Increased or improved
Building contacts for future networking and career opportunities
Adding to a career portfolio
Having opportunities to test, apply, and add to knowledge/skills learned in school
Preparing to transition to a workplace or post-secondary education/training
- Overall knowledge, including the amount of course content retained (including by observing and participating in applications of it outside of class)
- Understanding of different social contexts that can lead to "systematic problems" (and otherwise influence people's lives)
- Moral judgment/ability to learn from challenges to their attitudes and beliefs (including assumptions, stereotypes, prejudices, etc.)
- Attitudes about acting in ways likely to have positive community impacts (and sense of being impactful)
- Specific workplace skills or knowledge, including about conditions in a non-profit or other setting
- Sense of purpose/the ability to make more informed career decisions based on practical experience
- Preparedness for active civic participation in a diverse democratic society
- Self image and self-confidence, including in having impacts and applying their knowledge beyond the classroom
- Teamwork and leadership skills, including working with adults
- Emotional well-being/satisfaction of contributing to personal, community, or environmental health
- Ethics, inter-cultural understanding, and respect for diversity
Building contacts for future networking and career opportunities
Adding to a career portfolio
Having opportunities to test, apply, and add to knowledge/skills learned in school
Preparing to transition to a workplace or post-secondary education/training
Opportunities
Increased
- To integrate social emotional learning
- To enhance academic, civic, and personal development (e.g., responsibility-taking) among learners
- To integrate educators' and learners' personal values and areas of interest
- To apply differentiated instruction and learning and use alternative assessment methods
Increased
- Ability to support learner identities as community members/contributors
- Year-to-year variety (when project topics vary)
Improved relations with surrounding communities
Increased student interest in and ownership of the learning process
New opportunities for students to meet service requirements (including to graduate or complete restorative justice agreements) AND get academic credit
Increased student interest in and ownership of the learning process
New opportunities for students to meet service requirements (including to graduate or complete restorative justice agreements) AND get academic credit
Improved relations and cooperation with schools
Access to new energy, enthusiasm, and participant perspectives to help achieve community goals
Staffing connections/leads on potential new hires or long-term volunteers
Access to new energy, enthusiasm, and participant perspectives to help achieve community goals
Staffing connections/leads on potential new hires or long-term volunteers
Pick an ongoing project or
Pick a topic target group or population (see this page) and non-profit (if hoping to work with one)
Sketch out a project idea, including time span and either potential community need to address or question(s) to answer
Research the project idea and conduct interviews (including to focus the idea and check for relevance and feasibility)
Pick a topic target group or population (see this page) and non-profit (if hoping to work with one)
Sketch out a project idea, including time span and either potential community need to address or question(s) to answer
Research the project idea and conduct interviews (including to focus the idea and check for relevance and feasibility)
Plan the experience, specifying the steps involved and filling out a timeline for completing them
Prepare skills, materials, volunteers, etc.
Prepare skills, materials, volunteers, etc.
Engage in and report on the planned community-related activities
Develop a product to apply skills/knowledge gained or extend positive impacts (where applicable)
Develop a product to apply skills/knowledge gained or extend positive impacts (where applicable)
Present/demonstrate competencies gained and other outcomes
Use rubrics, surveys, other to evaluate student performance and the project experience for all
Use rubrics, surveys, other to evaluate student performance and the project experience for all
Share findings or products publicly
Acknowledge effort, accomplishments, and contributions by participants
Additionally extend positive impacts, such as by publishing results so others can learn from them or add to the work
Acknowledge effort, accomplishments, and contributions by participants
Additionally extend positive impacts, such as by publishing results so others can learn from them or add to the work
Not actually a step but occurring throughout the process
| Term | Description |
|---|---|
| Civic engagement | Addressing issues of public concern, along with developing knowledge and skills to do that effectively |
| Extended learning opportunities | (a.k.a. ELOs) Learning outside a traditional classroom, possibly focusing on or including community engagement |
| Problem-focused project | Working with community members to address an issue, typically over multiple semesters or years |
| Service-learning | Blending education and community service in order to meet both academic objectives and societal needs |
| Volunteering | Supporting an initiative or group for its own sake |
Let’s see what this does. Will it work like I want or not if not not the end of the world although it would be cooler if it did.After this
Next text
- First
- Second
- Third
Test
- First
- Second
- Third
.
