THE STEINHARDT FOUNDATION FOR JEWISH LIFE WINTER 2013/ADAR 5773 VOLUME 15 NUMBER 2 THE JOURNAL OF THE STEINHARDT FOUNDATION FOR JEWISH LIFE

CAMPUS LIFE TODAY FROM THE EDITOR

WINTER 2013/ADAR 5773 VOLUME 15 NUMBER 2

Eli Valley n the Jewish world, the college years are sometimes viewed as a poten- Editor tial engagement vacuum. Freed from educational outlets such as day Erica Coleman schools or after-school programs and too young to fall in the crosshairs Copy Editor of young adult programming, college students are sometimes considered Yakov Wisniewski to be in a potential cul-de-sac on their Jewish journeys. College itself, in Design Director Iturn, is often painted as a vague, even somewhat dangerous place where Jewish THE STEINHARDT identity is in jeopardy of attenuating. FOUNDATION In fact, the college years offer amazing opportunities for exploration of and experimentation FOR JEWISH LIFE with Jewish possibilities. Sometimes it happens through Hillel, sometimes through a Jewish Michael H. Steinhardt studies course or a grassroots initiative, sometimes through peer networks and sometimes Chairman through a Birthright trip and its aftermath. In an atmosphere in which multiple iden- Robert P. Aronson President tities are embraced and ongoing questioning is encouraged, the key is to offer options that Rabbi David Gedzelman are not heavy-handed and that speak to students where they are. With thousands of stu- Executive Vice President dents returning each year from their Birthright Israel experiences, there are seemingly limit- less opportunities for grassroots engagement among young adults and their peers whose Rabbi Irving Greenberg Founding President interest in , culture, life and experience has been freshly piqued. Jonathan J. Greenberg z”l Articles in this issue of CONTACT explore the potential of the college years from a vari- Founding Director ety of perspectives, whether through peer networks, Israel engagement, grassroots initia- CONTACT is produced and tives or various forms of study. They reflect a commitment to reaching students on their distributed by The Steinhardt Foundation for Jewish Life, 6 East 39th Street, own level, through their own peers, and on their own terms. The unifying message is 10th floor, New York, NY 10016. that if students are respected and given proper tools of exploration, they themselves will All issues of Contact are available for download at catalyze new and ongoing commitments to and life. www.steinhardtfoundation.org/journal.html Individual subscriptions are free of charge and are provided as a service to the community. Eli Valley To subscribe, please send your name and mailing address to [email protected].

Phone: (212) 279-2288 IN THIS ISSUE Fax: (212) 279-1155 Email: [email protected] “BIRTHING” JEWISH HABITS Website: www.steinhardtfoundation.org 3 Abi Dauber Sterne For media inquiries about The Steinhardt Foundation for Jewish Life, please contact 5 ASKING BIGGER QUESTIONS Dan Gerstein at [email protected]. Sheila Katz and Rabbi Josh Feigelson

Copyright © 2013 by ON FINDING PURPOSE IN THE MIDST OF A CRISIS The Steinhardt Foundation 6 Rabbi Mike Uram for Jewish Life. 8 JEWISH LEARNING ON CAMPUS: WHY I CARE ABOUT The Steinhardt Foundation for Jewish Life is RABBIS WHO DIED 2,000 YEARS AGO dedicated to strengthening and transforming Lex Rofes American Jewish Life to ensure a flourishing, sustainable community in a fully integrated 9 CAPITALIZING ON INNOVATION free society. We seek to revitalize Jewish Lisa B. Eisen identity through educational and cultural initiatives that are designed to reach out to 10 FOSTERING CONNECTIONS: all , with an emphasis on those who are ON LEVERAGING SOCIAL NETWORKS on the margins of Jewish life, as well as to Jennifer Zwilling and Josh Miller advocate for and support Hebrew and Jewish literacy among the general population. 12 LEVERAGING BIRTHRIGHT FOR CHANGE Cheryl Aronson Unless otherwise indicated, photographs in this 14 CREATING A NEW CAMPUS SPACE issue appear courtesy of contributors and Hillel: Rebecca Silverman The Foundation for Jewish Campus Life.

2 CONTACT ere at Hillel, we have a mantra that we’re not interested in run- ning “one-shot” programs. Hour-long, day-long or even week- Hlong events are nice, but what impact do they really have? As our vision is to inspire students to make an enduring commitment to Jewish life, learning and Israel, our work focuses on connecting Jewish students with consistent and ongoing Jewish opportunities. We’ve learned from important educational philosophers who assert that education is about building habits, or a set of routinized — almost intuitive — behaviors and thoughts. As Lee Shulman, President Emeri- tus of the Carnegie Foundation for the Advancement of Teaching, explains: to inculcate a person into a particular field of study or prac- tice, the individual must learn the “habits of mind, habits of hand, and habits of heart” (“Signature Pedagogies in the Professions,” Dædalus, Summer 2005). That is, good education helps students to learn content (mind), skills (hand) and values (heart). by ABI DAUBER STERNE We in the Jewish educational world need to think along these lines: Any endeavor that is meant to engage and educate must create habits. It cannot merely be a moment or even ten days of inspiration. For every great time-limited program we run, there needs to be a before and an We’ve learned from important educational after. A day or week of service is important, and can be inspirational to its participants. But imagine if we were serious about getting people in philosophers who assert that education is the habit of doing service, for example of being kind to others. We likely wouldn’t design an experience in a far-away place where doing about building habits, or a set of routinized good would be relegated. Instead, we would design ongoing programs in which people could participate locally, every month or every week, — almost intuitive — behaviors and and thus provide the opportunity for doing good to become a natural day-to-day habit. thoughts. This is just as true — if not more so — for a ten-day trip to Israel. As we know, the Taglit-Birthright Israel trip is an incredibly powerful

Abi Dauber Sterne is Vice President for Global Jewish Experience at Hillel: The Founda- tion for Jewish Campus Life.

