Webinar: Using Project Interfaith’s RavelUnravel in your Community or on your Campus

Using Project Interfaith’s RavelUnravel in your Community or on your Campus
A Google Hangout | Tuesday, October 21st, 2014 at Noon Eastern

Join Project Interfaith and friends on a Google Hangout to explore how RavelUnravel.com is a resource for your campus and community. We’ll hear from people who have used RavelUnravel campaigns in their own context to build understanding and relationships between people of different faiths, beliefs, and cultures. Learn how you can use RavelUnravel.com to collect and display stories for your group, organization, or cause.

You don’t need to have used or experienced RavelUnravel.com before – and you’ll have a chance to share your questions and ideas with our presenters, Katie Gordon, A. David Lewis, and Cesar Roman. Join the conversation on Twitter: #RavelUnravel and @ProjectIntrf8th.

For further information and to register, click here!
Contact Sean Rose, Training and Outreach Associate, for further information: sean@projectinterfaith.org 

Check out the RavelUnravel Curriculum and Project Interfaith’s Conversation Kits. Available now!

Addressing Campus Sexual Assault: AASCU’s Partnership with Culture of Respect

Yesterday, AASCU President Muriel Howard sent a message to AASCU Presidents describing a new AASCU partnership with an organization called Culture of Respect. This organization, which was founded by a group of concerned parents, is an independent, nonprofit organization. They have begun a very important dialogue with the higher education community. We believe this is an opportunity to effect change through a collaborative and transformative process, one that provides resources to all involved in campus sexual assault response and prevention.

Culture of Respect’s free nonprofit website portal illustrates various tools and resources that AASCU considers helpful to colleges and universities by providing an actionable framework. We encourage you to review its content. The value of our partnership is founded on the idea that sexual assault can be mitigated and eliminated on campuses by offering a unique, centralized non-profit resource with content that spans the field from talking points for parents to breaking down complex legal information for victims and colleges. Various aspects of the website are aligned to address all segments of the campus community including students, parents and staff. We encourage you to register at CultureofRespect.org to explore the depth and breadth of their tools and resources.

Their board of advisors includes:

  • Jackie Cruz, Ed.M., Harvard Graduate School of Education;
  • Laurie Hamre, VP of Student Affairs at Macalester College;
  • Eric Hartman, Dean of Students, Sewanee, The University of the South;
  • Charlotte H. Johnson, J.D., Vice President and Dean of Students at Scripps College;
  • Martha Kanter, Former U.S. Undersecretary of Education;
  • Karestan Koenan, sexual assault and PTSD expert and Professor of Epidemiology at Columbia University’s Mailman School of Public Health;
  • Dr. David Lisak, interpersonal violence expert;
  • Maxwell Love, President of the United States Student Association (USSA);
  • Diane Rosenfeld, LLM, Lecturer on Title IX and Director of the Gender Violence Program at Harvard Law School; and
  • Kate Walsh, Ph.D., Postdoctoral Fellow, Mailman School of Public Health at Columbia University.

We hope that your campus or system will consider working with Culture of Respect as they get started. In addition, we ask that you share information about this web portal on your campus. We believe the work that they are doing is significant and will help mitigate and eliminate sexual assault on our campuses.

If you have additional questions about Culture of Respect please contact Makese Motley, AASCU’s Assistant Director of Federal Relations at motleym@aascu.org or 202-478-4652.

What We’re Reading: Civic Learning and Teaching

Civic Learning and Teaching CoverCivic Learning and Teaching | Edited by Ashley Finley

Contributions by Sybril Bennett, Dan Butin, Barry Checkoway, Christina P. Colon, Timothy K. Eatman, Patricia Gurin, Barbara Holland, Carole Frances Lung, Biren A. (Ratnesh) Nagda, Seth Pollack, and John Rowden

Civic Learning and Teaching, the fifth and final volume in The Civic Series, contributes to an understanding of why the integration of civic engagement into higher education—both inside and outside the classroom—matters for students, faculty, campus professionals, and community members. From service learning and study abroad to alternative spring break and community-based research, most colleges and universities have created opportunities for students to have “civic experiences.” This monograph suggests that when campus and community leaders work intentionally to connect students’ civic experiences with learning and teaching, students’ learning becomes more fluid, more transformative, and more likely to inspire civic thought and action. Civic Learning and Teaching is available as a PDF.

More information about Civic Learning and Teaching and The Civic Series is available here.

View the full monograph here.

Professional Development Opportunity: 2015 Gateway Course Experience Conference

By Sara Stein Koch, Institute Fellow, John N. Gardner Institute for Excellence in Undergraduate Education

gardner instituteLast year over 300 faculty, staff and other interested educators came together to focus on improving institutional and student performance in gateway courses – courses that launch students on majors or programs of study. Many of these courses have high failure rates and thus close the door to student progression toward degree.

This year we anticipate another important occasion to share and learn about best practices and promising efforts with gateway courses as we offer the 2015 Gateway Course Experience Conference.

Purposes for attending the conference include:

  • To engage in cross functional discussions about excellence  in teaching, faculty development, and curriculum redesign for high enrollment, high risk gateway courses
  • To inform institution leaders, faculty, and staff about the latest promising practices related to gateway course success.
  • To explore the opportunities to utilize technology such as analytics, early warning systems, academic help labs, and other tools and/or approaches to improve gateway course success
  • To participate in discussions about pre-enrollment placement and preparation strategies for gateway course success
  • To develop further understanding of the body of knowledge about gateway courses and completion

Click here to submit your proposal

Higher education professionals and educators are invited to submit proposals for the Annual Gateway Course Experience Conference. Innovative concurrent session proposals are invited on topics addressing the research, challenges and practices related to gateway courses and student success. Gateway courses are defined as those undergraduate courses with high failure rates.

