Overview

Plan and complete a Accessible playground design project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Engineering Technology
• Robotics
• Commercial sUAS Drone
• Internet of Things

Potential Community Partners

• Engineering firms
• Museums
• Schools
• Disability organizations
• Utilities
• Parks departments

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a AI basics workshop project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Cybersecurity
• Information Technology Services
• Web Design
• Computer Programming
• Networking

Potential Community Partners

• Libraries
• Senior centers
• American Job Centers
• Nonprofits
• Schools
• Managed IT companies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Angel Tree support project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Cosmetology
• Barbering
• Esthetics
• Nail Care
• Early Childhood Education

Potential Community Partners

• Senior living communities
• Family shelters
• Foster-care agencies
• Libraries
• Schools
• Salvation Army

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Animal shelter support project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• All SkillsUSA programs and competitions

Potential Community Partners

• United Way
• Food banks
• Schools
• Shelters
• Animal rescues
• Faith-based organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Animal shelter volunteer day project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Agriculture, Food & Natural Resources
• Animal Science and Veterinary Support
• Business, Management & Entrepreneurship
• Human Services
• Leadership & Chapter Development

Potential Community Partners

• Animal shelters
• Animal rescue organizations
• Humane societies
• Pet food pantries
• Pet-supply stores
• Veterinary clinics
• Wildlife rehabilitation organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Arbor Day tree planting project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Agriculture Career Pathways
• Landscape and Horticulture
• Natural Resources

Potential Community Partners

• Extension offices
• Master Gardeners
• Nurseries
• Parks departments
• Food pantries
• Conservation groups

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Assistive-device design challenge project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Engineering Technology
• Robotics
• Commercial sUAS Drone
• Internet of Things

Potential Community Partners

• Engineering firms
• Museums
• Schools
• Disability organizations
• Utilities
• Parks departments

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Back-to-school backpack drive project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Cosmetology
• Barbering
• Esthetics
• Nail Care
• Early Childhood Education

Potential Community Partners

• Senior living communities
• Family shelters
• Foster-care agencies
• Libraries
• Schools
• Salvation Army

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Backpack food program project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• All SkillsUSA programs and competitions

Potential Community Partners

• United Way
• Food banks
• Schools
• Shelters
• Animal rescues
• Faith-based organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Bicycle repair day project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Automotive Service Technology
• Diesel Equipment Technology
• Collision Repair Technology
• Aviation Maintenance Technology

Potential Community Partners

• Dealerships
• Repair shops
• AAA clubs
• Senior centers
• Veterans organizations
• Local transit agencies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Blood drive ambassador team project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• All SkillsUSA programs and competitions

Potential Community Partners

• United Way
• Food banks
• Schools
• Shelters
• Animal rescues
• Faith-based organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Blood drive support project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Practical Nursing
• Medical Assisting
• Dental Assisting
• EMT
• First Aid/CPR

Potential Community Partners

• Hospitals
• County health departments
• American Red Cross
• RAM
• Senior living communities
• Public health agencies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Blood pressure screenings project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Practical Nursing
• Medical Assisting
• Dental Assisting
• EMT
• First Aid/CPR

Potential Community Partners

• Hospitals
• County health departments
• American Red Cross
• RAM
• Senior living communities
• Public health agencies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Build a nonprofit website project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Cybersecurity
• Information Technology Services
• Web Design
• Computer Programming
• Networking

Potential Community Partners

• Libraries
• Senior centers
• American Job Centers
• Nonprofits
• Schools
• Managed IT companies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Build bike racks project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Welding
• Mechatronics
• CNC
• Industrial Maintenance
• Additive Manufacturing

Potential Community Partners

• Manufacturers
• Machine shops
• Parks departments
• Disability organizations
• Veterans groups
• Nonprofits

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Build durable donation bins project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Welding
• Mechatronics
• CNC
• Industrial Maintenance
• Additive Manufacturing

Potential Community Partners

• Manufacturers
• Machine shops
• Parks departments
• Disability organizations
• Veterans groups
• Nonprofits

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Build or repair pet beds and shelter equipment project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Agriculture, Food & Natural Resources
• Animal Science and Veterinary Support
• Business, Management & Entrepreneurship
• Human Services
• Leadership & Chapter Development

Potential Community Partners

• Animal shelters
• Animal rescue organizations
• Humane societies
• Pet food pantries
• Pet-supply stores
• Veterinary clinics
• Wildlife rehabilitation organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Campus beautification project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Agriculture Career Pathways
• Landscape and Horticulture
• Natural Resources

Potential Community Partners

• Extension offices
• Master Gardeners
• Nurseries
• Parks departments
• Food pantries
• Conservation groups