WINTER 2013 3 educational tool. But it is just a tool, a campuses. Their roles are to build spark. Without the right material and networks or communities of learning, context, the spark doesn’t kindle into to engage in conversations with stu- a fire. If we are serious about igniting dents to inspire their Jewish growth, students’ interest in and commitment and to infuse Jewish content into the to Israel and Jewish life more broadly, activities of campus Hillels beyond ten days is not enough. We need a traditional religious services. before and after. We need to build And we have seen tremendous habits. We need to provide trip partic- growth and results. Through research, ipants with a clear sense of how their we have learned that multiple meetings trip connects with their values and between a Hillel educator and Birth- their day-to-day lives. right returnees multiply the “Birthright At Hillel, we are dedicated to effect.” As a result, these alumni dem- doing just that. We are one of the only onstrate increased levels of Jewish Taglit-Birthright Israel Trip Organizers learning. The more meetings or con- that requires its staff to meet with versations the students and educators each participant before and after the have, the greater the effect. Our trip. We expect the bus leaders to research shows that when an educator actively build personal connections meets with a Birthright returnee one to with students and to understand their five times, the student reports Jewish interests, so that when students return growth, while those who meet with an to campus there are obvious and intu- educator six or more times report their itive next steps. Most Hillels have growth to be significantly higher. In individual debriefing meetings with at other words, Jewish growth soars with least 80 percent of Hillel trip partici- more routine meetings. pants, and they hold Birthright To paraphrase a recent NYU grad- reunion events that reach a similar uate, “my weekly chevruta meetings percentage of students. Furthermore, with the rabbi motivated me to be we strive to seek out students who involved in Jewish life.” I believe that went on Birthright with non-Hillel this student’s motivation came not organizations, and we create opportu- only from the content of what she nities for them to have ongoing, regu- studied with the rabbi, but also from lar conversations with staff and with its regularity. Ongoing motivation ththeir peers. and engagement comes from habit — In addition, Hillel has paired two the habit of being in Jewish environ- oof its most effective student engage- ments and participating in Jewish mment activities: Taglit-Birthright Israel conversations weekly or even daily. aand our engagement internships. Over As part of Hillel’s new strategic ththe past five years, through Hillel’s plan, we will continue to cultivate the ppeer-to-peer engagement strategy, 900 next generation of Jewish leaders and sstudent interns have built vast net- learners around the world. We will wworks. Through mostly one-on-one continue to design creative opportuni- mmeetings, these interns have logged ties for students of all backgrounds to 335,000 relationships with uninvolved engage in Jewish values, ideas and JJewishe peers on more than 70 cam- actions daily and habitually. To para- ppuses, helping these students explore phrase Maimonides, positive character- aand connect to Jewish life on their istics are not acquired by doing a oown terms. Every year, about 30 per- one-time positive act, but rather ccent of these student interns are through the repetition of numerous TTaglit-Birthright alumni, because Hil- positive acts. He shares the example lelel actively seeks to involve these that it is better to give a thousand indi- aalumni in the next step of their Jewish vidual coins one thousand times, rather jojourneys. We then hire and train them than giving all thousand coins at once. to engage other students Jewishly. We If we give one coin every day, we teteach students the power of Jewish become accustomed to giving charity, cconversations, and are able both to whereas if it’s a once-a-year pinnacle rreache more students and to sustain moment, it’s just that — something ththe power of the initial ten-day Taglit- that happens once a year. As Hillel BBirthright Israel experience. develops methods, tools and programs Also, with the support of the Jim for Jewish engagement, let’s inspire stu- JJosepho Foundation, Hillel has placed dents to get into the habit of thinking, eexperienced Jewish educators on ten acting and feeling Jewish every day. ■ Photo by Jennifer Herr for Hillel: The Foundation for Jewish Campus Life.

