Tom Schnaubelt on Principles and Pathways: Exploring Frameworks and Tools for Public Service

1. Schnaubelt Introduces Cardinal Service

Timestamp: 00:07:37 to 00:11:11 - watch this moment on skim

Tom Schnaubelt introduces Cardinal Service as Stanford's framework for engaging students in public service, emphasizing its connection to the university's founding charter. He highlights that the framework aims to support students in becoming a greater service to the public. This initiative seeks to create a map for students to navigate public service opportunities during their undergraduate experience.

Significance (Medium): This framework provides a structured approach to public service at Stanford, potentially increasing student involvement and impact.

Sources in support: Tom Schnaubelt (Executive Director, Haas Center for Public Service at Stanford)

2. Cardinal Quarter: Deep Community Immersion

Timestamp: 00:09:45 to 00:11:32 - watch this moment on skim

The Cardinal Quarter, according to Schnaubelt, is a key component of Cardinal Service, encouraging students to dedicate a full-time quarter to an immersive service experience. He explains that this involves students disengaging from campus life to embed themselves in a community, supported by stipends. This initiative aims to provide students with an extended period of deep engagement in a community setting.

Significance (High): By providing extended immersion, the Cardinal Quarter could lead to deeper understanding and more meaningful contributions from students.

Sources in support: Tom Schnaubelt (Executive Director, Haas Center for Public Service at Stanford)

3. Ethical Service Principles Outlined

Timestamp: 00:12:24 to 00:14:16 - watch this moment on skim

Schnaubelt outlines seven principles of ethical and effective service, including preparation, humility, reciprocity, safety, diversity, clear expectations, and reflection. He emphasizes that these principles are not linear but rather pillars to be embedded within each program. These principles aim to guide students in habitualizing ethical practices as they engage in public service.

Significance (Medium): These principles provide a moral compass for service work, potentially mitigating harm and promoting responsible engagement.

Sources in support: Tom Schnaubelt (Executive Director, Haas Center for Public Service at Stanford)

4. Pathways Framework Aims for Broader Engagement

Timestamp: 00:15:19 to 00:18:10 - watch this moment on skim

Tom Schnaubelt explains that the Haas Center developed six pathways of public service to broaden the scope of student engagement beyond direct service. He notes that these pathways—activism, community-engaged research, direct service, philanthropy, public policy/politics, and social entrepreneurship—aim to address angular tendencies among students and divisions within the field. The goal is to create a framework where students see these pathways as interconnected and part of their future lives.

Significance (Medium): By offering diverse pathways, the framework could attract a wider range of students and foster a more holistic approach to public service.

Sources in support: Tom Schnaubelt (Executive Director, Haas Center for Public Service at Stanford)

5. Diagnostic Tool Aims to Guide Programming

Timestamp: 00:21:11 to 00:23:12 - watch this moment on skim

Schnaubelt details the goals for the pathways diagnostic tool, including advising students, guiding programming, and capturing empirical evidence about college students' engagement in public service. He explains that the tool is designed to help students reflect on their predispositions and guide the Haas Center's programming based on student needs. The tool also aims to track changes in student attitudes and behaviors over time.

Significance (Medium): The diagnostic tool could enhance the effectiveness of public service initiatives by aligning them with student interests and needs.

Sources in support: Tom Schnaubelt (Executive Director, Haas Center for Public Service at Stanford)

6. Tool's Design Emphasizes Examples

Timestamp: 00:25:22 to 00:26:50 - watch this moment on skim

Tom Schnaubelt notes that the tool provides a definition for each pathway, followed by a series of examples, and emphasizes that the examples are more important than the definitions. He explains that users primarily look at the examples to understand the basis of each pathway. This design choice aims to make the tool more accessible and relatable to students.

Significance (Medium): By focusing on examples, the tool could better resonate with students and provide clearer guidance for their engagement in public service.

Sources in support: Tom Schnaubelt (Executive Director, Haas Center for Public Service at Stanford)

7. Data Visualization Aids Advising

Timestamp: 00:26:50 to 00:28:31 - watch this moment on skim

Schnaubelt describes how the tool generates a data visualization that plots relative strengths on a six-sided vector arm, showing how strongly a student identifies with each pathway. He explains that this visualization has been particularly useful for staff in advising students, allowing them to discuss different aspects of their perceived impact, experience, interests, and strengths. This feature aims to facilitate more meaningful conversations and personalized guidance.

Significance (High): The data visualization could empower advisors to provide more targeted and effective guidance, leading to better student outcomes.

Sources in support: Tom Schnaubelt (Executive Director, Haas Center for Public Service at Stanford)

8. Pilot Data Reveals Institutional Differences

Timestamp: 00:29:27 to 00:31:07 - watch this moment on skim

Tom Schnaubelt shares pilot data comparing student predispositions at Stanford and St. Mary's College, revealing that while social entrepreneurship and activism rates were similar, direct service was far more pronounced at St. Mary's. He explains that this data provides insights into how different institutions' predispositions can be compared. This analysis aims to inform program development and tailor initiatives to specific institutional contexts.

Significance (Medium): Understanding institutional differences could lead to more effective and targeted public service programs, maximizing student engagement and impact.

Sources in support: Tom Schnaubelt (Executive Director, Haas Center for Public Service at Stanford)

9. Gender Differences Highlighted

Timestamp: 00:31:07 to 00:32:38 - watch this moment on skim

Schnaubelt presents data on gender differences, noting that women are generally more engaged in public service activities than men. He explains that the data showed women scoring higher in every pathway, though the difference was less pronounced in social entrepreneurship. This analysis aims to inform how the Haas Center frames its work to better engage both men and women in public service.

Significance (Medium): Addressing gender differences could lead to more inclusive and effective public service programs, maximizing participation and impact.

Sources in support: Tom Schnaubelt (Executive Director, Haas Center for Public Service at Stanford)

10. Tool's Potential Uses

Timestamp: 00:32:38 to 00:33:42 - watch this moment on skim

Tom Schnaubelt summarizes the potential uses of the tool for advising, program development, and research, including cohort studies to assess the impact of interventions. He explains that the tool could help understand demographic differences and differences by institutional types. This overview aims to encourage collaboration and further exploration of the tool's capabilities.

Significance (Medium): By offering multiple applications, the tool could become a valuable resource for institutions seeking to enhance their public service initiatives.

Sources in support: Tom Schnaubelt (Executive Director, Haas Center for Public Service at Stanford)

11. Institutional Support Relies on Persistent Communication

Timestamp: 00:47:47 to 00:50:37 - watch this moment on skim

Tom Schnaubelt shares that gaining institutional support for the Cardinal initiative required relentless communication and framing the initiative in a way that resonated with Stanford's culture. He explains that the administration saw the initiative as a way to support students and address issues they were facing. This approach aims to create a coherent framework that is distinctively Stanford.

Significance (Medium): By aligning with institutional values and addressing student needs, the initiative could gain broader support and have a greater impact.

Sources in support: Tom Schnaubelt (Executive Director, Haas Center for Public Service at Stanford)

Institutional Promotion (Medium severity)

Type: Professional

Tom Schnaubelt's position at the Haas Center for Public Service at Stanford creates a potential conflict, as his presentation promotes Stanford's programs and initiatives.

Significance: This raises questions about whether the information presented is solely for informational purposes or also serves to enhance Stanford's reputation and attract students and funding. The audience is left to wonder if the benefits are overstated.