SLICE  

Member  
Handbook  
2010-­‐2011  
Thayne  Center  for  
Service  &  Learning  

Taylorsville  Redwood  
Student  Center  020  
801-­‐957-­‐4555  
 
 
www.slcc.edu/thaynecenter  
 

 
Table  of  Contents  
 
 
Mission  Statements .........................................................................................................................  
Salt  Lake  Community  College ....................................................................................................... 2  
Thayne  Center  for  Service  &  Learning......................................................................................... 3  
About  Emma  Lou  Thayne ............................................................................................................. 4  
History  of  the  Thayne  Center  for  Service  &  Learning ............................................................. 4-5  
Thayne  Center  Organizational  Chart ........................................................................................... 6  
Thayne  Center  Web  Page  and  The  Exchange ........................................................................... 7-8  
SLICE:  Student  Leaders  in  Civic  Engagement  Vision  &  Mission ................................................ 9  
Commitments  and  Responsibilities  of  SLICE  Members ........................................................... 10  
Commitments  and  Responsibilities  of  Thayne  Center  Staff .................................................... 11  
Reflection  Activity ....................................................................................................................... 12  
Service  Council  Contact  List ....................................................................................................... 13  
Frequently  Asked  Questions ................................................................................................ 14-­‐15
Team  Brainstorm  for  Year  Ahead .............................................................................................. 16

Appendices.......................................................................................................................................  
Project  Planning  Form .................................................................................................Appendix  A  
Sign-­‐In  Sheet .................................................................................................................Appendix  B  
SLCC  Plasma  Screen  Guidelines .................................................................................. Appendix  C  
SLCC  Posting  Guideline ............................................................................................... Appendix  D  
KWL  Chart .................................................................................................................... Appendix  E
What?  So  What?  Now  What?:  A  Reflection  Model ..................................................... Appendix  F  
   

1
  
 
 
 
 
Mission  Statement  

Salt  Lake  Community  College  is  a  public,  open-­‐access,  comprehensive  community  college  
committed  to  serving  the  broader  community.  Its  mission  is  to  provide  quality  higher  
education  and  lifelong  learning  to  people  of  diverse  cultures,  abilities,  and  ages,  and  to  serve  
the  needs  of  community  and  government  agencies,  business,  industry  and  other  employers.  

The  College  fulfills  its  mission  by:  

offering  associate  degrees,  certificate  programs,  career  and  technical  education,  

developmental  education,  transfer  education,  and  workforce  training  to  prepare  
individuals  for  career  opportunities  and  an  enriched  lifetime  of  learning  and  
growing;    
offering  programs  and  student  support  services  that  provide  students  opportunities  
to  acquire  knowledge  and  critical  thinking  skills,  develop  self-­‐confidence,  experience  
personal  growth,  and  value  cultural  enrichment;    
Maintaining  an  environment  committed  to  teaching  and  learning,  collegiality,  and  the  
respectful  and  vigorous  dialogue  that  nourishes  active  participation  and  service  in  a  
healthy  democracy.      

                                                               

 
 

2
  

Our  Vision:  
 
Š‡Šƒ›‡‡–‡”‡˜‹•‹‘•ƒ™‘”Ž†‹™Š‹…Š’‡‘’Ž‡ǯ•  basic  needs  are  met  and  in  which  
the  values  of  equality  and  social  justice  are  realized.  We  believe  institutions  of  higher  
education  have  a  responsibility  to  cultivate  an  engaged  citizenry.  We  are  therefore  
dedicated  to  empowering  our  students  and  faculty  to  realize  they  have  the  knowledge  and  
skills  to  affect  positive  change  in  their  community.  
 
Our  Mission:  
 
To  this  end,  the  mission  of  the  Thayne  Center  is  to  establish  capacity-­‐building  relationships  
with  community  organizations,  facilitate  service-­‐learning  development  opportunities  for  
faculty,  and  coordinate  service  leadership  programs  for  students  who  are  out  to  change  the  
world.  We  accomplish  our  mission  by  managing  the  following  programs:  

National  Honors  Received  by  the  Thayne  Center  for  Service  &  Learning  

ʹͲͳͲ”‡•‹†‡–ǯ•‹‰Š‡”Education  Community  Service  Honor  Roll  

 
ʹͲͲͻ”‡•‹†‡–ǯ•‹‰Š‡”†—…ƒ–‹‘‘—‹–›‡”˜‹…‡‘‘”‘ŽŽ  
 
2008  Service-­‐Learning  Collaboration  Award  for  Partners  in  Service  &  Learning  initiative  
Community  College  National  Center  for  Community  Engagement  
 
2007  President's  Higher  Education  Community  Service  Honor  Roll  
 
2006-­‐2009  "Community  Colleges  Broadening  Horizons  Through  Service  Learning"  Mentor  
American  Association  of  Community  Colleges  
 
2006  President's  Higher  Education  Community  Service  Honor  Roll  
 
2003-­‐2006  Learn  and  Serve  America  Higher  Education  Grantee  

2009-­‐2011  American  Association  of  Community  Colleges  Grantee  

3
Emma  Lou  Thayne  
Thayne  Center  Namesake  

The  Thayne  Center  for  Service  &  Learning  is  named  for  Emma  Lou  Thayne.  She  has  written  
14  books  of  poetry,  fiction,  essays  and  travel  stories.  She  has  been  widely  anthologized  and  
has  published  internationally  concerning  kinship  and  peace  among  people  and  nations.  She  
has  been  active  in  encouraging  public  attention  to  mental  health,  spirituality,  and  the  
advancement  of  women.  Her  words  to  the  hymn,  "Where  Can  I  Turn  for  Peace?,"  have  been  
translated  into  dozens  of  languages,  recorded  on  tapes  and  CDs,  as  have  her  poems  about  
war  and  the  environment,  "How  Much  for  the  Earth?"  