4 CONTACT by SHEILA KATZ and RABBI JOSH FEIGELSON

OUR STORY nityit iin college, ll many ffail il tto fifind d spaces where riences. By having conversations around Big sk Big Questions started with a banner they can reflect on their lives with others. Questions, we can create understanding among at Northwestern University. It was That’s the space we help them create. people on campus, in our communities and Abefore the High Holidays, and Hillel Our model for Ask Big Questions is based on around the world. needed to promote services. So the rabbi and the Passover Seder. Like the Seder, conversations 3. WE NEED A LARGER students planned to hang a banner in the mid- explore questions, share stories, use interpretive VOCABULARY. dle of campus that said, “Yom Kippur, objects and include all participants at the table. This past summer at the White House Interfaith Wednesday, Repent.” But then they realized a Our fellowship program is the first way in Gathering, a Jewish student approached our question on the banner might be more engag- to these conversations. We train student fel- table for some Ask Big Questions swag. As she ing. Wouldn’t it help begin the reflective pro- lows and campus professionals to hold reflec- picked up a booklet she said, “I get what you’re cess of the holidays? tive Ask Big Questions conversations for their doing. Students like me need this. I’m Jewish,” So instead Hillel made a banner that said, diverse peers. We also offer one-day training she continued, “but not ready to say that I am “What will you do better this year? Experience courses for people who want to learn the Jewish. I want to have conversations with the High Holidays.” Sure enough, students basics of our work. And we post all our mate- diverse people, but don’t want to represent the walked past the banner with their friends and rials online at www.AskBigQuestions.org so entire Jewish people when I do it. With Ask Big began to talk about the question. They enjoyed any student, anywhere, can download our Questions, I can enter the conversation as the banner so much, they suggested that Hillel materials and begin. myself and bring all my identities with me.” make more banners with more questions. Soon 2. TO BUILD RELATIONSHIPS, WE But it’s not only unaffiliated students who a regular banner campaign started. A student MUST START BY ASKING BIG benefit when we approach our conversations group formed and built a website around QUESTIONS. this way. Students from strong Jewish back- responses to the questions. Professors got Picture this: You’re on a first date with some- grounds also crave conversations where they involved and hosted discussions. Ask Big one you’ve never met before. There is so much can understand themselves and others without Questions took off. potential for a positive relationship. The per- having to represent anything. “Religion is an In 2011, Ask Big Questions became a son sits down next to you, says hello, and then answer to ultimate questions,” wrote Abraham national initiative of Hillel: The Foundation for asks, “So, how do you think we should solve Joshua Heschel. “The moment we become Jewish Campus Life to bring together diverse the debt ceiling debate?” oblivious to ultimate questions, religion college students for reflective conversations to There’s something divisive about starting becomes irrelevant, and its crisis sets in. The better understand others and themselves. We here, yet this is what we so often do in com- primary task of religious thinking is to redis- have trained more than 150 student fellows on munal conversation on campus: Gather diverse cover the questions to which religion is an 19 campuses around the country, and are campus groups. Check. Put them in a room. answer” (God In Search of Man, Farrar, Straus poised to grow in the coming years. Ask Big Check. Ask something that is controversial and and Giroux, 1976). Questions has been named to the 2012-13 best left for experts, yet hope it helps them If we want students to understand others Slingshot Guide and recognized by Craig New- build positive relationships. Check. and themselves, we must change the way we mark’s craigconnects.org as one of sixteen peo- Big Questions are different than hard ques- ask them questions and we must allow the com- ple or organizations changing the world. tions. Both kinds of questions matter to every- plexity of their identities to enter the space. Here is what we’ve learned along the way: one, but unlike hard questions, Big Questions These aren’t questions about this policy or that 1. STUDENTS — AND MANY MORE are questions everyone can answer. They lead to policy, this identity or that identity. These are PEOPLE — ARE HUNGRY FOR stories and conversations, not statements and questions that matter to everyone, that we come REFLECTIVE CONVERSATION, debates. They help us build the communal back to again and again throughout our lives. AND THEY NEED A WAY IN. capacity to trust each other and ultimately work In a few short years, Ask Big Questions has The banner example from Northwestern says it on the hard questions of decision-making. grown from a single banner on a single campus all: Students will answer when they’re asked Where do you feel at home? What are you to a network of hundreds of students and pro- questions that matter. thankful for? For whom are we responsible? fessionals touching thousands of lives. More Students want reflective conversation. They These are Big Questions. important than any of our programs is the want to understand their own stories. They How are we going to solve poverty in the mindset of Big Questions, which can be applied want to know the people around them and US? What is religion? What is the role of the by educators and everyday people to approach have meaningful relationships with their peers. Israeli government in global Jewish life? These our lives, our neighbors and our communities While most students find friends and commu- are hard questions. We don’t recommend them in new ways. Through this work, we are not to begin reflective conversation (and we don’t only creating new pathways for Jewish students, recommend them for first dates). but also offering a model for our universities to Sheila Katz is Associate Director and Rabbi Josh To build relationships across differences, build richer communities for all students. Can Feigelson is Educational Director of Ask Big Questions, an initiative of Hillel: The Foundation for Campus Jewish we must start by helping the people in the we change the world through better conversa- ■ Life. To learn more, visit www.askbigquestions.org. room understand each other’s stories and expe- tion? We believe we can.

WINTER 2013 5 Students of the Millennial Generation generally feel very proud of being Jewish and positive about their experiences with Israel.

by RABBI MIKE URAM

or every generation of Jews, we need do this, we would need more than a that sought to maximize both the numbers to find new ways to make response to the BDS Conference. of students reached as well as the educa- F and Israel come to life. We are well The answer emerged from what we tional impact. We decided the following: 1) on the path to figuring out the next models already knew about students of the Millen- Stay positive and focus on what Israel means for Jewish community, but when it comes to nial Generation. Their relationships to Israel, to us Jews, as global citizens and as people Israel on campus, many of us have relied on to the institutions of the organized Jewish of conscience; and 2) create something that the old, tried-and-true models of Israel community and to perceived threats against will be owned by as many students as possi- advocacy. Last year at the University of Jews are fundamentally different from those ble — because a greater variety of student Pennsylvania, when it seemed like an anti- of a generation ago. They have come of age leaders will deliver a higher level of diversity Israel crisis was looming, we tried some- at a time when Israel’s strength both militar- in content and will lower the barriers that thing different. The move towards ily and economically is self-evident, and prevent the uninvolved from taking part in innovation did not happen all at once. It many of them have never experienced any the experience. emerged in steps and stages. form of anti-Semitism. Therefore, if Penn We realized these goals through two In mid-December, 2011, we got word Hillel were simply to provide a series of methods. First, we created a number of that what looked like the country’s largest speakers to defend Israel, we would, at best, high-visibility initiatives designed to capture gathering of BDS activists (advocating boy- reach only those students who are already the attention and imagination of the Univer- cott, divestment and sanctions against Israel) most committed to Israel and, at worst, fur- sity and the larger Jewish community. They would be taking place at the University of ther alienate students who are already suspi- included: Pennsylvania. We were stunned. The initial cious of Jewish institutions. • A talk by Professor Alan Dershowitz responses from professionals, students and Since this generation strongly prefers attended by 887 students and donors ran the gamut of expected reactions: smaller, more personal experiences, the community members. Let’s shut down the conference, let’s protest, standard response of inviting a series of let’s launch our own counter-conference. “expert” speakers to lecture to large groups • An “Invest in Israel Party” held at a bar But in the days and weeks that followed, of students would do little to help students near campus attended by over 300 as calmed, it became clear that this address the questions they really want to students that raised $7,000 for an Israeli conference, while offensive, did not present ask. Through online news, Facebook and charity. a credible threat to a campus culture that is Twitter, students have access to more infor- • A student leadership statement pub- highly positive towards Israel. The biggest mation than they can possibility assimilate. lished in the student newspaper in sup- mistake we could make would be to over-re- What they do not have are safe communities port of Israel that was signed by 57 stu- spond and in doing so, inadvertently give and safe spaces to process that information dent leaders representing such groups as BDS more credibility and recognition than it and to think through their own intellectual the Undergraduate Assembly, the Penn deserved. and emotional responses to the controversies Democrats, the College Republicans and So rather than focusing on BDS and fuel- that often surround Israel. Even for Jews the Penn Basketball team. ing a controversy that would only give a who are considered “uninvolved,” relating to louder voice to their cause, we decided to Israel is much more than a cognitive process Second, we accessed existing student focus on our mission of Jewish self-author- of dates, facts and talking-points; it is funda- leaders and their broad array of social net- ship and make use of Hillel’s expertise in mentally about their identity as Jews and as works to create smaller, more intimate dis- working with college students. In order to citizens of the world. cussions about Israel. Given the nuance of these campus • More than 800 Jewish and non-Jewish trends and the circumstances as they pre- students participated in “Israel Across Rabbi Mike Uram is the Director and Campus Rabbi for sented themselves, students and profession- Penn” Shabbat dinners at 48 different Hillel at the University of Pennsylvania. A major focus of als at Penn Hillel, Hillel of Greater his work is creating and experimenting with new models of Shabbat meals. Philadelphia and the Philadelphia Federa- Jewish community and Jewish education in order to meet • the needs of the next generation of Jewish leaders. tion developed a multi-faceted approach Thirty-five of the hosts were new student

