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BOARD OF DIRECTORS

Dinner and Reception Monday October 7, 2013 6:00 pm to 9:00 pm Union League Club of Chicago The Tudor Room (Room 700) 65 W. Jackson Blvd. Chicago, IL 60604

Board Meeting Tuesday October 8, 2013 7:30 am to 4:00 pm DePaul University President’s Conference Room 2201 1 East Jackson Boulevard Chicago, Illinois 60604-‐2287

educating citizens building communities

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2013 2


Table of Contents Agenda.............................................................................4 Union League Club Dress Code ........................................5

Minutes from March 2013 Meeting ................................7

Key Programs and Projects ............................................11

Fund Development........................................11 Academic and Strategic Initiatives ................12 Communications ...........................................14 Connect2Complete........................................15 Compact Affiliates & National Members.......16

Speaking Engagements, Workshops & Presentations ...18

Board Information .........................................................21

Contact Information......................................21 Board Terms of Service .................................23 2012-‐13 Board Committees ..........................24

Biographies of New Board Members.............................26 Guest Biographies..........................................................29 Campus Compact Staff Information ..............................31 2013-‐14 Budget Summary .............................................33 2013-‐14 Campus Compact Goals Dashboard.................34 2012-‐13 Campus Compact Accomplishments ...............36 Communications Schedule 2013-‐14 ..............................40 Fund Development Report for State Affiliates...............44 Selected Readings ..........................................................49


October 2013 Board of Directors Meeting Agenda *All times are in Central Daylight Savings Time

Monday, October 7 Reception and Dinner 5:00 pm to 8:00 pm Union League Club of Chicago, The Tudor Room (Room 700) 65 W. Jackson Blvd. Chicago, IL 60604 Hosted by James B. Dworkin, Chancellor, Purdue University North Central Guest Presenter: Mary Jane Eisenhauer, Associate Professor of Early Childhood Education, Purdue University North Central

Tuesday, October 8 Board Meeting 7:30 am to 4:00 pm DePaul University, Presidents Conference Room 2201 1 East Jackson Boulevard Chicago, Illinois 60604-‐2287 7:30 Board Member Breakfast

• (Board Members Only; invited guests can get breakfast at the Union League Club)

8:00 Executive Session

• (Closed Session: Board Members Only)

9:00 Welcome and Introductions – James B. Dworkin • Guest introductions • Review Agenda • Approval of March 2013 minutes VOTE (pg. 7)

9:15 Audit Report – Bruce Hain, CFO, Campus Compact; Robin Kelly, CPA, Alexander,

Aronson, Finning & Co. P.C. 9:30 President’s Report – Maureen F. Curley

10:00 Strategic Planning Project Presentation and Discussion– Arshad Merchant & John Martin, Wellspring Consulting

12:00 Lunch 1:00 Strategic Planning Project Discussion (continued) VOTE 4:00 Board Meeting Adjourn Upcoming Board and Network Leadership Meetings:

March 17-‐18 2014: Spring 2014 Board Meeting, Wagner College, Staten Island, NY July 13-‐15, 2014: Network Leadership Meeting, University of La Verne, La Verne, CA


Union League Club of Chicago Dress Code The following requirements are applicable to Members and their guests at all times: A. General • Business Casual Attire is allowed throughout the Clubhouse with the exception of specific events for

which higher modes of attire (e.g., Business Dress Attire, black tie or white tie) are specified for the event.

• Casual Attire is allowed throughout the Clubhouse on Saturdays (excluding the Wigwam during dinner) and Sundays and national holidays except as noted below.

• Business Casual Attire or better is required in the Wigwam for evening meals. • Business Casual Attire or better is always required in the Main Dining Room. B. Definitions: 1. Business Dress Attire is defined as:

• Men: Business suit or sport coat and slacks with collared shirt and necktie. • Women: Suit (including business pantsuit), dress or blazer with skirt or tailored slacks. • Military: Class A. Dress or uniform of the day. • Clergy: Customary clerical garb.

2. Business Casual Attire is defined as:

• Men: Collared shirt (including turtleneck) and slacks (no jeans). • Women: Slacks or skirt with blouse or sweater.

3. Casual Attire (for ladies and gentlemen) is defined as: Slacks, blue jeans, collared shirts (including polo shirts), turtlenecks and sweaters. 3a. Summer Casual Attire: From Memorial Day to Labor Day, walking shorts are permitted as casual attire on weekends only. 4. Prohibited Attire: The following are NOT considered Casual Attire and are specifically PROHIBITED (except on Floors 10 and above):

• T-‐shirts or sweatshirts • Trading jacket and other work clothes/uniform • Sweat suit and other athletic attire • Jean jacket, overalls, or cutoffs • Any torn or tattered garment.

5. Athletic Attire Athletic Attire is not acceptable in any area of the Clubhouse below the 10th floor. When wearing athletic attire or anything less than Casual Attire, a Member or guest must enter or exit the Clubhouse via the Athletic Entrance on Federal Street and proceed to or from Floors 10 and above by use of the Club’s Southwest passenger elevator. C. Outdoor Clothing and Other Belongings Coats, jackets and other outdoor clothing of all persons (except overnight guests) are to be checked or placed in one of the first floor coatrooms before proceeding to any other area of the Clubhouse.


Union League Dress Code (continued) Overnight Guests who do not check their outdoor clothing are expected to leave that clothing in their rooms except when in transit between their rooms and the outdoors. All persons are encouraged to leave the following items in the coatrooms or their sleeping room: umbrellas, shopping bags, packages, athletic bags, grips, briefcases and items of a similar nature if access to those items is not required while using the Clubhouse facilities. D. Exceptions The following are the only exceptions to the foregoing Dress Code requirements: • Persons under 16 years of age are permitted to wear Business Casual Attire in lieu of Business Dress

Attire. • Children under 12 years of age are permitted to wear shorts at all times. • Other exceptions established by the House Committee for particular events. E. Compliance It is the responsibility of every Member to inform his or her invited guests of the Dress Code. In the interest of assisting guests with Dress Code compliance, the Club has a limited supply of sport coats, ties and wrap-‐around skirts available for use in the Clubhouse. F. Enforcement The Club staff is required to enforce the Dress Code in all areas of the Clubhouse. Any person not in compliance with the Dress Code may be asked to leave an area or the Clubhouse.


Board Meeting Minutes

March 12, 2013 University of San Diego

San Diego, CA Attendance Board Members in-‐person: Wilson Bradshaw, Jim Dworkin, Helen Giles-‐Gee, David Giunta, Marie Foster Gnage, Richard Guarasci, Mary Lyons, Sally Mason, Bernie Milano, Shouan Pan, John Sirek, Sally Mason (via phone) Board Members not in attendance: Warrick Carter, Anthony DiGiorgio, Helen Giles-‐Gee, Susan Herbst Organizational Development Steering Committee: Lou Albert, Mary Grant, Char Gray, Dean McGovern, Maggie Stevens Affiliate Directors: Elaine Ikeda National Staff: Maureen Curley, Mark Este Wellspring Consulting: Michael Alimurung, Arshad Merchant, Sarah Meyers (via phone) Introductory Items

Welcome and Introductions Jim Dworkin welcomed everyone to the meeting and introduced new Board Member Dennis Ahlburg, the members of the Organizational Development Steering Committee and the consultants from Wellspring Consulting.

Approval of October 2012 Board Meeting Minutes Action: Motion made by Bernie Milano and seconded by Richard Guarasci to approve the October 2012 Minutes. Motion passed unanimously. Executive Session Jim Dworkin called for a closed executive session consisting of only the board members and Maureen Curley. President’s Report Maureen spoke about the follow-‐up from the 2012 Presidents Leadership Summit including conferences, workshops and presentations, and research tools that have been developed since the Summit. Maureen then highlighted the Gates Foundation funded Connect2Complete


program and the advancements of the program over the last year including the Faculty Fellows program and online forum for C2C grantees. She spoke about some of the early findings of the evaluation of the program that has been conducted by consultants at Brandeis University. (See Attached) Maureen reported that The Research University Civic Engagement Network (TRUCEN) 2013 Annual Meeting at Tulane University was very successful and had very high attendance. She stated that six new members joined the TRUCEN network in the past year. She then reported on membership in states where affiliates recently closed: Louisiana, Mississippi and Texas. The Compact has offered considerable activities in these three states including workshops in all three and an three-‐day institute being held in conjunction with St. Mary’s University in TX in June. Maureen noted that there was an increase of membership in Mississippi including Ole Miss and Mississippi State. Campus Compact had retained 63% of the members in Louisiana and 50% in Texas. Maureen also announced that C3 Texas, the organization that formed from the former Texas Campus Compact has closed its office and laid off its staff. Nominating Committee New Members Jim Dworkin presented the new nominees for the Board: Antonio Diek-‐Asssad, Universidad de Monterrey Devorah Lieberman, University of La Verne Paul Pribbenow, Augsburg College Action: Bernard Milano moved to approve the nominations, Mary Lyons seconded. Motion passed unanimously. Members seeking re-‐election Jim Dworkin presented the members up for re-‐election: Bernie Milano, KPMG Foundation Action: Richard Guarasci moved to approve the nomination, seconded by Dennis Ahlburg. Motion passed unanimously.

Election of the Executive Committee Jim Dworkin presented the members nominated for the executive committee: Chair: Jim Dworkin

Vice-‐Chair: Wilson Bradshaw Vice-‐Chair: Helen Giles-‐Gee Vice-‐Chair: Richard Guarasci Vice-‐Chair: Jim Harris


Secretary: Jim Dworkin Treasurer: David Giunta

Action: Bernard Milano moved to approve the nominations, John Sirek seconded. Motion passed unanimously.

Jim Dworkin and Maureen then recognized outgoing Board Members John Sirek and Mary Lyons for their service the board and presented them each with a gift. Jim also recognized Warrick Carter and Anthony DiGiorgio for their time on the Board of Directors. Organizational Analysis and Realignment Project Jim Dworkin gave some background on the Organizational Analysis and Realignment Project and introduced Arshad Merchant from Wellspring Consulting. Arshad Merchant presented their findings and recommendations from the Organizational Analysis and Realignment Project. (See supplemental PowerPoint Presentations) He explained the process of interviews and outreach that took place for the meeting. Arshad presented the overview of Campus Compact’s network structure and Ten Organizational Development Initiatives to Strengthen the Network. The Board unanimously believed that the Campus Compact network must be strengthened as a whole – both nationally and locally – and that the Compact cannot and should not do business as usual. This call for a renewal of the Compact’s values, programs and practices is necessary given the current community and civic needs surrounding higher education. This can be achieved through three key strategies:

1. Campus Compact needs to develop a strategy and business plan that envisions the next stage of the Compact, including our vision, our work focus and our business model.

2. The network needs to implement several initiatives to strengthen the “connective tissue” of our network, drawing from the recommendations presented by Wellspring.

3. Campus Compact needs to improve our communications across the network to ensure that all constituencies are informed and engaged.

The Board discussed the Ten Organizational Development Initiatives to Strengthen the Network and agreed to move forward with the following five recommendations carefully and deliberately, but with a sense of urgency:

1. Clearly define and communicate roles and responsibilities of National, the affiliates and other organizational entities 2. Formalize Affiliate Board leader meetings 3. Establish minimum standards for Network affiliation and programming 5. Put in place a Director of Affiliate Support at National 6. Expand and enhance the use of Network committees, including NEXCOM (Network Leadership Committee


The Board asked the affiliate directors if they could champion the idea of a stronger network with regards to the five recommendations to their colleagues and affiliate chairs. All four executive directors agreed that they could. The initial communication plan around the recommendations will be in three parts:

Step 1: A conference call will take place on Thursday, March 14 at 3:00pm EDT for the network led by the Executive Directors who attended the Board Meeting. The purpose is to report that the meeting went well, recommendations were accepted and that executive directors and board chairs will be getting a letter from Maureen and Jim Dworkin with more specifics. Step 2: Maureen and Jim Dworkin will collaborate on a letter to board chairs and executive directors outlining the findings and next steps along with Wellspring’s report and reference materials. Input on the letter will be sent to Jim and Maureen from the Board and Steering Committee. Step 3: Following the letter, conference calls led by Jim Dworkin and Maureen will be set up for follow-‐up discussion.

There was interest among the board to combine the Network Leadership Meeting and Campus Compact Summer Network Gathering in order to begin working together more closely. Maureen and Jim Dworkin will evaluate the logistics to see if the meetings can be merged. Fall 2013 Board Meeting The Fall 2013 Board Meeting will take place October 7-‐8, 2013 in Chicago, IL. Conclusion of Meeting Action: David Giunta made a motion to adjourn, seconded by Richard Guarasci. Motion passed unanimously. The meeting was adjourned at 12:46pm


Key Programs and Projects Fund Development Amy Smitter, Director of Institutional Development Annual Campaign:

In October 2012, we started our annual giving campaign. At year’s end, we had raised $22,900. 75% of Campus Compact’s Board of Directors made charitable gifts and 100% of Campus Compact’s staff contributed in 2012-‐2013. Our next annual campaign will begin mid-‐October 2013.

The Engaged Campus: Driving Innovation Through Partnership Sponsorship

We had a $50,000 goal and raised $11,500 or 23% of our goal. Two big sponsorship prospects did not come through as we had hoped. Proposals In Development: We are currently starting the process of fund raising for Connect2Complete (C2C) continuation. Two states have received funding to start or continue the model, Ohio and Oregon. We are also seeking sponsorships and developing internal funding ideas. Proposal Updates:

National Endowment for Humanities – Campus Compact did not receive a NEH Bridging Cultures through Community College program grant in 2013, but we submitted a grant based on the feedback we received from the last round in August. This proposal will fund community colleges humanities departments in six states to redesign their curriculum for community based learning and diversity. If funded, Campus Compact would receive $120,000 for a 16-‐month grant period starting late next spring. USA Funds – In the spring Campus Compact applied for the USA Funds post secondary success grant for C2C, and did not receive funding. Development Support to State Offices: On page #44, is the yearly fund development report to the network affiliates. This reports the services and collaborations that network affiliates have received from fund development at Campus Compact over the past year. Three highlights from the report:

1. 236 viable grant opportunities were sent to affiliates and national members through the new Campus Compact Fund Development Newsletter. Grant opportunities were also posted to the Grants and Fellowship section of the website for easy member access. This was a thirty-‐two percent (32%) increase over 2011-‐2012. Every affiliate in the network received at least one state-‐specific grant alert; some affiliates received as many as eighteen (18).

2. The newsletter reached 141 national member recipients a month, with 23.2% opening the newsletter and 40.8% clicking through to one or more offerings and


fifty-‐six (56) state affiliate recipients (all state affiliate directors and some state affiliate staff) a month, with 55.4% opening the newsletter and 55.3% clicking through to one or more offerings.

3. Campus Compact facilitated an Annual Fund Learning Community (Spring 2013). The

goals of the learning community were to spark conversation about annual fund campaigns and to learn from each other in the process. Five (5) states and eight (8) individuals participated in eight (8) conference calls. Eighty-‐one percent (81%) felt that the topics were “useful” or “very useful.”