She  has  been  married  to  Mel  Thayne  for  58  years,  has  five  daughters  and  sons-­‐in-­‐law,  18  
grandchildren,  and  nine  "greats."  Emma  Lou  has  been  a  teacher  of  English  and  women's  
tennis  coach  at  the  University  of  Utah,  where  she  was  awarded  an  Honorary  Doctorate  of  
Humane  Letters  in  2000.  She  also  received  an  Honorary  Doctorate  from  Salt  Lake  
Community  College  in  2003.  

History  of  the  Thayne  Center  

 
The  Thayne  Center,  originally  called  the  Community  Service  Center,  was  created  in  1994  
and  housed  under  the  Alumni  Association  at  Salt  Lake  Community  College.  That  same  year,  
six  professors  received  small  grants  to  incorporate  service-­‐learning  into  their  curriculum,  
beginning  the  service-­‐learning  movement  at  SLCC.  In  1995  the  Community  Service  Center  
separated  from  the  Alumni  Association  and  became  the  Emma  Lou  Thayne  Community  
Service  Center.  The  first  full-­‐time  director  was  hired  in  1996  and  the  Thayne  Center  moved  
to  its  own  office,  a  portable  north  of  the  Business  Building  on  the  Taylorsville  Redwood  
Campus.  Between  1995  and  1998,  six  VISTA  volunteers  served  at  the  Thayne  Center,  
building  infrastructure  and  creating  programs  such  as  Alternative  Spring  Break  (established  
in  1996)  and  America  Reads  (established  in  1998).    
 
In  1998  the  Thayne  Center  held  its  first  Humanitarian  Banquet  to  honor  students,  faculty,  
staff,  and  community  members  engaged  in  service,  a  tradition  that  continues  today.  In  1999  
the  Thayne  Center  gained  a  second  full-­‐time  staff  member,  who  coordinated  the  America  
Reads  program.  The  Service-­‐Learning  Scholars  program  was  also  established  that  year,  with  
the  first  graduates  in  2001.  The  UCAN  Serve  AmeriCorps  program  started  in  2002,  with  ten  
members.  
 
In  2003,  the  Thayne  Center  grew  dramatically.  It  received  institutional  funding  to  hire  a  full-­‐
time  service-­‐learning  coordinator  and  a  part-­‐time  coordinator  for  student  volunteer  
projects.  The  Thayne  Center  also  received  a  substantial  three-­‐year  grant  from  Learn  and  
Serve  America.  This  allowed  for  two  part-­‐time  staff  to  become  full-­‐time,  resulting  in  four  
full-­‐time  and  two  part-­‐time  Thayne  Center  staff.  In  addition,  the  Thayne  Center  moved  into  a  
new  office  on  the  second  floor  of  the  Student  Center.  In  2004,  the  Thayne  Center  expanded  
to  South  City  Campus,  with  a  part-­‐–‹‡…‘‘”†‹ƒ–‘”Ž‘…ƒ–‡†–Š‡”‡ǤŠ‡…‡–‡”ǯ•ƒ‡™ƒ•
also  changed  to  the  Thayne  Center  for  Service  &  Learning.    
 

4
That  same  year  an  official  designation  process  was  established  for  creating  and  approving  
service-­‐learning  courses.  Through  the  Service-­‐Learning  Grant  and  Designation  program,  
faculty  could  receive  funding  to  develop  service-­‐learning  courses.  Faculty  development  
initiatives,  such  as  the  Service-­‐Learning  Faculty  Research  Fellows  (2003-­‐2004),  the  Service-­‐
Learning  Faculty  Cohort  (2005-­‐2006),  and  the  Service-­‐Learning  Faculty  Mentor  program  
(2007-­‐to  date)  helped  institutionalize  service-­‐learning  at  Salt  Lake  Community  College.  The  
Šƒ›‡‡–‡”ǯ••‡”˜‹…‡-­‐learning  program  received  national  recognition  in  2006,  when  the  
American  Association  of  Community  Colleges  selected  Salt  Lake  Community  College  to  serve  
as  one  of  four  service-­‐learning  mentor  institutions  in  the  country  during  a  three-­‐year  grant  
period.  
 
The  Service  Council  was  created  during  the  2005-­‐2006  school  year,  involving  civically-­‐
minded  students  in  a  leadership  capacity.  In  2010  the  Service  Council  was  renamed  Student  
Leaders  In  Civic  Engagement  (SLICE).  In  2006,  the  Thayne  Center  also  moved  into  new  and  
larger  offices  at  both  Taylorsville  Redwood  and  South  City  campuses.  In  2007,  the  Service-­‐
Learning  Scholar  program  expanded  to  become  the  Civically-­‐Engaged  Scholar  program.  
Today,  the  Thayne  Center  involves  over  3,000  students  a  year  in  service  initiatives.  
 
Some  Thayne  Center  statistics,  1994-­‐2010:  
24  Alternative  Spring  Break  trips  have  been  held,  placing  274  students  to  work  on  
community  issues  in  California,  Colorado,  Florida,  Hawaii,  Louisiana,  Mississippi,  
New  Mexico,  New  York,  Washington,  and  southern  Utah.  
148  students  have  graduated  as  Civically-­‐Engaged  Scholars  or  Service-­‐Learning  
Scholars.  
Over  900  service-­‐learning  courses  have  been  taught,  involving  more  than  15,700  
students  in  the  community.    
669  students  have  participated  in  the  UCAN  Serve  AmeriCorps  program,  contributing  
180,040  service  hours.  
420  students  have  been  part  of  the  America  Reads  program  at  eight  partner  schools.  
 
