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Earn, Learn, and Serve: Getting the Most from Community Service Federal Work-Study

Edited by Erin Bowley

  1. Table of Contents
  2. Introduction
  3. History of FWS
  4. Principles of Good Practice
  5. Developmental Matrix
  6. Partnering with Financial Aid
  7. Higher Education's Best Kept Secret
  8. State Compact FWS Work
  9. Campus Models
  10. Appendices
  11. Index of Campuses Profiled

This project was made possible with support from the Corporation for National and Community Service under Learn and Serve America Grant No. 00LHERI18800.

Opinions or points of view expressed in this document are those of the authors and do not necessarily reflect the official position of the Corporation for National and Community Service or the Learn and Serve America program.


Service-Learning Course Design for Community Colleges

Developmental Matrix for Community Service Federal Work-Study

The purpose of the Development Matrix is to assist the leaders of community service Federal Work-Study (FWS) efforts in planning for future development of their programs. Users of this document should begin by identifying the level (1 – 4) that best describes each element of their current community service FWS efforts. Different program elements may fit in different levels. Leaders are then encouraged to work with colleagues on campus, students, and partners in the community to establish specific goals for development in some or all program element areas (for example, striving to move up by one level in Program Element areas 1, 5, and 8 within 18 months).

Developmental Matrix for Community Service Federal Work-Study
Development Matrix opens in a new window.

Note that these levels do not represent chronological stages of development in all cases. In addition, institutions may find that elements of their current program fall into more than one level; users should strive to identify the level that most represents current realities. The descriptions may need to be reworded for some institutions. Program elements that appear in Levels 1 or 2 should not necessarily be considered "wrong" or "weak." They may be important steps in laying a foundation for a more fully developed program in the future.

Based on observation, Level 1 represents the majority of U.S. institutions of higher education today (with the exception of Program Element #10, since the vast majority of institutions do meet the 7% mandate). Level 2 represents good efforts to strengthen elements of the community service FWS program. Level 3 represents elements of a very solid program. Level 4 represents an exceptionally high-quality program. (Few institutions currently achieve this level.)

Based on "Principles of Good Practice in Community Service Work-Study" by Erin Bowley and Marsha Adler (Campus Compact, 2002).