MARYLAND-DC2014 CAMPUS COMPACT

MODEL PROGRAMS

IMPACTING COMMUNITIES Dear Friends, The -DC Campus Compact is now approaching its fifth year. In 2008 we began with an AmeriCorps VISTA grant hosted by McDaniel College on behalf of higher education institutions in Maryland. In 2012 we became the first regional Campus Compact in the nation, adding colleges and universities in Washington D.C. We are now the largest higher education consortium in the area, representing approximately 80% of the total undergraduate and graduate student population in our region. Last year, our students contributed services valued at over $351,000,000 to our Maryland and DC communities. That record speaks volumes about the dedication of our students and the commitment of our institutions to community development and civic leadership. Our institutional missions call us to prepare students to contribute to a global society and culturally diverse world. As anchors in our communities, we are charged with enhancing the quality of life around us. This year, the Maryland-DC Campus Compact will launch a new collaboration — bringing together K-12, higher education, government, business, non-profits, and other voices to form Communities Organizing Networks Now To Engage Citizens TABLE OF CONTENTS MARYLAND-DC CAMPUS COMPACT Through Service — CONNECTS. We are organizing service- and community-based learning for a collective impact on students at all MDCCC Board ...... 2 Host Campus: levels, improving access to education and creating the foundation SAGE...... 3 401 Rosemont Avenue, Frederick, MD 20701 for life-long civic engagement. 301-696-3280 · www.mdccc.org MDCCC Update...... 4 I am proud to be a part of this network and this initiative. Please MDCCC TEAM INTERNS join me in recognizing and celebrating the model programs and Awards...... 6 Patricia Bassett Rebecca Huynh partnerships highlighted in this magazine and the positive impact Campus’ Model Programs...... 8 Executive Assistant John Macauley on our students and communities that we have as a collective. [email protected] Bintou Ouattara MDCCC AmeriCorps VISTA Anne Rubin Warm regards, Lindsey Harper Project Abstracts...... 38 Naomi Schachter Program Coordinator Students of Service...... 42 [email protected] MAGAZINE DESIGN Thank You...... 44 Rick Pallansch Nick Mueldener Barbara Viniar MDCCC AmeriCorps VISTA Leader President, Chesapeake College [email protected] SPECIAL THANKS Chair, Maryland-DC Campus Compact Beth Elise Tohn Alan Penczek Meeting & Event Management Rick Pallansch [email protected]

Madeline Yates Executive Director [email protected]

2014 | Maryland-DC Campus Compact 1 Executive Board Senior Advisory Group for Engagement (SAGE)

STEERING COMMITTEE MEMBERS

American University Univ. of the Dist. of Columbia Dr. Fanta Aw Ms. Brittany Budden Dr. Rachel M. Petty Asst. VP of Campus Life & Director of Service-Learning Interim Provost and VP Director, ISSS Office of for Academic Affairs Campus Life Univ. of Md., Baltimore Ms. Marcy Fink Campos Ms. Erin Yun Dr. Roger Ward Chesapeake College Frostburg State University Gallaudet University Director, Center for Deputy to the Vice Provost for Student Affairs Associate VP for Academic Affairs Dr. Barbara A. Viniar Dr. Mortimer H. Neufville Dr. Jonathan C. Gibralter Dr. T. Alan Hurwitz Dr. Richard MacLennan Community Engagement & Board Chair George Washington Univ. Hood College Service Loyola University Maryland Univ. of Md., Baltimore Co. Ms. Amy B. Cohen Dr. Katherine Carroll Community College Sr. Catherine Gugerty, SSND Ms. Lisa Akchin Exec. Dir., Center for Civic Conway-Turner Dr. James Ball Director, Center for Community Assoc. VP Marketing and PR Engagement and Public Service Provost & VP of Academic Affairs VP of Academic and Service and Justice (Assistant to President) Student Affairs Md. Institute College of Art Univ. of Md., College Park Dr. Michael Kiphart Ms. Karen Stults Dr. Barbara Jacoby Dean of Student Affairs Director of Community Faculty Associate for Leadership Engagement & Community Service-Learning Chesapeake College George Washington Univ. McDaniel College Prince George’s Comm. College Dr. Kathryn A. Barbour McDaniel College Dr. John Zacker Dr. Steven Knapp Mr. Sanford J. Ungar Dr. Roger N. Casey Dr. DeRionne P. Pollard Dr. Charlene M. Dukes VP for Academic Affairs Dr. Julia Jasken Assistant Vice President for Student Affairs Director of the Center for Secretary/Treasurer Coppin State University Experience & Opportunity Univ. of Md. Eastern Shore Prince George’s Comm. College Dr. Frank Chambers Montgomery College Dr. Ronald A. Nykiel Dr. Maurice C. Taylor Dr. Sandra F. Dunnington VP Division of Student Affairs Dr. Michelle Scott Provost and VP of Vice President Academic Vice President for Frostburg State University Academic Affairs Outreach & Engagement Academic Affairs Director of Board Relations and Dr. Tom Bowling Chief Diversity Officer Washington Adventist Univ. VP Student and Dr. Cheryl Kisunzu Educational Services Notre Dame of Md. Univ. Dr. Rebecca A. Sawyer Provost Gallaudet University Univ. of Md., Baltimore Univ. of Md. Eastern Shore Washington Adventist Wesley Seminary MDCCC Vice President for Student Life Wesley Theological Seminary Dr. Stephen Weiner Dr. Jay Perman Dr. Juliette B. Bell Dr. Weymouth Spence Dr. David McAllister-Wilson Ms. Madeline Yates Dr. Sam Marullo Provost Prince George’s Comm. College Vice Chair Ex-Officio Ms. Catherine Dir. of Research on Garrett College LaPalombara Missional Communities & Professor of Sociology Dr. George W. Brelsford Senior Academic Administrator Presidents’ Council Univ. of Baltimore Univ. of Md., Baltimore Co. Dean of Student Life to the VP for Academic Affairs Dr. Stephen L. Percy Ms. Michele K. Wolff Georgetown University American University Garrett College Johns Hopkins University Notre Dame of Maryland Univ. Univ of Md., Baltimore Dean, College of Public Affairs Director of Shriver Center Dr. Andria K. Wisler Ms. Anne Scholl-Fiedler Dr. Cornelius M. Kerwin Dr. Richard L. MacLennan Dr. Ronald J. Daniels Dr. Joan Develin Coley Dr. Jay Perman Executive Director, Center for Vice President, Career Services Carroll Community College George Washington Univ. Loyola Univ. of Maryland Prince George’s Comm. College Univ. of Md., Baltimore Co. Social Justice Research, Teaching and Service Towson University Dr. Faye Pappalardo Dr. Steven Knapp Rev. Brian Linnane, S.J. Dr. Charlene Dukes Dr. Freeman Hrabowski, III Dr. Deb Moriarty Goucher College Chesapeake College Georgetown University Md. Institute College of Art Stevenson University Univ. of Md., College Park Vice President for Student Affairs Dr. Marc Roy Dr. Barbara Viniar Dr. John J. DeGioia Pres. Fred Lazarus IV Dr. Kevin J. Manning Dr. Wallace D. Loh Provost Coppin State University Goucher College McDaniel College Towson University Univ. of Md. Eastern Shore Dr. Mortimer H. Neufville Pres. Sanford J. Ungar Dr. Roger N. Casey Dr. Maravene Loeschke Dr. Juliette B. Bell Frostburg State University Hood College Montgomery College Washington Adventist Univ. Dr. Jonathan C. Gibralter Dr. Ronald J. Volpe Dr. DeRionne P. Pollard Pres. Robert L. Bogomolny Dr. Weymouth Spence Gallaudet University Howard Community College Morgan State University Univ. of the Dist. of Columbia Wesley Theological Seminary Dr. T. Alan Hurwitz Dr. Kathleen B. Hetherington Dr. David Wilson Dr. James E. Lyons, Sr. Dr. David McAllister-Wilson

2 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 3 5 7

16 2 11 WHO WE ARE Dear Friends, In keeping with our K-12 collective impact 21 2210 focus, this year’s Model Programs Magazine 19 18 As we go to press on our 2014 Model Programs Magazine, 1514 The Maryland-District of Columbia 4 25 23 13 focuses on our campuses’ K-12 partnerships. 26 Campus Compact (MDCCC) is a the quotations on these two pages highlight the challenges 12 These partnerships include tutoring and membership association of public, and joys of the work of Maryland-DC Campus Compact. 17 mentoring, afterschool programs, summer 29 27 private, 2- and 4-year colleges and They inspire us as we grapple with the questions that are 30 24 1 school programs, bridge and “access” programs, 3 universities. MDCCC provides essential to our work: What can we do individually and 20 9 cascading models of service-learning, and other types of educational 6 leadership to colleges and universities collectively to strengthen our country and quality of life 8 programs such as community health and financial literacy, a in Maryland and Washington, D.C. for all in our communities, region, and world? What can relationship-focused food program, and a veteran retention by advocating, supporting, and we accomplish better together that we cannot accomplish initiative. It is easy to see that partnerships with K-12 youth and encouraging institutional participation as individuals and as single institutions? At last year’s schools are vibrant with positive benefits for both the college 28 in academic and co-curricular based Presidents’ Institute, we debated issues of common learners and the younger learners. public service and civic engagement concern and urgency toward which our network could programs. MDCCC strengthens put its energy. Together our network of thirty higher education MDCCC is now entering its fifth year as a regional consortium. This the capacity of member institutions institutions decided that we would develop a network of partnerships year our Board came together for its first Board Retreat. We grew our to enhance student learning and to across our region to partner with PreK-12 educators to enhance the efforts in the area of fundraising and coordinated the Compact’s first 1. American University meaningfully engage with communities. educational opportunities of our youth. planned gift. The Senior Advisory Group for Engagement (SAGE) 2. Carroll Community College inaugurated peer-led Working Groups on Model Programs and 3. Chesapeake College We will shift the culture of higher education institutions to become 4. Coppin State University Assessment and invited other members and leaders in our network OUR VISION engaged partners with our communities now. It is not in “their” best 5. Frostburg State University “If you want to go to join them in ferreting out the complexities of developing and “Traveller, there MDCCC plays an integral role in interest. It is in our, collective, best interest. In the words of Steve 6. Gallaudet University fast, go alone, implementing a regional assessment of the impact of our work. is no path, the development of globally engaged Dubb of the Democracy Collaborative, based at the University 7. Garrett College if you want to go paths are made 8. George Washington University citizens who actively contribute to of Maryland: “Higher education institutions are anchors in our As we enter 2014, MDCCC is beginning conversations to call for far, go together.” by walking.” 9. Georgetown University creating healthy, sustainable and communities.” With that role comes a charge to use our collective a regional taskforce to study the impact we currently have and the 10. Goucher College socially just communities. capacity for the common good, going beyond economic impact to African proverb prospective impact we could have if we could grow and expand our Antonio Machado 11. Hood College social impact. In addition to our many human and other resources, programming, providing service-learning and civic and community 12. Howard Community College OUR MISSION higher education is the door through which many of our region’s engagement opportunities for all our youth, regardless of their socio- 13. Johns Hopkins University future policy makers, leaders, managers, and policy implementers economic backgrounds. We know that it is seldom receiving that 14. Loyola University Maryland MDCCC mobilizes the collective pass. We are committed to deepening the ways in which we educate empowers, neither is simply providing a service inherently deepening; 15. Maryland Institute College of Art commitment and capacity of higher 16. McDaniel College our future leaders to be more community-minded, more committed rather, when we become service-partners, learning together, the education to actively advance our 17. Montgomery College to enhancing “the commons.” relationship becomes transformational for all. Providing students communities through civic and 18. Morgan State University from kindergarten through college the opportunity to develop the community engagement. Following a yearlong strategic planning process, involving multiple 19. Notre Dame of Maryland University levels of input throughout our network, our Board approved our knowledge, skills, and attitudes to become active citizens and “service- 20. Prince George’s Community College partners” in our democracy has limitless potential. Please join us as 21. Stevenson University CORE VALUES 2013-2016 strategic plan. Meetings followed with Superintendent we walk together, although there are no clear paths, to enrich the 22. Towson University Lowery of the Maryland State Department of Education and then 23. University of Baltimore • Engaged Citizenship communities in our region and world through campus-community with all the public school district superintendents in Maryland. 24. University of the District of Columbia partnerships • Collective Impact At our 2013 Presidents’ Institute, we focused our energies on a as we educate our youth to become our future civically 25. University of Maryland, Baltimore • Promoting Diversity collective vision for expanding our work to increase high school engaged citizens, scholars, and leaders. 26. University of Maryland, Baltimore County • Creating Equity and Justice completion, college access, and college completion. With the current In Service, 27. University of Maryland, College Park 28. University of Maryland Eastern Shore economic impact of our institutions’ and students’ service to our • Reciprocity 29. Washington Adventist University region valued at $351,000,000, we explored what more could • Sustainability 30. Wesley Theological Seminary we accomplish together through more widespread professional development, encouraging effective campus-community partnerships, Madeline Yates and the cross-pollination of the existing model programs like those Executive Director featured in this Magazine. Maryland-DC Campus Compact