 

5
  

Deneece Huftalin
Vice President,
Student Services

Marlin Clark
Dean of Students

Lesa Bird Gail Jessen

Secretary Director,
Thayne Center

Linnie Spor Ann Schaar Treva Woody

Service Leadership Coordinator Campus-Community Partnerships Campus-Community Partnerships
S.L.I.C.E Coordinator Coordinator
Alternative Spring Break Volunteer Opportunities Volunteer Opportunities
Civically Engaged Scholar Partner Relations Partner Relations

FTLC Lisa Walz Student Employee Lynne McCue-Hamilton

& Service Learning Coordinator General Office Support Community Outreach Coordinator
Vice President Service Learning Classes AmeriCorps
of Instruction Service Learning Faculty America Reads

6
Thayne  Center  Web  Page  
http://www.slcc.edu/thaynecenter/  
 
 
 

7
The  Exchange  
http://thaynecenter.slpro.net  
 
 
 

8
VISION  |  SLICE:  Student  Leaders  in  Civic  Engagement  
 
SLICE  members  work  toward  a  more  just  and  
democratic  society,  seeking  an  end  to  the  social  
problems  we  face.  These  students  become  leaders  
among  their  SLCC  peers,  raising  awareness  and  
inspiring  actions  that  address  community  needs  
 
MISSION  |  SLICE:  Student  Leaders  in  Civic  Engagement  
 
Through  structured  training  and  guided  practice,  SLICE  
members  develop  the  strong  leadership  skills  necessary  
to  bring  about  social  change.  These  skills  empower  them  
to  raise  awareness,  inspire  others  to  become  engaged,  
and  become  agents  of  change.  
 
LEARNING  OUTCOME  SLICE:  Student  Leaders  in  Civic  Engagement  
 
LEARNING  OUTCOMES  
SLICE:  STUDENT  LEADERS  IN  CIVIC  ENGAGEMENT  
 
Critical  Thinking  Skills:  
Suggestions:  SLICE  members  will  be  able  to  .  .  .  
Identify  a  problem,  opportunity,  or  challenge  
Analyze  the  elements/facts  of  a  specific  situation/problem  
Identify  action  steps  
Reflective  Skills:  
SLICE  members  develop  reflective  skills  through  using  the  KWL  chart  at  each  service  
project.    
Reflective  Skills:    
With  the  help  of  KWL  charts  students  will  reflect  on  previous  experiences  that  will  help  
them  learn  from  the  past  to  develop  future  plans  for  success.    
Leadership:  
SLICE  members  will  be  able  to  employ  democratic  principles  as  a  leader  by  working  with  
their  peers  in  diverse  teams.  
Community  Engagement:  
SLICE  member  will  be  able  to  apply  their  critical  thinking  &  leadership  skills  in  response  to  
their  themes  to  address  community  needs.  The  primary  themes  of  focus  in  2010-­‐2011  are  
hunger  and  poverty,  environmental  /sustainability  issues,  and  new  media  outreach.              
 
 
 
 
 

9
Responsibilities  and  Commitments  for  SLICE:  Students  Leaders  in  Civic  
Engagement    
 
RESPONSIBILITIES:  
Students  are  placed  into  –‡ƒ•‡–‘”‡†„›Žƒ•–›‡ƒ”ǯ•SLICE  members  and  become  
engaged  in  the  following  issues:  
 
    Hunger  and  Poverty  Outreach  
    Environmental  Sustainability    
    Local  Issues  Team  
 
Each  team  plans  five  to  six  activities  a  year  to  involve  other  SLCC  students.  (See  the  
calendar  for  ‡ƒ…Š–‡ƒǯ••…Š‡†—Ž‡†™‡‡ǤȌ–Ž‡ƒ•–‘‡ƒ…–‹˜‹–›‡‡†•–‘„‡ƒdirect  
service  project.  Other  activities  could  include  a  tour  of  a  local  agency,  a  speaker,  a  
panel  discussion,  a  dialogue  on  an  issue,  etc.  
 
Each  SLICE  ‡„‡”ƒ––‡†•ƒ‘–Š‡”–‡ƒǯ•ƒ…–‹˜‹–›ƒ–Ž‡ƒ•–‘…‡ƒ•‡‡•–‡”Ǥ  
 
Projects  will  already  be  set  up  for  September,  either  by  staff  or  in  conjunction  with  
students  who  can  help  organize  the  project  before  school  starts.  
 
The  teams  will  meet  during  the  last  30  minutes  of  each  meeting.  Other  meetings  will  
include  time  for  one-­‐on-­‐ones  (2  times  a  semester);  training;  and  reporting/reflection.  
 
Members  are  encouraged  to  work  on  individual  projects  as  well.  
 