6 CONTACT leaders who had never been formally involved in campus-based Israel activities before. • Each of the leaders was trained in facilitation techniques and provided with a specialized curriculum Penn Hillel created to help students provoke meaningful dialogues about Israel regardless of their Jewish backgrounds or levels of Israel experience. While the numbers tell a good story, the real measures of success came in other ways. We heard from dozens of students that these programs provoked the most powerful, honest and meaningful conversations they had ever had about Israel. The positive Israel energy was palpa- ble throughout campus that weekend and the rest of the semester. And, perhaps most important, there has been a dra- matic increase in the weeks and months since the conference ended in the number and diver- sity of students interested in Israel engagement opportunities. In retrospect, we learned three seminal lessons about Israel engagement on campus: 1) Students are more inspired by a values-based purpose than by a crisis; 2) students thirst for safe spaces and intimate com- munities where they can explore their own relationships with Israel and the Jewish people; and 3) by dramatically increas- ing the number of students who feel ownership of a project, cam- pus professionals can increase both the breadth and depth of impact. Students of the Millen- nial Generation generally feel very proud of being Jewish and positive about their experiences with Israel. We can build on that positivity towards transfor- mational results even when faced with troubling and con- frontational events such as an anti-Israel conference. ■

WINTER 2013 7 rowing up in Milwaukee, I had knew what they were talking about. a fairly well-rounded Jewish When my professor discussed Orthodox Glife. My family was actively understandings of the Talmud, I already involved in our Reform synagogue, I had a ton of background knowledge attended a Jewish camp for 13 years, and through my weekly conversations with in high school I joined BBYO, the B’nai people he might call primary sources. B’rith Youth Organization. I felt very con- Both types of learning, while starkly dif- nected to the Jewish community I lived ferent in a number of ways, served a in, I loved Jewish people and I think I great purpose. They made me more Jew- loved being Jewish. But I’m not quite ishly literate, and doing so made me a sure I really knew what that meant. higher-functioning member of my Jew- During the Fall of freshman year, I ish communities. was mindlessly ambling around Brown Unfortunately, though, people University’s campus. I stumbled onto our involved in each type of Jewish literacy Main Green, the center of campus that is seem to know very little about the other, constantly abuzz with games of Frisbee, and sometimes they even view each charity bake sales, conversations about other as enemies. Students of Judaic heteronormativity, and occasionally a Studies often see no value in traditional student or two working on homework. Jewish learning, and I have even heard Out of the corner of my eye, I saw a man some of those students call Torah learn- decked out in a suit and a kippah stand- ing ineffective, immoral or destructive. ing behind a table with a banner that In more traditional circles, I’ve heard read “MEOR.” He invited me to grab tea with would say that putting aside one’s Jewish biases people say that scholars of Judaic Studies, him and talk a little about Simchat Torah, which in a classroom setting is not attainable, and, at despite their intense research and academic was coming up soon. Though I had never done the same time, that looking at holy text through credentials, are simply making things up to so before, my freshman self liked the idea of academic eyes would feel completely hollow. satisfy their ruthlessly atheistic agendas. Both drinking tea because it seemed like something At first, I agreed. I did not really know sides succeed at demonizing the other, and the a real college student would do. I wanted to how to navigate my seemingly contradictory resulting system is one in which students tak- be a real college student. So I went. situation. I signed up for a class called The ing a Judaic Studies class called The Talmud As it turns out, that man was a rabbi at an Bible as Literature, and I was forced to think of and those discussing it as a holy text a block organization that engages college students in the Bible not as a holy document imbued with away feel like they have very little in common. Jewish learning, both through one-on-one meet- lessons and meaning, but as…well…a book. I have seen dozens of people at my school ings and group discussions — also known as Certainly, we discussed the incredible and discover their love for Jewish learning, Judaic my gateway drug into the addiction known as enduring impact of the book, but it ultimately Studies or both, and I know that the same is Torah. Sitting in a hip little tea shop with him, I was just another book, deserving of the same true at colleges around the world. People natu- discussed a hodgepodge of Jewish topics, from criticisms we might offer a work by William rally gravitate towards this immense body of medical ethics to deeper understandings of Cha- Shakespeare, Mark Twain or J.K. Rowling. Its knowledge that has so much potential to ele- nukah. Soon I walked into our Hillel rabbi’s narrative consisted of plot developments and vate our lives intellectually and spiritually. office and decided to start going through the linguistic choices that students could either We must recognize the value in both of Mishnah with him. Because two rabbis a week praise or criticize. All my life I had been taught these ventures, and we shouldn’t discriminate clearly is not enough, I eventually reached out that the Torah is, on some level, special. Now, depending on what person or organization is to our Chabad rabbi on campus so I could learn as I examined it as mere literature, I felt as if I providing the newfound knowledge. The ste- a little about his take on Judaism. Each one of was slapping it across the face. reotypes I mentioned above are incredibly these hevrutot (Jewish study partnerships) have I also struggled in my Jewish learning out- harmful to the Jewish world. They serve as a helped me to see the world in new and interest- side the classroom. Discussing the characteris- destructive rather than a unifying force. They ing ways, and they have truly enriched my life tics of Abraham, Isaac and Jacob over tea, I are not the only stereotypes out there. I have with new levels of meaning. had to wrestle with the fact that according to heard people from more traditional Jewish At the same time, though, I was introduced just about every modern scholar in the field of circles talk about how Hillel “dumbs down” to a type of learning that differs fundamentally Biblical history, they never really existed. I read Judaism. I have heard supporters of Hillel from Torah study. This learning involved a lot the book of Kings and had to deal with some discuss how Jewish fraternities “lack Jewish less tea and far more footnotes. It involved a scholars’ assertion that David murdered Saul’s substance.” And to complete the circle, I great deal of reading, midterm exams and final entire family in order to solidify his own claim have heard members of Jewish fraternities papers. It was called Judaic Studies, and when to the throne. Could I maintain any level of describe how “dangerous” those more tradi- I made it my undergraduate concentration, my respect for Judaism when it denied historical tional Jews are. life was complicated in a whole slew of ways. reality by elevating non-existent figures into It’s not time to stop debating the most Some might argue that Judaic Studies and patriarchs and considered an avatar of holiness effective methods of Jewish education and Torah learning do not mix well. Judaic Studies, a man who may have been a complete and engagement. My friends Rabbi Hillel and Rabbi an academic endeavor, does not exist for spiri- utter criminal? At first, I really was not so sure. Shammai would be offended at the suggestion tual enrichment, and Torah learning does not But my situation changed, and soon I was that we would ever cease that discussion. But comport to the standards of academic honesty able to rest easier. I woke up one day and real- our discussion, like theirs, must be l’shem she- and integrity expected at universities. Many ized that my class on The Bible as Literature mayim, for the sake of heaven. The second we gave me more than just academic skills. I read lose that, we cease existence as am yisrael (the through much of the Pentateuch and the books Jewish people) and we become amei yisrael Lex Rofes is a senior at Brown University concentrating in Judaic Studies. He is a member of the Board of Direc- of the Prophets, books I had only skimmed in (the Jewish peoples). I do not believe we’ve tors of Hillel: The Foundation for Jewish Campus Life and the past. Now, when rabbis mentioned the gut- gotten to that point yet, but we must not get works as the Opinions Editor of New Voices Magazine. wrenching story of Bathsheba and Uriah, I there anytime soon. ■