4 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 5 Awards

The Maryland-DC Campus Compact annually recognizes excellence in leadership of civic engagement and service-learning in order to cultivate a culture of engagement throughout our region.

TheAlan G. Penczek Service-Learning Faculty TheCivic Engagement Award recognizes and Award recognizes and honors one faculty member honors work, participation, and innovative ideas that in each of the three higher education sectors (state contribute to the development of civic learning and universities, community colleges, independent colleges engagement according to the criteria expressed in the and universities) for contributing to the integration Michigan Journal of Community Service Learning Goal of service-learning into the curriculum, according Categories for Purposeful Civic Learning, and expanded to criteria expressed in the Michigan Journal of by Maryland-DC Campus Compact. Recipients may be Community Service Learning. a service-learning faculty member, campus-community

2013 AWARD RECIPIENTS partnership, volunteer office, or another collegiate program that yields civic outcomes. Sheryl B. Cooper, Towson University Sarah Menke-Fish, American University 2013 AWARD RECIPIENT Melissa Lees, Notre Dame of Maryland University TheCommunity Partnership Award recognizes and honors one outstanding campus-community TheExcellence in Service Student Group Award partnership that produces measurable improvements acknowledges three student groups (state universities, in people’s lives while enhancing higher education in community colleges, independent colleges and the process. This award honors one partnership that universities) for their commitment and involvement in has successfully demonstrated a commitment between service projects that extend beyond any co-curricular higher education and the community, resulting in a requirements or service-learning courses, leading to tangible community impact. long-term, sustainable, community impact. Collective impact initiative is far removed from the isolated 2013 AWARD RECIPIENT 2013 AWARD RECIPIENTS impact approach that now dominates the social sector and that ECHOSTARS Early Childhood Education Club Beth Bair, Frostburg State University Carole Williamson, Carroll Community College inhibits any major effort at comprehensive, large-scale change. Georgetown Emergency Response Medical Service …it presages the spread of a new approach that will enable Elizabeth Gromet, Georgetown University TheInstitutional Leadership Award recognizes and us to solve today’s most serious social problems with the honors one outstanding individual for significant Towson University Urban Farm contributions to the institutionalization of community Pamela Hargest/Dylan Moran, Towson University resources we already have at our disposal. engagement, by inspiring a vision for service on the John Kania & Mark Kramer campus, including involving faculty, students, and TheEngaged Campus Award recognizes institutions of Stanford Social Innovation Review campus-community partnerships. higher education for exemplary commitment to being

2013 AWARD RECIPIENTS an “engaged campus,” according to criteria expressed in Dr. Andrew Furco’s rubric for institutionalization of Robin Crews, Loyola University service-learning. Deb Moriarty, Towson University

TheService-Learning Scholarship Award recognizes and honors two scholars for outstanding research in the field of curricular and co-curricular service-learning – one for career scholarship and another for early career research.

6 2014 | Maryland-DC Campus Compact Mentoring Minorities in Education STEM-Based Middle School Partnership

Mentors of Minorities in Education Total Learning Cis-Tem The Carroll Community College Science, students, facilitated by 75 college students, Last year, the Ready, Set, STEM program (M.O.M.I.E’s TLC) is a DC-based non-profit organization that Technology, Engineering, and Mathematics and an honest, open question-and-answer won the Maryland-DC Campus Compact improves the educational achievement of at-risk, minority children (STEM) Club provides opportunities for session regarding college and career choices. Excellence in Service Student Group through academic support and cultural education. For more than students who are interested in the STEM The project is supported by 17 college Award. This award acknowledges the service eight years, a prosperous partnership with American University fields to discuss similar interests, provide faculty, 14 middle school teachers, and work of student groups at various types has combined M.O.M.I.E’s innovative educational model with and receive mentoring, and participate in various upper-level administrators from the of institutions of higher education. The AU’s teaching, research, and resources to provide opportunities for STEM-based activities inside and outside Carroll County Public School system. The STEM Club of Carroll Community College learning, leadership, and social change. the college. As part of their service-oriented relationship developed between the Carroll has provided evidence of their on-going The AU-M.O.M.I.E’s partnership began through a service- philosophy, members of the STEM Club Community College students and the commitment to service through various learning collaboration with a College Writing course, in which AU have developed, implemented and assessed Shiloh Middle School students has become projects, with the Ready, Set, STEM project students wrote funding proposals and planted the seeds for deeper a collaborative project with Shiloh Middle truly reciprocal: both sets of students learn just accounting for one example. collaboration, including community-based learning projects linked School in Carroll County. from each other. to film, public relations, business, and education. Data collected from the local middle DC READS represents the partnership’s longest-standing school shows that students decide by the collaborative program. Coordinated through the university’s Center end of middle school whether or not to for Engagement & Service, this initiative provides literacy tutoring pursue higher education. National trends for K-12 students. Other notable initiatives include: (1) Kids on “The relationships M.O.M.I.E’s has cultivated with the show that students do not change their Campus Day, a college awareness program; (2) Children’s Gallery of American University community have been life-changing decisions about education after 9th grade, even if they complete high school. This Black History, an interactive children’s museum “bringing history to and transformative for our children and families. Through collaborative project includes activities that life;” and (3) The Great Persons Ball, highlighting the contributions these relationships, M.O.M.I.E’s has propelled and grown focus on the value of mathematics through of celebrated leaders. our work in DC.” hands-on activities for 224 middle school M.O.M.I.E’s uses the dynamic energy of student leaders to Chitra Subramanian, Executive Director, M.O.M.I.E’s TLC stage special events, write grants, solicit sponsorships, develop and implement activities for older youth, and expand the organization’s impact. It provides a space for faculty and students ACHIEVEMENTS to conduct service research while also supporting student development and growth. • 100% of children advanced to the next grade level (7 years in a row!) AU alumni increasingly remain connected to M.O.M.I.E’s, serving • 100% increase in enrollment as ambassadors through the new “Friends of M.O.M.I.E’s” advisory group. Crediting this partnership, many AU alums now work in • 90% of children improved in reading education and nonprofits as teachers, administrators, policy-makers, and math and advocates. • Former AU students hired by M.O.M.I.E’s • College pipeline for minority youth • Expanded programs in DC and Maryland “I recognize the need to prepare my students for high school courses, college courses, and the real world. I regularly bring in speakers from the corporate world of science, technology, engineering, and mathematics to help my students appreciate the education and work ethic required to attain high goals…. It has been the students from Carroll Community College with whom they are most impressed.” Victoria Weiland, Shiloh Middle School Mathematics Teacher

8 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 9 Advanced Credit Initiative College Access Mentoring Program

The premise of the Advanced Credit Initiative (ACI), jointly Through the Coppin State University Freshman Male Initiative developed by Chesapeake College and Talbot County Public (FMI) program, the FMI at Coppin Academy program was created Schools (TCPS), is that separately, Advanced Placement (AP) and in the spring of 2012. The program took the idea of peer mentoring Dual Enrollment are successful strategies for helping high school embraced by the FMI and extended it to Coppin Academy, an on- students earn college credit. Together, they are even better. campus high school. Since its inception, the college FMI mentors One of the project’s chief goals is to combine AP and Dual have partnered with high school male sophomores and juniors Enrollment opportunities and long-term academic planning through participation in numerous meetings and workshops. in order to maximize the number of college credits program Many Coppin Academy students took the opportunity to be participants may earn prior to high school graduation. The matched up with college mentors with whom they could talk, program, launched a year ago, offers students the ability to plan out receive information regarding college, and look to as role models. a sequence of AP and Dual Enrollment offerings that meets each One of the greatest advantages of this program is the building of student’s individual postsecondary goals. relationships between college students and high school students. While many TCPS students already take both AP and Dual The participants of this program now have exposure to information Enrollment courses, the ACI program is coordinated and strategic. most students only learn once they are in college or are already Although students don’t start Dual Enrollment until their junior in the college admission process. The FMI at Coppin Academy “This program is helpful in so many ways. Where else year, admissions staff and TCPS school counselors work jointly with program focuses on helping students get into college, teaching the high school students starting in their freshman year as part of the importance of higher education, and building the complete man can you learn about getting into college firsthand?” comprehensive, four-year program. who can work with others to build their community. Kimberly Collier (center) receives the Chesapeake Rodwick Delice In addition to taking AP and Dual Enrollment courses throughout College Outstanding Dual Enrollment Student Award Coppin Academy student “FMI at Coppin Academy can help me be ready for their junior and senior years, students will be able to see how those from President Barbara Viniar and Dean for Recruitment FMI at Coppin Academy participant courses can be used to fulfill Chesapeake requirements in the Kathy Petrichenko. college; it taught me how to respect myself and my student’s academic program of choice. During participants’ senior actions in the future.” year, college staff will work with students to move them seamlessly Matthew Boykin-Derrill into Chesapeake after high school graduation or prepare them for “We have a true partner in Talbot County, and students Coppin Academy student transfer. The program offers participants many potential advantages benefit from our collaboration. The ACI is just one example FMI at Coppin Academy participant depending upon their goals. of our work with Talbot County. With the Dual Enrollment Dr. Richard Midcap, the college’s vice president for student success, Program and outreach to the county’s middle school, “Leadership in the workforce requires not only said the college approached TCPS about being the pilot county Chesapeake College is working with educators in Talbot because of Talbot’s already robust Dual Enrollment Program County to ensure that the county’s students can meet their theoretical understanding of contemporary issues, and the ability to build upon what was already in place. “We’ve goals beyond the K-12 system.” but hands-on experience of how issues and policies had consistently strong Dual Enrollment participation in Talbot directly impact people and communities. The FMI President Barbara A. Viniar County,” said Dr. Midcap. “And we already had in place a system of at Coppin Academy is a strong program fulfilling our on-site courses at Easton High that we could use as a base.” campus’ mission as an anchor in West Baltimore.” Gary Rodwell, Associate Vice President for Community Development