COMMITMENTS:  
Complete  a  minimum  of  100  hours  per  semester  
Fill  out  timesheets  weekly  and  turn  into  Linnie  or  her  assistant  
Attend  weekly  Thursday  meetings  from  1:00-­‐2:30  pm  
Be  on  time  for  meetings  and  projects  
Maintain  a  2.5  GPA  
Take  at  least  12  credits  
Create  a  personal  e-­‐portfolio    
Enroll  as  a  Civically  Engaged  Scholar  (optional,  but  strongly  encouraged)  
Enroll  as  AmeriCorps  members  (optional,  but  strongly  encouraged)  
Reflect  at  least  once  a  month  on  the  Thayne  Center  Face  Book/Blog  
Complete  project  planning  form  for  all  proposed  projects  and  activities  
Conduct  reflection  activities  for  each  project  using  the  KWL  form  
Track  participation  at  all  projects  and  activities  
Follow  SLCC  protocol  for  advertising,  using  Food  Services,  and  getting  donations  (see  
Frequently  Asked  Questions  for  more  details)  
 

10
Thayne  Center  Commitments  and  Responsibilities  to  SLICE:  Student  Leaders  in  
Civic  Engagement  
 
 
As  a  member  of  SLICE  you  are  a  valuable  contributor  to  the  Thayne  Center  for  Service  &  
Learning.  You  are  more  than  a  volunteer  logging  service  hours  and  we  are  more  than  paid  
employees.  Together  we  are  the  lifeblood  of  the  Center.    
 
COMMITMENTS:  
We  are  committed  to  your  personal  growth  and  development  as  leaders.  We  will  help  you  
progress  in  the  following  ways:  
We  will  be  available  to  assist  you  and  answer  questions  
We  will  promote  an  environment  that  is  open  to  suggestions  
We  will  promote  an  environment  that  is  welcoming  and  safe  
We  will  mentor  each  team  to  accomplish  project  goals  
 
RESPONSIBILITIES:  
We  will  provide  training  that  gives  you  the  tools  you  need  to  meet  the  goals  of  SLICE:  
Social  change,  student  leadership,  empowerment,  and  heightening  awareness  
Linnie  will  meet  with  you  individually  twice  a  semester  to  review  your  participation  
in  the  program  
We  will  provide  you  with  a  workspace  to  plan  and  implement  your  activities  
We  will  provide  access  to  computers,  a  phone,  and  a  copy  machine  for  you  to  use  for  
SLICE  activities  

11
Reflection  Activity  
Take  a  few  moments  to  reflect  on  the  following  questions:  
 
 
How  do  you  like  to  communicate  with  others?    
 
 
 
 
 
 
 
 
What  leadership  skills  do  you  possess?    
 
 
 
 
 
 
 
 
 
What  types  of  things  do  you  expect  to  discuss  in  one-­‐on-­‐one  meetings  with  your  mentor?    
 
 
 
 
 
 
 
 
 
What  kinds  of  training  would  be  useful  for  you  during  our  Thursday  meetings?  
   

12
Frequently  Asked  Questions    
 
Why  do  I  need  to  complete  the  project  planning  form?    
There  are  many  steps  involved  in  planning  a  project.  To  ensure  that  no  steps  are  
overlooked,  the  project  planning  form  (Appendix  A)  serves  as  a  reminder  of  all  that  needs  to  
be  done  to  create  a  successful  and  safe  activity.  
 
Why  do  I  need  to  track  participants  at  my  projects?    
The  Thayne  Center  needs  to  maintain  accurate  records  of  the  activities  we  provide  and  the  
number  of  students  we  serve.  It  is  important  to  show  our  funders,  including  the  Student  
Fees  Board,  how  their  money  is  involving  SLCC  students.  It  also  helps  us  track  growth  in  our  
programs  from  year  to  year.  Use  the  sing  in  sheet  at  every  event  found  in  Appendix  B.  
 
How  do  I  contact  community  partners?  
Before  attempting  to  contact  the  Community  Partner,  inquire  with  the  AmeriCorps  VISTAs  
at  the  Thayne  Center.  Their  mission  is  to  go  out  into  the  community  and  strengthen  the  
partnerships  between  students,  faculty,  staff,  and  non-­‐profits  in  the  area.  VISTAs  interview  
non-­‐profits  about  their  volunteer  needs,  and  formalize  the  partnership  by  introducing  and  
signing  a  contract  between  the  SLCC  Thayne  Center  and  the  partner.      
 
Please  be  aware  that  many  non-­‐profits  are  under-­‐staffed  and  extremely  busy.  You  might  
want  to  e-­‐mail  as  well  as  make  a  phone  call.  When  calling  a  community  partner,  always  start  
by  telling  them  your  name  and  that  you  are  a  student  at  SLCC.  Explain  what  information  you  
are  requesting  and  how  to  get  in  touch  with  you.  If  you  are  leaving  a  message,  say  your  phone  
number  slowly  and  spell  your  name  if  necessary.    When  sending  an  e-­‐mail,  you  also  need  to  
tell  them  who  you  are,  why  you  are  contacting  them,  and  how  you  would  like  them  to  contact  
you.  
 
How  do  I  organize  a  project  with  a  community  partner?  
We  will  go  over  this  in  detail  during  our  weekly  meetings,  but  here  are  some  basic  things  to  
think  about.  First,  do  your  research  before  approaching  the  community  partner  and  
understand  their  mission.  Make  sure  this  is  something  that  the  community  partner  actually  
needs.  Communicate  clearly  about  the  scope  of  the  project,  with  both  the  agency  
representative  and  your  SLICE  team  mentor.  Find  out  how  many  volunteers  are  needed  to  
…‘’Ž‡–‡–Š‡•‡”˜‹…‡ƒ••‹‰‡–Ǥ•‡–Š‡ƒ‰‡…›ǯ•Ž‘‰‘‘ƒ›ƒ†˜‡”–‹•‹‰›‘—’”‘†—…‡ƒ†
have  them  look  your  promotional  material  over  before  you  put  it  anywhere  public.  Make  
sure  that  your  volunteers  understand  the  project  and  the  mission  of  the  agency.  The  
volunteers  also  need  clear  instructions  on  how  to  get  to  the  agency  or,  if  carpooling,  where  
to  meet.  After  the  event,  write  a  thank  you  note  or  e-­‐mail  to  the  volunteers  and  the  
…‘—‹–›’ƒ”–‡”Ǥ ‘”‘”‡‹ˆ‘”ƒ–‹‘ǡ•‡‡Dz”‰ƒ‹œ‹‰ƒ˜‡–ǡdz’ƒ‰‡•ʹ͵-­‐25,  in  The  
Activist  Toolkit.    
 