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Campus-wide day of service project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Community Action Project
• Community Service
• Prepared Speech
• Chapter Business Procedure

Potential Community Partners

• Student affairs
• Student government
• United Way
• Civic clubs
• College foundations
• Local government

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Car-seat safety event project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Automotive Service Technology
• Diesel Equipment Technology
• Collision Repair Technology
• Aviation Maintenance Technology

Potential Community Partners

• Dealerships
• Repair shops
• AAA clubs
• Senior centers
• Veterans organizations
• Local transit agencies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Child ID event project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Criminal Justice
• Firefighting
• Crime Scene Investigation

Potential Community Partners

• Police departments
• Fire departments
• Emergency management
• Veterans service offices
• Neighborhood associations
• Red Cross

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Children’s literacy activity day project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Cosmetology
• Barbering
• Esthetics
• Nail Care
• Early Childhood Education

Potential Community Partners

• Senior living communities
• Family shelters
• Foster-care agencies
• Libraries
• Schools
• Salvation Army

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Coat and blanket drive project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• All SkillsUSA programs and competitions

Potential Community Partners

• United Way
• Food banks
• Schools
• Shelters
• Animal rescues
• Faith-based organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Community cleanup project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• All SkillsUSA programs and competitions

Potential Community Partners

• United Way
• Food banks
• Schools
• Shelters
• Animal rescues
• Faith-based organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Community event planning project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Entrepreneurship
• Customer Service
• Job Interview
• Business Management

Potential Community Partners

• Chambers of commerce
• Small Business Development Centers
• Nonprofits
• Banks
• American Job Centers
• Community foundations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Community garden project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Agriculture Career Pathways
• Landscape and Horticulture
• Natural Resources

Potential Community Partners

• Extension offices
• Master Gardeners
• Nurseries
• Parks departments
• Food pantries
• Conservation groups

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Community garden beds project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Carpentry
• Building Construction Technology
• Electrical Construction Wiring
• HVAC/R
• Plumbing
• Masonry

Potential Community Partners

• Habitat affiliates
• Rebuilding Together
• Area Agencies on Aging
• Community centers
• Parks departments
• Local contractors

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Community health fair project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Practical Nursing
• Medical Assisting
• Dental Assisting
• EMT
• First Aid/CPR

Potential Community Partners

• Hospitals
• County health departments
• American Red Cross
• RAM
• Senior living communities
• Public health agencies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Community needs assessment project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Community Action Project
• Community Service
• Prepared Speech
• Chapter Business Procedure

Potential Community Partners

• Student affairs
• Student government
• United Way
• Civic clubs
• College foundations
• Local government

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Community safety fair project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Criminal Justice
• Firefighting
• Crime Scene Investigation

Potential Community Partners

• Police departments
• Fire departments
• Emergency management
• Veterans service offices
• Neighborhood associations
• Red Cross

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Computer literacy for senior adults project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Cybersecurity
• Information Technology Services
• Web Design
• Computer Programming
• Networking

Potential Community Partners

• Libraries
• Senior centers
• American Job Centers
• Nonprofits
• Schools
• Managed IT companies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a CPR and Stop-the-Bleed education project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Practical Nursing
• Medical Assisting
• Dental Assisting
• EMT
• First Aid/CPR

Potential Community Partners

• Hospitals
• County health departments
• American Red Cross
• RAM
• Senior living communities
• Public health agencies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Create a nonprofit marketing plan project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Entrepreneurship
• Customer Service
• Job Interview
• Business Management

Potential Community Partners

• Chambers of commerce
• Small Business Development Centers
• Nonprofits
• Banks
• American Job Centers
• Community foundations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Create accessible flyers and websites project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Photography
• Graphic Design
• Video Production
• Audio Production
• Advertising Design

Potential Community Partners

• Nonprofits
• Museums
• Veterans groups
• Libraries
• Local media
• Community foundations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Create memorial plaques project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Welding
• Mechatronics
• CNC
• Industrial Maintenance
• Additive Manufacturing

Potential Community Partners

• Manufacturers
• Machine shops
• Parks departments
• Disability organizations
• Veterans groups
• Nonprofits

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Create nonprofit promotional videos project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Photography
• Graphic Design
• Video Production
• Audio Production
• Advertising Design

Potential Community Partners

• Nonprofits
• Museums
• Veterans groups
• Libraries
• Local media
• Community foundations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Cybersecurity and password workshop project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Cybersecurity
• Information Technology Services
• Web Design
• Computer Programming
• Networking

Potential Community Partners

• Libraries
• Senior centers
• American Job Centers
• Nonprofits
• Schools
• Managed IT companies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Design a community mural project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Photography
• Graphic Design
• Video Production
• Audio Production
• Advertising Design

