and how such contaminants affect the health of the bay and its inhabitants. The students also " live and breathe" such economic concepts as human, natural, and capital resources when providing goods and services as they perform student service-learning projects.

Madeline Yates, 1999, Formerly a middle school teacher in Montgomery County (World Cultures, Enrichment, Service-Learning & Social Issues)

The 7th and 8th grade students on the Quest Team at Eastern Middle School took an elective class on service-learning through which they raised materials and money (indirect service) to benefit people who had been affected by Hurricane Mitch. We specifically worked with a sister-city organization, Project Gettysburg Leon, which had a 15+-year history linking citizens of the US with people in Nicaragua. The Eastern students studied about contemporary Latin American issues and learned about the difference between humanitarian aid and long-term development (prevention). They studied global economics and socio-economic status, and they learned specifically about the methodology of service-learning which includes preparation, action, and reflection. The students finally taught other students in classes around their school about the underlying causes of the devastation of the hurricane and advocated help for the Central American residents who were set back 30 years economically. (Poverty and the economics of underdevelopment are underlying causes of the gross devastation; if Hurricane Mitch had hit Florida, not Central America, estimates are that 100 people would have died, not 1100.) More than five packed carloads of clothing and supplies were gathered, and over $1000 in donations were raised by Eastern Middle School students. More importantly, many students came to better understand how their own lives and lifestyles affect people in other countries, and how they are really capable of having a positive impact on many people's lives. Best practices:

• The students chose to respond to the need of the Hurricane Mitch survivors because it was a clear, real need. However, knowing there is a general need (for "things") is different from knowing the specific needs of people in Nicaragua, so the students wrote an email to the coordinator of Project Gettysburg Leon (in Nicaragua) to find out what the most pressing real needs were. The students then posted this list on email so faculty could tell their classes what items to bring in. (Example, summer, not winter clothes. Bandages, but not medicine.)
• 7th and 8th grade social studies in Montgomery County focused on world cultures. As part of the world cultures curriculum students are to learn about the connections between various countries: economically, politically, historically, and culturally. Specifically the 8th grade curriculum includes a focus on Latin America. Thus it was very fitting that the students learned about the history of Central America and how U.S. fast food companies use meat from cattle raised in Central America - which reside in the desirable low-land agricultural regions, which poorer people are forced to live on the less desirable hillsides. When the hurricane came, the infrastructure of poverty (non-reinforced buildings) and deforestation of the hills contributed to the massive mudslides which killed many people.
• The students did written warm-ups at the start of every period which led their questioning from facts, to higher-order thinking, to personal reflection on an issue. The students reflected verbally on their group process in deciding on a project, and did a personal paper-reflection at the completion of the unit.
• Students formed committees to accomplish various parts of the project. Some students trained, then educated their peers by speaking to other classes about these issues. Some students prepared PSA's for the morning announcements. During a fundraising car wash, some students were responsible for a) collecting funds raised b) bringing in supplies needed c) monitoring other students during the car-wash. All students were supposed to become spokespeople and advocates, able to explain the purpose of the project.
• In order to ship the materials collected and funds raised to Nicaragua, we worked with a local community based organization: Project Gettysburg Leon (a sister city organization). Even though the immediate need for hurricane relief has subsided, this non-profit organization continues to provide support for Nicaragua. They are also a conduit for paintings done by students and artists in Nicaragua.
• Prior to the beginning of the course, the faculty got together to plan for the spring semester. The students also actively planned their material aid drives and the fund-raising car wash. They made lists of things to do and time-lines in which to accomplish them.
• Not only did students really study the underlying structural issues involved in the devastation of the hurricane and current economic conditions in Nicaragua, they also had several guest speakers come talk to them about philanthropy and social justice. Older students from local high schools who had been honored for their involvement in service also came to speak to our students about the graduation requirement, and the importance of preparation, action and reflection. Students who had never previously organized a fund-raising campaign even learned the technical details of advertising and getting needed permission and training to do a major car wash. Students reflected on when they themselves were the recipients of service, and what service they hoped to offer others in the future.