Query
Template: /var/www/farcry/projects/fandango/www/action/sherlockFunctions.cfm
Execution Time: 10.3 ms
Record Count: 1
Cached: Yes
Cache Type: timespan
Lazy: No
SQL:
SELECT top 1 objectid,'cmCTAPromos' as objecttype
FROM cmCTAPromos
WHERE status = 'approved'
AND ctaType = 'moreinfo'
objectidobjecttype
11BD6E890-EC62-11E9-807B0242AC100103cmCTAPromos

Service for the Sake of Service

July 25, 2016 Anne Aichele Marymount University

Marymount University is a Catholic institution, founded in the tradition of the Religious of the Sacred Heart of Mary. The University’s strategic plan describes a “culture of engagement that fosters intellectual curiosity, service to others, and a global perspective” with community members that “actively seek to serve others and advance social justice” (Marymount University, 2016). Students are introduced to the institution’s commitment to service during New Student Orientation and a strong foundation is set for the expectation to engage in both the local and global community. In addition to large-scale, standalone programs throughout the year like Dance MARYthon, Special Olympics, and our Alternative Service Break trips, students also have the opportunity to enroll in academic courses with a service-learning component and volunteer at organizations in the local area.

By all accounts, Marymount is providing students with ample opportunity and encouragement to become engaged, global citizens with both hearts and minds of service. We have achieved our mission; we can go home each night satisfied at a job well done- right?  While creating a culture of service and modeling this behavior for our students is commendable, is it enough to meet our goals? Do weekly volunteer programs and annual opportunities for service provide a platform in which students understand their responsibility for creating positive change and their influence in affecting true social justice?

This past May, I had the opportunity to engage in discourse regarding social justice issues with a group of diverse professionals, in and out of higher education. During this time, we discussed the importance of recognizing the types of social justice programming currently being implemented on many college campuses. While many colleges and universities claim to be communities with active social justice initiatives, what we quickly discovered is that most are merely scratching the surface with education and dialogues about multiculturalism and diversity. Again, I am not belittling the work of educators who devote countless hours of energy to creating these intentional programs (I myself happen to be one); however, are we genuinely impacting our students and creating lasting, meaningful impact and change? What are we doing to deliberately challenge the preexisting cultural norms and beliefs of many of our students (and faculty and staff) that may perpetuate unjust social systems? Are we equipping students with the knowledge, skills, desire, and foundation to be able to serve a world that is faced with mounting concerns of access, equity, privilege, oppression, and discrimination?

As higher educators, we are often tasked with doing more with less- less money, less staff, less resources. This is no different. It is our responsibility as professionals to push boundaries and challenge not only our students, but our colleagues in Academic and Student Affairs, and our institutional leadership. We must be willing to ask the hard questions and listen to the uncomfortable answers in order to create an environment where students are both challenged and supported to develop into compassionate, critical thinkers with the desire and ability to create positive change.


“You cannot get through a single day without having an impact on the world around you. What you do makes a difference, and you have to decide what kind of difference you want to make.” 
-Jane Goodall