Potential Community Partners

• Nonprofits
• Museums
• Veterans groups
• Libraries
• Local media
• Community foundations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Design awareness campaigns project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Photography
• Graphic Design
• Video Production
• Audio Production
• Advertising Design

Potential Community Partners

• Nonprofits
• Museums
• Veterans groups
• Libraries
• Local media
• Community foundations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Device setup clinic project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Cybersecurity
• Information Technology Services
• Web Design
• Computer Programming
• Networking

Potential Community Partners

• Libraries
• Senior centers
• American Job Centers
• Nonprofits
• Schools
• Managed IT companies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Digital resume lab project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Cybersecurity
• Information Technology Services
• Web Design
• Computer Programming
• Networking

Potential Community Partners

• Libraries
• Senior centers
• American Job Centers
• Nonprofits
• Schools
• Managed IT companies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Disaster-relief supply drive project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Criminal Justice
• Firefighting
• Crime Scene Investigation

Potential Community Partners

• Police departments
• Fire departments
• Emergency management
• Veterans service offices
• Neighborhood associations
• Red Cross

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Dog wash benefiting a shelter project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Agriculture, Food & Natural Resources
• Animal Science and Veterinary Support
• Business, Management & Entrepreneurship
• Human Services
• Leadership & Chapter Development

Potential Community Partners

• Animal shelters
• Animal rescue organizations
• Humane societies
• Pet food pantries
• Pet-supply stores
• Veterinary clinics
• Wildlife rehabilitation organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Domestic-violence shelter care kits project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Cosmetology
• Barbering
• Esthetics
• Nail Care
• Early Childhood Education

Potential Community Partners

• Senior living communities
• Family shelters
• Foster-care agencies
• Libraries
• Schools
• Salvation Army

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Donation-drive logistics project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Entrepreneurship
• Customer Service
• Job Interview
• Business Management

Potential Community Partners

• Chambers of commerce
• Small Business Development Centers
• Nonprofits
• Banks
• American Job Centers
• Community foundations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Drone mapping for a nonprofit project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Engineering Technology
• Robotics
• Commercial sUAS Drone
• Internet of Things

Potential Community Partners

• Engineering firms
• Museums
• Schools
• Disability organizations
• Utilities
• Parks departments

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Emergency preparedness workshop project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Criminal Justice
• Firefighting
• Crime Scene Investigation

Potential Community Partners

• Police departments
• Fire departments
• Emergency management
• Veterans service offices
• Neighborhood associations
• Red Cross

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Energy audit for a community facility project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Engineering Technology
• Robotics
• Commercial sUAS Drone
• Internet of Things

Potential Community Partners

• Engineering firms
• Museums
• Schools
• Disability organizations
• Utilities
• Parks departments

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Fabricate park benches project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Welding
• Mechatronics
• CNC
• Industrial Maintenance
• Additive Manufacturing

Potential Community Partners

• Manufacturers
• Machine shops
• Parks departments
• Disability organizations
• Veterans groups
• Nonprofits

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Financial literacy workshop project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Entrepreneurship
• Customer Service
• Job Interview
• Business Management

Potential Community Partners

• Chambers of commerce
• Small Business Development Centers
• Nonprofits
• Banks
• American Job Centers
• Community foundations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Fleet wash for a nonprofit project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Automotive Service Technology
• Diesel Equipment Technology
• Collision Repair Technology
• Aviation Maintenance Technology

Potential Community Partners

• Dealerships
• Repair shops
• AAA clubs
• Senior centers
• Veterans organizations
• Local transit agencies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Food pantry volunteer day project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• All SkillsUSA programs and competitions

Potential Community Partners

• United Way
• Food banks
• Schools
• Shelters
• Animal rescues
• Faith-based organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Foster-care welcome packs project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Cosmetology
• Barbering
• Esthetics
• Nail Care
• Early Childhood Education

Potential Community Partners

• Senior living communities
• Family shelters
• Foster-care agencies
• Libraries
• Schools
• Salvation Army

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Foster-family supply kits project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Agriculture, Food & Natural Resources
• Animal Science and Veterinary Support
• Business, Management & Entrepreneurship
• Human Services
• Leadership & Chapter Development

Potential Community Partners

• Animal shelters
• Animal rescue organizations
• Humane societies
• Pet food pantries
• Pet-supply stores
• Veterinary clinics
• Wildlife rehabilitation organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Free vehicle safety check project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Automotive Service Technology
• Diesel Equipment Technology
• Collision Repair Technology
• Aviation Maintenance Technology