Academic and Strategic Initiatives Amanda Wittman, Ph.D, Director of Academic and Strategic Initiatives Campus Compact online Carnegie Classification Community In September, Campus Compact launched the online Carnegie Classification Community. More than 170 individuals from 37 states have already joined the community. This resource will provide our members with a space to tap into one of the greatest strengths of our network -‐ one another -‐ while moving through the process of applying for the elective Carnegie Classification for Community Engagement. This virtual learning community provides participants with a forum to ask questions, discuss challenges, give suggestions and advice, and receive valuable support from colleagues across the Campus Compact network. Along with Dr. Amanda Wittman, the Community is moderated by Dr. Ashley Farmer-‐Hansen, Director of Civic Engagement, Beuna Vista University, Iowa and Dr. Elaine Ward, Visiting Scholar, New England Research Center for Higher Education (NERCHE). Their combined scholarly and practical expertise allow for elevated conversations and online dialogue. For information and to sign up, visit: http://carnegieforum.compact.org/ 2013 Thomas Ehrlich Civically Engaged Faculty Award This year's applicant pool for the Ehrlich Award was stronger than we ever could have imagined, and we are incredibly proud of the amazing work that all of our applicants are doing on their campuses and in their communities. The 2013 winner of the Ehrlich Award is Rick Battistoni, Ph.D. -‐ Professor of Political Science and Public and Community Service Studies; Director, Feinstien Institute for Public Service -‐ Providence College, RI The finalists are:

Robbin Crabtree, Ph.D. -‐ Dean, College of Arts & Sciences; Professor, Department of Communication -‐ Fairfield University, CT Mary Alice Morgan, Ph.D. -‐ Senior Vice Provost for Service-‐Learning; Professor of English and Women's Studies -‐ Mercer University, GA Brenda Marsteller Kowalewski, Ph.D. -‐ Professor, Sociology; Director, Community Involvement Center -‐ Weber State University, UT


Research and publications The Engaged Campus workgroup, comprised of state Executive Directors and national staff, contracted a summer research fellow, Dr. Jennifer Purcell, Assistant Director of Engagement, Kennesaw Sate University, to scan the literature, existing indicators and assessment tools relevant to a comprehensive understanding of civic engagement in higher education. The Fellow’s work will inform the future development of an Engaged Campus framework and toolkit, that will include a set of indicators for campuses or other stakeholders to understand, communicate, and assess different aspects of their civic work, as well as sample assessment tools and other practical resources that campuses could adapt to document the nature and results of their engagement. The Fellow collected, organized, and analyzed related research, good practices, and resources. Campus Compact Diving Deep Institute for Advanced Civic Engagement Professionals

The 2013 Diving Deep Institute for Advanced Civic Engagement Professionals welcomed 23 participants from 11 states to Dive Deep in Des Moines, Iowa from July 9-‐12, 2013. Facilitated by Laurel Hirt from the University of Minnesota, JR Jamison from Indiana Campus Compact, Amanda Wittman from national Campus Compact and Emily Shields from Iowa Campus Compact the participants visited with community partners, engaged in discussion on the changing face of higher education, grappled with assessment and found time for personal and professional reflection. Evaluations show that all the participants were happy with the experience. One participant mentioned "I was able to make some GREAT connections with colleagues, and I really appreciated some of the "deeper" discussions that took place about the state of the profession as a whole." Special thanks to Iowa Campus Compact for hosting this year's Diving Deep.

Campus Compact Diving In Institute for New Civic Engagement Professionals The 2013 Diving In Institute for New Civic Engagement Professionals was held at St. Mary's University in San Antonio, TX from June 4-‐7, 2013. Twenty-‐five participants from nine states including TX, GA, AZ, CA, IL, NY, AL, OH and FL participated in workshops, networking and exploring the San Antonio community. The Institute was co-‐facilitated by Dr. Amanda Wittman, and Jordan R. Humphrey and Amy Diepenbrock from the St. Mary’s University Civic Engagement and Career Development Center. The participants left feeling connected to the field, the work and each other -‐ one mentioned that "this was an amazing and inspiring experience. I feel much more knowledgeable on the field and have more confidence in myself as a community engagement professional." The Research University and Civic Engagement Network (TRUCEN) Campus Compact continues to be secretariat for The Research Universities and Civic Engagement Network (TRUCEN), organizing activities, recruiting new members, maintaining communications and planning the annual meeting. This summer, the fourth edition of the TRUCEN Research University Engaged Scholarship Toolkit was completed and made accessible on the Compact website. Hundreds of new articles and resources were added, as


well as seven new sections encompassing new areas of interest such as quality community-‐university partnerships, institutionalizing engaged scholarship, and demonstrating the quality and impacts of engaged scholarship. (http://www.compact.org/initiatives/trucen/trucen-‐toolkit/)

Communications Emily G. Wood, Director of Communications 2013 Newman Fellows The Newman Civic Fellows Award, generously sponsored by the KPMG Foundation, honors inspiring college student leaders who have demonstrated an investment in finding solutions for challenges facing communities throughout the country. Through service, research, and advocacy, Newman Civic Fellows are working to better understand the root causes of social issues, and help devise effective mechanisms for creating lasting change. This year we named 181 students from 36 states as Newman Civic Fellows exceeding the 160 Newman Civic Fellows from 32 states in 2012. Communications Plan In order to better coordinate communications activities across the network, a communications plans for the national office was developed and shared with the network in July. This plan lays out the outreach activity and communication product release timelines so that state offices will be able to coordinate their own communications activities with those of the national office. This schedule will allow for a more strategic effort in sharing the Campus Compact story and impact to our members and stakeholders. See Page #40 This plan included two new communications products – a monthly e-‐newsletter (“Campus Compact In Action” – see below for description) and an annual report to be published later this fall. “Campus Compact In Action” In September, we launched our monthly e-‐newsletter “Campus Compact In Action.” Each month, we will share interesting stories from campus-‐community partnerships, news and information from the field, and updates from the Campus Compact national office and state affiliates. Its main audience will be external stakeholders and partners including funders but also includes the national board, state affiliate board chairs, community service directors at national members, and national event attendees. Already we have almost 500 people receiving the newsletter with further list development efforts underway. Website & Social Media Metrics Since March 2013, there has been a 60% increase in “Likes” of the Campus Compact Facebook page with currently 1,246 “Likes.” Our Twitter account continues to grow its


reach with 1,406 “Followers.” The Campus Compact website continues to average approximately 20,000 visitors per month. In the Media Campus Compact has been featured in several media stories since March. See Page #40 Connect2Complete (C2C) Shana Berger, Connect2Complete Program Manager Accomplishments C2C Faculty Fellows Community of Practice Campus Compact identified a need in Spring 2012 to provide professional development opportunities for developmental education/college success faculty who are new to peer-‐assisted service-‐learning. As a result, we created a national C2C Faculty Fellows Community of Practice comprised of two developmental education faculty members from each C2C campus. The goal of the Community of Practice is to provide faculty the opportunity to share, problem solve, and create practical, authentic tools for peer-‐assisted service-‐learning and peer advocacy that will help to improve student learning and increase persistence and completion rates. During the 2012-‐2013 academic year, Faculty Fellows participated in monthly state-‐based phone discussions, state-‐based trainings, a two day national Institute and an Online Faculty Fellow Discussion Forum. As follow up to the January 2013 Institute, in the spring of 2013 Faculty Fellows committed to conducting two campus-‐based activities (book clubs, curriculum sharing/brown bag lunch) to promote C2C among their colleagues. Many creative activities were developed and implemented in the spring of 2013. In August 2013, the C2C Project Manager re-‐launched the Online Forum to continue to provide content and host a space for faculty to share strategies. The Forum has grown to include a total of 64 members and now includes C2C Program Coordinators and faculty new to C2C at the nine campuses. Resource Development: Campus Compact created several new tip sheets that were distributed to campuses and state affiliates:

1. Essential Elements of the C2C Model 2. Newly revised Peer Advocate Roles 3. Checklist for Developing the Peer Advocate-‐Faculty Relationship & the Classroom

Plan 4. Suggested C2C Annual Program Budget for Colleges


In the spring of 2013, we hired graduate student intern Monica Hayden to write C2C student/Peer Advocate/faculty stories of impact based on interviews with these individuals. Please see these stories here: http://www.compact.org/c2cc2cprofiles/ Ms. Hayden identified common themes among the stories of impact, and both the stories and the Themes of Impact document are being used to generate interest in the program. Provided fundraising and program design resources for state affiliates to develop C2C programs C2C Program Expansion We are pleased to share that Oregon Campus Compact received funding from the Oregon State Commission on Voluntary Action and Service to develop C2C programs with eight Oregon community colleges beginning in Fall 2013. Ohio Campus Compact (OCC) received funding from the Corporation for National and Community Service State Office to implement a C2C VISTA program in Fall 2013 that will allow OCC to continue to support the pilot campuses and expand to seven additional campuses including four-‐year colleges. Evaluation Campus Compact’s evaluation partner, Brandeis University, released an interim analysis of the C2C student and Peer Advocate surveys and the aggregate student record data of C2C students and comparison groups at each college. C2C student survey responses reveal that when fully employed the C2C model is associated with students believing that they will be academically successful and achieve their goals and that students will experience their faculty and campus environment as friendly, supportive, and inclusive. Overall, the Peer Advocates’ (PA) experience was incredibly positive. PAs stated that being a PA increased their leadership skills, their self-‐confidence and self-‐knowledge, their sense of altruism, their connection to the campus and their own communities. The role also helped them to clarify and in some cases changed their career goals to focus on “helping” professions. A majority of PAs (91%) plan to re-‐enroll in the college for the next term, 96% say they will achieve their academic goals, 91% say they will improve their GPA and 83% say they will continue to be a Peer Advocate. Compact Affiliates and National Members Maggie Grove, Director of Operations July Network Gathering, Philadelphia, PA July 9-‐10, 2013 This semiannual meeting was held in conjunction with the Network Leadership Meeting. Wellspring Consulting remained in Philadelphia to collect additional data for both organizational development and strategic planning purposes through focus groups and table


discussions. Dr. Barbara Holland presented on trends affecting higher education and to facilitate a conversation about the sharing of related activities and best practices at the state level. Emily Wood, Director of Communications, presented Campus Compact’s communications schedule and facilitated conversations about sharing of stories for collective impact. Changes in the states The following states are currently seeking Executive Directors: Connecticut, Michigan, Missouri, and West Virginia. Representatives from either state affiliate offices or the national office are serving on the search committees for each selection process. The Compact welcomed Debbie Blanke as the new Executive Director of Oklahoma Campus Compact and Saul Petersen (former Connecticut Campus Compact Executive Director) as the new Executive Director of New Jersey Campus Compact. National Members We are delighted to share that 93% of the national members (as of September 30th) have already renewed membership or their checks are in process. We have responded to several inquiries over the last two months regarding new membership in Campus Compact. To date, we have welcomed the American University in Cairo, Loyola University New Orleans and University of Arkansas, Little Rock, as new members.


Speaking Engagements, Workshops and Presentations • Maureen Curley attended Indiana Campus Compact’s 20th Anniversary Celebration.

While there she attended an INCC Board Meeting and moderated a panel of presidents and chancellors including Chancellor William J. Lowe, IU Northwest, Chancellor James B. Dworkin, Purdue University North Central, and Chancellor Jerrilee Mosier, Ivy Tech Northeast regarding the Compact’s Engaged Learning Economies.

• In March 2013, Maureen Curley attended by phone Board Meetings for Minnesota Campus Compact and Wisconsin Campus Compact to report on Campus Compact’s recent Organizational Analysis and Realignment Project.

• On April 3, Maggie Grove attended a President’s meeting for Rhode Island Campus

Compact and provided a history of Campus Compact and its visioning for the future. • Shana Berger presented at the Ohio Campus Compact C2C Summit, in Elyria, OH, on

April 5, 2013. • Amy Smitter attended the National College Access Network (NCAN) regional

meeting on April 18 in Indianapolis, IN. • On May 19, Maureen Curley was awarded an honorary doctorate from Hobart and

William Smith Colleges in Geneva, NY in honor of her work with Campus Compact. • From May 19-‐21, Campus Compact hosted The Engaged Campus: Driving

Innovation through Partnerships conference sponsored by the Ford Motor Company Foundation in Dearborn, MI. More than 150 people attended to learn more about advanced and innovative efforts in campus civic engagement including experimentation with creative partnerships and a focus on holistic practice—collective, strategic and aligned institutional involvement in local communities. The conference showcased and celebrated advanced and innovative efforts in campus civic engagement including experimentation with creative partnerships and a focus on holistic practice—collective, strategic and aligned institutional involvement in local communities. The Ford Motor Company Fund and other generous donors sponsored the conference.

• Amanda Wittman attended and gave presentations on the Engaged Learning

Economy and the Carnegie Classification Mississippi’s Governor’s Conference on Volunteerism on May 5-‐7 in Jackson, MS.

• On June 5-‐7, Campus Compact hosted Diving In: Campus Compact’s Institute for

New Civic and Community Engagement Professionals at St. Mary’s University in San


Antonio, TX. Thirty people attended this gathering, designed for those new to civic and community engagement roles.

• Shana Berger presented on “Combining Community-‐Engaged Learning and Peer

Mentoring: Strategies to Improve Student Success in Developmental Courses” at New Hampshire Campus Compact in Concord, NH on June 6, 2013.

• On June 12, 2013, Maureen Curley attended Connecticut Campus Compact's 15th

Anniversary Awards Breakfast in Hartford, CT. • Shana Berger presented at The 4th Annual Summer Research Institute on the

Future of Community Engagement in Higher Education in Boston, MA on July 18, 2013.

• Maureen Curley and Richard Guarasci attended the 21st Century National Service

Summit on June 23-‐25 in Aspen, CO. This meeting was regarding the Aspen Institute Franklin Project, a concept that our country must have universal national service available to all young people. Approximately, 250 people attended including ten college & university presidents.

• On July 7-‐8, 2013, Campus Compact held the second Network Leadership Meeting

hosted by James T. Harris III at Widener University in Chester, PA. The purposes of this meeting were to deepen the relationships among Campus Compact constituents and to gain feedback and data for the development a strategic plan. The meeting included nine Campus Compact National Board Members, 25 college and university presidents and chancellors representing Compact state affiliate boards, 26 Campus Compact affiliate executive directors, three National Campus Compact staff members and three consultants from Wellspring Consulting.

• Campus Compact and Iowa Campus Compact co-‐hosted Diving Deep: Campus

Compact’s Institute for Experienced Civic and Community Engagement Practitioners in Des Moines, IA. The institute welcomed seasoned practitioners and a team of distinguished facilitators to explore the future of the service-‐learning and civic and community engagement movement.

• On August 8, Maureen Curley met with AmeriCorps*VISTA Director Mary Strasser

in Burlington, MA to discuss policy efforts around VISTA, new CNCS regulations and the upcoming Campus Compact VISTA Evaluation Study.

• On August 15, Maureen Curley facilitated a webinar with Lina Dostilio, Vice Chair of

the International Association for Research on Service-‐learning and Community Engagement (IARSLCE), regarding the role of the practitioner within service-‐learning and community engagement research.


• Maureen Curley gave an update of the Campus Compact Strategic Plan at the Massachusetts Campus Compact Board of Directors Meeting on August 18 in Boston, MA.

• Amy Smitter attended the National College Access Network (NCAN) National

Conference, September 15-‐18, Nashville, TN. • On September 18-‐20, Maureen Curley attended the Gates Foundation’s

Postsecondary Success Convening in Seattle, WA. • Richard Guarsci gave remarks at the 20th Anniversary of AmeriCorps Celebration in

Washington DC on Thursday, September 19. President Guarsci spoke about the partnership between higher education and the Corporation for National and Community Service in advancing service-‐learning and community engaged activities across the nation.

• Devorah Lieberman represented the Compact at the Presidents Interfaith and

Community Service Campus Challenge annual meeting in Washington DC on September 23. President Lieberman spoke during an plenary session about the value of student lead interfaith community service and it's relationship to the President's Community Service Honor Roll.