How  can  I  recruit  volunteers?  
There  are  many  ways  to  recruit  participants  for  your  activities.  These  include  information  
tables,  class  announcements,  phone  calls,  and  other  types  of  advertising.  For  more  
‹ˆ‘”ƒ–‹‘•‡‡‡…–‹‘ͳǡDz‡…”—‹–‡–ǡdz‹The  Activist  Toolkit.    
 
 

13
‘™…ƒƒ†˜‡”–‹•‡›–‡ƒǯ•ƒ…–‹˜‹–‹‡•ǫ  
‘”•‘‡‰‘‘†‰‡‡”ƒŽ‹†‡ƒ•ƒ„‘—–ƒ†˜‡”–‹•‹‰’”‘Œ‡…–•ǡ•‡‡‡…–‹‘ͶǡDz‘”‹‰™‹–Š–Š‡
‡†‹ƒdz‹The  Activist  Toolkit.  To  place  something  on  the  plasma  screens,  follow  the  
directions  in  Appendix  C.  The  contact  for  the  plasma  screens  is  Peggy  Hoffman,  957-­‐4577.  If  
›‘—ƒ”‡Šƒ‰‹‰—’ˆŽ‹‡”•ƒ”‘—†…ƒ’—•ǡˆ‘ŽŽ‘™ǯ•’‘•–‹‰‰—‹†‡Ž‹‡•ǡ’’‡†‹šǤ  
 
What  information  do  I  need  to  include  on  fliers?  
Make  sure  you  have  the  name  of  the  event,  the  date,  the  time,  and  the  location.  Also  list  a  
contact  number  or  e-­‐ƒ‹ŽǤ‘——•–ƒŽ™ƒ›•—•‡–Š‡Šƒ›‡‡–‡”ǯ•Ž‘‰‘,  Salt  Lake  
‘—‹–›‘ŽŽƒ‰‡ǯ•Ž‘‰‘  and,  if  applicable,  the  logo  of  your  partnering  agency.  All  flyers  
need  to  be  branded  with  the  SLCC  branding  guidelines.    
 
How  do  I  set  up  an  info  table?  
When  a  table  is  set  up  well,  it  can  build  the  reputation  of  an  organization  as  being  credible  
ƒ†ƒ…–‹˜‡Ǥ‡‡Dzƒ„Ž‹‰ǡdz’ƒ‰‡•Ͷ-­‐5,  in  The  Activist  Toolkit.  The  Thayne  Center  has  a  tabling  
box.  Learn  where  it  is  and  become  familiar  with  where  to  get  the  information  to  keep  it  
stocked.  This  means  knowing  at  least  the  name  of  all  the  Thayne  Center  programs  and  
Service  Council  projects.  Things  that  should  always  be  in  the  box:    
Volunteer  interest  forms  
Fliers  from  all  Thayne  Center  and  Service  Council  programs  and  projects  (consider  quarter    
sheets  or  business  card  size  announcements)  
Thayne  Center  banners  
Calendar  of  events  
‘•‹†‡”—•‹‰•‘‡–Š‹‰–‘†”ƒ™ƒ––‡–‹‘–‘–Š‡–ƒ„Ž‡ǡ•—…Šƒ•–Š‡Šƒ›‡‡–‡”ǯ•
spinning  wheel,  using  prizes  such  as  candy  or  pens  
Consider  having  one  or  more  laptops  with  the  Thayne  Center  web  site  displayed  
 
How  do  I  arrange  food  for  an  activity?    
Students,  staff,  and  faculty  must  go  through  Salt  Lake  Community  College  Food  Services  for  
all  food  and  beverages.  If  you  plan  to  have  food  or  drinks  for  an  event  you  must  work  with  
Linnie.  There  are  strict  regulations  that  Salt  Lake  Community  College  must  follow  that  
pertain  to  food  safety.  All  food  needs  to  be  approved  by  Linnie  Spor  and  Gail  Jessen  before  it  is  
ordered.    
 
How  do  I  reserve  a  room  in  the  Student  Center?  
All  rooms  must  be  reserved  by  Linnie  Spor.  Research  what  room  you  size  you  need  and  how  
you  want  the  room  to  be  set  up.  You  need  to  let  Linnie  know  if  you  need  a  white  board  or  
other  needs  for  your  event.      
 
How  can  I  get  donations  for  projects?    
The  Thayne  Center  must  get  all  potential  donations  approved  by  the  Development  Office.  
Work  with  your  team  mentor  and  Linnie  to  fill  out  the  Gift  and  Donation  Report.  
 
Where  can  I  find  ideas  for  reflection?  (Reflection  Toolkit,  Appendix  X)  
See  ’’‡†‹š ˆ‘””‡ˆŽ‡…–‹‘‹†‡ƒ•ˆ‘ŽŽ‘™‹‰–Š‡DzŠƒ–ǫ‘Šƒ–ǫ‘™Šƒ–ǫdz‘†‡ŽǤ  Also    
Use  the  KWL  charts.    