For more ideas for either type of project, see below and
Volunteer Projects
Often done by working with an organization like Habitat for Humanity
Can stand alone or be used to prepare for a service-learning project
May meet a graduation requirement but not typically done for course credit
Can stand alone or be used to prepare for a service-learning project
May meet a graduation requirement but not typically done for course credit
Assisting with a Special Olympics event
Planting pollinator-friendly landscapes
Distributing lunches to students from a school closed due to a disaster
Planting pollinator-friendly landscapes
Distributing lunches to students from a school closed due to a disaster
Read below to learn about options and the existing service scene
Check out the Volunteering page
Check out the Volunteering page
Service-Learning Projects
A blend of academic and civic learning with community benefit
Take more time, energy, and academic rigor than community service alone
May be used to both meet a graduation requirement and yield course credit (with teacher or administrative approval)
Take more time, energy, and academic rigor than community service alone
May be used to both meet a graduation requirement and yield course credit (with teacher or administrative approval)
Translating a pamphlet about local adult education opportunities (from English, for foreign language class credit)
Fundraising for a voting rights group and presenting about it for social studies class credit
Interning with a non-profit organization and reflecting on the experience for English class credit
Fundraising for a voting rights group and presenting about it for social studies class credit
Interning with a non-profit organization and reflecting on the experience for English class credit
Read below to learn about options and the existing service landscape
Check out the Service-Learning page
Check out the Service-Learning page
Possible Approaches
Pick a Starting Point
Note: Examples of organizations working in given areas are in parentheses. Not all have volunteer opportunities, but their websites (and possibly staff) may be of use in exploring options.
TYPE OF ACTIVITY
Consider what you might be into DOING.
Trees (Eden Projects)
School or community gardens
A farm using regenerative practices (Wolfe's Neck Farm, Scatter Good Farm )
Pollinator-friendly landscapes (National Pollinator Garden Network)
School or community gardens
A farm using regenerative practices (Wolfe's Neck Farm, Scatter Good Farm )
Pollinator-friendly landscapes (National Pollinator Garden Network)
Clothes, food, shoes, or glasses for disaster relief (United Way)
Disaster relief or other needs Cultivating Community)
Food (Wayside Food Programs)
Disaster relief or other needs Cultivating Community)
Food (Wayside Food Programs)
Petition or letter-writing drive (Amnesty International)
Registration drive to increase voting access (Rock the Vote, Represent.us, NAEYC)
Marketing to get the word out about an organization's activities or resources
Organizing or helping with an event to inform the public about an issue (Environment Maine, The Sunrise Movement)
Registration drive to increase voting access (Rock the Vote, Represent.us, NAEYC)
Marketing to get the word out about an organization's activities or resources
Organizing or helping with an event to inform the public about an issue (Environment Maine, The Sunrise Movement)
Writing/seeking grant funding
Race, workout, or yoga or dance (Zumba, other) class
Concert or other performance
Car wash
Dinner or party
Silent auction
Raffle
Race, workout, or yoga or dance (Zumba, other) class
Concert or other performance
Car wash
Dinner or party
Silent auction
Raffle
GROUP OF PEOPLE
Consider WHO you might want to work with or otherwise support.