10 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 11 ECHOSTARS — Supporting Local Youth First Year Study Tour

The ECHOSTARS program is a first-year living-learning-serving Since 2009, approximately 400 Gallaudet University students have community created with the purpose of serving the Allegany participated in the First Year Study Tour (FYST). This one-credit County community through support to youth after-school study abroad course for freshmen and first year transfer students programs. This support includes homework assistance, recreational introduces them to global citizenship, international service-learning, support, group and individual mentoring, and healthy lifestyle and international travel. encouragement. Furthermore, the program engages freshmen FYST service-learning activities include beach clean-ups, sea students at FSU in service-learning. turtle conservancy, and community service at two schools for ECHOSTARS consists of 70 freshman and 5 upper-class team deaf students: Escuela Para Niños Sordos de Cartago and Centro leaders that are enrolled as 300 hour, Education Award-Only Nacional de Educacion Especial. The Gallaudet students spend AmeriCorps members. To reach their service goal of 300 hours, each time interacting with the deaf and hard of hearing children at these member serves at an on-going site twice a week and at episodic schools. Alecia Abeling, an FYST participant, mentioned in her volunteer opportunities throughout the year. Members are able to blog that “most of the kids formed an immediate bond with the choose 2-3 service projects each weekend that fit their interests. Gallaudet students and…were amazed to see so many other deaf The school visit was “our most rewarding day as we spent students. One girl [at the school] cried so hard when it was time to Within their on-going service sites, the ECHOSTARS program the whole day working on the deaf school. We painted and leave, it was really touching.” partners with local, non-profit afterschool programs that focus on fixed up the playground. We gave each of the children their K-8 education including the Salvation Army, Riverside YMCA, Gallaudet has found that students who study abroad are more gifts and then donated books and school supplies to the FSU’s Read to Succeed, and Kids Korner at Beall and Cash Valley culturally aware of other societies, are more likely to complete their school. We hope we’ve made a difference in their lives as Elementary schools. degrees, and are more likely to have an edge in the job market after they are making a difference in ours.” The ECHOSTARS program began in 2000 through an AmeriCorps graduation. In addition, students who complete the tour experience Katherine Giles, FYST Participant grant and is currently a part of Frostburg State University’s A STAR profound personal growth as well as enhance their team building in Western Maryland’s AmeriCorps program. Throughout its and leadership skills as they develop bonds with their classmates, lifespan, however, the program has at times been solely funded by faculty, and staff leaders. “I really enjoy my time at the YMCA. Initially, I thought I was the University. ECHOSTARS that complete the program receive In the five years since FYST started, all tours have visited Costa a Segal AmeriCorps Education Award of $1,175 as well as a $500 Rica during the university’s spring break in March. Costa Rica was just going to be watching the kids during activities, but I on-campus scholarship from Frostburg State University to be used chosen for its beauty and bio-diversity and because of Gallaudet’s am surprised at how involved I get to be. I’ve developed the following year for on-campus housing. Members that complete long-standing relationship with the deaf community in the country. personal relationships with these kids. They’re hard not the program are also given the opportunity to serve in the program At the end of the ten-day tour, the Gallaudet students leave with a to love being around. Many of them live in some harsh a second year as mentors to the new freshmen. heightened sense of global engagement and participation. To learn conditions. Whenever they walk through the door and see more about the Gallaudet First Year Study Tour, go to: www.fyst. an ECHOSTAR, they are so joyous. To know that you’re a STATISTICS gallaudet.edu. reason they smile is an amazing feeling.” • ECHOSTARS completed over CORE OUTCOMES Tiku Nguasong, First-year Frostburg University Student 15,000 hours of service in Western Maryland The study tour enhances five core learning outcomes of the General • ECHOSTARS served 150 children Studies curriculum: Monday-Thursday • Reading and math skills for K-8 • Language and Communication youth increased through the Read to • Critical Thinking Succeed literacy program • Identity and Culture • 15% increase in reading • Knowledge and Inquiry comprehension from pre to post-tests • Ethics and Social Responsibility • 20% average improvement on participants’ overall post-test scores

12 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 13 Summer Food Service Program Improving DC Literacy Rates

Garrett College works in cooperation with The George Washington University is committed to improving the Garrett County Board of Education to literacy rates in the District of Columbia. One of GW’s long-term provide Summer Youth Meal opportunities partnerships with K-12 schools is GW DC Reads, which has served that are made possible through the U.S. as an anchor program that regularly improves the baseline for youth Department of Agriculture (USDA) participants by 5% annually. The primary goal of the DC Reads Summer Food Service Program (SFSP). program is to improve the lives of District residents by improving This cooperative initiative provides free children’s ability to read. Housed within the Center for Civic breakfasts and lunches to all individuals age Engagement and Public Service, the DC Reads program operates in 18 and under, Monday-Friday, during the both non-profit organizations and public schools throughout DC. summer months. In addition, adults may During the 2012-2013 academic year, DC Reads provided over receive a meal for a modest fee. 300 tutors to its eight different community partner organizations, The goal of the Summer Food Service serving nearly 1,000 DC youth in grades K-6 for a total of over Program is to provide nutritious meals to 27,000 hours. DC Reads students serve an average of 8-10 hours a children during the months they do not week with their partner organization. GW’s tutors are an integral have access to a school lunch program. It part of the overall effort made by schools, community organizations was first created by the USDA as part of a and families to improve DC children’s ability to read by the end of larger pilot program in 1968 and became elementary school. a separate program in 1975. More than “This is a great opportunity for youth in our area to stop in the Laker Café at In addition to the tremendous literacy gains for the youth “Our organization has had the privilege to work with George 2.2 million children participated at almost Garrett College to enjoy a nutritious free meal. It is particularly convenient for participants, DC Reads also provides training, technical assistance, Washington University students via the DC Reads program 35,000 sites in the summer of 2009. Local and leadership opportunities for the GW students. DC Reads sponsors form partnerships to provide those who are on campus for camps or swimming at the CARC (Community for the past two years. These students have made a Aquatic & Recreation Complex). We are proud to be part of this Board of allows GW students to explore and experience the vibrant DC tremendous impact in our city, working with our most community meal sites. On the surface, neighborhoods and communities as they travel to and from their Education program and contribute to access to higher education.” vulnerable children. This year, 97 percent of the Reading this is a nutrition and healthy-community service sites on a daily basis. Through DC Reads, GW students Partners' students have accelerated their rate of learning.” initiative. With Garrett College involved, Ann Wellham, Dean of Marketing and Enrollment Management. have worked with schools and community organizations to help it becomes a college access program as to open the door to reading for thousands of DC children over the Chelsey Fortin, Senior Program Manager at Reading Partners well, because the youth and community last 20 years. members develop a positive relationship with the local college – a known factor in DC READS’ increasing access to higher education. COMMUNITY Scott Germain, Food and Nutrition PARTNERS Program Manager for Garrett County Board of Education, coordinates local • The AnBryce Foundation meal sites. “It has been great to form a • CentroNia partnership with Garrett College and • For Love of Children (FLOC) find a way to offer free summer meals to • Francis Stevens Education Campus the students of Garrett County. I hope • Higher Achievement this partnership continues in the future,” • Reading Partners Germain said. • Thomson Elementary • Turning the Page

14 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 15 Service Orientation Program with DC Youth Goucher Prison Education Partnership

Established in 1986, the First-Year Orientation to Community The Goucher Prison Education Partnership (GPEP) offers an Involvement (FOCI) is Georgetown University’s longest-running excellent undergraduate college education, as well as rigorous college pre-orientation program. During this program, 54 first-year and preparatory courses, to men and women incarcerated in Maryland. transfer students commit six days to volunteering under the GPEP is a strong example of Goucher College’s commitment leadership of upper-class students experienced in community service. to community learning and engagement and the Community A program through the Center for Social Justice Research, Teaching Principles of respect, inclusion, communication, service and and Service, FOCI serves to foster a sustained commitment to social justice, and responsibility. Courses are taught on-site at the service and social justice engagement in Georgetown students from prisons by Goucher professors and faculty from other institutions. the onset of their undergraduate careers. This division of Goucher College is funded through individual While FOCI’s service programming is diverse in scope, it donations and grants, and engages a large corps of volunteers specifically targets education and youth development as key social from the campus and community. Students at the prisons pay no justice issues pivotal for DC’s future. Through collaborations tuition and fees but must make a significant commitment to their with diverse community partners, students deeply engage in education – dedicating 25 or more hours each week to classes, questions and issues impacting DC youth and education. With tutoring, and independent study, on top of full-time work and these community partners, Georgetown students engage in service other commitments at the prison. Most students are first generation projects ranging from classroom clean-up to student mentoring. college students. Some are the first in their families to earn GEDs or While participating in FOCI, students develop the capacity for high school diplomas. leadership and become part of a community committed to personal While GPEP’s central goal is to provide an excellent college STATISTICS growth, service, and reflection. Students discover and reflect on the education, it also increases employability and decreases recidivism, vibrant and diverse populations and perspectives that compose the and positively impacts intergenerational cycles of poverty and • 60 incarcerated men and women enrolled Washington, DC community. incarceration. (http://prisonstudiesproject.org/why-prison- in college classes (School Year 2012-2013) FOCI’s service projects impact the greater DC region, Georgetown education-programs/) GPEP also creates dialogue within and • 17 college prep and college courses are students and community partners. Nearly all FOCI participants beyond the Goucher community about incarceration, access to offered (School Year 2012-2013) higher education, and social justice. For many faculty members, the remain engaged in social justice work in some capacity following • To date, 28 students have earned experience of facilitating learning in GPEP classrooms has been a the program, most often through programming from the Center Goucher’s College Writing Proficiency, career high point. And for community members engaged as tutors for Social Justice Research, Teaching and Service. In this way, FOCI gaining readiness through composition and program assistants, GPEP creates a well-planned, thoughtful embodies Georgetown University’s deep commitment to the ideal courses to engage with academic texts and venue for community engagement, one that yields rich results with of service for others and the integral role that civic and community questions at the level required by more each visit. engagement plays in undergraduate education. advanced college courses. • Recent classes include: “FOCI introduces first-year and transfer students to the ‘head, SELECTED FOCI - MA 160 – Precalculus heart and hands’ of community engagement — the historical COMMUNITY PARTNERS and theoretical context, the development of empathy and the - PSC 100 – Understanding Politics • The Washington Literacy Council long days of hard work. Through this pre-orientation week of - PSY 219 – Cultural Psychology: • Sasha Bruce Youthwork service immersion, the students quickly become actors in the Black Psychology. story of the Center for Social Justice, transforming injustices • The Washington Youth Garden • 25 Goucher student, staff, and in our backyard, our front yard, and around the world. And • The Children’s Inn at the National community volunteers provided 300+ this all before the semester even begins!” Institutes of Health hours of tutoring support in mathematics, • Brain Food academic writing, analytical reading and Dr. Andria Wisler, Executive Director • Big Brothers Big Sisters study skills — contributing to GPEP’s Center for Social Justice Research, Teaching & Service high retention rate. • Several Elementary Schools