14
Team  Brainstorm  for  Year  Ahead  
 
Team  Focus:  ____________________________________________________________________________________  
 
 
Possible  projects:  
 
 
 
 
 
 
 
 
 
 
 
 
 
Assignments:  
 
 
 
 
 
 
 
 
 
 
 
 
Time  line:  
 

15
  

<Appendix  A>  
 
STUDENT  LEADERS  IN  CIVIC  ENGAGEMENT  
PROJECT  PLANNING  FORM  
 
Project/Event: ____________________________________________________________

Date of project: ________________________ Organized by: _______________________

Contact person for your project: ___________________ Phone: ____________________

Location of project/set-up of space: ___________________________________________

Description of project plans and goals: _________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Supply list: _______________________________________________________________

________________________________________________________________________

Food: ___________________________________________________________________

Proposed Budget: __________________________________________________________

Keynote speaker or special guests: _____________________________________________

Decorations/displays/theme: _________________________________________________

How are you advertising for your event/project? __________________________________

(See posting guidelines)

Volunteers/committee needed? Minimum: ______________Maximum:_________________

Date for orientation for volunteers: ____________________________________________

Check-off list:
ƑAssignments made to committee members/volunteers
ƑSign-in sheet for activity (or other method to track participants)
ƑProject evaluation for participants
Ƒ Reflection planned for participants
ƑTeam reflection and project debriefing (within one week of project completion)
  

<Appendix  B>  
SIGN-­‐IN  SHEET  
 
Project/Event  Name:  ___________________________________________________________  
Date:  _________________________________      Time:  ________________________________        
Location:  ____________________________________________________________________

PRINTED  NAME   PHONE  NUMBER   E-­‐MAIL  ADDRESS  

1  
2  
3  
4  
5  
6  
7  
8  
9  
10  
11  
12  
13  
14  
  

<Appendix  C>  
 
SLCC  PLASMA  SCREEN  GUIDELINES  
 
MATERIAL  SUBMISSION  GUIDELINES  
Please  submit  your  material  to  the  Student  Life  &  Leadership  office  ONE  WEEK  prior  to  
intended  air  date.    If  material  is  not  submitted  on  time  there  is  no  guarantee  it  will  be  
shown.  
You  will  need  to  fill  out  a  SLCC  NETWORK  PROGRAMMING  FORM  which  is  available  in  the  
Student  Life  &  Leadership  office  or  online.    Please  note  that  all  content  will  be  reviewed  before  
it  is  aired  to  make  sure  it  complies  with  the  Student  Code  of  Conduct.  
Material,  such  as  videos,  should  be  delivered  to  Tyler  Anderson  in  the  Student  Life  and  
Leadership  Office.    Materials  should  be  put  in  his  mail  slot  with  description  of  what  is  contained  
in  the  material.    If  there  is  a  specific  time  the  material  needs  to  be  show  at  or  at  a  specific  
campus  please  note  that  and  we  will  do  our  best  to  accommodate  that  request.    Power  Point  
presentations  should  be  emailed  to  Peggy  Hoffman  at  peggy.hoffman@slcc.edu.  
 
ACCEPTED  FORMATS:  Please  follow  these  guidelines  when  submitting  material  to  be  aired.  
 
VIDEO  
-­‐The  Globe  can  provide  video  services  for  you  (see  attached  pricing  sheet).  
-­‐The  video,  if  possible,  should  be  in  either  Quick  Time  Movie  format  or  a  Quick  Time  format.    
File  should  be  delivered  on  a  flash  drive  (scan  disk).  
-­‐If  the  QuickTime  format  is  not  possible,  other  acceptable  video  formats  are  MPEG2,  MPEG  4,  
VOB,  and  AVI.    MPEG2  is  preferred.  
-­‐We  want  to  put  one  big  file  together  instead  of  a  bunch  of  tiny  files.    Videos  will  be  converted  
to  MPEG2  and  we  have  the  ability  of  doing  that.    This  is  why  we  want  either  QuickTime  or  
Quick  Time  Movie  because  it  will  be  put  together  on  Final  Cut  Pro.  
-­‐If  you  have  footage  that  you  would  like  edited  into  a  promo  or  announcement  that  tape  can  be  
given  to  Tyler  Anderson  and  he  will  edit  it  for  you.    The  footage  MUST  BE  ON  MINI-­‐DV  TAPE  
(SP)  in  order  for  it  to  be  edited.    This  material  must  be  submitted  1  ½  to  2  WEEKS  IN  ADVANCE.  
-­‐Videos  should  average  in  length  from  30-­‐60  seconds,  but  in  some  circumstances  can  be  up  to  5  
minutes  long  depending  on  what  it  is  (news  story,  short  film,  etc.).  
POWERPOINT  
-­‐PPT,  PPS  &  SXI  (PowerPoint,  PowerPoint  Show  and  Open  Office)  presentation  formats  are  
acceptable.  
-­‐Please  make  sure  that  files  do  not  have  any  sound  or  video  on  them.  
-­‐'ĞŶĞƌĂůŐƵŝĚĞůŝŶĞƐĨŽƌWŽǁĞƌWŽŝŶƚ͛ƐĂƌĞĂƐĨŽůůŽǁƐ͗  
  -­‐Keep  as  short  and  as  simple  as  possible  
-­‐Letters  need  to  be  big,  bold,  and  a  color  that  can  be  seen  on  the    
 dsƐĐƌĞĞŶ;ůŝŐŚƚĐŽůŽƌƐůŝŬĞLJĞůůŽǁĐĂŶ͛ƚďĞƐĞĞŶǀĞƌLJǁĞůůͿ͘  
-­‐Very  few  transitions  used  if  any  
WEB  PAGES  
-­‐The  SLCC  Network  can  connect  to  your  website.    If  you  have  information  that  is  already  posted  and  
would  like  that  site  to  be  aired  instead  of  doing  a  poster  or  graphic  then  send  us  your  website  
information
  

