Posts Tagged 'Partners and Friends'

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.

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.

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

What We’re Reading: NERCHE’s The Challenges of Rewarding New Forms of Scholarship report

NERCHE

The Challenges of Rewarding New Forms of Scholarship: Creating Academic Cultures that Support Community-Engaged Scholarship, a new report by John Saltmarsh, John Wooding and Kat McLellan (2014) — it’s what we’re reading.

According to the authors:

The report is the result of a meeting of that took place on May 15, 2014 involving over 30 faculty and staff from all five campuses of the University of Massachusetts system. The seminar was funded with a grant from Bringing Theory to Practice and was hosted by the New England Resource Center for Higher Education (NERCHE) and Boston URBAN (Urban Research-Based Action Network).

The purpose of the seminar was to examine a wide range of faculty rewards (including promotion criteria, awards, faculty development support, and policies at various levels) that provide incentives and rewards for faculty to undertake community-engaged scholarship. Community-engaged scholarship focuses academic knowledge to address real-world issues through mutually beneficial, reciprocal collaboration with peers outside the university who have locally grounded knowledge and experience.

The report provides a set of findings and concrete recommendations for both the system office and the individual campuses for measures that can be implemented to advance community-engaged scholarship.

The authors hope that the report can serve as a tool for catalyzing a deeper conversation on campus about supporting and advancing community engaged scholarship.

Download the full report here.

 

Partner Spotlight: Roosevelt Institute Campus Network’s Rethinking Communities Project

By Eugenia Kim

Rethinking Communities is a new project launched last year by the Roosevelt Institute | Campus Network (RICN), a national student-run public policy think tank founded in the belief that students have the power to make serious change in their communities. Rethinking Communities challenges students to proactively improve university policy. Specifically, it aims to make universities aware of their economic impact as anchor institutions—large nonprofit entities that, by virtue of their mission and location, are tied to the communities in which they sit—and embrace their responsibility to those larger communities.

As students, we know that that there is a disparity in wealth distribution in this country, and that this disparity is made worse by the fact that many people have no say in their own economic futures. We also recognize that waiting on the federal government to create sweeping national change is futile. Therefore, the Rethinking Communities initiative challenges students to take action in places where they live, places they know—the communities where they go to school. The progress we hope to achieve is systematic, it’s long-term, and it attempts to build on the permanent relationships between communities and universities rather than apply simple, short-term Band-Aid solutions.

RC correctedCurrently, students who want to become engaged in politics and policy are told to volunteer, canvass, or help with voter registration. In other words, we are not asked to address systemic issues and fix the root problems. By channeling the economic and social power that universities have over the communities they reside in, we hope to tackle local issues of wealth inequality, disempowerment, and apathy born of a sense that people have no agency in their own lives.

While this initiative is largely student-led, with students researching, organizing, and writing policy suggestions, it can’t succeed without the support and cooperation of administrators, professors, and university presidents. There are many untapped, gifted students who do not know about the work we are doing. We need the help of faculty and administrators to connect RICN with other students who are also civic-minded and interested in bringing this project to their campuses.

Students also need validators once those connections are made. I never really had any interest in or thought about what a person’s civic duty should be until I was asked for my opinion  in school and in Roosevelt. Until I was given a seat at the table, I didn’t feel like I had any right to be talking. We need professors, administrators, and university presidents to push the Rethinking Communities initiative and invite students and other community members to participate.

Start by asking students the question: what do they think? Show them their voices and opinions matter by giving them the tools to truly address inequality in their local communities. Equip them with the Rethinking Communities toolbox, which can be downloaded here. Combat apathy by giving students an avenue to demand more of their universities as anchor institutions. Rethinking Communities needs your help to be a truly meaningful initiative that implements concrete change.

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Eugenia Kim is a student at New York University and a member of the Rethinking Communities Project brain trust, a group of six students working to make the project run.


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