16 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 17 STEM Summer Student Internship Program Creating a Healthier Howard County

Through a partnership with U.S. Army’s Gains in the Education of At Howard Community College (HCC), improving the health and Mathematics and Science (GEMS), Hood College hosts nearly 400 wellness of community members ages 2 to 102 is a focus of the elementary, middle, and high school student interns participating in service learning program. Annually, nearly 200 nursing students at a four-day GEMS camp. With the help of 11 college students who HCC donate over 2,300 hours of service to the community through serve as near-peer mentors that interact one-on-one with the interns NURS 235, Care of Patients in Community and Mental Health in addition to staff members, the USAMRMC Fort Detrick GEMS Settings. HCC’s Center for Service Learning, the HCC Department program conducts a six week program for students in grades 4-11. of Nursing and 27 partnering community organizations collaborate Hood students help coordinate the facilities for the program and on the community health literacy project. Each HCC student in assist in the training of the near-peer mentors during designated the 7-week required course selects one of the 27 partner sites for his/ training weeks. her 12 hours of service. Each student develops and presents a health Sponsored and funded by the U.S. Army Medical Research and promotion project that supports the mission of his/her selected Materiel Command, Fort Detrick, Md., and part of the Army’s community organization, addressing the needs of the specific Education Outreach Program, GEMS is a laboratory-based population served by that community agency. program that offers summer educational activities for students To improve the health of youth in the Howard County region, who have an interest in becoming scientists, and inspires them HCC students presented to Wilde Lake High School’s Teen to consider careers in the Science, Technology, Engineering, and Parent program, The Community Action Council of Howard Mathematics (STEM) fields. “The GEMS program creates a continuity bridge of STEM County’s Head Start program, and HCC’s Children’s Learning “HCC student presentations taught our clients In 2013, the USAMRMC and Hood College entered into a learning experiences to promote and maintain enthusiastic Center. Through this experience, students interacted with how certain foods can lower blood glucose new Educational Partnership Agreement in recognition of the student involvement in the sciences.” vulnerable and diverse populations, provided health promotion levels and help to curb appetites.” and disease prevention education and gained a more holistic importance of education to the future and economic well-being of Hans Wagner, GEMS Coordinator perspective of their own community. One student created pocket Leola Howard, Program Coordinator for the nation. As part of this agreement, the USAMRMC and Hood On Our Own of Howard County College work together to collaborate on STEM activities, develop a cards on hypothermia resources for homeless individuals at a program under which college students may receive academic credit local soup kitchen while another worked with local teenagers to for work on defense research projects, and provide academic and create a public service announcement aimed at preventing and career advice and assistance. reducing teen obesity. Over the past six years, as enrollment in HCC’s nursing program has grown, the project’s impact on the Lauren Beeson, Hood College’s GEMS Program Coordinator, community has strengthened, impacting approximately 1,000 ensures that the GEMS curriculum intellectually and creatively community members annually. challenges students who participate in GEMS. She leads the collaboration between the U.S. Army Medical Research Institute for Infectious Diseases, the U.S. Army Center for Environmental STATISTICS Health Research, and the Telemedicine and Advanced Technology Research Center. 94% of students confirmed that the experience helped them understand For more information visit: www.stem.amedd.army.mil. community needs, problems, and resources. 86% of students said the experience helped them better understand their responsibility to serve the community.

18 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 19 Food as Medicine Program at Waverly Elementary “Last Sunday” Meal Program

The Johns Hopkins University and Waverly Elementary/Middle Since 1992, Loyola University Maryland has sponsored the “Last School have partnered to teach young students about the benefits Sunday” meal program at St. Vincent de Paul’s Beans and Bread of healthy eating and regular exercise through a program called Center in downtown Baltimore — a program that emphasizes Food as Medicine. The Food as Medicine (FAM) Program strives to human dignity, building relationships and sharing a home-cooked engage and empower Waverly Middle School students to develop meal. Many of the people served are families with children. By healthy lifestyles. The Food as Medicine program comes at an ideal receiving nutritious meals and eliminating the distraction of hunger, time for Waverly Elementary/Middle School, which does not have the children are better prepared to succeed in school. a physical education or health teacher. In addition to the health fair, On the last Sunday of each month, nearly 300 people are served in Johns Hopkins undergraduates apply their classroom knowledge Beans and Bread with the assistance of about 20 Loyola students, of public health and science to the program by providing Waverly staff and professors, who volunteer for the two shifts as cooks, students with year-round weekly nutrition and fitness workshops. servers, hosts and bussers. The meals are planned by two dedicated In its inaugural year, the FAM program provided weekly daytime faculty or staff members who, through partnerships with merchants, workshops and field outings, weekly after school workshops, and prepare a broad menu on a $500 budget. Overall, about 300 Loyola summer workshops. Health and physical education are absent volunteer hours fuel “Last Sunday” each semester. from the school and this program is designed to partially fill that Beans and Bread was founded in 1977 by Benet Hanlon, whose gap by providing programming that follows the Maryland State mission for Beans and Bread was to respect the dignity of all Department of Education’s Common Core Curriculum Standards people, regardless of their situation. Beans and Bread, with its for nutrition and health for middle school. The Food As Medicine restaurant-style service, provides food and company for individuals “The partnership between Loyola and Beans & Bread which “I’m going to start eating more fruit and the right amounts of program is coordinated by a Johns Hopkins Maryland-DC Campus experiencing hunger and material poverty, many of whom live on led to the Last Sunday of the Month Meal depicts the ideal vitamins to keep my body powered and going.” Compact AmeriCorps VISTA housed in the JHU Center for Social fixed incomes and government assistance. Through this partnership, collaboration between a university and a community partner C. Jones, 6th grader at Waverly EMS Concern on the Homewood campus. Loyola volunteers are introduced to Baltimoreans they may not have and has greatly impacted both. Because of the program, had the opportunity to meet otherwise, and vice versa. Beans & Bread and the meal guests they serve are able to ACCOMPLISHMENTS On weekends at the end of the month, when many other resources share an important meal while Loyola advances its mission School-wide Programming: Waverly sixth grade students are closed and families’ funds are depleting, Beans and Bread is able and educates our university community about the reality helped to run a school-wide health fair where they shared what to open for service with Loyola’s contribution of financial support of hunger in Baltimore. I truly believe the outcome of this and human power. However, the Loyola volunteers often drive away they learned about health and nutrition from their workshops collaboration has been a win-win for all involved.” with 421 Waverly elementary and middle school students. from the center with an enriched understanding of poverty concerns in Baltimore, and have erased any perceptions of differences Sr. Catherine “Missy” Gugerty, SSND Middle School Newsletter: Johns Hopkins students worked between themselves and the guests of Beans and Bread. It’s an Director of the Center for Community Service and Justice. with Waverly youth to offer a monthly newsletter for the ongoing partnership — with guaranteed growth, conversation and middle school grades. delicious dining. Student Advocacy: The sixth graders advocated for a school salad bar, which will be implemented in October 2013 through the Baltimore City Public School System. Lifestyle and Behavioral Changes: There were declines in the percentages of sixth grade students who ate fast food multiple times a week, drank soda every day, and ate candy and chips everyday by 12%, 8%, and 17%, respectively (based on pre- post-test and monthly survey data). Additionally, 89% of sixth grade students reported feeling confident in their ability to make healthier choices after participating in the workshops.

20 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 21 Community Art Collaborative: Engaging Youth Student Teachers’ Service Project Program

MICA’s Community Art Collaborative (CAC) is a national service The BEST Program (Better Educators for Students of Tomorrow) is AmeriCorps program that places artists in yearlong residences at a nationally accredited Master’s program at McDaniel College that nonprofit organizations throughout Baltimore City. Community provides students with a significant amount of hands-on experience Art Collaborative members facilitate arts-based programs for in the classroom through semester-long practicums and a final children and youth that encourage skills development, leadership semester of student teaching. When they graduate, students will opportunities, critical thinking, and community engagement -- all receive an initial teaching certification along with a master’s degree. of which contribute to K-12 student achievement. Teacher candidates extend their involvement beyond their classroom This year the program had 23 partnering sites, including: Access requirements by proposing and developing a semester-long service Art, the Walters Art Museum, and Hampden Family Center. The project at the schools in which they are placed. These students are CAC program specifically addresses student populations that are required to include members of the community in their program facing high rates of poverty, low graduation levels, struggling social in a collaborative effort to help the students grow as learners. Thus, and emotional climates, and school budgetary cuts that deprive not only are the McDaniel students serving the K-12 population them of enrichment classes in the arts and music. CAC members they teach, but they are also serving a wider community of teachers, bring resources and new partnerships to underserved communities, parents, and community partners. leveraging both volunteers and grant dollars to support the program. Between the years 2010-2013, 150 teacher candidates completed As the Community Art Collaborative program continues to grow service projects that made a significant impact on K-12 public and develop additional goals are being set and implemented. The schools in Carroll County. Dr. Susan Travetto, a program Community Arts Collaborative recognizes its role as a critical coordinator for the BEST Program, ensures that each project “The service project provides opportunities for our component of student and community engagement in greater addresses a need specific to each school. students to experience activities that they may not Baltimore, and it strives to continue developing the reach of the otherwise be involved in. We are grateful that this STUDENT TEACHER program’s effect in the city and with the youth it impacts. By placing is a requirement of the McDaniel program for their community resident artists in schools with need, CAC helps schools SERVICE PROJECTS future educators. This partnership is a win/win leverage additional money, resources and partners to implement INCLUDE situation for both the local school and the college.” much-needed arts programming. Additionally, as CAC focuses not • Hosting a Diversity Day at a Robin Townsend, Principal at just on arts instruction, but on community-based projects, the CAC middle school to expose students Elmer Wolfe Elementary School program and artists build connections with community groups and to different cultures and promote residents, creating more visibility and garnering support for the tolerance; programming from additional community stakeholders. • Organizing a before-school running “The service project program links the McDaniel club at an elementary school CAC’S IMPACT SINCE 2004 Community to the local school community. It to teach students the value and provides small group instruction to our students, enjoyment of physical fitness; • Service to over 1000 Baltimore City Public School K-12 as the McDaniel interns built relationships with the students on a consistent basis, working on skill-development • Running a creative writing school community and helped to boost students’ and community-art based activities during after school hours afterschool club at a middle school motivation to excel and achieve.” • Raised over $50K from grants, local businesses, to produce a student magazine; Ann Blonkowski, Principal at and in-kind support • Tutoring high school students in Mt. Airy Elementary School • Served approximately 2000 disadvantaged youth, 1000 adults, math to improve HSA scores; and and leveraged 600 volunteers over the lifetime of the program • Organizing an afterschool Robotics • Leveraged over 100 new partnerships to their sites and club to increase college and career coordinated 200 community engagement events readiness.