<Appendix  D>  

SLCC  Posting  Guidelines  for  All  Campuses  

Inside Buildings ± please use blue tape or putty for posting

New plastic holders will be used instead of posting on walls
o No bathroom advertising
o No posting on painted surfaces
o No posting on glass ± windows or doors
o No posting on classroom doors
o Blue tape ok on brick/wood surfaces
o No stapling to any wood surfaces or tape (other than blue)
o Posting on strip cork ok
o Only 1 poster per bulletin board
o 11x17 posters only in plastic posting slots on pillars in the Student Center
o No posting in stairwells unless there are bulletin boards or holders
Outside
o Garbage cans ok if you use blue tape
o Sidewalk chalk only on sidewalks
o Grass chalk ok on grass
o Stakes ok
ƒ Must be 2 feet from sidewalks
ƒ Not allowed in grass strips by SCC fountain
o No laminated posters on walkways
o No flyers, handouts, posters, etc. on cars
o Trees
ƒ No stapling to trees
ƒ Fishing line and string ok (preferably twine) just make sure you remove it, or it
will damage the tree
ƒ Be cautious with weight
o Grass strips in EHWZHHQWKHGRXEOHVLGHZDONVKDYHSODVWLFLQWKHPGRQ¶WWU\DQGSXWLQ
stakes.
o No rebar allowed for signage
o All wood signs need to be self-supported and placed only 2 feet from sidewalks, if there
is not 2 feet, then do not attempt to place a stake there.
o You can attach signs to fencing
o Do no attach anything to existing signage
o Do not attach anything to artwork/sculptures/fountains
o Do not attach anything to the marquis on any campus
o No helium balloons in several buildings on SLCC campuses, please ask Bob Askerlund
or Student Life & Leadership
o Attaching to lamps posts is ok (do not cover existing banners and use blue tape only)
All advertisements must be taken down within 3 days after event/activity or a cleaning fee will be
assessed
Banners are not covered in these guidelines, please contact Student Life & Leadership 957-
4015 for information.

3OHDVHDELGHE\WKHVHJXLGHOLQHVZHGRQ¶WZDQWWRORVHWKHVHSULYLOHJHV
For any questions, concerns, or comments please contact Bob Askerlund,
(801) 957-4101 w. or (801) 706-5377 c. or email him at Bob.Askerlund@slcc.edu
  

<Appendix  E>  

Gift and Donation Report

Development Office

Date Received
Company Name
(if applicable)

Contact Name
First Last

Address

City/State/Zip

Phone Number

CASH
DONATIONS Amount $ Check #

GIFT-IN-KIND Description of Items

DONATIONS Received

Estimated Value of Items (If value is greater than $500.00,

Donated (determined by donor) $ donor will receive tax form 8283.)

ALL Intended Use

DONATIONS /Department

SLCC Contact Name Extension

Please have all checks made out to the Salt Lake Community College Foundation.
A formal letter of acknowledgement for the donation will be sent to the donor for tax purposes.
Please submit this form to Marianne Buie (957-4883) in the Development Office, AD050.
SLCC Foundation Tax ID: 94-2886220
  

<Appendix  F>
 
What?  So  What?  Now  What?:  A  Reflection  Model    
 
This  is  a  well-­‐used  and  successful  model  to  assist  you  in  designing  reflection  activities.  Although  
you  can  derive  learning  from  each  question,  focusing  on  all  three  questions  will  provide  broader  
insights.  This  activity  will  also  keep  participants  from  getting  stuck  on  only  the  facts  or  just  the  
feeling.    
                                                                                                     
What?  
 
Start  by  reporting  what  happened  objectively.  Describe  in  detail  the  facts  and  events  of  the  service  
experience.  You  can  do  this  in  a  group  or  by  yourself.  Do  this  without  judgment  or  interpretation.  
Ask  the  following  questions  or  add  more  that  apply  to  your  projects:    
 
What  happened?  
What  do  you  observe?  
What  issue  is  being  addressed    
What  population  is  being  served?    
What  are  the  results  of  the  project?  
Šƒ–‡˜‡–‘”Dz…”‹–‹…ƒŽ‹…‹†‡–•dz‘……—””‡†ǫ  
What  was  of  particular  notice  and  how  did  you  feel  about  that?  
Did  someone  have  a  different  reaction?  If  so,  listen  to  how  they  viewed  the  project.  
 
So  What?  
 
What  did  you  learn?  What  difference  did  the  event  or  issue  make?  You  or  a  group  can  write  or  
discuss  feelings  and  ideas  pertaining  to  this  service  experience.    
 
Questions  for  the  participant:  
 
Did  you  learn  a  new  skill  or  clarify  an  interest?  
Did  you  hear,  smell,  or  feel  anything  that  surprised  you?  
What  feeling  or  thoughts  seem  most  strong  today?  
How  is  your  experience  different  from  what  you  expected?  
What  struck  you  about  your  experience  and  how  was  it  significant?  
What  impacts  the  way  you  view  the  situation  or  experience?  
What  lens  are  you  viewing  from?  
What  do  the  critical  incidents  mean  to  you?    
How  do  you  respond  to  them?  
What  do  you  like  or  dislike  about  the  experience?  
 
