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Universities in the United States have a longstanding tradition of embracing teaching, research and service as their trinity of purpose. These traditional concepts have been transformed by new thinking that seeks to preserve the traditions of the past while seizing the learning-oriented climate of the present. Learning, discovery and engagement have come to be the renaissance terms that speak of a university learning environment that is dynamic, collaborative and democratized. The Kellogg Commission on the Future of State and Land-Grant Universities has best articulated the essence of this new commitment to service in the 21st century in a report titled “Returning to Our Roots: The Engaged Institution.”

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The Project for Public and Community Service is one notable example of an organization that has been established in light of the renewed commitment being made to service by many of the major universities. Members of this organization see it as one manifestation of the level of commitment on the part of members to seek to assist institutions of higher education to be more socially responsible. As a result of such efforts, many of our nation’s most prestigious universities have created public service centers the equivalent of the Elrod Center.

An emphasis is also being placed on service-learning or community-based learning. Many have found that by linking academic needs and community needs, students and faculty enjoy an enriched learning environment. A “classroom without walls” provides a means by which professors may select a “laboratory” that strengthens the intensity of the learning process. Ouachita has a longstanding tradition of defining itself as an institution committed to service and the development of students who are servant leaders. The earliest mission statements of the university reflect Ouachita’s early leaders’ desire to nurture graduates who will serve God and mankind with skill, commitment and integrity.

In August 1995, the strategic plans of Ouachita reflected a desire to rethink and revisit our commitment to service. The second phase of Ouachita’s Decade of Progress Campaign (Oct. 1995 – Dec. 1998), "A Compact for a Renewed Community," stated that a Center for the Study of the Family would be established and an endowment of $1 million would be raised to provide program support. By early 1997 Ouachita's development and president's offices secured an initial grant to establish such a center. With the involvement of Dr. Roger Sublett of the W.K. Kellogg Foundation, Dr. Ben M. Elrod, president; Dr. Andrew Westmoreland, vice president of development; and Margaret Wright, development officer, a grant in the amount of $82,175 was secured to begin a pilot project.

First Year Pilot Project Summary (1997-98)

  • Dr. Ben Elrod appointed Ian Cosh to be the chairman of the task force charged with oversight of the project.
  • task force of 20 faculty, staff and students was formed to help implement the grant.
  • An advisory council of community leaders was formed.
  • Staff members of Cornell University’s Public Service Center were hired as consultants.
  • A workshop for 100 key student leaders was held to discuss public service, volunteerism and service-learning.
  • Dr. Ruth Bunous of Cornell conducted a workshop for faculty leaders to discuss service-learning and other related public service issues.
  • A service-learning course titled Issues in the Family and Community was offered. Nine students enrolled and worked with the Head Start and Parents as Teachers programs.
  • The following service agency workshops were held: Parenting Skills, Communicating with Children, Nutrition for Children and Music for Children.
  • Expert-In-Residence programs featured Dr. Ken Canfield, president and founder of the National Center for Fathering, and Dr. Charles Figley, traumatologist from Florida State University.
  • A Spring Break Enrichment Camp was held in collaboration with the Arkadelphia Public Schools by 33 Ouachita students and involved 66 children. Day Enrichment Camps were held as follow-up activities.
  • Tiger Serve Day was established to provide a mass introduction to community service.
  • A Summer Tiger Serve Team was formed with six students to aid in tornado cleanup with a total of 2,500 hours worked.
  • A supplementary grant of $28,000 was given by W.K. Kellogg to help with tornado-related projects.
  • The America Reads Challenge program was established as a university and public school collaboration.


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