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What is an alternative spring break?
Rather than seeking the perfect tan over traditional vacation periods like spring break and winter break, alternative break participants build houses, restore national wildlife refuges, register voters, assist migrant farmers, support victims of violence, coordinate activities for children with terminal illnesses, and contribute to hundreds of other initiatives around the world.
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The alternative spring break program had its biggest year to date with five trips and 47 students participating. Students were also given the opportunity to earn college credit for two of the trips through the Education & HPE departments at NSU. The five trips included Urban Youth Education at Childrenís Outreach Project in Denver, CO(Power Point); Children with HIV/AIDS at Project Sunshine in New York, NY; Hurricane Relief with Community Collaborations International in New Orleans, LA; Hunger & Homelessness at Maggieís Place in Phoenix, AZ(Power Point); and Domestic Violence at the Sojourner Center in Phoenix, AZ. Students also participated in a Pre-Trip Service day on Presidentís Day prior to going on their trips to learn more about the issues as they relate back to our community. Participants totaled 142 hours of community service at The Learning Tree & YMCA, Salvation Army, Newman Center, and Safe Harbor.
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Thirty-eight students participated in four alternative spring break trips in 2006. Trips included Hurricane Relief in Waveland, MS, Plateau Restoration in Moab, UT, Habitat for Humanity build in Austin, TX, and Marine Life Restoration in Clearwater, FL.
Nine NSU students and one staff were involved in an alternative break during spring break 2005. The students worked with an environmental restoration non-profit near Moab, Utah called, Plateau Restoration. Volunteers here removed non-native invasive plant species from places such as Arches National Park.
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Twenty-two NSU students and staff were involved in an alternative break during spring break 2004. The students and staff split into two groups. Eleven worked at Rapheal House, a domestic violence shelter in Portland, OR. Volunteers completed yard work, power washing, worked with the kids, organized the playroom, sat on the crisis line and cleaned out offices. During the same time period, the other group worked at Friends of the Dunes, a non-profit organization dedicated to the restoration of the coastal dunes, in Arcata, CA. Volunteers here removed non-native invasive plant species from the dunes .
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Three high school students participated on a three-day direct service experience with the focus on hunger and homelessness during their academic break over the holidays. The students prepared and served meals to more than 300 individuals at The Salvation Army Harbor Lights facility in downtown Minneapolis, Minnesota. Other duties included pantry storage, facility cleaning and maintenance, and holiday un-decorating. Students toured the facility, interacted with other staff members and clients and reflected on their experience throughout the break.
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Thirteen NSU students and staff participated in an alternative break during spring break 2002. A team of seven individuals worked with Habitat for Humanity in Wichita, Kansas. Volunteer work included sheetrocking, siding, deck railing, painting, and mudding the sheetrock. Meanwhile, a team of six individuals helped with schoolwork, recreational activities, and minor building maintenance at the Boys and Girls Club of Collin County in McKinney, Texas.
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Eight NSU students spent five grueling days in Wichita, Kansas volunteering for Habitat For Humanity. Members lacked experience, but quickly learned to pour concrete, haul bricks, hang sheetrock, mud and tape sheetrock, build a deck, balance on sheetrock stilts, operate power tools and paint as they assisted with the building of four homes.
Eitght Components of a Quality Spring Break Program
1. Strong Direct Service: These programs provide the opportunity for students to engage in direct or “hands on” projects that address unmet social issues.
2. Orientation: Participants are oriented to the mission and objectives of both the alternative break program and the host agency or organization with which they will be working.
3. Education: The programs establish and achieve educational objectives to give participants a sense of context and understanding of missions.
4. Training: Training is given in certain skills necessary to carry out tasks and projects during the trip.
5. Reflection: Participants can take time to reflect upon the experiences they are having either individually or as a group.
6. Reorientation: After students return from an alternative break programs are offered to help share their experiences and translate them into a lifelong commitment to active citizenship.
7. Diversity: Strong alternative break programs include participants representing the range of students present in the campus community.
8. Alcohol & Drug Free: The programs remain alcohol and other drug free.
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