Supporting year-round physical activity (Winterkids, Girls on the Run)
Children with serious illnesses (Camp Sunshine)
Potentially at-risk teens (Preble Street Teen Center)
Youth benefiting from mentors (Big Brothers Big Sisters)
Children with serious illnesses (Camp Sunshine)
Potentially at-risk teens (Preble Street Teen Center)
Youth benefiting from mentors (Big Brothers Big Sisters)
Health and other services (Vet Centers, Iraq and Afghanistan Veterans of America)
Health, employment, and other services (Immigrant Legal Advocacy Project, Maine Access Immigration Network)
Ex-offenders reentering society (Maine Prisoner Advocacy Coalition)
Homeless (Preble Street)
Indigenous people (National Indigenous Women's Resource Center)
LGBTQ (Equality Maine, GLAD Maine)
Victims of trafficking, assault, or abuse (SARSSM/Sexual Assault Response Services of Southern Maine)
Current or potential voters (Represent.us)
People impacted by a flood, fire, shooting, or other tragic event (United Way)
Recovering addicts (Portland Recovery Community Center)
Animals/pets (Animal Refuge League, Humane Society)
Homeless (Preble Street)
Indigenous people (National Indigenous Women's Resource Center)
LGBTQ (Equality Maine, GLAD Maine)
Victims of trafficking, assault, or abuse (SARSSM/Sexual Assault Response Services of Southern Maine)
Current or potential voters (Represent.us)
People impacted by a flood, fire, shooting, or other tragic event (United Way)
Recovering addicts (Portland Recovery Community Center)
Animals/pets (Animal Refuge League, Humane Society)
TOPIC
Consider an AREA of personal interest.
Literacy or other adult ed programs (United Way, Maine Literacy Council, The Telling Room)
International education programs (Teachers Without Borders)
International education programs (Teachers Without Borders)
Climate disruption (Sunrise Movement, 350.org, Environment Maine)
Habitat protection, management, or restoration
Sustainable energy production, storage, conservation, or use (Environment Maine)
Water (clean-up, reducing, stopping, or avoiding pollution)
Soil (clean-up or regenerative agriculture) (Maine Organic Farmers and Gardeners Association)
Wild animal protection and health (Maine Audubon, Environment Maine)
Reducing waste
Habitat protection, management, or restoration
- Beaches
- Estuaries
- Forests (Natural Resource Council of Maine)
- Grasslands
- Oceans (Greenpeace)
- Rivers or wetlands (Environment Maine)
Sustainable energy production, storage, conservation, or use (Environment Maine)
Water (clean-up, reducing, stopping, or avoiding pollution)
- Lakes and ponds
- Oceans (Greenpeace)
- Rivers and streams
Soil (clean-up or regenerative agriculture) (Maine Organic Farmers and Gardeners Association)
Wild animal protection and health (Maine Audubon, Environment Maine)
Reducing waste
Regenerative farming in Maine (MOFGA, Wolfe's Neck Farm, Scatter Good Farm)
Farmer support (Farm Aid)
Farmer support (Farm Aid)
Anti-racism (Racial Equity and Justice , Showing Up for Racial Justice , Maine Youth Justice , Maine Youth Action Network )
Human rights advocacy (Amnesty International, ACLU Maine, Seeds of Peace, GLAD Maine, Maine Youth Court)
Standing up to hate/bigotry (Southern Poverty Law Center)
Human rights advocacy (Amnesty International, ACLU Maine, Seeds of Peace, GLAD Maine, Maine Youth Court)
Standing up to hate/bigotry (Southern Poverty Law Center)
Food insecurity (Wayside Food Programs)
Homelessness (Preble Street, Habitat for Humanity))
General support (Maine Center for Economic Policy, First Parish United Universalist Church)
Homelessness (Preble Street, Habitat for Humanity))
General support (Maine Center for Economic Policy, First Parish United Universalist Church)
Disease prevention and treatment
Physical health and safety (Planned Parenthood, Partners in Health)
Mental and emotional health (The Opportunity Alliance)
- Coronavirus, AIDS, and other infectious diseases (The Task Force for Global Health)
- Non-infectious diseases
Physical health and safety (Planned Parenthood, Partners in Health)
Mental and emotional health (The Opportunity Alliance)
Browse opportunities at VOLUNTEER ME (opens new window)
Add a service component to an existing SCHOOL PROJECT (contact us for ideas)
Groups and organizations
