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2014 New York Life Higher Education Civic Engagement Awards

Washington Center

The Washington Center for Internships and Academic Seminars, an independent nonprofit educational organization, proudly celebrates the recipients of the 2014 New York Life Higher Education Civic Engagement Awards.  The award recognizes institutions that are achieving breadth and depth of civic engagement through sustained and mutually transformational partnerships that define and address issues of public concern at any level from the local to the global.

This year’s honorees include three AASCU/ADP campuses: California State University at Fullerton, Georgia College & State University  and the University of Tennessee at Chattanooga.  The awards were presented on Monday, September 29th, at The Washington Center’s annual Awards Luncheon at the National Press Club.

The 2014 New York Life Higher Education Civic Engagement Awards are sponsored by the New York Life Foundation.  The recipients will receive $20,000 in scholarship funding to help their students participate in The Washington Center’s Academic Internship Program in the nation’s capital during the following year.

NSF’s Committee on Equal Opportunities in Science and Engineering

A new biannual report to Congress of the Committee on Equal Opportunities in Science and Engineering (CEOSE) that advises the National Science Foundation recommends that:

  • “NSF should implement a bold new initiative, focused on broadening participation of underrepresented groups in STEM that emphasizes institutional transformation and system change….”

The report explicitly calls, in effect, for a stewards of place (anchor institution) approach, involving higher education-school-community partnerships as a means for broadening participation for all groups across all levels of schooling:

  • “This initiative might include several multisite, geographically-based, national experiments of foundational and implementation research involving universities, schools, and communities. The ongoing research experiments would be inclusive of all underrepresented populations and would be designed to significantly advance broadening participation across all levels of schooling, resulting in sustainable pathways preK-20+.”

Below are the links to the cover letter from the full committee as well as the summary of its recommendations:

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 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 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.

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:

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:

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