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• W189855721 abstract "Fll'S!·tlme entering students at a large, eastern university were given a survey assessing their interest In various campus opportunaies. The relationship between incentives and interest was also studied. The tlndings suggested that, generally, students did not differ· entiate between serving as a volunteer; •earning course credit as a volunteer; and earning a monetary awartl as a volun· teer. OVerall, students were most interested in volunteering for the hOmecoming committee and the campus recruitment organization, and least interested in volunteering for the counsel· · ing center and the heanh center. SpecHic interests are dISCUssed in terms of their theoretical and practical implica· tions for stildent affairS practaioners. • Orientation prOgrams for incoming students tend to emphasize the campus can do for you• • how various programs, services, and facilities can be used to the studenrs best advantage. Learning to negotiate the system• at an institution of higher education Is Indeed an education in Itself. As stu· dent affairs professionals, we must do all we can to This ra' P'ie<:t was supported by the Counseling Cen18r, University of Maryland. College Park. Computer tine was p!OVided by the Computar Science Center, Univorsity of Maryland. College Part<. Portions of this paper ware presented at the 1990 Maryland Student Affairs Conference, Unlvorsity of Maryland. Colloge Park. Vokmteer lnter'Ht Areal. and lncentiws facilitate this process, especially given the evidence that use of campus programs and facilities Is related to retention {Astin, 1975, 1977; Malllnckrod! & Sedlacek, 1987; Tlnto, 1975). As we encourage students to avail themselves of the myriad of resources on campus, we sometimes forget to focus on you can do for the campus. • While this Is beginning to sound like a presidential speech, It does reflect the growing sentiment among educators that volunteerism Is an essential part of the college education {UniversitY presidents urged .•. , 1986). Accordingly, Delve, Mintz, and Stewari {1987) developed a model of service learning with the following goal: Resulting from a values education fostered by service learning experiences, students will move from an egocentric to a more allocentric viewpoint, thereby being able to accept greater responsibility for their immediate community and the larger society •.. (p. 4). To maximize the volunteer potential of Incoming students, we need to understand their Interests and motivations. Fo~ example, the trend toward vocationaRsm among students of recent years {Garfand, 1985; Parlier, 1988; Study Group .•• , 1984) suggests that they might prefer positions that are likely to promote their career aspirations. Garland {1985) cited evidence that students are selecting information-Intensive, well-paying professional fields, such as business, law, and engineering {Upcraft, Finney, & Garfand, 1984). Research addressing the question of which opportunities are most attractive to new students can aid the efforts of student affairs professionals charged with recruitment. While the specific Interests of incoming students clearly deserve our attention, perhaps our greatest concern Is that they might not get Involved at all. Some writers (e.g., Blacllbum, 1986; Parlier, 1988) have observed that students are becoming more diffiCUlt to attract to leadership positions, and the overaH success of organized campus activities seems 60 Journal of The Froohman Year Experience, 1991, Vol. 3, No. 1, 59-'10. to have ebbed. Parlier {1988) suggested that students might be more likely to with the following incentives: (1) course credit for campus volunteers, (2) extra credit In regular courses for campus volunteers, · (3) required involvement as part of a regular course, or {4) some form of payment for. campus volunteers. According to Miller (1987), leadership programs that .award academic credit, or are at least documented on a co-curricular transcript, earn more respect and credibility than those that do not. With regard to payment for volunteers, Ellis (1985) suggested that the following research questions need to be answered: + What Is the effect of giving money in any quantity on volunteering? + Is It more than an enabling factor? + Does it provide recognition? + Is it received as a form of earnings by the volunteer, and/or is It seen as such by salaried staff? + When do •enabling become a stipend and when does a stipend'' become a salary;• does the level of money Involved affect the worll provided? {p. 13) A 1988 survey of Association of College Unions International {ACU-1) members found that In 36% of the unions represented, program board members received compensation (Miller & Galey, 1988). However, the effect of academic credit or stipends on student involvement has received little empirical attention, perhaps because the notion of offerIng Incentives to seems incongruous. · There are, in fact, a number of practical and philosophical reasons why offering incentives or compensation to volunteers may be problematic. Parlier {1988) noted that many campus departments do not have funds In their budgets to pay student volunteers. When money Is available, the practice of paying" @default.
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• W189855721 date "1991-01-01" @default.
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• W189855721 title "The Volunteer Potential of First-time Entering Students: Interest Areas and Incentives" @default.
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