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The Bodwell Center for Service and Volunteerism


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Alternative Breaks - Learn About the Eight Components

The Break Away Eight Components

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AB Logo
Last Chance Ranch -Quakertown, PA
Last Chance Ranch -Quakertown, PA
Southern Appalachian Labor School -West Virginia
Southern Appalachian Labor School -West Virginia
Camp Vacamas -New Jersey
Camp Vacamas -New Jersey
Childhelp -Virginia
Childhelp -Virginia
The Nature Conservancy -Georgia
The Nature Conservancy -Georgia
The Grand Canyon
The Grand Canyon
Southern Appalachian Labor School -West Virginia
Southern Appalachian Labor School -West Virginia
Give Kids the World -Florida
Give Kids the World -Florida
Last Chance Ranch -Quakertown, Pennsylvania
Last Chance Ranch -Quakertown, Pennsylvania
St. Bernard’s Project -New Orleans
St. Bernard’s Project -New Orleans
The Nature Conservancy -Georgia
The Nature Conservancy -Georgia
Southern Appalachian Labor School -West Virginia
Southern Appalachian Labor School -West Virginia
Childhelp -Virginia
Childhelp -Virginia

 

Why are the 8 Components Important?

The 8 Break Away Components which are implemented into the organization create quality Alternative Breaks trips. The 8 Components are combined with the Active Citizen Continuum to create a memorable and impactful trip for all participants. The components that come from our national partner organization, Break Away, help student leaders become more than just the typical volunteer and move participants down the path toward Lifelong Active Citizenship. Without one of the components the impact of an Alternative Breaks trip is lessened, however, with all of them developed throughly the power of an Alternative Breaks experience is limitless. 

STRONG DIRECT SERVICE: 

Programs provide an opportunity for participants to engage in direct or “hands-on” projects and activities that addresses critical but unmet social needs, as determined by the community. Community interaction during service projects and throughout the week is highly encouraged during breaks.

ORIENTATION:

Prior to departure, participants should be oriented to the mission and vision of the community partner or organization(s) with which they are working. Participants are encouraged to look at the context of the work of the organization within the broader community and to become allies to their mission and vision through direct service.

EDUCATION: 

Programs include issue specific educational sessions which participants attend prior to and perhaps during their alternative break. These sessions provide participants with the historical, political, social, and cultural context of the social problems they will be working with during the break. Effective education provides faces and opinions from all perspectives on the issue, including ways that the participants’ personal life choices are connected to them.

TRAINING: 

Participants are provided with adequate training in skills necessary to carry out tasks and projects during the trip. Ideally this training should take place prior to departure, although in some instances it may occur once participants have reached their site. Examples of training include teaching basic construction, learning how to read with children or gaining first aid skills.

REFLECTION: 

During the trip, participants reflect upon the experiences they are having – synthesizing the direct service, education, and community interaction components. . Applying classroom learning and integrating many academic disciplines can occur. The site leaders should set aside time for reflection to take place, both individually and in a group setting.

REORIENTATION:

Upon return to campus, programs carry out reorientation activities for all participants where they can share their break experiences and translate them into a lifelong commitment to active citizenship. Through these activities, participants continue their volunteer efforts in their local area, learn about possible internships, engage politically in their community, obtain resources for continued education on social issues, and make life choices that benefit the entire community.

DIVERSITY:

Strong alternative break programs include participants representing the range of students present in the campus community. Coordinators should recruit, design, implement and evaluate their program with this end in mind. Break programs should also plan to intentionally address the issue of diversity and social justice, or in other words privilege and oppression, and how it relates to service work.

ALCOHOL AND DRUG FREE:

Programs must be aware that issues of legality, liability, personal safety and group cohesion are of concern when alcohol and other drugs are consumed on an alternative break. Programs provide education and training on alcohol and other drug related issues as well as develop a policy on how these issues will be dealt with on an alternative break.

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Contact Information

The Bodwell Center for Service and Volunteerism
Memorial Union, Room 311
Orono, Maine 04469
Phone: (207) 581-3091 | Fax: (207) 581-4215E-mail: lisa.morin@umit.maine.edu
The University of Maine
Orono, Maine 04469
207.581.1110
A Member of the University of Maine System