8 CONTACT by LISA B. EISEN

On campuses across the United States, students are exploring the diversity and vibrancy of Israel, forging connections across political and religious differences, and creating new avenues to define their relationships with Israel now and for the future.

very year, thousands of college students organizes trips for MBA students to Israel and 3. THE ARTS: Israel’s fertile arts and cul- return from Taglit-Birthright Israel, includes Israeli entrepreneurship and high-tech ture scene has been another exciting avenue E their interest in Israel sparked, their as part of the MBA curricula. These programs through which college students are engaging appetite to learn more whetted. Increasingly, are creating more — and more accessible — with contemporary Israel. From film and fine these alumni — and many other young adults entry points for engaging with Israel and Jew- arts to dance and music, Israeli artists are like them — are finding meaningful avenues to ish life. And they are helping to foster a new introducing young people to the country’s rich, tap their newfound excitement and to deepen generation of business leaders who are knowl- sophisticated culture. The Schusterman Visit- their connection to and knowledge of contem- edgeable and passionate about Israeli innova- ing Artists Program, for example, is bringing porary Israel. Hungry to understand the coun- tion and ingenuity. well-regarded Israeli filmmakers, choreogra- try “behind the headlines” and to explore its 2. ACADEMIA: Beyond business, students phers, musicians and writers to campuses vibrant economic and cultural landscape, stu- from every discipline are broadening their including the University of Florida, Harvard, dents are engaging with Israel through a grow- understanding of the realities of contemporary Michigan State and Berkeley. The artists serve ing array of effective but unheralded programs Israel through the blossoming academic field of as teachers and mentors, providing a window that are enabling them to learn and talk about Israel studies. Boosted in part by thousands of into a country that many only hear about Israel in more sophisticated ways. Birthright alumni looking for ways to stay con- through the narrow lens of political conflict. A The reverberations are being felt on cam- nected with Israel, these courses are enabling recent independent study examined the impact puses across the United States. Indeed, college university students to delve more deeply and to of Israeli art and artists on young people and students are voting with their feet by creating engage with diverse aspects of Israeli society in found that, after being exposed to visiting art- and availing themselves of opportunities to a familiar academic environment. Previously ists, college students previously unfamiliar engage deeply with modern Israel on their unengaged students are availing themselves of with the country gained a more nuanced per- own terms and in ways that unite rather than course offerings that allow them to connect spective on Israelis and a new picture of Israel divide, energize and inspire rather than demor- through Israeli history, film, and sociol- as a lively, modern, multicultural nation. Par- alize. Three areas that have proven particularly ogy. And those students already involved can ticipants who had previous experience with valuable for young people to forge meaningful deepen their learning through the classroom, in Israel, meanwhile, found that engaging with ties to Israel are business and entrepreneur- a framework disconnected from advocacy. The Israeli art evoked positive memories and rein- ship, academia and the arts. rise of independent Israel studies programs and forced a sense of solidarity with Israel. Many 1. BUSINESS AND ENTREPRE- multi-disciplinary courses is ensuring that a students surveyed expressed their desires to NEURSHIP: At the University of Michigan, growing number of college students have the visit or study in Israel as a result of their inter- students looking to involve their peers with chance to develop both their knowledge of actions with Israeli artists. Israel’s innovative, cutting-edge side created the Israel as a multifaceted country and their rela- From business and entrepreneurship to Tamid Israel Investment Group, which was tionships and mentorships with top-notch academia and the arts, new programs are incubated at Hillel and which offers year-round Israeli academics. Indeed, Israel studies have engaging students with Israel in organic and Israel business projects culminating in a sum- exploded in recent years, with a 69 percent creative ways. Moreover, they are reaching stu- mer fellowship with an Israeli company. By con- increase in the number of Israel-related courses dents who likely never would have become necting business-minded students with Israeli on U.S. campuses over the past decade. involved through traditional routes and, in the start-ups and providing unique opportunities, And demand is reflected not just in the process, introducing students to a more holis- such as managing a -based investment numbers. As the field has matured, courses tic view of Israel as an intellectual, cultural, fund and consulting for a start-up in Herzliya, have become broader as well as deeper, with scientific and technological hub. These initia- Tamid offers hands-on experiences that respond classes on numerous topics beyond the con- tives are exciting because of their innovative directly to students’ interests and career goals flict. Last semester, for example, Yale offered a aspects, but even more so because they are while connecting them to Israel as a dynamic class called “Dynamics of Israeli Culture,” working. On campuses across the United and successful “Start Up Nation.” College stu- while Princeton is now offering a course on States, students are exploring the diversity and dents across the country are excited about repli- “Israeli Humor and its Roots.” The feedback vibrancy of Israel, forging connections across cating this model, and Tamid is now expanding has been encouraging: a recent study found political and religious differences, and creating to campuses throughout the U.S. with the help that students enrolled in courses taught by vis- new avenues to define their relationships with of the Israel on Campus Coalition. iting Israeli professors were nearly unanimous Israel now and for the future. Similar models are sparking growing stu- — 97 percent — in saying that the classes had Campus life is a platform of multifaceted dent attention and participation, including expanded their knowledge of Israel, given opportunities for students to explore and Birthright Excel, which places outstanding them richer backgrounds and broadened their strengthen their identities in ways that speak Birthright alumni in summer internships with views. An overwhelming majority of students to their varied needs and interests. Learning Israeli companies, and Israel and Co., which reported that the discourse in their classrooms about and engaging with Israel should be no was respectful and open, and that the courses exception, and we should celebrate, support and expand on innovative efforts that are prov- Lisa B. Eisen is National Director of the Charles and significantly increased their interest in learning ing the rule. ■ Lynn Schusterman Family Foundation. more about and spending time in Israel.