Questions  about  the  recipient:    
 
Did  the  service  empower  the  recipient  to  become  more  self-­‐sufficient?  
What  did  you  learn  about  the  people  or  community  that  you  served?  
Šƒ–‹‰Š–‹’ƒ…––Š‡”‡…‹’‹‡–ǯ•˜‹‡™•‘”‡š’‡”‹‡…‡‘ˆ–Š‡’”‘Œ‡…–ǫ  
 
  

Questions  about  the  community:  

 
What  are  some  of  the  pressing  needs  or  issues  in  the  community?    
How  does  this  project  address  those  needs?    
How,  specifically,  has  the  community  benefited?    
What  is  the  least  impact  you  can  imagine  from  this  project?    
What  is  the  most  impact  on  the  community  that  you  can  imagine?    
 
Questions  for  the  group:  
 
In  what  ways  did  the  group  work  well  together?  
What  does  that  suggest  to  you  about  the  group?  
How  might  the  group  have  accomplished  its  tasks  more  effectively?  
In  what  ways  did  others  help  you  today?  (and  vice  versa)  
How  were  decisions  made?  
‡”‡‡˜‡”›„‘†›ǯ•‹†‡ƒ•Ž‹stened  to?      
 
Now  What?    
 
How  will  the  people  or  issue  act  or  appear  in  the  future  as  a  result  of  this  experience?  Did  the  
participants  consider  broader  implications  of  the  service  experience  and  apply  learning?  Be  aware  
to  strike  a  balance  between  realistic,  reachable  goals  and  openness  to  spontaneity  and  change.  
 
Questions  for  the  participant:  
 
What  seems  to  be  the  root  causes  of  the  issue  or  problem  that  was  addressed?  
What  kinds  of  activities  are  currently  taking  place  in  the  community  related  to  this  project?  
What  contributes  to  the  success  of  projects  like  this?  
What  hinders  success?  What  learning  occurred  for  you  in  this  experience?  
How  can  you  apply  this  learning?  
What  would  you  like  to  learn  more  about  in  relationship  to  this  project  or  issue?  
What  follow-­‐up  is  needed  to  address  any  challenges  of  difficulties?  
What  information  can  you  share  with  your  peers  or  community  volunteers?  
If  you  were  in  charge  of  the  project  what  would  you  do  to  improve  it?  
If  you  could  do  the  project  again,  what  would  you  do  differently?    
What  would  complete  the  service?  
 
 
 
 
*These  questions  came  from  the  Reflection  Toolkit  created  for  AmeriCorps  members  by  the  
Northwest  Service  Academy.  You  can  see  the  complete  toolkit  by  going  to  www.northwestserviceacademy.org  
 
 
 
 
 
 
 
 
 
  

<Appendix  F>

WHY AND HOW TO USE A KWL CHART

Objectives:

1. To activate students' previous knowledge about the topic(s) studied.

2. To make connections between what students know and new knowledge obtained.

Preparation

Create a three-column chart or table on a white board, butcher-block paper, a spreadsheet or

table, or on regular paper.

Time Required: 15 - 20 minutes; periodic updates and reflection

Description

Whenever you are about to learn something new, it helps to start with what you already know.
Use a K-W-L chart to help students identify what they know, what they want to know, and what
they learn.

Have students work independently, with a partner, or with a small group to list everything they
know about the topic. List these in the K (know) column of the table. Then have students share
these lists to create a whole class one.

1. Follow the same process to have students list everything they want to know about the
topic. List these in the W (want to know) column. Add these items to the whole class
chart. Use these questions and topics to guide inquiry projects or other learning
activities.
2. Periodically, during the service project or event, review the K-W-L chart to have
students list what they are learning in the L (learning) column. Also, check to see that
you are getting answers to items in the W (want to know) column.
3. At the end of the project, have students write a short reflection paper, including a
description of the most important things that they learned. This is where the critical
learning comes into play.

*ƒ–‡”‹ƒŽ•–Š”‘—‰Š–‘—––Š‡Dz‡ˆŽ‡…–‹‘•‡…–‹‘Šƒ˜‡„‡‡ƒ†ƒ’–‡†ˆ”‘—•ƒ„”ƒ˜ƒ‡Žǡ‡‹•Šƒ†™ƒ”†•ƒ†ƒ–‡  
McPherson,  Service-­Learning:  Building  School-­Community  Partnerships  to  Support  Career-­Related  Learning  and  Extended    
Application  Standards.  Portland,  OR:  2006.  
  

KWL  Chart  
Name:______________________         Date:_____________________  
 
Service  Project:______________________________________________________  
 

                                     
KNOW   WHAT   LEARNED  
What  you  already  know   What  you  would  like  to  learn   What  have  you  learned  
     
  

Name:______________________         Date:_____________________  
 
Service  Project:______________________________________________________  

The  Debrief  Wheel  

 
Allow  everyone  15  minutes  to  complete  the  questions.  Then  take  20  minutes  to  discuss  individual  answers  and  how  
those  answers  apply  to  the  rest  of  the  group.  Make  sure  to  have  a  recorder  for  the  larger  group  discussions  and  a  
timekeeper.  
 
 
 
What  was  something  challenging  that  
 
you  were  faced  with  during  the   What  did  you  gain  from  the  
project?  How  did  you  address  it?  
[Type a quote from the document or the summary of an interesting point. You can position the text box  
project?  

What  was  your  greatest   How  will  you  connect  what  you  
accomplishment      during  the  project?   gained  to  the  next  project?