22 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 23 An ESOL Service-Learning Program Student Retention through Financial Literacy

The MC/MCPS Collaborative is a partnership between The number one reason students drop out of college is financial Montgomery College and Montgomery County Public Schools. difficulty. More than fifty percent of the students at MSU come It focuses on engaging diverse, first-generation college students from low-income families. The Financial Literacy Program at in mentoring partnerships. K-12 English for Speakers of Other Morgan State University (MSU) is designed to help “at-risk” Languages (ESOL) students and first-generation immigrant college students navigate their financial lives. Designed to reverse the cycle students are immersed in “cascading” service-learning activities of low family income and socioeconomic status, the Financial with community non-profit organizations. The Collaborative Literacy Program empowers students and their families with enables the participating students to share their unique skills and financial literacy through education and training. enthusiasm with the community while increasing the likelihood The “bread-and-butter” of the program is the workshop series. that they will finish high school and college, and gaining This series, spread out over the course of the academic year, offers confidence through civic engagement. students the opportunity to gain knowledge and experience to begin The program’s goals are 1) to increase the likelihood that K-12 not only their own journey toward financial security, but also to ESOL participants will complete school, and 2) earn a higher be an effective resource in their communities. Three of Morgan’s education degree. Building on the foundation established by athletic teams (football, volleyball, and track) have mandated the Maryland-DC Campus Compact AmeriCorps VISTAs who participation in the Financial Literacy Program. originally developed the MC/MCPS Collaborative, the program Started through a Maryland-DC Campus Compact AmeriCorps has now spread to six local high schools thanks to continuing VISTA grant, the Financial Literacy Program at MSU is entering financial and staff support from Montgomery College’s Takoma “The distinction between their (K-12) students and our its third year. The program engages approximately 120 students per Park Campus. Now in its sixth year, some of the original high (college) students does not exist. These are all OUR month in workshops intended to increase their knowledge of basic school ESOL students are now matriculating to Montgomery financial concepts — and the program has been successful at doing College. The students attend weekly meetings and participate students. It is in our own best interest as a College to partner with our local school systems. We must create just that. In self-reported evaluations, students reported increased in many weekend service activities ranging from environmental knowledge in an appealing format. Fostering these results are peer pathways for our ESOL students to succeed in both projects to performing and teaching traditional Ethiopian dance. ambassadors from this same “at-risk” population who volunteer secondary and post-secondary education — it makes both In ongoing reflection and learning assessments, both the K-12 and as workshop facilitators alongside MSU’s community based short-term sense for our College and long-term sense for college student participants report increases in self-esteem, self- organization, PNC Bank. knowledge, community knowledge, and self-confidence as they our shared community.” navigate their schools and community. Brad Stewart, Provost Montgomery College, Takoma Park An independent program review by MCPS revealed that the “Given Morgan’s mission to prepare ‘high-quality, diverse 116 ESOL program participants out-performed the 463 non- RESULTS graduates to lead the world,’ the financial literacy of its participating ESOL students by statistically significant increases. student body is essential to the recruitment, admission, A complete report of the MC/MCPS Collaborative is available The ESOL students’ records showed and retention of a diverse pool of graduates. Morgan is statistically significant data in these areas: showing the contrast between the data from the program fortunate to be able to partner with AmeriCorps VISTA, participants relative to the non-participating students. • Increases in GPA Maryland-DC Campus Compact and a number of financial • Increases in attendance institutions including PNC Bank, the Federal Deposit • Increases in high school completion Insurance Corporation, and USA Funds to support its • Increases in amount of service-learning financial literacy program initiatives. Clearly, students who “hours” completed participate in Morgan’s financial literacy program are better • Increases in High School Assessment (HSA) prepared upon graduation to assume both the mantle of test scores in: Algebra, Biology, English, leadership as well as control over their financial futures.” and Government Dr. Maurice Taylor, Vice President, • Decreases in both in- and Academic Outreach & Engagement out-of-school suspensions.

24 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 25 Day of Service Partners with Head Start Transforming Neighborhoods through Tutoring

Service to others is woven through the mission and life of Notre During the fall of 2012, Prince George’s Community College’s Dame of Maryland University. On April 7, 2013, over 175 Notre Office of Service-Learning expanded its Student Tutoring Program Dame of Maryland University students, faculty, staff, alumni and to provide both high school and middle school support. Prince friends participated in NDMU’s Day of Service. The campus George’s Community College students assist students enrolled in community came together and prepared more than 3,500 summer the Advancement VIA Individual Determination (AVID) programs reading tote bags, containing more than 13,000 books, for children at Central High School, Largo High and Ernest Everett Just Middle enrolled in Baltimore City Head Start in partnership with the school, providing tutoring in a variety of subjects including math, United Way of Central Maryland. reading, languages and science. Furthermore, these college students Research from the National Summer Learning Association shows facilitate debates for the high school students and serve as mentors that children who do not practice their literacy skills throughout for the middle school students. the summer are at risk of losing 22 percent of the knowledge gained For the third consecutive year, Prince George’s Community College throughout the school year — the equivalent of two months’ worth students visited Drew Freeman Middle School and partnered of learning — during summer break. This issue is commonly with Operation Hope, a nationally recognized financial literacy known as “summer slide.” The research also shows that students of organization that offers financial education workshops to the middle low-income families are more likely to experience summer slide and school students. Prince George’s Community College’s students its cumulative effects year after year. present workshops on budgeting, credit management, savings and In late 2012, United Way of Central Maryland launched READ investments to the 6th, 7th and 8th graders. “I became an AVID tutor to give back to my local community. LEARN SUCCEED, an effort to recruit volunteers to read aloud Drew Freeman Middle school is located in Suitland, Maryland, “a I was transformed by the experience, recognizing that as a to local low-income children younger than fourth grade, thereby transforming neighborhoods initiative” community. The goal of the student, I can make a difference in a young person’s life.” increasing their chances of living successful, self-sufficient lives as Transforming Neighborhood Initiative (TNI) in Prince George’s Lester Pollitt, III, a Prince George’s adults. Before commencement, 30 graduates from the class of 2013 “We are thrilled that Notre Dame and the community are County is to achieve a “Vision of a Thriving Economy, Great Schools, Community College Student Tutor went to Head Start classrooms in Baltimore City to read to the coming together to support our children and families.” Safe Neighborhoods and High Quality Healthcare.” This initiative children and distribute the summer reading tote bags. recognizes that challenges within our communities are interrelated Shannon Burroughs-Campbell, and solutions require partnerships with government, businesses, Executive Director, Baltimore City Head Start “Involving our students in service-learning and civic non-profit organizations and educational institutions to address the needs of the TNI communities. Prince George’s Community College engagement opportunities is critical to our mission at students look forward to being a part of the solution, strengthening NDMU. This summer reading project exemplifies the role communities and empowering neighborhoods. our students can play in supporting and elevating K-12 youth in our communities.” “We need to look at eliminating the barriers so students Dr. Joan Develin Coley, Interim President, can achieve success across all levels. I see the goal of Notre Dame of Maryland University supporting communities as a cornerstone of college leadership.” Dr. Charlene Dukes, President, Prince George’s Community College

26 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 27 Veterans Career Management Project Bioscience Education and Outreach Program

Stevenson’s commitment to providing educational support and The Bioscience Education and Outreach Program within the Towson opportunities for returned veterans can be seen through their Veterans University Center for STEM Excellence is committed to engaging, Career Management project, initially launched in 2011 through the exciting, and educating Maryland’s middle and high school students receipt of a MDCCC AmeriCorps VISTA grant. The project was in science. They deliver a variety of informal science education created to meet the educational and employment needs of veterans programs independently and in collaboration with university faculty, in the larger Baltimore community. Maryland’s veteran population is K-12 educators, and industry partners, serving over 10,000 students over 49,000. According to the Bureau of Labor and Statistics, 7.3% and educators each year throughout Maryland. of veterans living in Baltimore County are unemployed while 10% of The SciTech Student Learning Lab is a field trip destination that Baltimore City veterans face unemployment. offers middle and high school students the opportunity to experience Stevenson has established partnerships with several community science first-hand. Students who visit SciTech immerse themselves agencies and other colleges and universities to provide services to in real-world science problems and issues, such as the health of the veterans including the Maryland Center for Veteran Education and Chesapeake Bay, wildlife forensics, and the illegal shark fin trade. The Training, Greater Homewood Community Corporation, and the SciTech program is available to any middle or high school class or Community College of Baltimore County, Catonsville. In addition, group looking for a stimulating and engaging science field trip. a core of student veterans has been recruited to form a “Veterans “The Veterans Career Fair and Resource Expo was a very Teachers can conduct science investigations in their own classrooms Club,” established in the Fall of 2013 — the first of its kind at helpful networking opportunity. I highly recommend the throughout the school year through the Maryland Loaner Lab Stevenson. In addition, Stevenson implemented a pilot Veteran’s (MDLL). Each MDLL kit can be borrowed for a 2-week period Career Day event that incorporated the Dependable Strengths Dependable Strengths session offered. It boosted my confidence and ability to “sell” myself at the fair.” and provides comprehensive bioscience curriculum, reagents and Articulation (DSA) Process workshop. This provided both student equipment that can be used in a teacher’s own classroom. and non-enrolled veterans the opportunity to learn about and Female Veteran, US Marine Corps In addition to providing activities for students, the program also develop the ability to talk about what skills and strengths come Veteran Career Fair attendee naturally to them, as well as network with potential employers works directly with Maryland teachers. For example, during the “Our programs offer students opportunities to engage in and community partners. Participants indicated their increased ExPERT (Extending Professional Experiences in Research to science that is relevant to them and the world they live in. Teachers) program, teachers spend their summer in a research lab confidence around articulating their natural personal strengths as an We directly impact the Maryland community by providing working alongside scientists, post-docs and graduate students to outcome of the workshop. much needed resources to secondary schools, as well as experience authentic science first-hand. Teachers also work together facilitating partnerships between higher education faculty Additional programs geared specifically for women veteran students throughout the year in a Learning Community that is focused on include a peer-to-peer mentoring network, a series of replicable learning and teaching about the nature of science and how to model and the K-12 school system.” professional development workshops, and hands-on career authentic science in the classroom. The ExPERT program is funded Dr. Mary Stapleton, Director of the education and civic engagement opportunities. This project focuses through a grant from the National Science Foundation. Bioscience Education and Outreach Program primarily on female veterans students at Stevenson, but includes outreach to women veterans in the Baltimore community. Some workshops and activities include women veteran students on other “While at SciTech, students are engaged in hands-on and college campuses in the Baltimore area. minds-on activities to solve problems. Putting the white lab coat on and working with the equipment in a new facility put the students in the scientist mindset.” Willy Herrera, a science teacher in Baltimore City

28 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 29 Truancy Court Program Summer “Bridge to College” STEM Program

