This coordination plan worked reasonably well in academic year 1995-96. Over the course of two semesters, nearly four hundred students provided more than eight thousand hours of community service that would not have been provided otherwise. We held a second summer institute in May 1996 and are currently developing our overall coordination plan for 1996-97. The new plan pays much more attention to student orientation, evaluation of learning outcomes, reducing faculty paperwork responsibilities, and sustainability. We also hope to make stronger connections to Student Services and Student Activities.
Administrative support remains at a high level.
The dean of instruction provides three credits of assigned time per semester, office space, photocopying access, computer equipment and Internet access, and some clerical support. The provost is a strong advocate for service-learning, having benefited from his community service activity during his university experience. The chancellor of the University of Hawaii Community Colleges system has supported the involvement of all eight UHCC campuses in the Hawaii State Campus Compact, and the University of Hawaii system president is a former member of the national executive board of Campus Compact. I basically adopted a cultural anthropological methodology in developing my mentoring strategies. In terms of service-learning and campus culture, some of the key components include administrative support, in particular, the role and commitment of academic deans and the dean of students, current educational initiatives, types of vocational education programs, and the college's history of involvement in the community.