Potential Community Partners

• Dealerships
• Repair shops
• AAA clubs
• Senior centers
• Veterans organizations
• Local transit agencies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Grant-research assistance project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Entrepreneurship
• Customer Service
• Job Interview
• Business Management

Potential Community Partners

• Chambers of commerce
• Small Business Development Centers
• Nonprofits
• Banks
• American Job Centers
• Community foundations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Habitat build day project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• All SkillsUSA programs and competitions

Potential Community Partners

• United Way
• Food banks
• Schools
• Shelters
• Animal rescues
• Faith-based organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Habitat for Humanity build project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Carpentry
• Building Construction Technology
• Electrical Construction Wiring
• HVAC/R
• Plumbing
• Masonry

Potential Community Partners

• Habitat affiliates
• Rebuilding Together
• Area Agencies on Aging
• Community centers
• Parks departments
• Local contractors

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Habitat restoration project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Agriculture Career Pathways
• Landscape and Horticulture
• Natural Resources

Potential Community Partners

• Extension offices
• Master Gardeners
• Nurseries
• Parks departments
• Food pantries
• Conservation groups

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Headlight restoration for seniors project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Automotive Service Technology
• Diesel Equipment Technology
• Collision Repair Technology
• Aviation Maintenance Technology

Potential Community Partners

• Dealerships
• Repair shops
• AAA clubs
• Senior centers
• Veterans organizations
• Local transit agencies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Holiday cards for senior adults project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• All SkillsUSA programs and competitions

Potential Community Partners

• United Way
• Food banks
• Schools
• Shelters
• Animal rescues
• Faith-based organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Hospital comfort bags project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Practical Nursing
• Medical Assisting
• Dental Assisting
• EMT
• First Aid/CPR

Potential Community Partners

• Hospitals
• County health departments
• American Red Cross
• RAM
• Senior living communities
• Public health agencies

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Host cooking demonstrations project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• Culinary Arts
• Baking and Pastry Arts
• Restaurant Service

Potential Community Partners

• Ronald McDonald House
• Second Harvest
• Meals on Wheels
• Food banks
• Shelters
• Senior centers

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect

• Verified service hours and participation
• People, households, organizations, spaces, or community needs served
• Items collected, work completed, services delivered, or other project outputs
• Before-and-after photographs when appropriate and permitted
• Partner feedback and student reflections
• Safety records, quality checks, and media coverage when applicable

Competition and Chapter Connections

• Community Action Project and Community Service
• Outstanding Chapter and Chapter Excellence Program documentation
• Prepared Speech, Promotional Bulletin Board, Job Skill Demonstration, or other relevant leadership competitions
• Program of Work connections including Community Engagement, Leadership Development, Advocacy and Marketing, Partner and Alumni Engagement, Financial Management, or Workplace Experiences as appropriate

Advisor and Safety Notes

Reflection Questions

• What community need did this project address?
• What decisions and responsibilities did students own?
• Which SkillsUSA Framework skills did students strengthen?
• What measurable difference did the project make?
• What should the chapter improve before repeating or expanding the project?

Back to Career Clusters

Overview

Plan and complete a Hygiene and period-product drive project as a structured service-learning experience. Confirm the community need with an approved partner, define an appropriate student scope of work, assign student leadership roles, follow institutional and safety requirements, measure results, and reflect on student learning.

Programs and Career Connections

• All SkillsUSA programs and competitions

Potential Community Partners

• United Way
• Food banks
• Schools
• Shelters
• Animal rescues
• Faith-based organizations

SkillsUSA Framework Connections

• Responsibility, integrity, work ethic, adaptability, and professionalism
• Communication, teamwork, leadership, service orientation, and professional relationships
• Planning, organizing, decision-making, and project management
• Job-specific skills, safety and health, technology literacy, and technical quality standards as appropriate to the project

Planning Steps

1. Confirm the community need directly with an approved partner.
2. Secure advisor, institutional, facility, transportation, risk-management, and financial approval as applicable.
3. Define the exact student scope of work and identify tasks requiring licensed, credentialed, or qualified supervision.
4. Create a SMART goal, timeline, budget, supply list, accessibility plan, and communication plan.
5. Assign student leads for partner relations, operations, safety, logistics, documentation, and reflection.
6. Train participants and conduct a pre-project safety and professionalism briefing.
7. Complete the service, track participation and outcomes, and address partner feedback.
8. Thank partners, document evidence, reflect on learning, and report results.

Student Leadership Roles

• Project chair and timeline lead
• Community partner liaison
• Safety and accessibility lead
• Volunteer and logistics coordinator
• Communications and documentation team
• Data, impact, and reflection lead

Evidence to Collect