WINTER 2013 9 n the pursuit of identifying effective Entrepreneurs Initiative (SJE/CEI), a five- learning and connections with Israel — out- models for educating and engaging year pilot program funded by the Jim Joseph side the walls of a Hillel building on campus. I young Jewish adults, leveraging social Foundation, was the centerpiece of this new A case study on the program conducted networks has demonstrated impressive peer-based education strategy. The initiative by the Monitor Institute showed that train- results. Since 2008, Hillel: The Foundation placed Jewish educators on ten campuses to ing these interns to cultivate relationships for Jewish Campus Life has utilized this strat- work in tandem with student engagement effectively with previously unengaged cam- egy on college campuses across the country. interns in order to help reach Hillel’s goal of pus networks was a catalyst for broader and This model has helped Hillel expand its doubling the number of Jewish students deeper student engagement in Jewish life. engagement efforts among students from a who are involved in Jewish life and who The interns were the critical social connec- broad range of Jewish backgrounds in mean- have meaningful Jewish experiences. tors who engaged students from diverse net- ingful Jewish learning experiences. Our abil- For this to be achieved, the student works on campus. The Senior Jewish ity to learn about, refine and ultimately scale interns tap into their personal social networks Educators then provided depth to the pro- this model is central to our goal of inspiring — whether they are with fraternities or soror- gram by building personal relationships more Jewish students to make an enduring ities, business majors, foodies, artists or grad- with interns and their peers and engaging commitment to Jewish life. uating seniors — to connect friends and them in conversations about what matters The Senior Jewish Educators/Campus friends of friends to each other, launching most to them as college students, framed student-run Jewish initiatives on campus. To through Jewish topics. Jennifer Zwilling is the Associate Vice President for broaden Hillel’s reach, the student interns ini- The data from the pilot period is compel- Student Engagement at Hillel: The Foundation for Jewish tiate ongoing conversations about Judaism ling — the ten campuses each had on average Campus Life. Josh Miller is a Senior Program Officer with their peers, and they co-create Jewish 12 student interns who engaged an average for the Jim Joseph Foundation, which seeks to foster com- pelling, effective Jewish learning experiences for young experiences and offerings that foster connec- of 50 contacts per campus. Combined with Jews in the United States. tions to broader definitions of Jewish life, the educators’ unique contacts, each campus

10 CONTACT averaged 746 contacts per campus for a total peers, the Jewish educator promotes real embedded in the campus Hillel after a few of 22,380 new contacts over five years. Jewish growth and provides depth to the years. However, we learned that it would be Beyond these campuses, Hillels throughout program. Students who have contact with an easier for new campuses to begin to imple- the country have begun embracing a network educator experience Jewish growth in sev- ment a defined program before innovating approach to Jewish life. More than 60 North eral dimensions. The scaled program will this approach in other areas over time. American campus Hillels and nine Hillels seek to combine the goals of breadth and CONTINUE TO SUPPORT AND internationally are participating in peer-to-peer depth, leveraging both interns and educators ENABLE PEER LEARNING. Hillel’s engagement projects and at least another ten on campuses. summer institute trains engagement interns are experimenting with full- or part-time Jew- CREATE A LESS COSTLY JEWISH and supervisors and convenes peer-based ish educators to support student networks. EDUCATOR ROLE AND BUILD A communities to prepare these individuals to Local Hillels employing this methodology TALENT PIPELINE. Full-time Jewish implement this program. It also enables them increased their penetration into Jewish student educators were the main cost driver in the to create their own professional networks and populations and reached many more students, pilot program, and they were also a key capture, organize and share their learning including those with weaker Jewish back- driver of the program’s positive impact. In more effectively. To ensure accessibility to the grounds. Since Hillel began expanding this order to make scaling financially feasible, greatest number of campuses, Hillel will strategy, student involvement across the nation several modifications to the full-time educa- experiment with the timing and location of has increased from 35 to 48 percent. tor model were proposed — including part- the engagement program training. Evaluation also demonstrates that the one- time educators — and will be piloted and on-one relationships with educators and CENTRALIZE SOME CAPABILI- evaluated. Creating a national talent pipeline interns, as well as participation in smaller TIES AND SERVICES AT THE HUB would help to cultivate and place more Jew- engagement activities, led to measurable (HILLEL’S SCHUSTERMAN ish educators in these positions. Jewish growth for both interns and their peers. INTERNATIONAL CENTER). While Recognizing this success, we now look to INCLUDE STUDENT LEADERS program implementation happens locally, scale the program to other campuses in the AND TARGET DIVERSE CAMPUS other capabilities can best be delivered “at coming years. The greatest challenge in scal- NETWORKS. While the pilot program scale.” In addition to training, Hillel’s hub in ing this model undoubtedly is the cost. As a targeted only uninvolved students, the Washington, D.C. will provide network- result, we worked with the Monitor Institute scaled program will target “diverse networks wide evaluation, knowledge management to develop a core program model for between of students” and will define and clarify the and sharing, overall communication and 60 to 70 campuses that are prepared to adopt leadership development component. some fundraising. the methodology. In addition, Hillel’s Schus- Throughout the pilot program, we learned As funder and grantee, it is in both of terman International Center plans to also that some students were involved in Hillel our interests to recognize that this network- offer “open source” resources to other cam- but less advanced in their Jewish growth, based approach magnifies social impact. In puses in order to help them adopt the same while other students were uninvolved but this specific case, more students connect strategy for their specific campuses. had stronger levels of Jewish identity. In all with Judaism on their terms with their During this planning process, the Moni- cases, the program advanced each student’s peers. We understand how important per- tor Institute identified important lessons personal Jewish journey. sonal connection is for this demographic. from the pilot period that will inform the With this learning, along with the strategy of EXPAND FROM A TIGHT PRO- scaling of the program: leveraging students’ social networks, we GRAM MODEL TO A LOOSER believe that the program’s scaling will help OPTIMIZE FOR BOTH BREADTH ENGAGEMENT METHODOLOGY reach an even broader range of students and (REACH) AND DEPTH (GROWTH). OVER TIME. On pilot campuses, the engage them in meaningful, relevant Jewish While interns are successful at reaching their program’s engagement practices became learning experiences. ■