The Truancy Court Program (TCP) is a preventive program Summer Bridge, a University of the District of Columbia program, that aims to identify and address the root causes of truancy. Its was designed to provide junior and senior high school students, as innovative, early intervention and holistic approach targets well as incoming college students, with interactive experience in students who are “soft” truants (students who have five to twenty laboratory analysis, field study and computer applications. This unexcused absences) in the belief that this group still has academic, year’s Summer Bridge program, designed to encourage participation social, and emotional connections to the school. The purpose of in Science, Technology, Engineering and Math (STEM) disciplines the TCP meetings is to identify and address the reasons why each among youth in the District of Columbia, was completed by almost participating child is not attending school regularly and/or on time. 30 D.C. junior and senior high school students. Once the causes of truant behavior are uncovered, the TCP team Each year students present their capstone projects and receive puts resources into place that target truant behavior and support the certificates of completion. These final project presentations student’s regular school attendance, graduation from high school, demonstrate how the students embraced the challenge of and ultimately, service as a productive member of the community. questioning the world around them. This past summer students Participation is entirely voluntary on the part of students and their tested the differences in the quality of tap water and bottled water, families. The program consists of ten weekly in-school meetings tested the contaminants in the Rock Creek and the Potomac River, with the student, the parent or caregiver, a volunteer judge, a team FACTS and analyzed whether the soil found on the UDC campus was of school representatives, a mentor, a University of Baltimore law suitable for growing tomatoes. • The TCP was established in 2005 by the University student, and Center for Families, Children and the Courts (CFCC) Funded through a grant from the National Science Foundation, the of Baltimore School of Law’s Sayra and Neil staff. The TCP presents a therapeutic, non-adversarial setting and Summer Bridge Program is a collaborative effort between the Center Meyerhoff Center for Families, Children and the “It’s amazing to see the growth that these young involves a mentoring program for both parents and students. for 4-H and Youth Development and the Water Resources Research Courts (CFCC). students have shown during the course of the CFCC tracks student attendance, grades, and behavior throughout Institute. Both of these organizations are located in the College Summer Bridge Program. It is truly impressive.” each 10-week session. Successful students who demonstrate a • The program has created partnerships with local of Agriculture, Urban Sustainability and Environmental Sciences 65% or more decrease in unexcused absences and tardies as well schools, their respective jurisdictions, and District (CAUSES).Through hands-on interactive programming created by Rebecca Bankhead, 4-H Program Director and State as improved classroom behavior and academic performance are and Circuit Courts. the Center for 4-H and Youth Development, participants develop Program Leader for the District rewarded through graduation from the program. • Since 2005, the TCP has served over 1,500 life skills, leadership abilities, and an ethic of civic stewardship. students in 30 Baltimore City public schools. Through the TCP, participants learn about the value of education Alternatively, the Water Resources Research Institute supports “Discovery is a lifelong process, and you are learning and goal-setting, law students gain a new perspective of the • In 2012-2013, the TCP served 239 students and collaborative research that engages not only faculty members and to enjoy discovering new things. By questioning your justice system, and volunteer judges become directly involved their families in eight Baltimore City schools, and students, but also a broad array of stakeholders to address regional perceived answers, you learned many new things. in students’ lives by offering advice and sharing this beneficial a significant majority of those students (65 percent) water issues in a holistic way. experience with them. graduated from the program. This kind of questioning and learning will help you to • A mother from Samuel C. Taylor Elementary PROGRAM LEADERS succeed anywhere.” “…this time last year we had 141 School said her son’s “whole attitude has changed,” Dr. Tolessa Deksissa, Director of the Sabine O’Hara, CAUSES Dean students that had missed 5 or more and he is now receiving significantly higher grades Water Resources Research Institute days and this year to date we have on his report card. & Principal Investigator (PI) 38. So we are progressing and • CFCC has launched a national marketing Dr. Lily Liang, Co-investigator showing improvement.” campaign to replicate the TCP in other jurisdictions and has expanded to include several Dr. Suzan Harkness, Co-investigator Etta Johnson, Collington Square middle schools in Montgomery County, Maryland. Pradeep Behera, Co-investigator Elementary/Middle School Principal

30 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 31 Community School Initiative Middle School Achievers

Since 1994, the Social Work Community Outreach Service In 2012, supported by the Maryland-DC Campus Compact (SWCOS) has been active in Baltimore City Public Schools through AmeriCorps VISTA grant, UMBC worked with community partner the University of Maryland, Baltimore’s School of Social Work. Arbutus Middle School (AMS) to create and implement a new SWCOS, in partnership with the Family League of Baltimore City, after-school tutoring program called “Arbutus Achievers” (formerly has been cultivating Benjamin Franklin High School, Augusta Fells Homework Club). AMS and UMBC campuses are adjacent to each Savage Institute for the Visual Arts, and Wolfe Street Academy into other. The AMS administration identified support for at-risk students neighborhood hubs that connect the schools’ students and families in need of extra attention and homework help as a top priority. to critical community resources through the Community School UMBC students support Arbutus Achievers three hours per week Initiative. In 2013, Harlem Park Elementary and James McHenry throughout the academic year. A focus of the program is to increase Elementary, located in the neighborhoods bordering the UMB retention and continuity of student attendance. To support AMS Campus, were added. in these efforts, UMBC’s VISTA recruited thirteen service-learning Through public–private funding support the SWCOS Community students, who positively impacted approximately fifty AMS School Initiative covers the Northwest, Southeast and South students. With feedback from AMS parents, Parent Information Baltimore regions of the city. Incorporating over 60 social Workshops were developed to address realities facing their children. work students alongside the Community School Coordinators Sessions ranged from awareness and prevention of bullying to “Universities and communities are at their best when they has enabled them to make an impact on increased attendance, appropriate use and monitoring of the Internet. partner to address shared challenges and to achieve decreased chronic absenteeism, increased parent engagement and UMBC and AMS will continue to foster their relationship and grow improved school climate with over 1,000 students throughout common goals. UMBC’s partnership with Arbutus Middle deeper connections. A new AMS staff member will manage the School models our joint commitment to educational Baltimore. Social work students expand the capacity of the school Academic Achievers initiative as it gains momentum and requires excellence, college access, and civic engagement.” administration’s ability to attract and identify valuable resources more support, expanding upon what has already been established. A like emergency food, clothing, medical care and dental care to the major component added to the Arbutus Achievers is a curriculum- Freeman Hrabowski, President, UMBC school. In addition, through this comprehensive coordination of building session to assist UMBC students to develop lessons and wraparound services, SWCOS has increased the participation of prepare worksheets along with AMS staff, geared towards specific students in the Free and Reduced Meals program, generating more needs of individual students. financial resources to these schools. SWCOS’ vision is to create vibrant schools that are central to STATISTICS the lives not only of their students, but also the community at large. SWCOS plans to accomplish this through identifying and The Shriver Center at the University of tracking at-risk students and connecting them with resources, but STATISTICS Maryland, Baltimore County (UMBC) has built many strong partnerships over these efforts do not stop with the students. Rather, they reach • At Benjamin Franklin, a Parent the years. A number of these relationships into families and communities around these students, including Teacher Student Organization was have been through P-20 related programs. churches, local businesses, community-based organizations, and launched, a nonprofit agency with its In the 2012-2013 academic year, nearly concerned individuals in order to build long lasting and sustainable 510c3 status with 160 dues-paying 300 UMBC students served as in-school structures that will enhance the development of these students members. tutors, after-school mentors, and volunteer and those who come after them. This is consistent with SWCOS’ • At Wolfe Street Academy, there are driving mission of unleashing power and making it last. hosts for campus visits of P-12 students over 150 members in the Parent through the Service-Learning program. Teachers Organization and they This support allowed for nearly 1,000 raised over $2,000 for the afterschool P-12 youth from 13 area schools and 12 program. after-school programs to benefit from the • At Augusta Fells Savage, a valuable knowledge, skills, and experiences disenchanted Parent Teachers of UMBC’s service-learning students. Organization has been reenergized.

32 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 33 Alternative Breaks Program Professional Development School Program

The Alternative Breaks program (AB) at the University of Maryland- The goal of the Professional Development School (PDS) program is College Park started in 2004 and has grown to 27 experiences in to improve student achievement and teacher quality by creating and 2014. Over 350 UMCP students participate each year and the AB nurturing collaborative partnerships that develop teacher instruction program has established more than 30 community partnerships and positively impact student learning. These partnerships are across the globe that engage individuals in short-term service- essential for providing stimulating, controlled and supportive learning experiences that challenge social, political and economic environments for students enrolled in the education program. structures of our global community. Through reflection, education Dr. Karen Verbeke, department chairperson, director of teacher and direct service, Alternative Breaks develops mutually beneficial education, and appointed member of the Governor’s P-20 sustainable community partnerships, critical thinking and Leadership Council of Maryland provides outstanding leadership leadership skills to create a socially just world. in employing a range of program services through the PDS and Seven AB experiences focus on education access, equity and Summer Institute Program. Site-Coordinators are in place at systems within rural, urban and international contexts. Students various partner sites, serving as liaisons. This group serves as the who participate in education-focused AB experiences are immersed Advisory Committee and along with the Coordinating Council in classrooms, teach lessons, provide one-on-one tutoring, focuses on improving the professional growth experiences of present on higher education attainment and learn from local interns and observers. teachers and parents. The experiences are rooted in long-term As part of the PDS initiative, UMES hosts an Annual Summer partnerships with P20 educators and administrators both within Institute. For twelve years now, UMES has convened its two-day the US (Philadelphia, PA, Gaston, NC, and Chicago, IL) and Summer Institute program. Recognized by the National Council for “It has been interesting to see the world in a different light FACTS internationally (Volcán Atitlán, Guatemala, Cuenca, Ecuador, and Accreditation of Teacher Education, this event provides a valuable after only a few days. From the rich cities to the small rural Cabarete, Dominican Republic). forum for P-12 educators and members of the P-20 community to • 73 individuals from County Schools, villages, it is great to be part of an experience where we Community partners all reported that the partnership with UMCP share best practices in their field; collaborate and contribute in the Maryland Department of Education, see not only what Ecuador wants us to see but also the Alternative Breaks is valuable to the purpose and mission of their strategic planning processes; and receive professional development University System of Maryland, organization and has significantly benefited the communities where needs and hopes of many people. As the week progressed, and retooling. UMES, the Asbury Development we learned more and more about the realities of Ecuador they work. These P20 partnerships have also evolved beyond the UMES and its P-20 partners are having a sustainable impact on Center, Maryland State Police, and and the richness which the country holds not only in its immersion trips to hosting elementary students for UMCP campus student access and success, by preparing quality teachers and effective Hardwire attended the 2013 Summer natural resources but also in its people.” visits, leading school supply drives and fundraisers, and multiple mentors. They will continue to work collaboratively with local Institute. return trips by AB participants to work on continuing projects Seb Roas, 2013 Alternative Breaks Trip Leader communities to increase and enrich educational opportunities and • The first PDS partner site, Bennett including building school-community gardens. the quality of living on the Shore, in the State, and in the nation. Middle School located in Salisbury, University of Maryland students participating in Alternative MD, was established in 1997. From “I am still in awe of the commitment and dedication of the Breaks develop their personal viewpoints while accepting and “As the demand grows at the state 1999 to 2008, 23 more partnerships teachers at the Knowledge is Power Program (KIPP), the have been established. appreciating other worldviews; recognize and identify the roles that and national levels, we want to make drive, maturity, and motivation of the students at KIPP, and diversity plays in a civil society; and recognize their responsibility sure that our mentor teachers and • UMES’ PDS program has to participate in one’s own community and the broader society. In the family community that they together have established. collaborated and partnered with university supervisors are prepared addition, participants report that the AB experience significantly It was amazing to be able to talk college with seventh multiple Local Education Agencies in all areas so that they are well impacts personal values, career aspirations, perspectives and graders and seniors, and watch the students appreciate (LEAs) in Caroline, Somerset, equipped to mentor the teacher and leadership capacities. their education and be proud of their work.” Wicomico, and Worcester Counties; counselor candidates that we are increasing and sustaining student Grace Toohey, 2013 Alternative Breaks participant placing in the schools.” intern placements. Dr. Patricia Goslee, Coordinator of Professional Development Schools

