PEACE CORPS
Peace Corps in Higher Education by
Maurice L. Albertson*
1. How should a PCV be related to a college or university a. Before and during service?
b. After Returning?
2. Should PCV training count toward college credit? ·
3. Should the P.C. promote a relationship with a university similar to that between the ROTC and the university?
4. Can short term programs abroad be developed for college students?
5. Should the P.C. contract with several universities to carry out specific projects in third wor-ld countries where the project is logically related to the ma·ndate of the university?
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-· - - ---PBACBCOBPS
Marcie
-Here are some notes which might be useful for the Ft. Collins presentation concerning our educational outreach.
1. Undergraduate internships overseas.
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P.C. takes its third goal with the greatest seriousness. This program will allow American college students to spend 10 -12 weeks in the developing world as interns in P.C. offices.
Benefits include development education (of interns and fellow students), informal training and recruiting of future volunteers and the performance of important tasks that are ignored or _delayed because of insufficient staff.
We hope to have at least a few interns in place in September, more in January.
2. Graduate Programs involving Peace Corps service
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We see the possibility of Volunteer service being an integral part of a masters degree program in any number of fields.
In one model, students would enroll in graduate school and spend a semester or longer on campus before going abroad as a PCV. The overseas experience would be monitored and credited by the
university and the student/PCV would emerge with a degree as well as P.C. experience. PCV would probably return to campus after service Such a program might be particularly useful in the Peace Corps'
continuing effort at minority recruitment as it might speak to the question of potential financial sacrifice involved with P.C. service.
3. Volunteer Service for University faculty
Why not provide an opportunity for faculty members at or near retirement to serve overseas as PCV teachers in universities or teacher training colleges! Suchservice would ease the transition to retirement and might also be appealing to universities which wish to encourage early retirement.
Such a program would also be applicable to faculty members on sabbatical though the term of service might have to be one year instead of two.
5.
---Undergraduate training for potential volunteers.
Here is the Hesburgh ROTC analogy. A series of courses dealing with issues of development, critical languages, area studies, etc. would form a core program for students contemplating PC service. They would be supported by a fellowship program.
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Expansion of opportunities for RPCV's to earn credit for Peace Corps experience and qualify for specially earmarked financial aid packages.
This is really a further push in what we are currently
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----~--- --CAMPUS STRATEGY CONTRACTSby
Dr. Philip G. Stiles Arizona State University Tempe, Arizona 85287
Campus strategy contracts evolved from earlier "awareness' programs and "farm traveler" programs. The forerunner programs involved university faculty in short term overseas assignments where they met with volunteers and Peace Corps staff. Often
concentrated efforts were made in specific countries with ensuing linkages with research centers and governmental agencies
encouraged.
Strategy contracts have now emulated into straight forward recruitment projects with specific goals for volunteer acceptance and cost/benefit ratios. The non-lucrative nature of the
contracts tends to limit faculty interest. Peace Corps
recruitment staff can readily notice that only those faculty with strong service and Peace Corps interests will continue with
awareness and strategy programs.
Faculty having strong international interests and/or
experiences are motivated to have strategy contracts for several reasons. These include (1) graduate student support, (2)
involvement in more diverse activities, (3) travel and publication opportunities, (4) professional enhancement toward pay raises and promotion, and (5) diversification of funding resources. Students are attracted to professors ' who are actively involved in
international programs. Respect is enhanced by involvement through government and international contacts. Lectures and teaching materials become much more interesting and relative to current situations with this activity. The Peace Corps identity is much more stable with enthusiastic and involved faculty who typically remain within the same university and same department for many years compared to short term recruiters who hold their positions for only one to three years. A Peace Corps office within the university presents a positive image of Peace Corps to
students in their formative freshman and sophomore years. This can encourage students to take language and scarce skill classes with a goal of being a volunteer. Encouragement during the early
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Strategy contracts also have negative associations for faculty involvement. Peace Corps is not research oriented and hence contracts from it do not carry prestige. These contracts also have carried minimum overhead for the university and minimum discretionary funds for support of the professor's professional activities. High achievers among students are usually encouraged to go on to further graduate studies rather than to join Peace Corps even though Peace Corps service is quite attractive to
students seeking a break from the academic routine. Students with good vocational skills sought out by Peace Corps' critical needs also find themselves readily employable by U.S. commercial and domestic governmental organizations. The waiting time that prospective volunteers go through in their application review frequently allows ample opportunity for interests to change and alternative employment to be found.
Summary
Peace Corps strategy contracts should be carefully placed among faculty who have strong long term international development interests. The campus Peace Corps office should be in a stable place for year to year recognition even though the graduate
student occupant changes more frequently. Peace Corps changes in policy and skill needs should be quickly passed on to university contract holders as well as staff recruiters. Frequent (yearly) national meetings and more frequent regional meetings for contract holders are excelle.nt for accomplishing the positive motivational factors desired by university contractors.
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