WINTER 2013 11 or as long as I can remember, “out- America). Our trip for first-timers was were going on the trips from Boston and reach” to college students on campus highly subsidized and had strings attached. what the potential could be, I realized we’d F and “engaging the next generation” Each participant had to commit in advance been handed a miraculous opportunity for have been national buzzwords and phrases. to a minimum of one year of service to a young adults and for every Jewish commu- How can we reach more students beyond specific area of Jewish life consistent with nity in North America and in the Jewish the core? How can we grab their interest? their interests. They also did service in our world. How can we get them in the door? What partnership community in Haifa during the When Birthright Israel’s numbers kind of mechanisms do we need? What kind trip. Boston has a significant share of the reached 100,000, Barry Shrage, President of of branding? What would the programs look available college students in our area, and CJP, challenged me with creating a vision like? And on and on. we were excited about the notion of growing and strategy to execute a comprehensive Just over 13 years ago, Michael Stein- from our initial cohort of 100 participants. plan for our campuses to reach a critical hardt and Charles Bronfman decided to When we learned of Michael Steinhardt’s mass of Jewish college students that would launch what most people in the Jewish and Charles Bronfman’s plans to launch leverage the gift of Birthright Israel. world believed to be a crazy idea: a ten-day Taglit-Birthright Israel, I remember the con- The first step was to engage the best tal- trip to Israel for first-timers that would be versations I had with Myra Kraft, z”l, Chair ent we knew to make the project creative, free for all participants aged 18-26. At the of the Board of CJP. We agreed that it high quality and results-driven. We wanted time, Combined Jewish Philanthropies of sounded crazy. “What? Free?” we both said. outcomes — not just process and ideas. We Greater Boston (the Jewish Federation of “Why? No strings attached? Who’s going to hired Upstart Ideas based in , a Boston) had its own program partnered with sign up for something like that?” start-up entrepreneurial company co- JFNA (the Jewish Federations of North When overnight, we saw a few hundred founded by two business-savvy former cam- participants sign up for the Steinhart/Bronf- pus activists with strong community Cheryl Aronson is the Associate Vice President of Com- man program instead of the total of one organizing skills, the ability to train and bined Jewish Philanthropies of Greater Boston (CJP). She hundred students who had signed up for razor sharp creative flare. Their job was to is the founder of key CJP initiatives including Ikkarim, ours, the “crazy” idea now known as Taglit- help us build a critical mass of Birthright an adult learning initiative for parents of young children; Birthright Israel became wildly exciting. I participants at each campus and engage the Jewish Overnight Camping Initiative; the Israel Cam- had the privilege of envisioning how we these students in Jewish life after the trip. pus Roundtable; IACT; and the Follow Me to Israel Insti- tute. Cheryl also serves on several national committees could maximize the opportunity and create We were aiming at underclassmen — those including Taglit-Birthright Israel’s International Educa- change in our own community. When I who would return to campus and infuse it tion Committee. looked at the market share of students who with new energy and untapped networks.

12 CONTACT So here’s what we did: We partnered out. We provided programming resources profound. Jewish life changes when under- with three different Hillels — Tufts, UMASS/ for recruitment, pre-program activities, trip classmen unlikely to be engaged are success- Amherst and Brandeis — and invested in enhancement and post-program engage- fully recruited and become personally specific assets at each campus, including a ment. We trained IACT Coordinators inten- involved — and bring with them their pre- full-time professional who would recruit and sively for several days each semester and viously untapped networks. For example, engage students in an enhanced pre-trip, provided ongoing mentoring and coaching since IACT started six years ago at Tufts, the trip and post-trip model. We decided to every week. Finally, we helped support cam- number of Jewish students involved in sus- name our program IACT (Inspired Active pus-based trips so students would return tainable Jewish educational programs there Committed Transformed), the aspirational with the same community on campus. has doubled. These are not one-off pro- journey of the Birthright student. We The results: our Taglit-Birthright partici- grams. believed from the outset that student pant numbers immediately more than dou- These programs include ongoing pro-Is- empowerment towards engagement in Jew- bled at each campus. Students had a built-in rael campaigns, immersion in Jewish-learn- ish life is based on a Jewish mission. There- community, participating with fellow stu- ing courses and intensive community-service fore, our frames of engagement were dents and with the IACT Coordinator, and programs. This past semester, 85 percent of grounded in Jewish values and focused on an average of 80 percent of all returnees at Birthright alumni were actively engaged in Israel engagement, Jewish learning and com- each campus became engaged in ongoing at least three educational programs. We have munity service. We chose three campuses Jewish educational opportunities. never had a better opportunity to engage with strong Hillel leaderships and a desire The next year, we added Boston Univer- students. It’s not just about how they feel for experimentation and learning. These Hil- sity and Northeastern University, and we when they are on the trip or after the trip. lels would be open to self-reflection among now have 12 campus partners. At each of It’s about what they do. IACT will help stu- their full campus team and an additional these campuses, the numbers of participants dents engage in the meaning and beauty of new professional, the IACT Coordinator. increased several-fold until a critical mass learning and doing Jewishly long after the The Coordinator was expected to be the was achieved. Contrast this to a time before trip is over. inside/outside person — an employee of IACT, when staff had little time or resources Taglit-Birthright Israel gave us the Hillel, but one who would spend his/her to recruit and to follow up with students chance. We opened our eyes and saw the time with underclassmen in fraternities, who were not already part of Hillel’s core possibilities. We hope other communities sororities, campus centers and places where programming. grab this moment. Our young adults deserve students who are not active in Hillel hang The transformation at each IACT site is it. Our future depends on it. ■

