Meaningful Connections: Service-Learning, Peer Advocacy & Student Success

Click on links below to access the Connect2Complete Resource Guide.

The Connect2Complete Resource Guide: The success of the C2C program has prompted Campus Compact to create this Resource Guide to help colleges implement the C2C model on their own campuses. The guide is designed for a broad range of audiences, including community engagement professionals, faculty, student leaders, administrators, and presidents. While resources contained within this guide were developed on the basis of the experiences, needs, and cultures of community colleges, the model has garnered interest from four-year institutions offering developmental education, which can adapt the information here for their own use.

The guide is divided into four sections, each focusing on a different aspect of the program. Section 1 provides an overview of the program; as such, it is a good starting point for all readers. Section 2 looks specifically at classroom application and is of particular interest to faculty and peer advocates. Section 3 focuses on the administrator’s role in structuring work with peer advocates and faculty. Section 4 focuses on program evaluation. The guide also includes two appendices with profiles of program participants and sample materials developed by participating colleges.

The C2C Resource Guide can be downloaded as one document by clicking here. This document includes hyperlinks in the entire table of contents and throughout the document to help you navigate within the document and to bring you to external websites. Simply hover your cursor over the table of contents, internal references to other parts of the text or websites to be brought to your desired location.

Below you will find the C2C Resource Guide broken out into separate sections. Click on each section title to download the individual sections.

Table of Contents/About the Authors/Acknowledgements
The C2C Resource Guide Introduction

Section 1, The C2C Model provides readers with a high-level understanding of the C2C strategy. It begins with an overview that paints a picture of what the program looks like on the ground. A review of the theory and assumptions underlying C2C connects theory with outcomes for participants. Discussions of service-learning and peer advocacy summarize research on the positive impact of these approaches on student success, review the integrated C2C approach in depth, and lay the foundation for C2C implementation (explored in later sections).

Section 2, Implementing C2C in the Classroom, presents a comprehensive view of what C2C looks like in the classroom. It begins with two documents that explore considerations for faculty implementing the C2C strategy in their developmental education and college success courses: how to implement service-learning with a particularly vulnerable population, and approaches for integrating the C2C strategy into redesigned developmental education courses. The section also offers sample materials for supporting faculty and peer advocates in integrating C2C into the classroom, including faculty-created descriptions of peer-assisted service-learning coursework and activities.

Section 3, Program Administration, includes resources for planning and managing a C2C program. While this section addresses faculty and peer advocate roles, it focuses more closely on the administrator’s role. This section offers resources for planning and launching a C2C program on campus, including information on assessing readiness, staffing, structuring, and budgeting for such a program. It also provides resources for recruiting and supporting faculty as well as for recruiting, screening, training, and supporting peer advocates.

Section 4, Program Evaluation, provides resources for conducting a C2C evaluation, including information on measuring program impact and the C2C Evaluation Report from the C2C pilot program. While program evaluation is included near the end of the Resource Guide, it’s important to note that evaluation is not an event that occurs at the end of a project; rather, it’s an ongoing process that should start at the outset, with systems put in place to support evaluation in the early stages of program planning.

The two appendices offer additional information and insight. The first is a series of profiles of C2C students, peer advocates, and faculty. The profiles provide a window into the range of program participants, including their background, experience with C2C, and the personal impact the program has had on them. A second appendix provides sample hands-on materials developed by participating colleges, such as organizational documents, brochures, training guidelines, a classroom planning guide, and more. These materials provide models to help make the start-up process easier.


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