Board of Directors 2012-‐2013

Dr. Dennis Ahlburg President Trinity University Office of the President One Trinity Place San Antonio, TX 78212 PHONE: (210) 999-‐8401 FAX: (210) 999-‐8400 [email protected] Assistant: Claire Smith [email protected]

Dr. Antonio J Dieck-‐Assad President Universidad de Monterrey Av. Morones Prieto #4500 pte. San Pedro Garza Garcia, N.L. Mexico PHONE: (001-‐52-‐81) 82151502 FAX: (001-‐52-‐81) 82151103 [email protected] Assistant: Nery Gracia Ledezma [email protected] Dr. James B. Dworkin -‐ Chair/Secretary Chancellor Purdue University – North Central Schwarz Hall, Room 137 1401 South U.S. Highway 421 Westville, IN 46391 PHONE: (219) 785-‐5331 FAX: (219) 785-‐5355 [email protected] Assistant: Deb Nielsen [email protected] Mr. David L. Giunta -‐Treasurer President and CEO Natixis Global Associates 399 Boylston St. Boston, MA 02116 PHONE: (617) 449-‐2503 FAX: (617) 369-‐9755 [email protected] Assistant: Jessica Fazio [email protected]

Dr. Helen Giles-‐Gee -‐Vice Chair President University of the Sciences 600 S. 43rd St. Philadelphia, PA 19104-‐4495 PHONE: (215) 596-‐8970 FAX: (215) 596-‐8726 h.giles-‐[email protected] Assistant: Beth Pilipzeck [email protected] Dr. Marie Foster Gnage President West Virginia University at Parkersburg 300 Campus Drive Parkersburg, WV 26104 PHONE: (304) 424-‐8200 FAX: (304) 424-‐8204 [email protected] Assistant: Brady Whipkey [email protected]

Dr. Richard Guarasci -‐Vice Chair President Wagner College One Campus Road Staten Island, NY 10301-‐4495 PHONE: (718) 390-‐3131 FAX: (718) 390-‐3170 [email protected] Assistant: Pat Fitzpatrick [email protected] Dr. James T. Harris III -‐ Vice Chair President Widener University Office of the President One University Place Chester, PA 19013 PHONE: (610) 499-‐4101 FAX: (610) 499-‐4196 President’s email: [email protected] Assistant: Janis Sendek [email protected]


Dr. Susan Herbst President University of Connecticut Office of the President 352 Mansfield Rd., Unit 2048 Storrs, CT 06269-‐2048 PHONE: (860) 486-‐2337 FAX: (860) 486-‐2627 [email protected] Assistant Debra Merritt [email protected] Dr. Devorah Lieberman President University of La Verne Office of the President 1950 Third Street La Verne, CA 91750 PHONE: (909) 593-‐3511 x 4900 FAX: (909) 392-‐0364 [email protected] Assistant: Shannon Higgins [email protected] Dr. Sally Mason President University of Iowa President's Office 101 Jessup Hall Iowa City, IA 52242 PHONE: (319) 335-‐8076 FAX: (319) 335-‐0807 sally-‐[email protected] Assistant: Dawn Pressler dawn-‐[email protected]

Mr. Bernard Milano President KPMG Foundation 3 Chestnut Ridge Road Montvale, NJ 07645 PHONE: (201) 307-‐7686 FAX: (201) 624-‐7934 [email protected] Assistant: Joanne Berry [email protected] Dr. Shouan Pan President Mesa Community College 1833 West Southern Ave. Mesa, AZ 85202 PHONE: (480) 461-‐7300 FAX: (480) 461-‐7804 [email protected] Assistant Kacie Takata [email protected] Dr. Paul Pribbenow President Augsburg College President's Office 2211 Riverside Minneapolis, MN 55454 PHONE: 612-‐330-‐1212 FAX: 612-‐330-‐1676 [email protected] Assistant: Barbara Gaiser [email protected]


Board Committees 2013-‐2014 EXECUTIVE COMMITTEE The Executive Committee consists of the Chairman of the Board, the vice-‐chair(s) and the President of Campus Compact. This committee will meet between scheduled board meetings and serves as the chief administrative authority of the Compact. Chair/Secretary: James Dworkin, Purdue University North Central Vice-‐Chair: Richard Guarasci, Wagner College Vice-‐Chair: Helen Giles-‐Gee, University of the Sciences Vice-‐Chair: James Harris, Widener University Treasurer: David Giunta, Natixis Global Associates President: Maureen Curley, Campus Compact NOMINATING COMMITTEE The Nominating Committee proposes a slate of candidates and officers for election to the board of directors. The bylaws mandate that this committee have three members. Marie Foster Gnage, West Virginia University at Parkersburg James Dworkin, Purdue University North Central (ex-‐officio) FINANCE, INVESTMENT, AND AUDIT COMMITTEE The Finance, Investment and Audit Committee Reviews the budget and makes recommendations to the national board regarding approval. Makes suggestions and reviews investment of reserve funds. Selects and oversees the auditing company; reviews the audit and reports to the entire board for approval. Chair: David Giunta, Natixis Global Associates James Dworkin, Purdue University North Central (ex-‐officio) Debby Scire, Campus Compact for New Hampshire Bruce Hain, Campus Compact HUMAN RESOURCES COMMITTEE Committee to annually review Campus Compact personnel policies to assure compliance with state and federal law; also resolves personnel disputes not able to be resolved by management. Chair: James Dworkin, Purdue University North Central Char Gray, Pennsylvania Campus Compact Maureen Curley, Campus Compact


FUND DEVELOPMENT COMMITTEE Works with national executive staff to institutionalize the process of fund development. Recommends philanthropy and fund development policies to the board for action. It will identify trends and implications and engage the board in strategic dialogue and decision-‐making regarding philanthropy and fund development. David Giunta, Natixis Global Associates Bernard Milano, KPMG Foundation James Dworkin, Purdue University North Central (ex-‐officio) Amy Smitter, Campus Compact AD-‐HOC COMMITTEE: STRATEGIC PLAN STEERING COMMITTEE (May-‐Nov 2013) James B. Dworkin, Chancellor, Purdue University North Central Richard Guarasci, President, Wagner College Deborah Ford, Chancellor, University of Wisconsin-‐Parkside Earl Potter, President, St. Cloud State University Maureen Curley, President, Campus Compact Elaine Ikeda, California Campus Compact Saul Petersen, Connecticut Campus Compact Jenni Walsh, Wisconsin Campus Compact Arshad Merchant, Partner, Wellspring Consulting AD-‐HOC COMMITTEE: MINIMUM STANDARDS FOR NETWORK AFFLIATION AND PROGRAMING (Jun 2013-‐Jan 2014) Paul Pribbenow, President, Augsburg College Lou Albert, President, Pima Community College Jeffrey von Arx, President, Fairfield University Alexis Bucknam, Executive Director, Utah Campus Compact Barbara Canyes, Executive Director, Massachusetts Campus Compact Maggie Grove, Director of Operations, Campus Compact Gayle Hilleke, Executive Director, Kentucky Campus Compact Amy Smitter, Director of Institutional Development, Campus Compact AD-‐HOC COMMITTEE: THE COMMITTEE ON COMMITTEE (Jun 2013-‐Jan 2014) Purpose: Establish and enhance the use of network committees, including NEXCOM Maggie Grove, Director of Operations, Campus Compact Atina Pascua, Executive Director, Hawaii-‐Pacific Islands Campus Compact Dee Dee Rasmussen, Executive Director, Florida Campus Compact Madeline Yates, Executive Director, Maryland-‐DC Campus Compact


Biographies of New Board Members Antonio José Dieck-‐Assad President, Universidad de Monterrey Dr. Antonio José Dieck-‐Assad is renowned in the academic community for his leadership in projects promoting educational quality. Currently, he is the President of the Universidad de Monterrey, an institution he first joined as Vice-‐President of Higher Education. He has reaffirmed his commitment to preserving the virtues of the university’s unique model, while, at the same time, solidifying its position as an undisputable leader in the area of teaching-‐learning effectiveness. Prior to joining the Universidad de Monterrey, Dr. Dieck was the Director of The School of Graduates in Business Management at the Technológico de Monterrey. While there, he was also the director of the undergraduate and graduated division of online education and director of marketing in the same unit. Furthermore, he was the director of the Global MBA Graduates Program (linked to Thunderbird, The Graduate School of International Management). Apart from his administrative work, he taught industrial engineering and business Dr. Dieck has worked in research, consulting and educational programs for organizations such as FEMSA, Cementos Chihuahua, Coca Cola, Vitro, Sony, Gamesa, Corning, Grupo Industrial Saltillo, Hospital San José, Cemex, Ericsson, Renault, Grupo GBM Atlántico, Ternium Hylsa y Trane, Sintec, Thunderbird, Tecnológico de Monterrey, Puentes Consortium, among other. As a guest speaker, he has spoken in international forums in Brazil, Chile, China, Colombia, El Salvador, Spain, the United States, France, Honduras, Nicaragua, Panama, Peru, Puerto Rico, and the Dominican Republic. He has also spoken for such groups as the Institute of Industrial Engineers and the Council of Logistics Management. He is certified by the Goldratt Institute in the Theory of Constraints. He has served on the faculty at the University of Missouri-‐Columbia’s School of Industrial Engineering, at Saint Mary’s University in San Antonio, Texas, and at Monterrey Tech. He was president of the Georgia Tech Graduates Association in Mexico; Mexico’s regional vice president of the Institute of Industrial Engineering (IIE), president of the Virtual University Academic School, founding member of the International Academy on Technology and Knowledge (AITYC) [Academia Internacional sobre Tecnología y Conocimiento], and acted as the logistical advisor for Regional Competitiveness of the Nuevo Leon State Government. He is currently a member of the board in the following institutions:Consejo Estatal para la Reconstrucción de Nuevo León (Nuevo Leon Reconstruction State Council), Plan Estatal de Desarrollo (State Development Plan), Secretaría del Trabajo de Nuevo León (Nuevo Leon Labor Secretariat), Secretaría de Educación de Nuevo León (Nuevo Leon Education Secretariat), Secretaría de Ética y Valores del Gobierno de Nuevo León (Nuevo Leon Government Ethics and Values Secretariat), Sintec Consultants, Thunderbird Global Council , Tulane University Business School In addition, the Universidad de Monterrey seeks to develop the diverse dimensions of the individual. Through leadership, students and graduates are prepared to change their environment for the long term and make communities more committed to the well-‐being of community members. Under President Dieck-‐Assad’s leadership, the school received NASPA’s 2011 Best Practices in International Education Award for International Programming for their work with the Global Institute for Leadership and Civic Development for the event: Global Leadership at Panama 2010. In 2011, the school also received their 4th


consecutive NASPA Award for Student Philanthropy for UDEM Helps: Developing Civic Engagement, a program founded in 2007 that has hosted different service-‐learning programs involving international students. At the Center for Solidarity and Philanthropy at UDEM (CESYF), 1,233 students contributed 591,840 hours of service at 155 projects within 66 different programs in the community for projects related to food access, health awareness, environmental sustainability and others. In 2011, UDEM became the first international Campus Compact to nominate a Newman Civic Fellow.

Devorah Lieberman President, University of La Verne As the first female leader of the University of La Verne, Devorah Lieberman, Ph.D., began her tenure as the University’s 18th President in July 2011. She brings with her a strong research and publication background in intercultural communication and diversity issues in higher education, as well as extensive knowledge and experience in higher education administration. Her leadership philosophy fully aligns with the mission of the University of La Verne—to provide opportunities for students to achieve their personal goals and to become successful professionals and contributing members of the global community through a student-‐centered, values-‐based, and diverse learning environment. During her tenure at Wagner College she led the strategic development of Civic Innovations, a multi-‐year effort for which the Corporation for National and Community Service provided significant funding. At La Verne, she is implementing the La Verne Experience which will connect theory to practice among all colleges and campuses, and reach across all curricular, co-‐curricular and community engagement programs. In January 2012, she was named to the American Council of Education’s (ACE) Commission on Inclusion and to the Resource Development Committee for the Hispanic Association of Colleges & Universities (HACU). Also in 2012, she joined the Board of Directors for the Los Angeles regional office of the American Jewish Committee. In 2011 Lieberman was appointed to the ACE Network Executive Board as a state liaison for Women in Higher Education and is currently serving a three-‐year term on the Western Association of Schools & Colleges (WASC) Accrediting Commission for Senior Colleges & Universities. She is also a member of the regional Los Angeles County Fair Association. She has previously served as the chair of the ACE International Collaborative, worked as an ACE Institute Facilitator, acted as an Institutional Representative chair for the New American Colleges & Universities, and sat on the advisory board for the National Review Board for Civic Engagement. Throughout her administrative career, Lieberman has brought national recognition to the institutions she has been associated with including the ACE “Bringing the World into the Classroom” award, the Washington Center “Higher Education Civic Engagement Award,” and the TIAA-‐CREF “Theodore M. Hesburgh Award for Excellence.” Lieberman’s personal honors include being one of 13 national scholars chosen to participate in the three-‐year Project on the Future of Higher Education from 2002 through 2005; the 2000 Oregon Professor of the Year named by the Carnegie Foundation for the Advancement of Teaching; 1999 Distinguished Faculty Award presented by the Portland State Alumni Association; and while chairing the statewide Board of Directors for the Oregon Council for Hispanic Advancement (OCHA), received OCHA’s 1995 Si Se Puede Award and its 1998 Amistad Award, as well as the 2003 Las Mujeres de la Raza Award from the Portland State students and the City of Portland. She has published and co-‐authored dozens of books and articles relating to diversity, institutional transformation and current issues affecting higher education including “Successful Models and Practices” in the 2012 edition of Transforming Undergraduate Education: Theory that Compels and Practices that Succeed, and “Engaging a campus in effective intercultural and interracial communication initiatives” in


Coming in from the Margins: Faculty Development’s Emerging Organizational Development Role in Institutional Change (2011). Lieberman has also presented and given keynote speeches at national and global conferences, including the ACE Fellows Institute, National Communication Association, and the International Communication Association. Lieberman earned her bachelor’s degree in Communication Studies from Humboldt State University (’75), a master’s degree in Intercultural Communication from San Diego State University (’77) and a Ph.D. in Intercultural Communication and Gerontology from the University of Florida (’84). Paul Pribbenow President, Augsburg College Paul Pribbenow, the 10th president of Augsburg College, a private liberal arts college associated with the Evangelical Lutheran Church in America (ELCA) and located in Minneapolis, is recognized as one of the country’s most engaging commentators and teachers on ethics, philanthropy, and American public life. Before coming to Augsburg College in 2006, Pribbenow served as president of Rockford College in Rockford, Ill. He also has served as research fellow for the Center of Inquiry in the Liberal Arts at Wabash College (Indiana); dean for College Advancement and secretary of the Board of Trustees at Wabash College; vice president of the School of the Art Institute of Chicago; and associate dean of the Divinity School of the University of Chicago. Pribbenow holds a BA (1978) from Luther College (Iowa), and an MA (1979) and PhD (1993) in social ethics from the University of Chicago. Pribbenow chairs the state board of the Minnesota Campus Compact. From 2009 to 2001, he served as chair of the Minnesota Private College Council. Previously, he chaired the state board of the Illinois Campus Compact and served on the visiting committee to the Divinity School of the University of Chicago. He was named a McCormick Presidential Civic Leader Fellow for 2003-‐04 and for 2005-‐06. Pribbenow is the author of numerous articles on the professions, ethics, and not-‐for-‐profit management. He publishes a bi-‐monthly e-‐mail newsletter titled “Notes for the Reflective Practitioner” and has edited two collections of essays titled Serving the Public Trust: Insights for Fund Raising Research and Practice, Volumes 1 and 2 (Jossey-‐Bass, 2000 and 2001). Pribbenow lives in Minneapolis with his wife, Abigail Crampton Pribbenow, an arts administrator, and their two children, Thomas and Maya.