WINTER 2013 13 Though the group is young and small, with dedication and perseverance, education and community, JFem can enhance Jewish and feminist identities, provide a safe and accepting community, and be a force of social change.

by REBECCA SILVERMAN

couple of weeks ago, a Jewish friend dedicated to providing an open, safe and pus Engagement Intern (CEI) this year, I am and recent graduate of the University engaging space for people — men and responsible for drawing in uninvolved Jew- A of Maryland (UMD) asked me what women — to explore their feminist Jewish ish students on campus and simultaneously new things were going on at Hillel. The identities. creating an initiative that reflects my skills question was particularly appropriate for At our first event, JFem hosted Rabbi and passions and assesses the needs of my me, having co-founded a Jewish feminist Elizabeth Richman, Program Director and “engagees.” When I decided that JFem group called JFem just this past November. Rabbi in Residence of Jews United for Jus- would be my initiative, my mentors, Rabbi When I explained the group to him, he tice, to tell her Jewish feminist story and to Jessica Schimberg, Associate Director for replied, “There is such a thing as a Jewish facilitate a discussion about what it means to Jewish Life and Learning, and Maiya Chard- feminist?” be a Jewish feminist today. At the end of her Yaron, Director of Educational Engagement, Unfortunately, his response was not the presentation, Rabbi Richman commented, “I supported me wholeheartedly. I understood first of its kind. While speaking with a fel- wish something like JFem had been around that Jessica and Maiya were helping not only low Jewish student, Rebecca Krevat, earlier when I was in college.” Her words reaf- because their jobs require them to, but this fall, we agreed that there was a lack of firmed for everyone in the room that the because they respect the desire and initiative space at Hillel for Jews who identify them- need for a group like JFem is long overdue. of Jewish students to enhance the Hillel selves as feminists. While the Women’s People left the event excited about JFem’s community. Social Empowerment Initiative, spearheaded potential to provide new meaning in Juda- JFem is a perfect example of the balance by Naomi Kohl, Maryland Hillel’s Campus ism as well as to create positive social between Hillel-directed initiatives and grass- Torah Educator, focuses on connecting Jew- change. roots, student-led programs. The Campus ish women socially, there was no group ded- JFem already has a number of events on Entrepreneurs Initiative is a Hillel-sponsored icated to exploring feminism in a Jewish the calendar for the spring semester. These fellowship in which the interns, with the context. It was as if topics that are relevant include, but are not limited to: help and support of staff, are responsible for to feminism, including gender equality, • A training session through the creating their own projects based on the reproductive rights and the wage gap, had Washington Area Clinic Defense Task needs of the Jewish community. The Hillel- no significance in the Jewish world. There Force to teach volunteers to escort directed and student-led programs are was a mentality that feminism and Judaism women safely to abortion clinics. deeply interwoven: Hillel-directed initiatives are mutually exclusive. • An advocacy training session about the would be greatly lacking without students’ Rebecca and I yearned for a place to Paid Sick Days Act, which, if passed, ideas and student-led programs would not explore what it means to be both a feminist would allow more than 50 percent of be fully possible without the frameworks and a Jew. We wondered about others who, restaurant workers in Washington, D.C. already set up by Hillel. whether openly or privately, are also curious to take leave while ill or to care for When Rebecca, Elizabeth and I created about feminism in a Jewish context. We family members. the official JFem Facebook group, we joked wondered how the two identities could • A co-sponsored series with Hamsa, that we had collectively born a child, and we intersect to create positive change in our UMD Hillel’s LGBTQA group, about were ecstatic and somewhat nervous about immediate and surrounding communities. how to address gender norms in the how the group would turn out. Jokes aside, So Rebecca and I, no longer willing to Bible. the baby metaphor is applicable. Though the ignore the hole we felt in Hillel, teamed up • A cell phone drive for the Jewish group is young and small, with dedication with another UMD student, Elizabeth Coalition Against Domestic Abuse. and perseverance, education and community, Savapoulos, to create JFem, a political, social • A reproductive rights panel of JFem can enhance Jewish and feminist identi- justice and Jewish learning group. JFem is prominent political figures and Jewish ties, provide a safe and accepting community, leaders. and be a force of social change. What a privi- The short time frame in which JFem was lege to be a part of JFem and to be part of a Rebecca Silverman is a junior majoring in Global Women’s Health at the University of Maryland. In addi- created and launched can in large part be Hillel that supports a Jewish feminist group. tion to her role as a Campus Engagement Intern, she vol- attributed to the strong support and assis- Though it is only the beginning, JFem is off unteers at the University of Maryland Help Center, a tance from the UMD Hillel staff. As a Cam- to a good start. ■ peer crisis and counseling intervention hotline.

14 CONTACT WINTER 2013 15 The Steinhardt Foundation for Jewish Life Non-Profit Org. 6 East 39th Street U.S. Postage 10th floor PAID New York, NY 10016 Rockville, MD Permit No. 800 Address service requested