Individual volunteers (on their own or partnering with a group)
Funders
Facilitators
Consultants (e.g., service-learning program designers/implementers)
Educators
- Independent non-profits (e.g., United Way, Habitat for Humanity)
- Government-linked or run groups and offices
- Religious groups
Individual volunteers (on their own or partnering with a group)
- Students (K-12, 4-year college, community college, or graduate; solo, in classes, or via clubs)
- Professionals providing services free or at reduced costs (e.g., docs volunteering at free medical clinics)
- Eagle Scout candidates
- Mitzvah candidates
- Other adults
Funders
- Individual or corporate donors (of money, goods, or other support)
- Grant providers (government-based groups, private foundations, corporations, other) providing general funding to groups or specific initiatives
Facilitators
- Volunteer or service project advisors (religious, academic, volunteer, other)
- Groups pooling/sharing information across efforts
- Consortiums of schools or other groups sharing notes/best practices (e.g., Campus Compact between colleges)
- Statewide clearinghouses and databases (e.g., of volunteer opportunities)
- Other resource providers (e.g., 3Levels.org) to assist and amplify existing efforts and facilitate new ones
Consultants (e.g., service-learning program designers/implementers)
Educators
- College, training students to work for non-profits, government, other
- Staff development professionals teaching skills to facilitate S-L or other community/civic engagement at schools or in workplaces
Daily living assistance
Professional services
Education and empowerment
Democratic representation and participation
Human rights protection and advocacy
Protection and health promotion
Technological innovation or engineering-based problem-solving efforts
Other ways to categorize efforts:
- Food (obtaining, nutrition)
- Shelter (emergency, long-term)
- Clothing and other essentials
- Transportation
Professional services
- Medical screenings and care
- Legal support
Education and empowerment
- Literacy
- Leadership skills
- Job training and placement
Democratic representation and participation
- Voting access
- Registration
- Census completion
Human rights protection and advocacy
- Human trafficking
- Worker exploitation
Protection and health promotion
- At-risk communities
- Wild animals or pets
- Habitats
Technological innovation or engineering-based problem-solving efforts
Other ways to categorize efforts:
- Population(s) involved
- Kids, elderly, other ages
- Immigrants
- Homeless
- Ex cons
- Endangered species
- Topic
- Poverty
- Hunger
- Health
- See UN Sustainable Development Goals (opens a new tab)
- Geographical scope/range
- Within a school
- Local/municipal
- County or state
- Regional or global)
- Duration of action
- One-time events
- Annual fundraisers/other activities
- Long-running and ongoing service provision
- Type of interaction
- Direct – working with people in a community
- Indirect – by supporting community organizations
- Advocacy – promoting actions in the public interest
- Research – finding and reporting information in the public interest
To connect
To apply course work and build
To “pay it forward” (give others opportunities we’ve had)
To express
To demonstrate faith-related values or responsibility
To fulfill a requirement
To increase the impact and personal meaning of a school project
To have a fulfilling career
To emulate, continue, or share in the work of others engaged in service
- To oneself and others
- To the natural word
- All three (why 3Levels.org exists)
To apply course work and build
- Knowledge and skills
- Connections and networks
- Portfolios
- Community and environmental health
To “pay it forward” (give others opportunities we’ve had)
To express
- Feeling part of society or a specific community
- Wanting to contribute to something bigger
To demonstrate faith-related values or responsibility
To fulfill a requirement
- For school graduation
- Completing a legal agreement
To increase the impact and personal meaning of a school project
To have a fulfilling career
- Working for a service organization
- Contributing to others’ lives
To emulate, continue, or share in the work of others engaged in service