Guest Biographies Kathy Engelken Executive Director, Illinois Campus Compact Executive Director for Illinois Campus Compact located in Chicago, Illinois at DePaul University, Chicago. 42 Illinois Colleges and Universities make up the current membership. As Executive Director, Kathy is responsible to recruit new members, consult with Presidents, faculty, staff and students and help cultivate the vision of civic engagement and service each college/university is developing or involved in at their individual campuses. She assists in training, resources, funding and consults with each campus about integrating service learning and civic engagement on campus as well as in the overall development of democratic partnerships with local public schools and their communities. Kathy has been committed to the mission of Illinois Campus Compact since its beginning in 1992. She has served as the Executive Director for ILCC for TWELVE years. Kathy serves on the Serve Illinois Commission, the Illinois Civic Mission Coalition and the Illinois Service Learning Advisory Committee. As a part of the National Campus Compact, she often speaks and presents at civic engagement conferences and workshops. Kathy received a Bachelor of Arts in English Education from the University of Northern Iowa and a Masters in Pastoral Studies from Loyola University in Chicago. As an educator she has taught at the Junior High and High School and College level in Iowa and Illinois. She has a great zeal for experiential learning and strongly encourages students opportunities to gain experience in this area and gives them opportunities to be service learners. Kathy is extremely passionate about educating students as citizens and building communities. She has found her niche in the mission and work of Campus Compact. Ms Engelken served at Rockford College for nine years where she held positions as the Catholic Campus Minister, the Dean of Students and the Vice President for Student Affairs. She was instrumental in developing the Community based Service-‐Learning program at Rockford College and was the first director of the Community Service Programs Office, now known as the Jane Addams Center for Civic Engagement. Kathy is truly dedicated and speaks out about the vision she and others have for teaching civic engagement, citizenship and service-‐learning. John Martin Principal, Wellspring Consulting, LLC John is a Principal in Wellspring’s Denver office. He brings experience in strategic planning, market analysis, competitive benchmarking and operational improvement. Previously, John worked as an Associate at L.E.K. Consulting, where he focused on corporate strategy, due-‐diligence, and operational improvement in the life sciences, transportation and retail industries. John also founded a social enterprise, worked for an international health organization, lived on a residential farm for adults with special needs and taught 4th grade in Washington, D.C. John received his M.Div. from Union Seminary. He graduated with a BA in Classics from Davidson College. Arshad Merchant Partner, Wellspring Consulting, LLC Arshad is a Partner and oversees Wellspring’s Boston office. He brings substantial experience in strategy, strategic planning, competitive analysis, benchmarking, survey design and analysis, organizational assessment, operational improvement, and implementation planning. Previously, he worked at The Boston Consulting Group (BCG), where he managed projects focusing on strategy, customer service and organizational effectiveness. There, he received experience developing actionable strategic plans. Arshad also worked at Tetra Pak, Inc., where he directed internal consulting projects to enhance business processes, increase efficiency and service levels, and improve the company’s ability to meet customers’


needs. Arshad has volunteered for many years with the His Highness Prince Aga Khan Council for the USA (“the Council”) and its affiliated institutions, currently serving on the National Grants and Review Board. Arshad received his MBA from the University of Virginia Darden Graduate School of Business Administration, where he received the Faculty Award for Academic Excellence. He graduated with dual BA / BS degrees in Finance from The Wharton School and in Computer Science and Engineering from the University of Pennsylvania. Saul Petersen Executive Director, New Jersey Campus Compact Dr. Saul Petersen is the newly appointed Executive Director of New Jersey Campus Compact (NJCC). The primary location of the organization is in the President's Suite at the Richard Stockton College of New Jersey where Dr. Petersen will be working closely with President Saatkamp, co-‐chair of NJCC. Prior to this appointment, Dr. Petersen spent just over three years as Executive Director of Connecticut Campus Compact. During that time, he was responsible for significant growth of Campus Compact in that state, including a hundred percent increase in membership (from 15 to 30 colleges and universities), expansion of the VISTA project from three to fifteen VISTA members which annually supports 10,000 students conducting nearly 100,000 hours of community engaged learning, increased the annual budget by three hundred percent, grew from one to four full-‐time staff, and helped guide the organization through a hugely successful three-‐year strategic plan. He is a co-‐founder of the Eastern Region (ERCC) coalition of state Compacts that annually host the nationally recognized ERCC conference and serves on the National Campus Compact Strategic Planning Steering Committee. Dr. Petersen has a bachelor’s degree in Psychology from Bard College, and a PhD in Educational Psychology from City University of New York. His wife, DeShaunta, is a postdoctoral fellow in Clinical Psychology at Columbia University. They live with their two small children, Róinn and River, in Maplewood New Jersey. Stephanie Schooley Executive Director, Campus Compact of the Mountain West Stephanie Schooley became the fifth Executive Director of Colorado Campus Compact (now Campus Compact of the Mountain West) in 2010 after serving with the organization since 2001. In 2002, Stephanie launched a regional AmeriCorps program for higher education institutions in the Mountain West, partnering with colleges and universities in Arizona, Colorado, New Mexico, and Utah. Over the course of Stephanie’s twelve-‐year career with the organization, she has expanded programming to include additional regional partners, provided leadership in development of the Engaged Campus Initiative, brought national events and trainings to the region, and created strong partnerships with member campuses through effective programming and presidential engagement. Most recently, Stephanie facilitated the transformation of Colorado Campus Compact to Campus Compact of the Mountain West, expanding membership to institutions in Wyoming in addition to Colorado. Stephanie continues to build upon the regional infrastructure and successes of her early work to elevate higher education engagement in the Mountain West. Stephanie earned a Bachelor of Arts Degree in History from Reed College and a Masters of Arts in Conflict Resolution from the University of Denver. In addition to her work with Campus Compact, Stephanie has served as a founding board member of Denver Young Nonprofit Professionals Network, National Nonprofit Professionals Network, and Hoofs & Paws Therapeutic Riding Center. Prior to her work with Campus Compact, Stephanie served as an AmeriCorps VISTA Member for a K-‐6 community literacy program and worked as a Reading Specialist for low-‐performing elementary schools in the Denver Public School District.”


National Office Organizational Chart

President – Maureen F. Curley The President is responsible for the overall leadership and management of the organization, including public speaking, fundraising, public policy, strategic planning, and board development. The President is also responsible for identifying and evaluating possible partnerships with other organizations that have the potential to increase Campus Compact’s exposure, visibility, profile, and enhance our work. The President is the primary liaison to the national Board of Directors and bears fiduciary responsibility for the organization in concert with the Board. Director of Operations -‐ Maggie Grove The Director of Operations coordinates and aligns national staff work. She also works on Network capacity building through management consulting services to state directors, is a primary contact to Campus Compact’s National Members and supports developing state affiliates. Director of Institutional Development – Amy Smitter The Director of Institutional Development is a member of the senior management team who works to assure the health and growth of the Campus Compact network resource development. Central to the job is the integration of fundraising opportunities for the entire network, strategic planning and implementation of strategy for diverse fund development, partnership development, and management consultation with state offices to assure stability and sustainability. Emily Wood -‐ Director of Communications The director is a member of the senior management team responsible for the Compact’s communications strategy, including implementing effective mechanisms for communicating with the media, with members, higher education leaders, funders and potential funders, the media, policy-‐makers, and the public. The director is also responsible for logistics and planning for national meetings and special events. The director ensures that all print, online, and other communications are part of a


coordinated effort to present a consistent brand and compelling message about the Compact and its impact. The director also oversees the Compact’s website and publications, including book production and other materials, sales and inventory, and marketing. Director of Academic and Strategic Initiatives – Amanda Wittman, Ph. D. Amanda provides high-‐level project management, leadership and oversight for Campus Compact’s work with faculty, consultants and partners. Amanda is a member of the senior team and works with these colleagues, network affiliate staff and faculty to embed civic and community engagement within teaching and research activities at Compact member schools. Amanda also supervises the VISTA Leader. Project Manager, Connect2Complete – Shana Berger Shana leads in the development and implementation of the Connect2Complete (C2C) program. C2C is a 36-‐month pilot program funded by The Bill and Melinda Gates Foundation that seeks to increase community college students’ persistence toward their credentials by connecting them to student tutor advocates. These student tutor advocates address the needs of their fellow first-‐year students by providing academic support, connections to college life, and a link to services designed to help them complete their credentials. The C2C pilot program directly benefits students entering developmental education and Pell eligible students who are statistically more likely to struggle to complete college. C2C supports nine campuses in three states to mobilize over 150 student tutor advocates to pilot this approach. Administrative and Membership Coordinator – Betty Johnson The Administration and Membership Coordinator works with the President and CFO, providing administrative and financial support in managing all accounts payable processes according to budgets and policies, cash receipt processing, publication payments, travel reimbursement processing, and provides some personnel support. This position is responsible for all database matters pertaining to both the national members and state offices. Betty is also a primary connection with national members. Special Assistant to the President – Mark Esté The Special Assistant works closely with the President to provide support for and help in coordinating all aspects of the development and management of the organization including board relations, national partnerships, public policy, program development, and capacity building. The Special Assistant is also responsible for researching and developing new initiatives as directed by the President. The Assistant also supervises volunteers and interns. Chief Financial Officer – Bruce Hain Bruce oversees all financial systems, the budgeting process and grant, government and board reporting. Bruce provides advice to states regarding budgeting and financial matters.


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2013-‐2014 Campus Compact Projected Goals SET AND PROMOTE A NATIONAL AGENDA AND DIRECTION FOR ADVANCING CIVIC ENGAGEMENT (CE) FOR THE CAMPUS COMPACT (CC) NETWORK

Increased visibility for Campus Compact president: at least 5 blog posts with partner, expanded use of the president’s ‘voice’ and presence through social media, 3 invited speaking sessions outside of the Compact network Media list expanded to include at least 10 new outlets associated with each priority area

* We expect several more measures for this goal upon completion of the Strategic

Planning process. BUILD AWARENESS ABOUT CIVIC ENGAGEMENT AND ADVANCE CAMPUS COMPACT’S MISSION

Launch national newsletter for external stakeholders and partners, Campus Compact staff (CCList), national board members, state board chairs, national funders, national members and national event attendees: 600 subscribers Promote the voice of member presidents; Op-‐eds involving 2 member presidents; engagements/conferences or strategic partnership ventures Set and support a research agenda to advance the field; Publish C2C Research report; Analyze data resulting from partnership with NSSE allowing comparison of member and non-‐member information about service-‐learning activity

BUILD THE NETWORK’S CAPACITY TO SUPPORT AND CARRY OUT THE NATIONAL CIVIC ENGAGEMENT

AGENDA WITHIN AND ACROSS STATES, MEMBER INSTITUTIONS, AND AFFINITY GROUPS Revise annual survey (finalized content and design) ready to re-‐launch Fall 2014

Increase revenue; Annual Campaign: $11,000 in new annual campaign revenue; 135 new donors; $50,000 in grant revenue and $30,000 in sponsorships

Support affiliate college access and success/efforts to expand C2C: At least 8 states use the C2C materials to seek funding.


Develop three new resources for members:

Campus Compact Engaged Campus Assessment Framework online resource Updated TRUCEN Engaged Scholarship Toolkit on website (inclusion of 300 new articles) Data-‐driven codified model of essential elements of a peer to peer and service-‐learning in developmental education community college students.

Offer four national professional development offerings: Diving In Institute for New Professionals, Diving Deep Institute for Advanced Professionals, two webinars; Each event is attended by at least 30 people, Registration Analysis: Registrations for each of Campus Compact’s offerings will demonstrate diversity in geography and institution-‐type, Event Evaluation: At least 80% of participants indicate the events were “extremely valuable” for their campuses. Launch the Online Carnegie Classification Community for members seeking (re)classification: at least 100 member institutions register; 30% of the group participates regularly/monthly (measured by unique visitors); content is accessed regularly (measured by quarterly hits). Publish annual report Establish minimum standards for network affiliation and programming with Wellspring Consulting; Incorporated into MOA, Piloted by group of states, Established process for regular data collection, Process for affiliation review and determination


1

Campus Compact 2012 – 2013 Accomplishments

Promote the value of higher education civic engagement in public problem-solving generally, and specifically around the priority issues of access and success and community and economic development

Convene the 2012 Presidents Leadership Summit: “Developing Vital, Vibrant & Healthy Communities through Democratic Partnerships and Civic Engagement”

Place at least one article on the 2012 Summit or the associated white paper, Engaged Learning Economies: Aligning Civic Engagement and Economic Development in Community-Campus Partnerships, in medium or larger media markets and/or higher education publications: Inside Higher Education, October 16, 2013 Through the Connect2Complete program, facilitate a national faculty fellows group focused on the integration of community-based learning in developmental education and college success courses

Collect data on the impact of civic engagement on student success through Connect2Complete national evaluations and disseminate appropriately

Place at least two op-ed pieces or letters to the editor on Compact priority issues in large city daily or national newspapers

Offered professional development on linking economic development and civic engagement through state and regional conferences (LA, MS, IA, KY)

Collected data from 25 Campus Compact VISTA programs nationally on economic development activities and impact; produced data infographic

Convened Student Success Summit (FL)

• Attended by 70 people including state affiliate staff and faculty and administrators involved in the Connect2Complete program

Presented on the Connect2Complete model at 7 national conferences (MA, NM, CO, TX, AZ, DC, MI) and three state events (FL, OH, NH)

Produced the Connect2Complete Resource Book (online)

Published “Connect2Complete: Linking Student Success with Civic Engagement” in Diversity and Democracy: A Publication of the Association of American Colleges and Universities


2

Advance and promote the concept of the Engaged Campus in community-based research, teaching and partnership development within our membership

Offered “Diving In” Institute for New Professionals (TX)

• 26 participants • 100% of those surveyed agreed or strongly agreed that they enjoyed the

opportunity to learn from regional colleagues and partners of the host institution

• 100% of those surveyed agreed or strongly agreed that the institute provided them with both new resources and with new knowledge and learning

Offered “The Engaged Campus: Driving Innovation through Partnerships” (MI): one of three national professional development events for faculty and civic engagement professionals.

• 158 participants • 93% strongly agreed or agreed that the conference was interesting and

valuable • 86% strongly agreed or agreed that the conference workshops had a

practical application to them Offered a national webinar series for faculty and civic Engagement professionals:

1. The Engaged Campus: Preparing for the 2015 Carnegie Community Engagement Classification

2. The Engaged Campus: Approaches to Measuring Community Impact 3. Engaged Learning Economies: Linking Civic Engagement and Economic

Development 4. The Engaged Campus: Linking Civic Engagement and Social

Entrepreneurism 5. The Engaged Campus: Linking Student and Academic Affairs • Attended by 146 people in 33 states; two most popular were Carnegie and

Community Impact offerings

Through the Connect2Complete program, offer two professional development webinars focused on developmental approaches to peer mentoring for college success

Provided Campus Compact training for institutions seeking Carnegie classification through online resources, two state and regional conferences (IA and NH), a webinar dedicated to Carnegie classification (in the online resources) and through the development of a platform for a virtual learning community of institutions seeking re(classification); set to launch September 2013.


3

Raise $40,000 to support national awards programs (Newman and Ehrlich) Produced and distributed the Compact Current Newsletter; summer edition Served as TRUCEN secretariat; convened annual meeting in LA President served as a guest editor for the Journal of Higher Education Outreach and Engagement featuring TRUCEN Administered the Campus Compact Annual Member Survey (50% aggregate response, 17 states had 50% or greater response rate); produced and distributed the Annual Member Survey Executive Summary Report

Recognized a national winner and four finalists: Ehrlich Award for Civically Engaged Faculty

• Received 27 highly competitive applications

Recognized 181 students as Newman Civic Fellows; nominated by member presidents and chancellors (12% increase from the previous year)

Provided individualized technical assistance to state affiliates on fundraising

• 17 states (86 calls/visits) • 236 grant opportunities for members were sent to state affiliates and

national members (34% increase); also added to website • Facilitated Annual Fund Learning Community; 5 state affiliates

participated Build the organizational capacity of Campus Compact state affiliates to most effectively fulfill our mission.

