Public Art Becomes Service-learning Project for Local College
Students
(Excerpt from Encore Arts, Wednesday, April 22, 2009)
By Robin Clark
Volunteers for a local nonprofit arts organization came from an unusual source this month. The Andres Institute of Art, the
largest free sculpture park in New England located in Brookline, was the volunteer focus for a group of Daniel Webster
College students on April 17.
The students are engaged in a first-year seminar class titled “Civic Leadership and Public Art.” An important component
of this class (designed for incoming freshman) is a service-learning requirement. First-year seminar is a class designed to
assist students in making a successful, intellectual transition to college; introduce students to the general education
cultural core; and enhance leadership skills and community engagement. Each seminar has a unique area of service-
learning focus, such as working with the Humane Society or raising funds for environmental protection efforts. This
semester public art became the area of concentration for two seminar classes.
The Andres Institute of Art actively engaged with educating Daniel Webster students. After conducting a video interview
with board president Darold Rorabacher, a guest presentation by Institute trail volunteer Anna Szok and viewing multiple
slides of the powerful sculpture located on Big Bear Mountain in Brookline, approximately 40 students were ready to step
into service.
Students engaged in helping to restore order along the numerous trails that connect more than 50 sculptures located in
the park. The ravages of winter can be fierce, and the students will work to clear trails and sculpture sites to allow for
ready access by park visitors. Knowing that the park is free to the public and funded entirely by donations, the students
realized the valuable contribution they are making to the community. Though many are area residents, none had visited
the Andres Institute. They were excited about seeing the sculptures in person, and were ready to roll up their sleeves for
some “spring cleaning” of the park.
Daniel Webster College, along with many other local colleges, advocates the importance of service-learning in helping
students to connect classroom learning with community needs and opportunities. In a state known for its volunteerism,
students such as these stand out for their fresh enthusiasm and willingness to explore new ways of serving our community.
Community service and civic engagement have a long history on American campuses beginning in the 19th century and
finding revitalization in the 1960s, 1980s and today. For example, community service activities in Greek-letter
organizations and campus faith-based groups have had an enduring presence on campuses. The Civil Rights Movement
of the ’60s, the formation of the Peace Corps in 1961 and Volunteers in Service to America (VISTA) in 1965 brought a
new passionate energy to activist education by engaging young people and giving them real opportunities to make a
difference in the world. It was during this time period that the early pioneers of the service-learning movement began to
emerge and attempted to combine “service” with “learning” in a direct and powerful way.
In 1969, these pioneers and others concerned with higher education and community service met in Atlanta to discuss the
pros and cons of service-learning and the importance of implementing these types of programs in American colleges and
universities. Sponsors included the Southern Regional Education Board, the city of Atlanta, Atlanta Urban Corps, Peace
Corps, VISTA, and the U.S. Department of Health, Education and Welfare. The participants in the conference came up
with the following recommendations:
1. Colleges and universities should encourage students to participate in community service, help to make sure that
academic learning is a part of this service and give academic recognition for that learning.
2. Colleges and universities, private organizations and federal, regional and state governments should provide the
opportunities and funds for students wanting to participate in service-learning.
3. Students, public and private agency officials and college and university faculty should all participate in the planning and
running of service-learning programs.
Since that first conference service-learning scholars and participants have been advocating for these same
recommendations, and the vibrant and vital discussion of the best practices and ideas for service-learning continues to
this day.
The early to mid-’80s saw a resurgence of interest in campus service and service-learning, with a national initiative to
promote service among undergraduate students. National service efforts were launched across the country, including the
Campus Outreach Opportunity League (1984), which helps to mobilize service programs in higher education; the National
Association of Service and Conservation Corps (1985), which helps replicate youth corps in states and cities; National
Youth Leadership Council (1982), which helps to prepare future leaders; and Youth Service America (1985), through
which many young people are given a chance to serve. And in 1985, the Education Commission of the States began
Campus Compact.
The period from 1989-90 saw the creation of the Office of National Service and the Points of Light Foundation in order to
foster volunteering at a national level. This led to the National and Community Service Act of 1990, which was passed by
Congress and signed by President George H.W. Bush. The legislation authorized grants for schools to support service-
learning and demonstration grants for national service programs to youth corps, nonprofits and colleges and universities.
It also created the organization Serve America, the goal of which was to “distribute grants in support of service-learning in
order to simultaneously enrich the education of young people, demonstrate the value of youth as assets to their
communities and stimulate service-learning as a strategy to meet unmet community needs.”
In 1993, President Clinton approved legislation that repositioned Serve America, as well as the AmeriCorps and Senior
Corps programs, under one roof with the creation of Learn and Serve America.
We invite others to submit to The Arts Corner. Call Meri Goyette 882-1613.
