Mission and Principles

Principles of Ethical and Effective Service

• Reciprocity Through Partnership
• Clarifying Expectations and Commitments
• Preparation
• Respect for Diversity
• Safety & Wellbeing
• Reflection & Evaluation
• Humility

Read the full Principles of Ethical and Effective Service document. (PDF)

Why Principles?

Community organizations provide rich learning opportunities for Stanford students engaged in public service. Stories abound of students’ transformative experiences through community involvement. Many faculty, staff, and students establish mutually beneficial relationships with partner organizations that enhance student learning and contribute to the mission of a community partner. At times, however, there have also been breaches of community trust and respect.

In an effort to raise awareness about the University’s responsibility to communities and organizations involved with public service activities at Stanford, the Haas Center developed the Principles for Ethical and Effective Service in 2002. These principles emerged from a process of consultation with over 75 community participants, faculty, students, and staff. At the Haas Center, the principles inform program design and implementation as we continually work to align our work and guiding values.

The Principles of Ethical and Effective Service Document provides snapshots of the Principles for Ethical and Effective Service in action, using examples from the Haas Center’s own programs. We hope this document fosters continued discussion about the opportunities and challenges inherent in public service.

Suggested Uses

Since developing the Principles for Ethical and Effective Service in 2002, we have used this document to guide workshops with students, faculty, and staff. Leaders of student service groups, for example, use the reflection questions related to each principle as a springboard for assessing their work with the community. Similarly, the principles are shared with faculty members who apply for service-learning grants. They are encouraged to think about how course design can promote ethical and effective service.

Of most importance, community partners’ inclusion in the original development of the principles has yielded a platform for ongoing conversations about how university-community interactions can both enhance student learning and benefit the community. We urge readers to consider how they can adapt these principles for their own communities and engage diverse stakeholders in a discussion about the opportunities and challenges inherent in university efforts to engage service participants as both learners and teachers.