Convene a Network Leadership Meeting involving the national board and state affiliate board chairs or their representatives

• 30 presidents/chancellors, 10 national board members participated

Together with state affiliate Executive Directors, finalize a Theory of Change (phase I) as a foundation for organizational impact assessment Secure funding for, and develop, an organizational impact assessment tool (Organizational Development and Realignment Project)

Redesign internal Campus Compact network communication system in order to centralize information and facilitate resource sharing


4

Conducted intensive professional development session for state affiliate staff on trends affecting higher education (Barbara Holland webinar training) Grew unrestricted revenue through events (Diving In, Diving Deep and webinars) via registrations and sponsorships (16 event sponsors, including $50,000 gift from the Ford Motor Company Fund) President speaking engagements at state launches, board meetings and strategic partnership gatherings (UT, NH, NJ, TN, TX, PA, NE, MA, Washington DC) Engaged Wellspring Consulting Group for Strategic Planning Support Oriented and provided ongoing support for seven new state affiliate Executive Directors; oriented three new national board members Recognized service in state affiliate Executive Directors Launched Campus Compact VISTA Blog to raise profile of programs nationally and connect VISTAs and alumni across the country


Campus'Compact'Communications'Schedule'201362014'

! Items!in!Orange!are!products!that!are!not!distributed!on!a!regularly!scheduled6basis!

'Product!

Audience'

September'2013'

!!

1st !W

eek!

CC!Digest!

CC!List:!network!staff!

3rd !W

eek!!

Campus!Com

pact!E6Newsletter!

External!stakeholders!and!partners,!CC!

List,!national!board!mem

bers,!state!

chairs,!national!funders,!national!

mem

bers,!and!national!event!attendees!

9/26!

President’s!Update!(via!Constant!Contact)!

Mem

ber!Presidents,!state!directors!&

!staff!

Last!Friday!

Fund!Development!Newsletter!

Network!staff!&!national!m

embers!

'!

!October'2013!

!!

1st !W

eek!

CC!Digest!


3rd !W

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Campus!Com

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bers,!state!


mem


Last!Friday!



embers!

'!

!Novem

ber'2013'

!!

1st !W

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CC!Digest!


3rd !W

eek!!

Campus!Com

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bers,!state!


mem


Last!Friday!



embers!

TBD!

Annual!Report!release!(hard!copy)!

National!Funders,!All!Mem

bers,!state!

directors!

!!

!Decem

ber'2013!

!!

1st !W

eek!

CC!Digest!



Campus'Compact'Com

munications'Schedule'201362014'

! Items!in!Orange!are!products!that!are!not!distributed!on!a!regularly!scheduled6basis!

3rd !W

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Fund!Developm

ent!Newsletter!


embers!

'!

!January'2014'

!!

1st !W

eek!

CC!Digest!


3rd !W

eek!!

Campus!Com

pact!E6Newsletter!



bers,!state!


mem


Last!Friday!

Fund!Developm

ent!Newsletter!


embers!

Week!of!January!6th!

Call!for!Newman!Nom

inations!

Email!to!P

residents,!state!directors!cc’d!

Week!of!January!13th!

Call!for!Ehrlich!Nominations!

Email!to!state!directors!

January!16th !

Reminder!email!about!Newman!

CSD’s,!state!directors!&

!staff!

TBD!

Campus!Com

pact!Blog!Launches!

!!

!!

February'2014'

!!

1st !W

eek!

CC!Digest!


3rd !W

eek!!

Campus!Com

pact!E6Newsletter!



bers,!state!


mem


Week!of!February!17th!

Newman!Rem

inder!Email!

Presidents,!CSD’s,!state!directors!

Last!Friday!

Fund!Developm

ent!Newsletter!


embers!

End!of!Month!

President’s!Update!(via!Constant!Contact)!

Mem

ber!Presidents,!state!directors!&

!staff!

'!

!March'2014'

!!

1st !W

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CC!Digest!




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range!are!products!that!are!not!distributed!on!a!regularly!scheduled6basis!

3rd !W

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Last!Friday!

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ent!Newsletter!


embers!

'Annual!Fund!Learning!Community!begin

s!!

Week!of!M

arch!3r

d !!Ehrlich!Nom

inations!Due!

!Week!of!M

arch!3r

d !Newm

an!Nom

inations!Closed!

!March!14

th!

Deadline!for!state!offices!to!tell!national!

where!N

ewman!certificates!get!m

ailed!

!

Week!of!M

arch!17

th!

Newm

an!Announcem

ents!made!

Presidents!&!state!directors!notified

!first!

followed!2

!days!later!by!announcem

ent!

to!students!

Week!of!M

arch!24

th'

Newm

an!Certificates!sent!out!

!'

!!

April'2014!

!!

1st !W

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CC!Digest!


3rd !W

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Campus!Com

pact!E6Newsletter!



bers,!state!


mem


Last!Friday!

Fund!Developm

ent!Newsletter!


embers!

End!of!M

onth!

Presidents!Update!(via!Constant!Contact)!

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bers,!state!directors!&!staff!

'!

!May'2014!

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1st !W

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3rd !W

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Last!Friday!

Fund!Developm

ent!Newsletter!


embers!


! 1!

Campus'Compact'2012.2013'Fund'Development'Report'for'State'Affiliates'!This!is!the!second!annual!internal!Fund!Development!Report!for!state!affiliates.!The!purpose!of!the!report!is!to!mark!progress!and!inform!the!state!affiliates!about!service!opportunities!and!changes.!'Each!year,!Campus!Compact!supports!state!affiliate!fundraising!by:!!

o applying!for!funding!on!behalf!of!the!network,!!o subAgranting!funding!received,!!o participating!in!discussions!about!funding!opportunities,!!o providing!individualized!advice!and!support,!!o providing!a!joint!fund!development!database,!!o hosting!learning!communities!for!fund!development,!and!o informing!affiliates!about!funding!opportunities!for!states,!regions!and!individual!

members!institutions.!These!services!offer!state!affiliates!cost!savings,!learning!opportunities,!peerAtoApeer!interaction!and!creativity,!support!and!direct!funding!opportunities!specific!to!projects!and!locations.!!

2012.2013'SERVICES'TO'INDIVIDUAL'STATE'AFFILIATES'FROM'CAMPUS'COMPACT'

!!In!2012A2013,!Campus!Compact!was!able!to!provide!project!funding!to!three!(3)!affiliates!and!include!eight!(8)!affiliates!in!grant!proposals.!This!past!year!marked!an!increase!in!requests!for!fundraising!technical!assistance!with!fourteen!(14)!states!receiving!individual!consultation!and!support!(averaging!1.5!requests/state).!Affiliates!also!increased!participation!in!fundraising!discussions!with!twelve!(12)!states!participating!on!average!in!five!(5)!discussions.!Topics!include!individual!giving,!board!giving,!foundation!grants,!federal!grants,!corporate!giving!and!developing!fund!raising!plans.!!!In!addition!to!topical!discussions,!Campus!Compact!facilitated!an!Annual!Fund!Learning!Community!(Spring!2013).!The!goals!of!the!learning!community!were!to!spark!

0! 5! 10! 15! 20! 25!

Mentioned!in!a!Proposal!

Received!Funding!

Advice!

Discussions!

Learning!Community!

2012!2011!2010!


! 2!

conversation!about!annual!fund!campaigns!and!to!learn!from!each!other!in!the!process.!Five!(5)!states!and!eight!(8)!individuals!participated!in!eight!(8)!conference!calls!on!a!variety!of!topics!related!to!annual!fund!campaigns.!In!addition,!a!series!of!state!affiliate!network!calls!about!sponsorship!were!held!in!response!to!the!learning!community’s!request,!with!ten!(10)!individuals!and!states!participating.!Half!of!the!learning!community!participants!competed!a!survey!about!their!experience.!EightyAone!percent!(81%)!felt!that!the!topics!were!“useful”!or!“very!useful.”!Participants!were!divided!about!the!value!of!a!“learning!community”!format!in!planning!their!campaigns!vs.!a!desire!for!a!training!series.!We!will!work!to!enhance!this!offering!in!the!future.!!

!!Overall,!236!viable!grant!opportunities!were!sent!to!affiliates!and!national!members!through!the!new!Campus!Compact!Fund!Development!Newsletter!and!internal!listservs.!Grant!opportunities!were!also!posted!to!the!Grants!and!Fellowship!section!of!the!website!for!easy!member!access.!This!was!a!thirtyAtwo!percent!(32%)!increase!over!2011A2012.!Every!affiliate!in!the!network!received!at!least!one!stateAspecific!grant!alert;!some!affiliates!received!as!many!as!eighteen!(18).!!!Grant!opportunities!varied!greatly,!but!most!were!within!the!scope!of!Campus!Compact’s!strategic!initiatives,!education!or!within!Campus!Compact’s!mission.!Overall,!the!total!amount!of!grant!opportunities!was!roughly!equal!between!national!opportunities!(meaning!everyone!could!apply)!at!50.9%!and!state!specific!opportunities!(meaning!only!certain!states!or!locals!can!apply)!at!49.1%.!!!

0! 5! 10! 15! 20!WV!WI!WA!VT!UT!TN!SC!RI!PA!OR!OK!OH!NY!NJ!NH!NE!NC!

MTW!MT!MI!MO!MN!

MD/DC!ME!MA!KY!KS!IN!IL!IA!HI!FL!CT!CA!

#"of"Grant"Alerts"per"State"Af0iliate"

#!of!Grant!Alerts!per!State!


! 3!

!!In!addition!to!serving!as!a!vehicle!for!sharing!grant!alerts,!the!Campus!Compact!Fund!Development!Newsletter!also!provides!links!to!articles!and!other!fundraising!resources.!!!!The!newsletter!reached!141!national!member!recipients!a!month,!with!23.2%!opening!the!newsletter!and!40.8%!clicking!through!to!one!or!more!offerings!and!fiftyAsix!(56)!state!affiliate!recipients!(all!state!affiliate!directors!and!some!state!affiliate!staff)!a!month,!with!55.4%!opening!the!newsletter!and!55.3%!clicking!through!to!one!or!more!offerings.!When!the!newsletter!hits!it!twelfth!issue!later!this!fall,!Campus!Compact!will!survey!users!and!seek!feedback!for!improvements.!!!Changes'in'2013.2014!!In!2012!and!2013,!Campus!Compact!invested!in!a!joint!fund!development!and!membership!database.!This!new!database!replaces!the!eATapestry!database!that!was!previously!used.!The!new!database!will!allow!states!and!Campus!Compact!to!integrate!participation!with!individual!giving,!track!notes!and!set!calendar!reminders!on!fund!development!with!individuals,!foundations!and!corporations.!The!new!combined!database!will!be!live!in!September!2013.!States!wishing!to!use!it!must!be!trained!first.!If!you!would!like!to!learn!more!about!using!this!new!aspect!of!the!member!database!contact!Amy!Smitter!at!asmitter@compact.org!or!517.231.7981!or!Betty!Johnson!at!bjohnson@compact.org!or!617.357.1881!x204.!!Grants!and!Fellowship!information!is!now!posted!on!the!Campus!Compact!webpage!instead!of!Network!Only:!http://www.compact.org/category/eventsAjobsAgrantsAmore/grantsAandAfellowships/.!!TIPS'FOR'GETTING'MORE'FROM'FUND'DEVELOPMENT'SERVICES'THIS'NEXT'YEAR'!

• Link!to!Campus!Compact’s!Grants!and!Fellowship!List!on!your!website.!http://www.compact.org/category/eventsAjobsAgrantsAmore/grantsAandAfellowships/.!

o Great!resource!to!members,!very!little!time!for!you.!

0!10!20!30!40!50!60!70!

Access!and!

Success!

Community!and!

Econom

ic!

Developm

ent!

Global!

Citizenship!

Education!

Diversity!

Environm

ent!

Citizenship/

Service/Social!

Justice! Health!

STEM

!

Poverty/Food!

Variety/Other!

State!SpeciOic!

National!Scope!


! 4!

• Share!the!resources!(below)!with!your!staff!so!they!can!use!them!too.!• Join!a!Learning!Community!in!2013A2014!to!explore!more!ways!to!diversify!

funding!with!a!staff!member.!• Check!out!the!Fundraising:!Sources!Beyond!Membership!on!the!Network!Only!

website!for!resources!on!fund!development.!o Punch!up!your!next!grant!proposal!with!data!and!statistics!from!this!site.!o Use!the!sample!templates!posted!there!from!your!peers.!

• Sign!up!your!staff!for!the!monthly!Campus!Compact!Fund!Development!Newsletter.!

• Take!the!Foundation!Center!tutorial,!so!you!can!use!it!when!you!need!it.!• Start!reading!a!philanthropy!blog!or!newsletter!of!your!choice.!It!just!gets!you!in!

the!mood!!!ONGOING'SERVICES'PROVIDED'TO'STATE'AFFILIATE'OFFICES'

!

•!Campus!Compact!Database!A!http://members.compact.org/admin/login.php''A"Campus"Compact"developed"database"for"your"membership"tracking"needs."

• Track"grants"given"to"campuses"• Relationships"with"campuses,"funders"and"individuals"• Good"for"campus"visits,"membership,"and"fund"development"

Contact!Betty!Johnson!for!more!details!or!questions!([email protected])!!Fund!Raising!Section!of!the!Database!A!http://members.compact.org/admin/login.php''Added!section!of!the!database!for!state!offices!looking!to!track!fund!development!activities.!

• Track!donations,!grants,!sponsorships!and!conversations!• Set!calendar!reminders!of!fund!development!activities!• Create!thank!you!and!request!letters!within!the!database!• Run!reports!for!committees,!staff!and!boards!related!to!fund!development.!

Contact'Amy'Smitter'for'more'details'or'questions'([email protected])'!

•!The!Foundation!Center!A!www.foundationcenter.org!Campus"Compact"has"a"Platinum"Membership"available"to"the"whole"network.""

• Foundation"Finder"and"Corporate"Giving"searches"• Worksheets"• Grant"writing"training"• Research"on"philanthropy"

Sign!In:!compact! Password:!f1ndfund1ng!!

•!The!Chronicle!of!Philanthropy!A!http://philanthropy.com/!The"newspaper"of"the"nonprofit"world"and"a"news"source,"in"print"and"online,"for"charity"leaders,"fundraisers,"grant"makers,"and"other"people"involved"in"the"philanthropic"enterprise."Sign!In:!campuscompact! Password:!compact!!


! 5!

•"Network!Only!Website/Fund!Development"D"http://www.compact.org/networkDonly/"Includes"funding"opportunities,"cumulative"reports,"articles"of"interest,"fund"development"plan,"fund"development"reports,"sample"applications,"information"about"CNCS,"etc…""

•"Campus!Compact!Fund!Development!Newsletter!–"Sent"via"eDmail"the"first"week"of"the"month."States"are"encouraged"to"cut"and"paste"relevant"opportunities"in"their"own"newsletters"or"send"directly"to"campuses."If"you"would"like"to"be"added"to"the"distribution"list"contact"Emily"Wood"at"[email protected].!!

•"Individual!Advice,!Trainings!and!Consultation!!A!Contact"Amy"Smitter"at"[email protected]"or"517.231.7981"for"help"with"fund"development"questions,"plans"or"proposals.""Trainings"are"offered"for"interested"state"affiliates"yearly.""

ONGOING'SERVICES'TO'MEMBERS'"

•"Campus!Compact!Grants!and!Fellowship!Information!–"Updated"grant"and"fellowship"opportunities"for"members"are"posted"regularly"to"the"website"at:"http://www.compact.org/category/eventsDjobsDgrantsDmore/grantsDandDfellowships/""•"Discussion,!Webinars!and!Presentations!–"Amy"Smitter"is"available"to"help"campuses"think"about"their"fund"development"for"civic"engagement"activities."Inquiries"on"behalf"of"campuses"should"be"made"through"the"state"executive"director."Please"Contact"Amy"Smitter"at"[email protected]"or"517.231.7981""•"Campus!Compact!Fund!Development!Newsletter!–"Sent"via"eDmail"the"first"week"of"the"month"to"national"members"in"states"without"an"affiliate"Campus"Compact."'!Any"questions"can"be"addressed"to"Amy"Smitter,"Director"of"Institutional"Development""

@"517.231.7981"or"[email protected]!