Students
(Excerpt from Encore Arts, Wednesday, April 22, 2009)
By Robin Clark
Volunteers for a local nonprofit arts organization came from an unusual source this month. The Andres Institute of Art, the
largest free sculpture park in New England located in Brookline, was the volunteer focus for a group of Daniel Webster
College students on April 17.
The students are engaged in a first-year seminar class titled “Civic Leadership and Public Art.” An important component
of this class (designed for incoming freshman) is a service-learning requirement. First-year seminar is a class designed to
assist students in making a successful, intellectual transition to college; introduce students to the general education
cultural core; and enhance leadership skills and community engagement. Each seminar has a unique area of service-
learning focus, such as working with the Humane Society or raising funds for environmental protection efforts. This
semester public art became the area of concentration for two seminar classes.
The Andres Institute of Art actively engaged with educating Daniel Webster students. After conducting a video interview
with board president Darold Rorabacher, a guest presentation by Institute trail volunteer Anna Szok and viewing multiple
slides of the powerful sculpture located on Big Bear Mountain in Brookline, approximately 40 students were ready to step
into service.
Students engaged in helping to restore order along the numerous trails that connect more than 50 sculptures located in
the park. The ravages of winter can be fierce, and the students will work to clear trails and sculpture sites to allow for
ready access by park visitors. Knowing that the park is free to the public and funded entirely by donations, the students
realized the valuable contribution they are making to the community. Though many are area residents, none had visited
the Andres Institute. They were excited about seeing the sculptures in person, and were ready to roll up their sleeves for
some “spring cleaning” of the park.
Daniel Webster College, along with many other local colleges, advocates the importance of service-learning in helping
students to connect classroom learning with community needs and opportunities. In a state known for its volunteerism,
students such as these stand out for their fresh enthusiasm and willingness to explore new ways of serving our community.
Community service and civic engagement have a long history on American campuses beginning in the 19th century and
finding revitalization in the 1960s, 1980s and today. For example, community service activities in Greek-letter
organizations and campus faith-based groups have had an enduring presence on campuses. The Civil Rights Movement
of the ’60s, the formation of the Peace Corps in 1961 and Volunteers in Service to America (VISTA) in 1965 brought a
new passionate energy to activist education by engaging young people and giving them real opportunities to make a
difference in the world. It was during this time period that the early pioneers of the service-learning movement began to
emerge and attempted to combine “service” with “learning” in a direct and powerful way.
In 1969, these pioneers and others concerned with higher education and community service met in Atlanta to discuss the
pros and cons of service-learning and the importance of implementing these types of programs in American colleges and
universities. Sponsors included the Southern Regional Education Board, the city of Atlanta, Atlanta Urban Corps, Peace
Corps, VISTA, and the U.S. Department of Health, Education and Welfare. The participants in the conference came up
with the following recommendations:
1. Colleges and universities should encourage students to participate in community service, help to make sure that
academic learning is a part of this service and give academic recognition for that learning.
2. Colleges and universities, private organizations and federal, regional and state governments should provide the
opportunities and funds for students wanting to participate in service-learning.
3. Students, public and private agency officials and college and university faculty should all participate in the planning and
running of service-learning programs.
Since that first conference service-learning scholars and participants have been advocating for these same
recommendations, and the vibrant and vital discussion of the best practices and ideas for service-learning continues to
this day.
The early to mid-’80s saw a resurgence of interest in campus service and service-learning, with a national initiative to
promote service among undergraduate students. National service efforts were launched across the country, including the
Campus Outreach Opportunity League (1984), which helps to mobilize service programs in higher education; the National
Association of Service and Conservation Corps (1985), which helps replicate youth corps in states and cities; National
Youth Leadership Council (1982), which helps to prepare future leaders; and Youth Service America (1985), through
which many young people are given a chance to serve. And in 1985, the Education Commission of the States began
Campus Compact.
The period from 1989-90 saw the creation of the Office of National Service and the Points of Light Foundation in order to
foster volunteering at a national level. This led to the National and Community Service Act of 1990, which was passed by
Congress and signed by President George H.W. Bush. The legislation authorized grants for schools to support service-
learning and demonstration grants for national service programs to youth corps, nonprofits and colleges and universities.
It also created the organization Serve America, the goal of which was to “distribute grants in support of service-learning in
order to simultaneously enrich the education of young people, demonstrate the value of youth as assets to their
communities and stimulate service-learning as a strategy to meet unmet community needs.”
In 1993, President Clinton approved legislation that repositioned Serve America, as well as the AmeriCorps and Senior
Corps programs, under one roof with the creation of Learn and Serve America.
We invite others to submit to The Arts Corner. Call Meri Goyette 882-1613.
