In the 1980s, the idea for a community service center at the University of Utah began to take shape. That idea quickly gained momentum. With support from donors, university leadership, and community advocates, the Bennion Center officially launched in 1987.
The Bennion Center Begins
Inspired by the life and work of Lowell L. Bennion, the name of the Lowell Bennion Community Service Center had instant “mission recognition” to people in Utah who knew of Lowell and his reputation for service to others.
Before formal systems were in place, people showed up. Students, staff, and community members worked side by side to restore housing, deliver meals, and respond to immediate needs. The work came first. The structure followed.
"Think in terms of people... who is going to be affected and how."
Lowell L. Bennion
"A good idea is not enough. It takes work to give an idea life."
"A good idea is not enough. It takes work to give an idea life."
DEBORAH HANNAN-WUNDERLI,Bennion Center Alumni
Student Leadership and Involvement
From the beginning, the Bennion Center operated differently. Students identified needs, created programs, and made decisions. Leadership was not assigned. It was practiced.
What began with just a handful of programs quickly expanded. Within a few years, students had developed more than 45 ongoing, student-led programs.
Participation grew rapidly. What started with a small group quickly expanded into a campus-wide movement.
As students took ownership of the work, something else began to shift. Service was no longer just about helping. It became a way of understanding.
Growth Over Time
1987
546 student volunteers
1989
1,409 student volunteers
1990
2,762 student volunteers
1990s
5,000+ students involved annually
Impact Snapshot
As participation grew, so did the impact. Students contributed hundreds of thousands of service hours each year, supporting communities across Utah.
Volunteers Over Time
Learning Through Doing
As students engaged in service, they began to examine the root causes behind what they were seeing. Their work sparked curiosity and deeper understanding.
Reflection became a central part of the experience. Students explored what they were learning, shared insights, and connected their work to broader systems and ideas. These ideas helped shape service-learning at the University of Utah. Academic learning and community engagement became connected, creating lasting impact for both students and the communities they served.