Selected Readings


“Connect2Complete: Linking Student Success with Civic Engagement” By Shana Berger AAC&U Diversity & Democracy Volume 16, Number 2, Spring 2013 http://www.aacu.org/diversityDemocracy/vol16no2/berger.cfm The higher education reform movement known as “the completion agenda” seeks to significantly increase the number of students graduating from college. This is certainly an important goal. Yet as many higher education professionals have pointed out, the completion agenda’s singular focus on “time to degree” may emphasize efficiency to the detriment of high-‐quality learning (Humphreys 2012). Aware of these critiques, community colleges are seeking innovative ways to increase graduation rates while also improving the quality of student learning. Campus Compact’s Connect2Complete (C2C) program aims to reach this goal by creating new, community-‐oriented models that support student success. Campus Compact launched Connect2Complete in January 2012 with funding from the Bill & Melinda Gates Foundation. C2C aims to improve persistence by combining two strategies: peer advocacy and community-‐engaged learning. Together, these strategies encourage academic development, social integration, and personal development—all key factors in student persistence (see, for example, Cress et al. 2010; Crisp 2010). C2C applies these benefits to the challenges facing economically disadvantaged students, who persist and graduate at lower rates than their more affluent counterparts (Bailey, Jeong, and Cho 2009). The program seeks to reduce the barriers that cause economically disadvantaged developmental education students to struggle in college while empowering these students to participate fully as members of their various communities. C2C Program Framework During a two-‐year pilot, C2C institutions will engage underprepared, low-‐income students in high-‐quality community-‐engaged learning experiences and peer advocacy. With subgrants distributed by the national Campus Compact office, nine community colleges and their related state Campus Compact affiliates are participating in the C2C pilot. These include Broward College, Miami Dade College, and Tallahassee Community College (Florida Campus Compact); Cuyahoga Community College, Lorain County Community College, and Owens Community College (Ohio Campus Compact); and Big Bend Community College, Edmonds Community College, and Green River Community College (Washington Campus Compact). C2C models at these institutions fall into two broad categories: course-‐based and cocurricular. In the course-‐based model, peer advocates (PAs) work alongside faculty in developmental education classes and support students during service-‐learning activities, as well as through social media and online platforms, office hours, campus events, and other contexts outside of class. For example, at Owens Community College, the C2C


program coordinator pairs the PAs (called “civic ambassadors”) with math and English developmental education faculty to support student learning (see Christina Perry’s article in this issue of Diversity & Democracy). In the cocurricular model, student affairs staff coordinate with PAs who mentor small groups of developmental education students and facilitate community-‐engaged learning activities. Most pilot campuses have also created cocurricular service activities that bring together new and older cohorts of PAs and C2C students so that C2C students stay connected beyond their first semester in the program. Peer Advocacy for Community Engaged Learning Each C2C college is testing peer-‐to-‐peer advocacy models that reflect its particular campus culture. All campuses offer students either federal work-‐study funds, credited or non-‐credited leadership development training, or both. PAs support student success in two primary ways: by serving as mentors and by supporting community-‐engaged learning activities. As mentors, PAs provide a variety of supports. They help students explore their multiple identities, life experiences, and self-‐concepts to develop a college-‐staying identity (Savitz-‐Romer and Bouffard 2012). They assist students in building relationships with peers, faculty, and advisors and in connecting with resources such as academic support centers, child care, public assistance benefits, financial aid, and homeless services. They support students in developing an understanding of and comfort with the unwritten rules of college and help them navigate the college experience (Crisp 2010). As leaders of community-‐engaged learning, PAs receive training and work closely with developmental education faculty and community engagement staff. They introduce students to service-‐learning pedagogy, which promotes academic achievement, makes classroom learning relevant to the real world, and “has a positive effect on students’ sense of personal efficacy…and leadership and communication skills,” among other outcomes (Cress et al. 2010, 11). They also develop and maintain relationships with community or campus partners, facilitate reflection, and plan workshops that connect service and coursework to civic learning outcomes. Preliminary Lessons Learned Together with pilot sites and partner evaluators at Brandeis University, Campus Compact is collecting data on promising C2C practices. Early lessons have appeared in three primary areas: models for implementation, systems for supporting developmental education faculty, and ways of reimagining service learning to better meet the needs and draw on the assets of a vulnerable student population. Early experiences suggest that course-‐based models have distinct advantages over cocurricular models. First, developmental education students with heavy work and family responsibilities may not have time for extracurricular activities, and course-‐based models reach them where they are—in the classroom. Second, service-‐learning


pedagogy can make classroom learning more relevant to students’ lives—a key connection for students who may doubt the usefulness of a college education. Third, by recruiting students through course enrollment, the program can reach those who might not otherwise seek support, and are therefore the ones who need it most. Fourth, course-‐based models offer opportunities for C2C students to develop strong connections with faculty. Finally, an approach that focuses funding on faculty training and draws on work-‐study resources may offer a cost-‐effective way to reach a large number of students. The pilot program also has demonstrated that professional development and community-‐building opportunities for faculty are critical to success. Campus Compact has thus created a national C2C Faculty Fellows Community of Practice comprised of two developmental education faculty members from each C2C campus. Through facilitated phone calls, an online forum, and face-‐to-‐face meetings, these faculty are sharing, solving problems, and creating practical tools for peer-‐assisted service learning and peer advocacy. Fellows are working with their colleagues to design and implement discipline-‐specific curriculum projects and to promote service learning and peer advocacy among other developmental education faculty on their campuses. Finally, C2C has reminded pilot participants that the typical “in here”/“out there” map of campus–community partnerships does not apply for developmental education students. As Zlotkowski and colleagues write, “The community college can itself be viewed as a community-‐based organization: It is of, not simply in, a particular place” (2004, 79). To find vulnerable populations and systemic inequality, one need only look around campus, where cuts to Pell grant funds coincide with the emergence of food banks to meet student needs (see Krista Kiessling’s article in this issue of Diversity & Democracy). The C2C work thus challenges campuses not to abandon traditional community partnerships, but rather to expand our understanding of the community. Within the campus community, where student interests can be synonymous with community interests and students themselves can give voice to community needs, service activities can simultaneously address issues of inequity and meet student needs. Conclusion C2C project participants are engaged in cutting-‐edge practices to support college success. Their work translates the needs and interests of students, faculty, and local community members in innovative ways, transforming the meaning and value of community for each college campus. Campus Compact is a national coalition of almost 1,200 college and university presidents—representing some six million students—who are committed to fulfilling the civic purposes of higher education. For more information about Connect2Complete, contact Shana Berger at [email protected] or visit http://www.compact.org/initiatives/connect2complete/.


“Building Bridges as a Civic Ambassador“ By Christina Perry AAC&U Diversity & Democracy Volume 16, Number 2, Spring 2013 http://www.aacu.org/diversityDemocracy/vol16no2/perry.cfm As a Connect2Complete civic ambassador, I help build bridges between classroom and community so students can connect what they are learning in college to their personal lives. Each semester, I work closely with students and faculty in developmental education courses to make these connections, which help students retain information while giving them a chance to better their community. In the classroom, I support the instructor’s needs and help answer students’ questions. I try to make the classroom a stress-‐free environment and to empower students to make a difference, not only within themselves but also within their communities. I may also assist the instructor in selecting a community partner whose needs fit what students are learning in the classroom and coordinate service-‐learning trips with the community partner, freeing time for the instructor to focus on helping individual students. This semester, I am working with a developmental education math instructor who requires students to participate in a group community service project with the Toledo Seagate Food Bank (which sources our campus food bank). In conjunction with the service project, students complete related math assignments and a reflection journal about their service-‐learning experiences. This partnership helps students become better community leaders and build confidence to obtain their goals. Finally, my civic ambassador peers and I run the Owens Harvest Food Pantry and Community Garden. Every two weeks, I help pick up the campus food bank’s order from the Toledo Seagate Food Bank and work with civic ambassadors and volunteers (mostly pantry patrons who are students themselves) to stock the shelves. Seeing how the Harvest Project affects student patrons makes every second of my time as a civic ambassador worthwhile. In order to obtain their goals, students need to be able to focus without being distracted by the simple need for food. Every little bit helps, and every day I am grateful to be a part of my fellow students’ success. Christina Perry is a double major in international studies and world languages at Owens Community College.


“The Harvest Project at Owens Community College “ By Krista Kiessling AAC&U Diversity & Democracy Volume 16, Number 2, Spring 2013 www.aacu.org/diversityDemocracy/vol16no2/kiessling.cfm The Owens Harvest Project (Helping All People Reap the Value of Education through Service and Working Together) has established a food pantry and community garden initiative to provide interdisciplinary service-‐learning opportunities that benefit students themselves. The project provides students an opportunity to explore the needs of campus community members while examining the broader causes of social problems. Soon after Owens Community College opened its community garden in 2010, students began appearing after hours asking if they could harvest food. Realizing that these students were in need, the college decided to open a food pantry to serve them. The pantry now serves over five hundred people each month and distributes several hundred pounds of food weekly—all without drawing on institutional funds. The Harvest Project offers integrated service-‐learning opportunities on campus while connecting with traditional off-‐campus community partners such as the Toledo Seagate Food Bank. Students in developmental education, marketing, urban agriculture, math, English, nursing, and dietetic courses have used the garden and pantry projects as service-‐learning opportunities and living–learning labs. These students apply the skills they learn in class and see the value of these skills in the broader community. Connect2Complete’s civic ambassadors oversee the regular operations of the food pantry and community garden, developing strong leadership skills while gaining firsthand understanding of community service and civic engagement. Civic ambassadors share their experiences with developmental and college-‐level students, invite participation in the pantry and garden, and encourage faculty to develop service-‐learning projects relevant to course outcomes. The civic ambassadors have helped bring viable academic potential to the Harvest Project, with profound effects on campus culture. The availability of on-‐site service opportunities has increased faculty interest in incorporating service learning into existing courses, allowing more students to experience its benefits. The project has also heightened awareness of the diverse needs of our student population while offering a means of addressing those needs. Krista Kiesslingis director of service learning at Owens Community College.


“More than Good Neighbors” By Karla Hignite NACUBO Business Officer Magazine May 2013 http://www.nacubo.org/Business_Officer_Magazine/Magazine_Archives/May_2013/More_Than_Good_Neighbors.html Wagner College successfully evacuated the majority of its students in advance of Hurricane Sandy last October. President Richard Guarasci and his wife, along with about 80 students who stayed behind on the Staten Island campus, took refuge in the college's gymnasium to weather the storm. The college lost power for four days, but in no more than five hours after power was restored, students launched a Facebook account to organize efforts to unload trucks, clear debris, and deliver meals to families. "As an educator, you want to see this kind of direct link between community need and community service," says Guarasci. Civic responsibility and outreach are nothing new to Wagner, or to higher education. "The education of students for a democratic society has been a core mission of higher education since its inception," notes Guarasci. Yet, he believes there has been a resurgence in recent years surrounding the civic purposes of higher education even as there remains a tension between educating students for a career and educating them to be citizens within society. In 2009, the college formalized a partnership with members of the surrounding Port Richmond community aimed at enhancing the quality of life for individuals living and working in the neighborhood. In recent years, a rapid rise in the immigrant population in Port Richmond has created complex needs in the areas of health care, education, housing, and employment, Guarasci says. In one example of the college's partnership outreach, Wagner business students are helping local small business owners with taxation issues, loan applications, and other transactions. By involving students with the Chamber of Commerce, local development corporations, and banks to identify business development opportunities and areas where measurable progress is needed, students directly link learning and location in a powerful way, says Guarasci. This kind of place-‐based engagement is gaining traction, and in many respects is redefining the relationship between colleges and universities and their communities. From commitments to community-‐based service learning for students that continue to flourish, institutions have progressed to a new moment where leaders are seeking ways to align all the sustainable assets of the institution—financial, human capital, and academic expertise—with the particular needs and challenges of local residents, Guarasci says. In Our Own Backyard Students today are yearning for real-‐life experiences connected with their studies, says Maureen Curley, president of Campus Compact, a national coalition of nearly 1,200


public and private college and university presidents who are committed to advancing civic responsibility and community-‐engaged learning within their institutions. "If institutions of higher learning are not connecting service and engagement with student studies and are not utilizing the scholarship of faculty who can offer expertise in assessing the needs of the local community, then they are minimizing the capacity of their institutions to have true impact in each domain-‐the health of the community, the education of students, and the advancement of scholarship," says Curley. In fact, life in a democracy requires the full spectrum of economic, social, civic, and educational arenas working hand in hand to create an engaged learning economy—a community that learns and grows and thrives together, says Curley. "Higher education is the logical entity to combine all these efforts and to make the important connections for their students," she argues. "Conducting a food drive to stock the local pantry is a good volunteer initiative in and of itself, but how are we contextualizing this and what are we teaching students about poverty, its root causes, and its long-‐term impacts for a family and for society? Only then can we can put our heads together to figure out how to solve the problem as it exists in our own community." Engagement is all about embracing what's in our own backyard, says Curley. This more modern sense of engagement that has emerged reflects what Ira Harkavy and others would call an enlightened self-‐interest—a greater understanding not only of the connection between the health of the community and the health of the institution, but also of the capacity of the institution to address societal needs. "While they cannot transform their local environments single-‐handedly, colleges and universities possess the intellectual and human capital required to leverage real and lasting change," argues Harkavy, associate vice president and director of the Barbara and Edward Netter Center for Community Partnerships at the University of Pennsylvania. Harkavy has served as the center's director since its founding in 1992, helping to develop a broad array of service-‐learning courses and spearheading efforts to create university-‐assisted schools, among other initiatives. Approximately 2,500 University of Pennsylvania students in academic courses and volunteer and work-‐study opportunities, along with about 60 faculty members, provide school-‐day and extended hours of educational programming for kids and their family members in Penn's local community of West Philadelphia. Similar university partnerships with community K–12 schools are gaining traction not only across the nation but around the world, says Harkavy. He also serves as chair of the Anchor Institutions Task Force, a group of university leaders and others committed to exploring how their institutions can improve the quality of life in their communities across multiple dimensions. As entities that have deep and lasting roots in their communities—and are often the biggest employers in a city or region—anchor institutions include the full breadth of two-‐ and four-‐year colleges and universities and affiliated entities such as medical hospitals—commonly dubbed "eds and meds," notes Harkavy.