34 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 35 First Generation Ambassadors Program Caring, Sharing and Learning

The goal of the First Generation Ambassadors Program (FGAP) is The Gaithersburg Beloved Community Initiative (GBCI) is inspired to improve the retention of our first generation student population by Dr. King’s vision of “beloved community.” In this vision, Dr. by providing them with mentoring, college success skills, and King articulated a community where love and justice rule, where community service opportunities. Washington Adventist University everyone’s worth is affirmed, where stories inspire hope, where partners with Takoma Academy (TA) to create leadership diversity enriches all lives through common memories and a shared opportunities for these first generation students. In addition to fortune, and where all are loved unconditionally forever. The assisting TA students prepare for college, WAU ambassadors also GBCI was established in June 2011 with a goal of building positive tutor TA students after school and work with TA students on relationships with diverse communities of persons, especially youth, community service projects. living in the vicinity of Asbury Methodist Village. Coordinated by an MDCCC AmeriCorps VISTA member, WAU In collaboration with Gaithersburg Elementary School, this students mentor about 30 Takoma Academy students. FGAP initiative has conducted 15 three-hour mentoring sessions on provides parents of first generation students with programs and the Asbury Methodist Village campus with 15 fourth and fifth guidance on how to support their student through their academic graders on the pillars of character. In addition, the initiative brings careers. In addition to these tools, parents also attend a specially youth and senior citizens together through nature photography, created workshop during new student orientation. Parents enjoy tree planting, gardening, oral history sessions, Spanish/English receiving monthly updates on their child’s mentoring efforts and conversation, pool parties, and restorative justice projects. community service projects. Through this program, Washington GBCI was created through the process of providing praxis training Adventist University (WAU) hopes to see a high retention rate of “Since acquiring mentors, my daughters’ grades have for Wesley Theological Seminary students utilizing the Urban “This partnership is literally transforming the students and an impact on the community. Eighty-six percent of improved from almost failing most of their classes, to now Ministry methodology, but through community engagement Gaithersburg community, removing barriers of ethnicity, these participants have stated that this program significantly helps passing those same classes with B’s and C’s. They have it has become a growing network of intergenerational friends age and social class. The joyful interactions among their academic studies and eighty-five percent of the students taken a keen interest in college and are looking into where building bridges through sharing, caring and learning. These residents, youths, and seminarians bring to life Dr. reported that the FGAP workshops were effective in guiding them intergenerational relationships are developed between senior they want to go and what they would like to become in life.” King’s vision of the Beloved Community. Seminary to college success. citizens and the children, youth and families who reside in the students are not only reading about community Washington Adventist University is a learning community Mrs. Shaneka Peters, Mother of two mentees neighborhoods surrounding the Asbury Methodist Village campus. transformation, they are actually living it out and committed to excellence and service which challenges students to This initiative also sparked involvement in Camp Hope, a week-long seize the opportunities for learning in order to become moral leaders summer camp for children with a parent who either is, or has been, learning how to do this for their own ministries.” “Both our son and we as parents greatly benefited from in communities throughout the world. WAU plans to increase incarcerated. Twenty of these youth later became involved in GBCI Dr. Sam Marullo, Director, Center for the Missional Church at enrollment of first generation students into FGAP by incorporating participation in the FGAP program. I cannot thank you projects. GBCI has made a positive impact on all of the community Wesley Theological Seminary a more student-driven program. enough (and all the participants in the program) for sharing partners involved by impacting individuals’ lives with the long-term your time and talents. Our son has gone from ‘thinking goal of creating a Beloved Community. about college’ to making definitive plans about college. “The Gaithersburg Beloved Community Initiative could not have started up and grown without the [Wesley] This change of heart is due in no small part to the exposure STATISTICS to the students, faculty and college life at WAU.” Urban Fellows.” The three elementary schools Mrs. Cricket Bailey, Mother of mentee Rev. Hal Garman, Resident at Asbury Methodist Village closest to the Asbury Methodist Village campus are all Title I, with an average of three quarters of students participating in the federal school lunch program and 50% in ESOL (English for Speakers of Other Languages).

36 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 37 COMMUNITY VOLUNTEERS 4,826

HOURS SERVED 53,234

CASH RESOURCES EARNED $51,125

NON-CASH RESOURCES EARNED $1.2 MILLION

FY2013 Q1 Q2 Q3 Q4

AmeriCorps VISTA AmeriCorps VISTA | 2013-14 Project Abstracts

AmeriCorps VISTA is a federal service program designed VETERANS: 6% COMMUNITY AND specifically to fight poverty. Founded as Volunteers in Service to ECONOMIC FINANCIAL DEVELOPMENT: 22% America in 1965, VISTA has been on the front lines in the fight LITERACY: 17% against poverty in America for more than 40 years. ACCESS AND Campus Compact VISTA programs join the mission of Campus SERVICES: 11% TUTORING Compact and AmeriCorps VISTA through projects that build AND CHILD LITERACY: 27% campus-community partnerships to fight poverty. Through the HEALTH/NUTRITION: 17% Campus Compact VISTA program, we alleviate poverty by strengthening communities and developing our leaders.

COMMUNITY VOLUNTEERS 4,826 CASH RESOURCES EARNED $51,125

HOURS SERVED 53,234 NON-CASH RESOURCES EARNED $1.2 MILLION

FY2013 Q1 Q2 Q3 Q4 AMERICAN UNIVERSITY CARROLL COMMUNITY GOUCHER COLLEGE COLLEGE STORIES HIGHLIGHTS Supervisor: Robin Adams Supervisor: Amy Roza [email protected] · 202-885-7378 Supervisor: Kristie Crumley [email protected] · 410-337-6033 Johns Hopkins University: from a 6th grade teacher: “...the kids University of Maryland, College Assisting with the coordination of the [email protected] · 410-386-8408 Bringing resources into the College LOVED last Friday they couldn’t wait to tell their parents about the Park: the Northwestern High School DC Reads K-10th grade youth tutoring Providing grocery assistance to the Programs at two Maryland prisons ending activity which showed digestion and waste :) I truly appreciate Partnership celebrated the newly program at American University is the faculty, staff, and students of Carroll through the Goucher Prison Education the work you are putting into this program. This is BY FAR the best created collaborative through a ribbon primary responsibility of the American Community College through the Carroll Partnership, the Goucher College MDCCC and most organized program we’ve had come into the school from cutting ceremony. University (AU) MDCCC AmeriCorps Food Locker Program is the goal of the AmeriCorps VISTA provides a volunteer Hopkins. So thank you!” Carroll Community College: held VISTA. Specific tasks include increasing the Carroll Community College MDCCC corps for tutoring in math, reading, writing American University DC Reads: “asked [students] questions such a food drive competition among capacity of the AU DC Reads program in AmeriCorps VISTA. In addition, once a and study skills to support incarcerated as: ‘How would you describe your tutor in one word?’ Many of the departments for most pounds of food. the areas of community partnership, best member of the Food Locker Program, the students’ work across the curriculum. kids thought the tutors did help them a lot in school, and they were A total of over 2,000 lbs. of food was practices, program efficiency and impact, faculty, staff, or student will be introduced Working to build, pilot, refine and all looking forward to [continue] working with their tutor.” donated. leadership and sustainability through the to all of the programs and services offered publicize the systems and infrastructure University of Baltimore: “The Money Matters Workshop is one Maryland Institute College of Art: implementation of a large scale assessment by the Human Services Program (HSP) of that are used by the Goucher Prison of the most successful workshops offered at Project PLASE…. two new after school art clubs on of community partners and the impact Carroll County. The MDCCC AmeriCorps Education Partnership on an ongoing basis Learning information about how to manage money, what a credit MICA’s campus were organized. 43 the DC Reads programs are having on VISTA will work on developing workshops, will allow materials to be shared with other score is, and how to properly budget is important to and for our high school students attended the art community partners and tutors. policies, procedures, and partnerships as campuses in the Maryland-DC Campus VETERANS: clients6% because many of them have financial difficulties.” clubs in the first week. well as partnerships with Robert Moton Compact network. COMMUNITY AND Elementary School and the Gateway School. FINANCIAL ECONOMIC LITERACY: 17% DEVELOPMENT: 22%

38 2014 |ACCESS Maryland-DC ANDCampus Compact 2014 | Maryland-DC Campus Compact 39 SERVICES: 11% TUTORING AND CHILD LITERACY: 27% HEALTH/NUTRITION: 17% AmeriCorps VISTA | 2013-14 Project Abstracts, continued

