Posts Tagged 'Partner Spotlight'

Partner Spotlight: 9 Finalists Announced for NCoC’s Service Year + Higher Ed Innovation Challenge

Congratulations to San Jose State University (Calif.) and the University of Massachusetts Dartmouth, two AASCU/ADP institutions. And also, congratulations to Miami Dade College (Fla.) and the Alamo Colleges (Texas), members of The Democracy Commitment!

NCoC and the Franklin Project launched the Service Year + Higher Ed: Innovation Challenge in January. Over 30 public, private, and community colleges from across the country submitted applications, nine were chosen as finalists.The Challenge calls on higher ed institutions to creatively integrate learning with national service into the college experience. It is supported by Lumina Foundation and in partnership with the Corporation for National & Community Service.

Applicants are competing for one of three $30,000 prizes and an additional $10,000 Audience Choice Award, all of which is supported by Lumina Foundation. On April 15, all finalists will be invited to present their ideas to a high-profile panel of judges in Washington, DC.

To learn more, please visit SYChallenge.org.

Community Colleges

Alamo Colleges is proposing to extend their partnership with Public Allies by creating opportunities for currently enrolled first-generation students with at least 12 credit hours to integrate a 10-month, full-time, service year into their college experience. The students would receive 6 credits for their service.

Miami Dade College is proposing a Changemaker Corps, a peer to peer mentoring and support program that helps youth who have aged out of foster care mentor other foster care system students, with the goal of helping them stay in school, graduate, and develop employability skills. The mentors’ service year would be 20 hours per week for 9 months, for which they would receive 3 credits and professional development.

Salt Lake Community College is proposing a Civically Engaged Scholar program where participating students would serve 20 hours per week for an academic year with community partners in the Salt Lake area. They would receive 3 credits for their service and related coursework, and would receive a distinction on their transcript.

Public Universities

San Jose State is proposing a Restore Coyote Creek service year program to enlist students across disciplines in the restoration, beautification, and recreational development of Coyote Creek. Participating students would participate in direct service and support efforts to mobilize the community. The 10-month, 20-hour per week service year would be connected to 8 academic credits plus linked to additional related courses.

The University of Kentucky is proposing a Kentucky Scholar Intern program where participating juniors or seniors would be placed in state or local government agencies, or with nonprofits, in the most under-resources areas of the state. The 11-month, full-time service year would be connected to 30 academic credits.

UMass Dartmouth is proposing a Community Health Worker: Advocate! Navigate! Educate!service year. The service year builds upon the Universities College Now Program, a five year alternative admissions option for students from culturally diverse backgrounds and economically challenged families. The 12 month service year will provide a total of 12 academic credits and position participants to complete a minor in leadership and civic engagement.

Keep Your Campus Globally Connected, Anytime, Anywhere, via NYTimes.com

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The New York Times in Education offers a wealth of resources, activities and events to engage students in and out of the classroom. NYTimes.com enhances the educational experience for students and faculty alike by connecting them to the world off campus, enhancing awareness of current events and fostering critical thinking.

To learn more about our newest offering, Academic Site License, or our other affordable education digital offerings, please contact Lynn Hall, National Education Director at lynn.hall@nytimes.com.

And be sure to check out the free AASCU/The New York Times Teaching Toolkit.

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.

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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