Contributing to this newer sense of enlightened self-‐interest is more than a generation of advanced scholarship in ethnic studies, poverty and hunger, social and environmental justice, literacy, and so forth, that has cemented into the present-‐day culture of institutions this greater understanding of the need for and merit of combining the economic role of the institution with its academic and civic missions, suggests Harkavy. He believes the university of the future is a connected institution, seeking to make a difference not only on campus but also within the larger community. It sees local issues-‐be they unequal schooling, inadequate health care, poor urban nutrition, or substandard housing-‐as universal issues that occur locally and require solutions in a way that connects to the core academic activities of the institution. It does this by first assessing the strengths and needs of the university and the needs of the community, and then figuring out how to bring these together. The particular focus of an institution's engagement efforts will no doubt vary based on the specific needs of the community, the programmatic expertise of the institution, the passions of students and faculty, and the partnerships leaders are able to leverage with government, the private sector, and other nonprofit entities, says Harkavy. "The common thread for all these efforts is an understanding that the health and well-‐being of the institution is inextricably linked to the physical, social, and economic vitality of its surrounding neighborhoods." Baltimore, Baltimore, Baltimore Real estate agents know the importance of location; Johns Hopkins University leaders understand this as well. JHU has two primary campuses. Its East Baltimore campus includes JHU's schools of medicine, nursing, and public health. The Homewood campus includes the university's schools of arts and sciences, education, and engineering. In past decades, disinvestment and loss of neighborhood retail were among the contributing factors that had led to growing blight throughout sections of Baltimore. JHU had begun to suffer the consequences as well, with data showing increasing numbers of students who had been accepted to the university declining the offer, citing the conditions of the off-‐campus experience as one reason for their decision, says Daniel Ennis, JHU's senior vice president for finance and administration. In recent years, JHU has invested well over $20 million in community development initiatives to revitalize neighborhoods north of the East Baltimore campus, where in some sections of the city upwards of 70 percent of structures were vacant. More recently, JHU made the commitment to invest $10 million in a public-‐private community partnership aimed at enhancing the livability and economic sustainability of communities surrounding the university's Homewood campus. Officially launched in the summer of 2011, JHU's Homewood Community Partners Initiative was carefully crafted following hundreds of interviews and surveys of local residents, reviews of community plans, and meetings with various stakeholders to


ensure that the partnership would be based not only on mutual interest but on a foundation of trust, explains Ennis. The yearlong assessment looked closely at five areas: quality of life, housing and residential development, public education, retail and commercial development, and job development. The $10 million development fund will directly finance projects, create a land bank to foster new development, and establish a neighborhood improvement fund to provide matching resources for other community-‐based projects. If successful, the partnership will transform the 10-‐neighborhood target area into a more vibrant college-‐town environment with new retail stores and restaurants, an enhanced residential real estate market, pedestrian-‐friendly walkways, and safe and reliable transportation options. By the estimates of some JHU officials, the university's community engagement efforts related to both campuses could make a significant contribution toward achieving up to a third of the city's overall goal of attracting 10,000 new families to the Baltimore area, says Ennis. Revitalization and Rebuilding Beyond the university's efforts to revitalize neighborhood retail and real estate, JHU is committed to bolstering public education. The university is already partnering with several schools in the area to create more early childhood and after-‐school programs. In the works is development of a JHU-‐operated community school. Future actions being explored include services for older kids and young adults and a college pipeline program to promote college preparation. Another undercurrent running throughout JHU's engagement efforts is a strong focus on economic inclusion and rebuilding a once-‐thriving middle class. Among the institutional priorities aimed at helping more disadvantaged populations move into the mainstream are a renewed commitment to hiring local residents and purchasing from local businesses to ensure that the institution's employee, supplier, and contracting base reflects the broad diversity of Baltimore. JHU is also ramping up efforts targeted to local workforce preparation and career advancement. (See sidebar, "Building a Workforce Lifeline in Baltimore.") In his inaugural address, JHU President Ronald Daniels noted the university's commitment to its communities as one of three priorities, says Ennis. "Because so much of what allows us to retain our competitiveness and distinctive brand and to attract key talent relates to Baltimore, we have to pay serious attention to the health and stability of the city and our surrounding communities." In this regard, economic development, neighborhood development, and workforce development do not detract from core academic priorities. They become institutional priorities in support of the academic mission, argues Ennis. "We are a permanent part of this community. We are not picking up and moving. So there is a mutual interest here to figure out how to improve these areas where we live, work, and study." Rethinking Outreach


Like JHU, Purdue University is putting a new spin on university engagement. Outreach has always been core to Purdue's mission as a land-‐grant institution. Historically, this outreach was largely concentrated in agriculture, veterinary medicine, and health and human science, and was particularly focused on rural communities, explains Victor Lechtenberg, Purdue's former vice president for academic affairs and provost, currently serving as a special assistant to the president. From the 1970s into the early 1990s, there was growing criticism that many of the nation's land-‐grant universities were losing relevance, notes Lechtenberg. Such critiques led to the Kellogg Commission on the Future of State and Land-‐Grant Institutions. This project, a series of in-‐depth evaluations directed by the Association of Public and Land-‐Grant Universities, resulted in a critical assessment of this sector's role and a rethinking of what it means to be an engaged university. The project essentially reset the narrative surrounding engagement, explains Lechtenberg. For instance, the tripartite mission of teaching, research, and extension evolved to that of learning, discovery, and engagement. "'Learning' and 'discovery' imply an outcome, which isn't necessarily the case with 'teaching' and 'research,'" explains Lechtenberg. "Furthermore, 'engagement' implies a dialogue and a contextualizing of issues, not a one-‐sided 'extension,' or imparting of knowledge." Semantics aside, Purdue has embraced a contemporary interpretation of economic and community engagement. "Years ago, it wasn't viewed as part of a university's responsibility to consider commercializing its intellectual property or determining how to provide an incubator environment for business start-‐ups to create jobs and spur the economy," notes Lechtenberg. He points to early pioneering efforts like those in Silicon Valley and Research Triangle Park, which have made clear that these intellectual hubs surrounding major universities can exploit an institution's capability in a positive way far beyond campus borders—that you can in fact use these concentrations of entrepreneurially minded students and faculty to help grow a state or region economically, adds Lechtenberg. In response, 10 years ago Purdue launched its Discovery Park, dedicated to interdisciplinary and large-‐scale research projects. "We wrapped into this an entrepreneurship program, which has become a cornerstone of our economic development engagement," explains Lechtenberg. In addition to offering a certificate program in starting a business, the university offers entrepreneur boot camps and business plan competitions annually. With a flourishing flagship business development park at Purdue's main West Lafayette campus, university leaders realized that the institution could support a greater business incubator presence throughout the state. Purdue now hosts four technology centers, each about two hours apart, spread up and down the I-‐65 corridor. "In each case, we've been able to nurture and leverage new business tied closely to Purdue technology that also provides opportunities for students," reports Lechtenberg.


While Purdue may be singing a new engagement tune, outreach remains a core institutional priority. In one example, Purdue's manufacturing and technology assistance program offers the expertise of about 100 faculty and students to companies—mostly within the state of Indiana—that don't have the resources to hire a consulting firm. The roughly $10 million program serves about 500 to 600 clients per year. "Our analysis suggests that this program easily returns $100 million in value to the state annually," notes Lechtenberg. Bringing Wealth and Opportunity Indiana University likewise has a long history of engagement with multiple sectors—public, private, and nonprofit—but never before in such a strategic fashion, says Bill Stephan, vice president of IU's Office of Engagement. While other efforts exist at IU that focus on a range of community and civic partnerships, Stephan's office has focused foremost on economic development since its inception in 2007. "Beyond traditional town-‐gown initiatives, what we are seeing more of today is higher-‐level collaboration between universities and their local communities to position their area, region, and state to attract new business and investment." IU's concerted focus in this regard began about a dozen years ago when then President Myles Brand sought to link university outreach efforts with the state's economic priorities. At that time, the industry sectors that state leaders identified as strategic relative to future economic growth included life sciences, information technology, logistics, and advanced manufacturing. IU already had a natural fit in the area of life sciences with the university's school of medicine, the only one among the state's higher education institutions. In part to advance Indiana's interests in nurturing a vibrant technology sector, IU launched its school of infomatics—the first of its kind in the United States. Fast-‐forward to current President Michael McRobbie, who has built on Brand's earlier efforts, creating a formal structure to coordinate the university's intellectual expertise and resources in two primary areas: statewide economic development outreach via IU's campuses and centers throughout the state, and technology commercialization. The latter is tied to managing and protecting the university's intellectual property and determining how to leverage those assets, whether through start-‐up companies or licensing opportunities, to generate revenue in support of IU's fundamental mission of teaching and research, explains Stephan. The technology commercialization component—the Indiana Research and Technology Corp.—has been organized as a separate 501(c)(3) with a separate board of directors. "Because this enterprise is largely self-‐supporting, we are able to deploy some of IURTC's revenues to assist IU's statewide economic development activities, and this allows us to further extend our reach without using scarce university dollars," explains Stephan.


The university role to partner in a knowledge-‐based economy and to bring ideas to the marketplace rapidly is all the more important in a competitive global environment, notes Stephan. "This isn't only about leveraging success on behalf of the state's economy. It's also about seizing opportunities to remain competitive for the long term and to ensure that our graduates have the skill sets and educational attainment necessary to be responsive to changing workforce needs." Constraints Can Pave the Way With its combined health-‐care arm, IU is the largest employer in the state, but its leaders still understand the need to partner. One silver lining of the increased financial uncertainty that has emerged nationally in recent years may be this, suggests Stephan: "The realization that we all now exist in an environment where no one has the luxury of going it alone." With all institutions facing constrained resources, more higher education leaders have begun talking in earnest about the need to leverage assets, and this provides opportunities to foster partnerships that may never before have happened, notes Stephan. Increasingly these multipartner collaborations will include other higher education institutions. One initiative currently before the Indiana state legislature would bring new revenues to a joint venture with medical device manufacturers that would combine IU's strengths in medicine with Purdue's strengths in biomedical engineering. "Our leaders have thought often about areas where we don't necessarily overlap but should interface more frequently on behalf of growing the state's economy," says Stephan. That's the kind of collaborative spirit Michael Thomas advocates in his role as president and chief executive officer of the New England Board of Higher Education, representing 260 colleges and universities in six states. His work at NEBHE includes helping bring together higher education leaders with leadership from state and local civic and economic development agencies to identify and cultivate partnership opportunities. Thomas points to the leadership of several universities in launching the Massachusetts Green High Performance Computer Center. The scientific research data center is a collaboration among the Commonwealth of Massachusetts, private industry partners, and five universities, including the Massachusetts Institute of Technology, University of Massachusetts, Boston University, Northeastern University, and Harvard University. The Holyoke-‐based, LEED-‐certified center is powered by renewable energy from the city's hydroelectric dam. Eventually the 90,000-‐square-‐foot facility will house 20,000 computers capable of sifting through reams of research data on everything from medicine to climate change to traffic patterns. "All college and university leaders have an opportunity and an obligation to think broadly about the difference their institutions can make in their communities and to consider the local and regional impacts of their institution's strategic plan and mission," says Thomas. Often the much harder part is forging the partnerships to put common goals in motion. Sustaining a consistent focus and commitment across transitions of university presidents or political leadership accounts for one challenge, says Thomas.


Resources often pose another. "The reality is that resource constraints are likely here to stay, and this is actually a key argument for collaboration. If we all continue to work in silos, we will not succeed and may cease to exist." Business Minds Required The need to collaborate with a wide range of stakeholders to seek positive change that promotes mutual benefit requires an ability to consider what can be done in the aggregate by leveraging the full capacity of what everyone brings to the table, says Harkavy. This requires not only a level of humility but also the business acumen to understand how the work gets done. "The expertise of business and finance professionals is all the more crucial within this increasingly complex environment of multiple partners and funding sources," notes Harkavy. "At Penn, we must deal not only with funds from about nine different federal agencies, but also local and state funding, private sector funds, donations, grants, and performance-‐based contracts." Strong business leadership and support is required to figure out not only how to allocate and use the money, but also how to maximize, optimize, and leverage it effectively to provide the greatest impact, says Harkavy. Ennis can attest firsthand that community engagement is relentless work. But while there is constant demand to determine how best to allocate every dollar, it's also about leveraging your partnerships and supporting the members of your team who are vital in collaborating with local officials and neighborhood groups, says Ennis. "This takes a remarkable amount of patience and persistence and thoughtful leadership to focus on the collective needs of all stakeholders, but the good news is that you are in this together." None of this, however, is well-‐suited to third-‐party assessment to determine your success, cautions Ennis. "Yes, you establish target goals, but more important than meeting a quota is changing the culture of the enterprise and embedding in your ethos the commitment to your community's well-‐being, because you recognize that this is fundamentally crucial to your own success." While Curley agrees that community engagement is not an exercise in numbers, she does see value in trying to measure impact. "At a time when many are questioning the cost of higher education, colleges and universities must do more to make evident their value with regard to the quality of life for members of their communities," notes Curley. Campus Compact's annual surveys tracking community involvement of member institutions do show a steady increase in volume of activity and also in diversity of activity. Yet, getting a good handle on the actual impact institutions are having in their communities remains elusive. One reason engagement is difficult to quantify in a consistent or comprehensive way is that no single set of metrics exists, notes Curley. "Some are struggling not only with what data to collect but also how to assimilate and categorize the data across the institution," she adds.


According to Campus Compact's 2011 annual membership survey tracking the state of campus-‐based community engagement, half of the responding institutions said they don't have a mechanism in place to measure the impact of their engagement work within their community. For those that are collecting the data, the majority are making assessments by individual units across the campus (36 percent) versus institutionwide (14 percent). Here for the Long Haul No matter how impact is measured, reenvisioning an institution's civic purpose in ways that commit the institution to its local community will bolster its legitimacy, believes Guarasci. "We live in a different moment that requires working off a different model than has existed in higher education for the past 30 years." Since about the 1980s, the model has been one of segmentation and niche—of trying our best to be different or better, suggests Guarasci. This has fostered a competitive leadership culture. What the world needs now is a collaborative leadership culture—one where we share costs and expertise, seek new allies, and strengthen relationships with our neighbors, argues Guarasci. "To revitalize the higher education mission, we must repurpose our institutions by reengaging our responsibility to the people and the places where we live."


“College Professors Must Do More to Address Rising Tuition Costs” By Ken Schneck, Ph. D. The Huffington Post 08/05/2013 http://www.huffingtonpost.com/ken-‐schneck-‐phd/college-‐professors-‐must-‐do-‐more_b_3708987.html In case you missed the breaking news, college tuition is expensive. Prohibitively, exorbitantly expensive. College presidents are on a tear: writing op-‐eds either justifying or decrying the value of a college degree. Politicians are endlessly stumping: floundering to address student loan rates or hyping alternatives to higher education. And students are left in a vice-‐like bind: mortgaging their future on a never-‐ending sea of payments or ceasing their studies altogether in favor of an infinitely more affordable path forward. But where oh where is the voice of the faculty? College professors are in a untenable position when it comes to addressing these ever-‐rising costs. Faculty, while doubtlessly aware of the sky-‐rocketing costs, have absolutely no concept of where their voice fits into the mix. They teach, they research, they write a grant, they advise, they express murmurs of disapproval at the faculty meeting where costs are discussed. And nothing changes. Except for tuition. Which keeps going up. Unsurprisingly, the national voice of the faculty have been limited to a defensive posture in the face of fingers pointing at the faculty for serving as a root cause of raising rates. Or, there are clarion calls for faculty to challenge the status quo which most faculty feel powerless to answer. Although professors sport a negligible ability to directly lower a tuition bill, I would argue that there are other things that faculty can do to address the cost of higher education, practices that can directly affect the experiences and outcomes of our struggling students. Require Certificate/Training Programs as Part of Your Curriculum So many colleges now offer certificate or other training programs as part of the institution's offerings, whether they be in non-‐profit management, fundraising, organizational development or myriad other skills that expand the students base of knowledge. If your institution can sponsor students through these programs, the students will emerge post-‐commencement with an extra credential that will set them apart from their peers. This then gives them far more bang for their buck, a tangible value-‐added to the base tuition and fees.


Add Community Engagement Components to Your Course The more students leave campus, the more they are able to gain both life-‐altering perspective as well as career-‐altering contacts. Every course taught on a college campus can add an element requiring students to leave campus and to increase their exposure to the world in which we will soon be sending them. The Campus Compact website actually features syllabi from every discipline with these elements. This is another value-‐added feature any faculty member can embrace that will set up our students well to be both retained and employed. Insert Social Justice Everywhere Faculty cannot be blind to the issues of race and class that are inherently present in the astronomical cost of higher education. It is not enough to foster these conversations in special Town Hall meetings; they must also take place in the classroom. Again, every course taught on a college campus can add an element requiring student engagement on the topics of race and class, from the topic of economic access in the natural sciences to the presence of artists of color in art history survey courses. Faculty must do more to increase students' ability to have difficult conversations about race and class if we ever hope to graduate a population of citizens who can fully flesh out how rising tuition costs affect all segments of our population. Counsel Some Students Out of the College Ah, the taboo subject. We are told to do every single thing we can do to retain every possible student who can be retained. Sometimes this is just plain unethical. I will never forgive myself for not doing more to help counsel out one young woman who so obviously was accruing debt that she couldn't possibly repay. When the loans dried up and there were no more grants to be found, she was forced to leave the institution one semester short of graduation, over a hundred thousand dollars short of being in the red and one diploma short of a diploma. Faculty need to be able to break out of the retention mold to advise some students that the route of higher education might not be in their best interest. To do any less (which includes avoiding these conversations altogether) does students a great disservice and only perpetuates the problem. I am not so foolish as to imply that anything above will actually translate into an increase in a student's ability to pay for college. But neither can faculty change the culture without a voice in the dialogue. We teach. That's what we do so well. So let's incorporate this context more into our teaching and see what might change.