Proposal Deadline is December 12, 2014.

For questions about proposal submissions, please contact Sara Stein Koch at saraj@jngi.org.

Download the Gateway Course Conference Flyer.

What We’re Reading: Two New AASCU Stewards of Place Publications

AASCU institutions are anchor institutions in the communities they reside in and serve; they act as “stewards of place” a term coined by AASCU in 2002 to describe the role of our public comprehensive colleges and universities. A decade after the release of the Stepping Forward as Stewards of Place monograph, come a pair of new AASCU publications. These Becoming a Steward of Place monographs are what we’re reading — and we hope you’ll read them too!

For details, see below. Download an excerpt of Becoming a Steward of Place: Four Areas of Institutional Focus here.

Becoming a Steward of Place: Four Areas of Institutional Focus

stewards (2)This publication seeks to provide further assistance to institutional leadership to expand and deepen their relations with the local or regional community in these perilous times. Although much has been learned since the original AASCU report on this topic over 10 years ago, external conditions have not become any easier. The 2002 publication, Stepping Forward as Stewards of Place, argued that the regional, comprehensive universities that form the AASCU membership have a unique role and relationship with their community and region. It suggested that AASCU institutions—because of their connections and relationships with their local community and region, the makeup of their student body, and their sense of identity and purpose—have a unique role as “Stewards of Place.”

Becoming a Steward of Place: Four Areas of Institutional Focus is available at a cost of $13.95 (AASCU members) and $18.95 (nonmembers) for print copies. AASCU offers a 15 percent discount on orders of 20 or more copies.  Place orders by visiting the AASCU Bookstore at: www.aascu.org/bookstore/stewardofplace.


Becoming a Steward of Place: Lessons from AASCU Carnegie Community Engagement Applications

lessonslearned (2)Beyond the work of associations and foundations, however, there was extraordinary work underway by scholars in the field. No single group of scholars, perhaps, embodies the work of conceptualization and articulation of the concept of engagement more than the authors of this report. For years, John Saltmarsh, Dwight Giles, KerryAnn O’Meara and Loralee Sandmann, along with their colleagues, have worked to build a more robust concept of community engagement. Indeed, by 2010, John Saltmarsh—as the head of the New England Resource Center for Higher Education (NERCHE)—had agreed to manage the Carnegie Classification on Community Engagement selections process for the Carnegie Foundation for the Advancement of Teaching.

The report that they have created, which now serves as a companion to Becoming a Steward of Place: Four Areas of Institutional Focus, adds substantively to our overall work. The report contributes enormous texture and nuance to our understanding of how to go about the work of engaging with our communities. Indeed, the lessons offered in this report were so important that we included them as an appendix in Becoming a Steward of Place, to make certain that we had the widest possible distribution of these ideas and insights.

This report is offered at no charge and can be downloaded by visiting: www.aascu.org/bookstore/lessonslearned.

RFP: Critical Issues in Advancing Community-Engaged Scholarship Grants

NERCHE

Request for Proposals:
Research on Critical Issues in Advancing Community-Engaged Scholarship
Three grants of up to $5,000 | Proposals Due November 20, 2014

The 2014 Lynton Colloquium on the Scholarship of Engagement was held on September 15, 2014, at the University of Massachusetts, Boston. Hosted by NERCHE and the Center for Engaged Democracy (CED) at Merrimack College, the Annual Lynton Colloquium launched a new research initiative aimed at studying key community engagement issues identified by a crowd-sourcing methodology and input from Colloquium participants. Grounded in the work of NERCHE’s Next Generation Engagement project and CED’s focus on academic programs in civic engagement, the Lynton Colloquium and the Request for Proposals which grew out of the meeting seek to foster sustained and systematic investigations that will support deeper understandings of and clearer actions around critical issues in advancing community engaged scholarship.

Research Priority Areas
The research initiative is framed with the goal of identifying the current critical challenges of advancing community engaged scholarship and the collaborative identification of research priority areas. The three research areas to emerge as priorities from the Colloquium are:

  • Structures of Inclusion:
    This includes questions of student diversity, faculty diversity, research methodologies, scholar identities, inequality regimes and structures of exclusion.  Respondents identified an interest in reframing these regimes and structures toward equality and inclusion
  • Leadership:
    Includes ways in which academic administrators (Provosts, Deans, Chairs) create supportive institutional cultures for community-engaged scholars, as well as professional development for administrators to be effective and supportive (of community engaged faculty) community-engaged campus leaders.
  • Student Outcomes:
    Includes civic learning outcomes as well as outcomes around persistence, retention, and success.

Request for Proposals
The Center for Engaged Democracy is requesting proposals for research in any of the three research priorities areas listed above. CED will support research in these areas through three research grants of up to $5,000 per research project.

A PDF copy of the Request for Proposals (RFP) is available for download on the CED website at:
http://www.engageddemocracy.org/uploads/1/3/7/5/13755214/request_for_research_proposals.pdf

The RFP must be submitted electronically via the following website: http://www.surveygizmo.com/s3/1809925/2014-Lynton-Colloquium-RFRP

Proposals are due November 20, 2014, for research to be completed by August 2015 for presentation at the 2015 Lynton Colloquium in September 2015.

For more information, contact Elaine Ward (warde@merrimack.edu), Dan Butin (butind@merrimack.edu), or John Saltmarsh (john.saltmarsh@umb.edu).  Or visit the CED website at:  http://www.engageddemocracy.org


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