GREATER BALTIMORE LOYOLA UNIVERSITY MORGAN STATE STEVENSON UNIVERSITY URBAN LEAGUE MARYLAND UNIVERSITY Supervisor: Anne Scholl-Fiedler Supervisor: Estelle Young Supervisor: Erin O’Keefe Supervisor: Tiffany Mfume [email protected] [email protected] · 401-241-3145 [email protected] · 410-617-2699 [email protected] · 443-885-3651 443-394-9257 Increasing college entry, persistence, Serving as a community organizer and Enhancing the financial literacy of Building a program primarily for graduation and preparedness are the resource developer for the DeWees students and their families is the primary women veteran students to increase primary responsibilities of the Greater Recreation Center, a Baltimore City responsibility of the Morgan State their undergraduate completion rates, Baltimore Urban League MDCCC recreation center prevented from closure University (MSU) MDCCC AmeriCorps career readiness, financial literacy, and AmeriCorps VISTAs. The members will in fall of 2011 due to community VISTA through a partnership with PNC connectedness to their larger community achieve this through four projects targeting outcry, the Loyola University-DeWees Bank. Development and implementation is the responsibility of the Stevenson college access (Project 1) and completion MDCCC AmeriCorps VISTA is building of the financial literacy program for at-risk University MDCCC AmeriCorps VISTA. (Project 2), building Greater Baltimore a self-sustaining, community-operated freshmen and their families participating The programs created by the MDCCC Urban League capacity (Project 3), and Recreation Council. As a result, long- in the Access Orientation Program is AmeriCorps VISTA include a peer-to-peer developing a set of multi-year funding term enhancements between area continued by: coordinating a service mentoring network, a series of professional streams for “The Baltimore Partnership schools’ learning outcomes and after project for students and their families; development workshops, and hands-on for College Access and Success” (BPCAS) school programming at DeWees, as well recruiting and coordinating peer mentors career education and civic engagement (Project 4). as sustainable mentoring and tutoring for the program; and investigating possible opportunities. This project includes outreach partnerships between Loyola and DeWees, sources of funding for scholarships for to women veterans in the Baltimore HOOD COLLEGE are ensured. program completers. community, in addition to opportunities for women veteran students on other college Supervisor: Yvette Webster HOWARD COMMUNITY JOHNS HOPKINS MARYLAND INSTITUTE PRINCE GEORGE’S campuses in the Baltimore area. [email protected] · 301-696-3583 COLLEGE UNIVERSITY COLLEGE OF ART COMMUNITY COLLEGE Supervisor: Brittany Budden Supervisor: Gia Grier McGinnis Acting as a liaison between Frederick TOWSON UNIVERSITY Community Action Agency (FCAA) and [email protected] · 443-518-4432 [email protected] · 410-516-6773 Supervisor: Kristen Smith Supervisor: Betty Habershon [email protected] · 410-225-2347 [email protected] · 301-322-0713 Supervisor: Christopher Jensen Hood College, the MDCCC AmeriCorps Educating the community about proper Assisting with the implementation of [email protected] · 410-704-4146 VISTA promotes the agency and its dental hygiene practices and creating a the sub-program of the existing Healthy Partnering with the Baltimore City Public Developing, expanding, and supporting programs while raising the awareness of Community Center for Dental Hygiene Community Initiative (HCI), Food as School System (BCPS) to enhance their the free tax preparation sites within Coordinating and recruiting volunteers homelessness to the Hood community that provides free dental care/cleanings Medicine, a complimentary daytime service- citywide arts education program for high Prince George’s County, Maryland is the for after-school programming and an through presentations to classes, faculty, to adults and children in need is the learning program for youth is the primary school students is the purpose of the focus of the Prince George’s Community annual campus visit for Cherry Hill K-12 and student groups. Additionally, the responsibility of the Howard Community focus of the Johns Hopkins University Maryland Institute College of Art (MICA) College (PGCC) MDCCC AmeriCorps students are tasks of the Towson University MDCCC AmeriCorps VISTA establishes College MDCCC AmeriCorps VISTA. (JHU) MDCCC AmeriCorps VISTA. Food MDCCC AmeriCorps VISTA project. VISTA. This is accomplished by identifying MDCCC AmeriCorps VISTA in order structured processes for connecting Specifically, duties include working with as Medicine works within the school day on Specifically, the MDCCC AmeriCorps partnerships with community organizations. to address needs in the areas of education, volunteers with the clients of the FCAA community partners to address community empowering youth leadership in promoting VISTA member is: building relationships These organizations host sustained free college readiness, and health. In addition, beginning with fall orientation and member needs including: identifying and healthy lifestyles within the student between MICA and Baltimore City tax programs at their locations, create an the MDCCC AmeriCorps VISTA continuing throughout the year. developing health promotion projects population of Waverly School through the high schools; creating a curriculum of outreach program of student and community coordinates the Young Gardeners program around gaps in oral health knowledge, development of workshops, a Career Day, a interdisciplinary art, design education, and volunteers certified through the Volunteer for students and community gardening identifying those with the greatest need service-learning capstone, community-based civic engagement; and preparing a training Income Tax Assistance (VITA) program of for residents that provide healthier food for education and dental services, and field outings, an afterschool club, and a program for the college students who the Internal Revenue Service to staff the free options and education about ways to creating a post-cleaning referral network monthly newsletter. facilitate these arts education programs. tax preparation sites, and develop procedures improve their well-being. of certified dentists who agree to provide and document practices to support and flexible payment and low cost services sustain existing free tax preparation sites. to individuals who have more significant dental issues that need to be remedied.

40 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 41 AmeriCorps VISTA | 2013-14 Project Abstracts, continued AmeriCorps Students of Service

UNIVERSITY OF BALTIMORE UNIV. OF MARYLAND, WASHINGTON ADVENTIST The Students of Service program, funded through a nationally- BALTIMORE COUNTY UNIVERSITY competitive AmeriCorps grant, strengthens the academic Supervisor: Anthony Butler engagement of at-risk K-12 youth through mentoring and civic [email protected] · 410-837-5419 Supervisor: Eloise Grose Supervisor: Ralph Johnson engagement. By enhancing academic and civic engagement of [email protected] · 410-455-2493 [email protected] · 301-891-4106 Partnering with CUPs (Creating Unlimited the K-12 youth, our Students of Service (SOS) Program increases Possibilities), a non-profit that employs Meeting the needs of Arbutus Middle Partnering with the First-Generation educational achievement. At the end of three years, at least five at-risk youth and serves at-risk School (AMS) through support of the Ambassadors Program (FGAP) to support sustainable K-H partnerships will have been formed resulting communities is the starting point for the Homework Club and Information first-generation Washington Adventist in increased K-12 student academic and civic engagement. Fifty University of Baltimore (UB) MDCCC Workshops for AMS parents is the purpose University (WAU) students through enrolled college students serve as part-time AmeriCorps members AmeriCorps VISTA. A sustainable program of the University of Maryland, Baltimore mentorship, workshops, and building a leveraging an additional 250 at-risk K-12 students to address needs that helps at-risk youth transition out County (UMBC) MDCCC AmeriCorps strong partnership with parents is the in Maryland and DC communities. The K-12 youth mentees gain of poverty by facilitating mentoring VISTA project. UMBC students are priority of the WAU MDCCC AmeriCorps exposure to higher education and learn the practice of engaged relationships between the youth and recruited to participate in sustained service- VISTA. Selecting WAU student citizenship. The fifty Students of Service college students each serve volunteer mentors, offers substantial learning activities with AMS students Ambassadors, facilitating workshops for the at least 300 hours, totaling 15,000 hours of mentoring per year. college readiness resources, provides who have been identified as “at-risk” by Ambassadors, preparing a parent newsletter, career readiness programming, and offers AMS faculty and administration. Through coordinating service projects, pairing financial education workshops is the result this project, the MDCCC AmeriCorps FGAP students with first generation high “Youth mentoring programs can have a positive impact of targeted research, interviews, discussions, VISTA establishes partnerships with school students at Takoma Academy, and across generations. For example, the mother of one and meetings with community stakeholders. local businesses and programs to ensure developing a student organization to mentee recently decided to return to school to complete the continuation of the Information sustain the mission, goals, objectives and her bachelor’s degree as a result of her bringing her son UNIVERSITY OF THE Workshops for AMS parents. activities of FGAP are all ways in which the to mentoring activities and being exposed to information DISTRICT OF COLUMBIA MDCCC AmeriCorps VISTA will support offered in the workshop presentations.” UNIV. OF MARYLAND the project. Supervisor: Sylvia Benatti EASTERN SHORE Dr. Ralph Johnson [email protected] · 202-274-5794 WESLEY THEOLOGICAL Dean, Student Success and Faculty Development Supervisor: Ayanna Evans Initiating a financial literacy program SEMINARY Washington Adventist University for college students and future students [email protected] · 410-657-8143 to increase student retention rates is the Improving the scholastic achievements and Supervisor: Mauri Bishop responsibility of the University of the civic engagement of (K-12) youth who [email protected] “The SOS Program has been a great resource in ensuring 202-403-0960 District of Columbia (UDC) MDCCC attend the Garland Hayward Youth Center PARTICIPATING UMES students gain unique learning, leadership, and AmeriCorps VISTA. This is done through (GHYC) in Princess Anne, Maryland is Assisting in the development of the MEMBER community building experiences during their college years. the development of a community-based the primary responsibility of the University Heal the Sick Initiative is the purpose INSTITUTIONS: Through academic and social engagement, our students learning and financial literacy component of Maryland Eastern Shore (UMES) of the Wesley Theological Seminary are having a real impact on the lives and achievements of • American University for the Freshman Orientation courses and a MDCCC AmeriCorps VISTA. Specific MDCCC AmeriCorps VISTA project. K-12 youth in our community.” standalone workshop series for students not tasks include: coordinating the placement The Heal the Sick Initiative is a program • Georgetown University Ayanna Evans enrolled in the course. The students make of UMES student volunteers at GHYC of community-based healthcare in the • McDaniel College Director, University Engagement and Lifelong Learning Center financial aid for college presentations for for afterschool tutoring/mentoring; District of Columbia and Baltimore, • Towson University University of Maryland Eastern Shore college bound secondary students around facilitating leadership training sessions for Maryland adapted from Methodist • University of Maryland, the DC metropolitan area and complete a student volunteers; leveraging resources LeBonheur Hospital health network model Eastern Shore series of reflection exercises regarding the for the Center; and developing enrichment in Memphis, Tennessee. The MDCCC • Washington project and the importance of community- programs, K-12 civic engagement/service- AmeriCorps VISTA develops, designs, Adventist University based learning. learning projects, parent/community produces, and distributes a resource manual, workshops and events, as well as and performs outreach to congregations professional development workshops for and community organizations on behalf of GHYC staff. the Heal the Sick Initiative.

42 2014 | Maryland-DC Campus Compact 2014 | Maryland-DC Campus Compact 43 Thank You

Our network and accomplishments are possible through To make a tax-deductible donation the contributions of many people and organizations! or learn more about how to make a planned gift to augment SPECIAL THANKS INSTITUTIONS & the work of the MDCCC, please CORPORATE SPONSORS Dr. Alan Penczek visit our website at Hood College Charitable Development Consulting www.mdccc.org Mount St. Mary’s University Frostburg State University or contact us at 301-676-3192. George Washington University DONORS Montgomery College Ms. Patricia Bassett Prince George’s Community College Dr. Bruce Bigelow and Dr. Julie Ramsey Stylus Publishing Mr. and Mrs. Lynn and Dottie Cairns GOVERNMENT AND Dr. Charlene Dukes FOUNDATIONS Mr. and Mrs. Warren and Lindsey Harper Mrs. Suzanne L. Horlacher The Corporation for National Mr. Nicholas Mueldener and Community Service Dr. Jay Perman AmeriCorps & AmeriCorps VISTA Col. (R) and Mrs. David and Beth Tohn The Bradley T. MacDonald Dr. Barbara Viniar Family Foundation Ms. Madeline Yates

The following people have generously given their time, expertise, and leadership to our growing network:

AMERICORPS PROGRAM OFFICERS AMERICORPS VISTA LEADERS Crystal Biles, Margaret Mattinson, Louis McGinty, Lindsey Harper, Saran White Mari Poulos, Nick Mueldener

SAGE STEERING COMMITTEE ADDITIONAL THANKS Tom Bowling, Amy Cohen, York Bradshaw, Dave Cohill, Kate Conway-Turner, Michael Kiphart, Pauline Engelstatter, Sheila Hixson, Steve Percy, Michele Wolff, Barbara Jacoby, Jennifer and Eric Lassahn, Sandra Dunnington, Maurice Taylor Kellie T. MacDonald Pizzico, Kimberly McShane, Pam Meador, Deb Moriarity, Tim Pollak, Tom Powell, Monica Randall, David Rehm, James Smith, Brad Stewart, Jim Walters, Paul Wolboldt, Andrea and John Zaremba

44 2014 | Maryland-DC Campus Compact 401 Rosemont Ave., Frederick, MD 21701 301-696-3280 · www.mdccc.org