“Colleges Must Educate For Political Engagement” By Thomas Ehrlich and Ernestine Fu Forbes.com 09/05/2013 http://www.forbes.com/sites/ehrlichfu/2013/09/05/colleges-‐must-‐educate-‐for-‐political-‐engagement/ Only 45% of young people age 18 to 29 voted in 2012, down from 51% in 2008, according to The Center for Information and Research on Civic Learning and Engagement (CIRCLE) at Tufts University. Voting is not the only means of civic engagement, but it is a significant indicator of people’s concern for making democracy work. Data show that young Americans have less positive and more negative feelings when thinking about the country than older Americans, attach less value to their American citizenship, and are less willing to engage in the range of activities, including voting, that are essential to make our democracy function. Most students today prefer non-‐profit work to political engagement. In doing research for our recent book, we interviewed scores of young people who are engaged in civic work. They had started or were promoting non-‐profit organizations that gave help to those in need, with a focus on housing, education, health, and other basic human needs. These young people, many of whose stories we tell in our book, are doing incredible civic work. But virtually all of them are involved in civic work of an apolitical sort, not in public policy or politics. When we asked them about why they did not engage in civic work that was political, they often said they wanted to have a direct impact on individuals and they saw politics as dominated by money, sometimes even corruption. They suggested political gridlock also meant that little could be done by engaging in politics. In Educating for Democracy: Preparing Undergraduates for Responsible Political Engagement (2007), an earlier book that Tom Ehrlich wrote with colleagues at the Carnegie Foundation for the Advancement of Teaching, a dominant point came up repeatedly. Like the students with whom we talked in the research for our new book, those interviewed made clear, as did faculty and staff at their campuses, that there were a plethora of opportunities to engage in community service. Few opportunities involved political engagement. Many students are required to engage in community service in high school, and if they are not required, community service is strongly encouraged. Students may feel that a record of community service on their college application strengthens their chances of admission. But the community service rarely relates to politics. One might assume that young people are motivated to engage in community service and then act on that motivation. And that the motivation is usually mixed—partly to assist those in need and partly to help reach a personal goal such as admission to college. But the psychologist James Youniss and his colleagues have suggested that motivation is largely the result of engagement rather than the cause. Young people engage in civic work for various reasons and then over time, they develop a sense that


the civic work gives them the satisfaction of being part of something larger than themselves. This process, over time, makes helping others part of their identity. As proposed in an essay that Anne Colby wrote for Carnegie Perspectives, the absence of opportunities for political engagement, in contrast to the wide range of opportunities for non-‐political civic work, is a prime reason why more students are not engaged in civic work that involves public policy and government. Almost all colleges and universities now have organizations in place that help students connect with civic work unrelated to politics. Those campuses also offer community-‐service learning courses that are similarly nonpolitical. This insight into engagement leading to motivation, rather than the reverse suggests that colleges need to provide structured opportunities for students to be politically engaged. In some college courses, students learn about public affairs, but too rarely do they learn how to engage in promoting sound public policies. Educating for Democracy describes twenty-‐one courses and programs throughout the country that do just that. Participation in them results in greater political understanding, skills, motivation, and expectations for future political involvement. No less important, involvement in these courses and programs does not change the party affiliation or political ideology of the students. College campuses are places where rational inquiry is the coin of the realm, as opposed to appeals to emotion that so often dominate political debates. As a result, campuses are ideal for learning to be engaged in politics without becoming politically indoctrinated. Efforts by National Organizations Fortunately, a few national organizations seek to promote political engagement as an integral part of student learning in campuses across the country. Two particularly effective ones are Campus Compact and the American Democracy Project. Campus Compact was founded in 1985 and is now a national body with a membership of some 1,200 college and university presidents, and includes 34 state Campus Compact affiliates. The goal of Campus Compact is to promote the civic purposes of higher education. The organization’s declaration, which Tom helped draft in 1999, states that colleges and universities “have a fundamental task to renew our role as agents of our democracy.” That declaration has been signed by hundreds of presidents from campuses across the country. Campus Compact has been a leader in community service learning, which ties academic courses to community service. Service connects thought and feeling in a deliberate way, creating a context in which students can explore how they feel about what they are thinking and what they think about how they feel. The organization has created a number of online toolkits, as models, and resources for universities to engage in service learning. And it has recognized the need for educating students for political engagement. As one example, California Campus Compact, with support from the Corporation for National and Community Service, launched a program to help faculty


from a wide range of disciplines infuse service-‐learning courses with ways in which students can learn to be engaged in making democracy work. Democratic Dilemmas of Teaching Service-‐Learning: Curricular Strategies for Success (2011), edited by Christine Cress, David Donahue, and others, reviews these courses and what their faculty learned in developing them. The American Democracy Project (ADP) includes some 250 public colleges and universities from across the country, all members of the American Association of State Colleges and Universities (AASCU). Together they represent more than one and a half million students. Started in 2002, it began as an initiative of AASCU in collaboration with The New York Times. The goal of ADP is to prepare students to become informed, engaged, and active citizens of our democracy. The project began to promote individual courses and programs focused on the civic education of individual students. ADP has steadily evolved from a collection of institutions where civic learning takes place on an episodic basis, to a close-‐knit band of campuses that are helping each other grow stronger through multiple forms of civic education. Today, ADP has a number of programs that are explicitly focused on political engagement. One, called the Political Engagement Project, was started to determine whether most students on a campus could be educated with the knowledge and skills needed for political engagement. Over a three-‐year period, it is clear that the project, which is still underway, has been successful. Educating for political engagement is going on at many campuses throughout the country. But much more needs to be done to ensure that college graduates have the abilities and the will to be active participants in making democracy work at every level of government.


“Dworkin surprised by ‘Sagamore’ award” By Gabrielle Gonzalez The News Dispatch (IN) 09/11/2013 http://thenewsdispatch.com/articles/2013/09/11/news/local/doc522fe3b004296081409343.txt La PORTE — It is not every day that a state senator stops by and pops into a routine staff meeting, especially to award one of the highest Hoosier honors. But on Tuesday morning, State Sen. Jim Arnold, D-‐La Porte, did just that when he walked in 15 minutes into Purdue University North Central Chancellor James B. Dworkin’s meeting to present him the Sagamore of the Wabash award. “Hey Jim,” said Arnold with a smile when he entered the room, “I just came here to wish you a happy birthday.” “It’s not my birthday,” said Dworkin curiously. Arnold then asked if it was his anniversary and when Dworkin said no, Arnold told him the truth and handed him the Sagamore of the Wabash award. “I was really surprised today,” said Dworkin after hugging his wife Nancy who was in attendance. “When I saw Arnold come in while I was presenting in front of about 150 people, I knew something was up.” According to the State of Indiana government website, the award is Indiana’s highest honor, which the Governor of Indiana bestows and is a personal tribute, usually given to those who have rendered a distinguished service to the state or to the governor. The term “Sagamore” was used by the Native American tribes of the northeastern United States to describe a lesser chief or a great man among the tribe to whom the true chief would look for wisdom and advice. “This was a great honor,” said Dworkin. “And I am glad to share this with the great people I work with who help with the progress being made here.” Dworkin said the state government has been very helpful in helping him get projects started at PNC, including the plan to expand the campus. According to the PNC website, Dworkin began his education with a bachelor’s in economics in 1970, followed by a master’s in industrial relations the next year, both from the University of Cincinnati. He earned a PhD in industrial relations from the University of Minnesota in 1977. Coming to Purdue University in 1976, Dworkin spent 23 years at Purdue’s Krannert Graduate School of Management, serving as assistant professor from 1976-‐81, associate professor from 1981-‐88 and professor from 1988-‐99.


His administrative experience at Purdue began as director of Krannert’s master’s in human resource management program from 1983-‐89, associate dean of the Graduate School from 1987-‐89, and both associate dean of the Krannert Graduate School of Management and School of Management from 1989-‐99 and as acting dean of the schools in July 1999. He has been chancellor and professor of management at Purdue University-‐North Central since 2000. Dworkin serves as a board member for Horizon Bank, Barker Civic Center Commission, Lubeznik Center for the Arts, Northwest Indiana Forum, Dana VEBA, La Porte County Economic Development Corporation IU Health: La Porte Hospital. He is a member of the Indiana Campus Compact board and is chairman of the national Campus Compact. He is also a member of the Indiana Society of Chicago, the Union League Club of Chicago and the Rotary Club of Valparaiso. “Not one person I know has ever said anything bad about him,” said Arnold before surprising Dworkin at his meeting. “He’s so grounded and serves the community through economic development, education, public safety that he is just infectious. We have some really top of the line educators in the area. And this just proves it. This award helps sets a benchmark for the county.” Arnold met Dworkin when he was La Porte County Sheriff and Dworkin was just starting at PNC. “Nobody is more deserving or credible than him,” said Arnold about Dworkin. “He truly represents the university, the community and the state as a whole.” This was the first time Arnold applied to nominate someone to receive a Sagamore of the Wabash. Arnold said he could not be more proud that Gov. Mike Pence signed approval for Dworkin to receive the award. Arnold received the award himself in 2004. Arnold said the award would not be possible without the help of State Rep. Tom Dermody, R-‐La Porte; State Sen. Ed Charbonneau; R-‐Valparasio; State Sen. Karen Tallian, D-‐Portage; and State Rep. Scott Pelath, D-‐Michigan City.


“Alcatel-‐Lucent Will Become Reference Supplier to Telefonica Spain and 2 Other Hot Stocks to Watch” By Mark Lawson Wall St. Cheat Sheet 09/05/2013 http://wallstcheatsheet.com/stocks/alcatel-‐lucent-‐will-‐become-‐reference-‐supplier-‐to-‐telefonica-‐spain-‐and-‐2-‐other-‐hot-‐stocks-‐to-‐watch.html/?a=viewall Alcatel-‐Lucent (NYSE: ALU): Current price $3.1299 On Thursday, it was announced that Alcatel-‐Lucent will become a reference supplier for Telefonica’s 4G LTE network in Spain in a 4G LTE project that is one of the largest in Western Europe. Alcatel-‐Lucent was chosen to deliver a 4G LTE network overlay and will deploy around 8,000 4G LTE base stations and the 5620 Service Aware Manager. Beyond that, the company will provide installation and turnkey project management services in the first phase of the project along with systems integration, maintenance, and configuration optimization to shrink time-‐to-‐market for Telefonica Spain. Ford Motor Co. (NYSE:F): Current price $17.25 Ford Motor Company Fund has awarded $225,000 in Ford College Community Challenge grants to nine universities and colleges in support of the increasing trend of service learning on campus. The grants will back a variety of student-‐led projects of which include the development of a mobile app for rainwater collection systems, food banks, urban gardens, and diabetes education. Campus Compact, which is the country’s sole organization supporting campus-‐based civic engagement, collaboreted with Ford Fund as part of its mission to foster public and community service which develops students’ citizenship skills. Micron Technology Inc. (NASDAQ:MU): Current price $15.12 Wedge Partners predicts that it will be a minimum of 2 months before the Micron rival Hynix’s Wuxi factory is back to normal levels of output and also believes that Hynix has suspended price negotiations and deliveries to its main clients. Meanwhile, Micron shares are up about 2.75 percent Thursday in heavy trading


“Beyond the Ivory Tower: Higher Education and The Franklin Project” By Mark Gearan The Huffington Post 09/20/2013 http://www.huffingtonpost.com/mark-‐d-‐gearan/beyond-‐the-‐ivory-‐tower-‐hi_b_3961926.html Fall is a season full of hope and promise on college and university campuses when students arrive to begin a new academic year. They bring with them energy, talent and exuberance for their academic and co-‐curricular interests, and, increasingly, they bring a deeply held belief in their responsibilities to one another and their communities. American higher education has a long and distinguished history of contributing to the public good through teaching and research in every imaginable field, inspiring forward thinking and creative ideas that have enriched our culture and added to civic life. Today, there is a particularly exciting shift toward thinking of, and implementing, public service as an essential part of the primary mission of higher education. A growing number of academics see community-‐engaged teaching and research as a pathway to high quality teaching and research. Examples abound. In response to the devastation wreaked by Hurricane Katrina, Tulane University dramatically expanded student volunteering, developed service learning in multiple disciplines, made community engagement a degree requirement for undergraduates in all fields, and took on major responsibilities for redeveloping and operating primary health care services in New Orleans. At Miami University, similar work is happening with the City of Miami with new initiatives that link faculty and students with service learning experiences that leverage the University's academic resources to shape solutions that improve civic life. As president of Hobart and William Smith Colleges in Geneva, N.Y., I have seen our students' desire to engage in meaningful ways and our faculty members' commitment to service learning courses and related experiential opportunities. Each semester, they partner with members of the Geneva community on a number of initiatives grounded in the principles of community engaged research. Recent projects have explored city-‐wide sustainable development, investigated the distribution of services to local veterans, facilitated a local advertising campaign that connected school attendance with public health, and created a teacher resource guide for our community's "Big Read." Faculty, students and community members have constructed a community playground, created a database for a local food pantry, developed a communications department for City Hall, and produced a comprehensive report on the wellbeing of area children. Like Hobart and William Smith, Tulane and Miami, many colleges and universities across the country have become significant anchor institutions in their home communities. At every level of higher education -‐ public and private, large and small, urban and rural -‐ colleges and universities are making a difference by partnering with their communities to tackle real problems. They are moving beyond the ivory tower. In my roles as a college president, the former director of the Peace Corps, and a board member of the Corporation for National and Community Service, I have been fortunate to work with the Millennial Generation and to see their talents and strengths firsthand. In my view, they are the most civically engaged and service-‐minded generation since the Greatest Generation of World War II. At Hobart and William Smith, I see our students' commitment to social justice and their strong interest to translate that passion into a life of consequence. I am pleased that so many of our graduates go on to join Teach for America, AmeriCorps and the Peace Corps. And I am equally pleased that those who choose Wall Street, Washington, D.C., Silicon Valley or Hollywood, do so with a strong sense of idealism and commitment to making a difference. This is a generation with the capacity to create real change. Based on their qualities and characteristics, I am very optimistic for our nation's future. We owe it to them and future generations to foster an environment that will maximize this spirit of engagement. The Franklin Project, brilliantly inspired by General Stanley McChrystal, seeks to capture this


ethic by proposing at least one million civilian national service opportunities for young adults on par with the more than one million Americans serving active duty in our Armed Forces. It's going to require big, bold ideas, like The Franklin Project, that will cross ideologies, parties and generations to give this generation the skills they need to realize their ambitions. As we look at the challenges of the 21st century, we would be well-‐served as a nation to organize ourselves to support this work. A commitment to The Franklin Project maximizes the Millennial Generation's spirit of engagement and in so doing embeds civic engagement into our national identity while uniting us all in pursuit of the common good. I look forward to the day when The Franklin Project has leveraged the efforts of one million of America's young people, allowing them to realize their dream for a better tomorrow through the power of service. This post is part of a series produced by The Huffington Post and the Franklin Project at the Aspen Institute to recognize the power of national service, in conjunction with the National Day of Service and Remembrance on September 11th and the 20th anniversary of the signing of the AmeriCorps legislation on September 20th. The Franklin Project is a policy program at the Aspen Institute working to create a 21st century national service system that challenges all young people to give at least one year of full-‐time service to their country. To see all the posts in this series, click here. To learn more about the Franklin Project, click here.

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