BOARD OF DIRECTORS dinner & meeting
Tuesday April 5, 2011 6 pm to 9 pm Office of the President 204 Healy Hall Georgetown University 37th and O Streets, NW Washington, DC 20057
Wednesday April 6, 2011 8 am to 2 pm Riggs Library Georgetown University 37th and O Streets, NW Washington, DC 20057
educating citizens building communities
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Table of Contents
Agenda ...... 4
Minutes from October 2010 Meeting...... 6
Progress Reports...... 9
Fund Development ...... 9 Communications...... 11 Academic Initiatives...... 15 Developing Compacts...... 17 Policy Initiatives...... 17
Speaking Engagements ...... 19
2011-2012 Proposed Budget ...... 20
Board Information ...... 23
Biographies of New Board Members...... 30
Guest Biographies ...... 31
Compact in the News ...... 33
Selected Readings ...... 45
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Agenda
Tuesday, April 5
Cocktails and Dinner 6:00 pm to 9:00 pm
Office of the President, Georgetown University
Hosted by Jack DeGioia
Guest Speaker: Anthony P. Carnevale Director of the Georgetown University Center on Education and the Workforce
Wednesday, April 6
Board Meeting 8:00 am to 2:00 pm Riggs Library, Georgetown University
7:30 Breakfast
8:00 Executive Session – Jack DeGioia, chair • President’s Review
8:30 Welcome and Introductions - Jack DeGioia, chair
• Introduction of New Members • Approval of October 2010 minutes (pg. 6) • Updates and Key Accomplishments - Maureen Curley
9:15 Finance Committee Report and Discussion – David Giunta, committee chair
• 2011-2012 budget (pg. 20)
10:00 Nominating Committee - Dick Rush, committee chair • Re-election of board member • Election of officers
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10:15 Break
10:45 Fund Development Committee – Sirek/ Milano
11:15 Network Report
Franchesca Nestor, Executive Director of West Virginia Campus Compact Maggie Carnes Stevens, Executive Director of Indiana Campus Compact Betsy Ward, Executive Director of Utah Campus Compact
12:00 Lunch
12:45 Discussion on Next President’s Leadership Summit Dues and Fees Structure Publications
2:00 Board Meeting Adjourn
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Campus Compact Board Meeting Minutes October 27, 2010 California State University Channel Islands Camarillo, CA
Attendance
Board Members in Person: Wilson Bradshaw, Warrick Carter, Jack DeGioia, David Giunta, Karen Gross, Bernie Milano, Preston Pulliams, Dick Rush, John Sirek
Board Members via Conference Call: Jim Dworkin, Jim Harris, Jane Karas
State Directors: Elaine Ikeda, Carie Hertzberg
National Staff: Maureen Curley, Kristen Farrell, Bruce Hain, Amy Smitter
Others: Robin Kelley and Ron Turner, Alexander Aronson & Finning representatives, via conference call
Executive Session
The board meeting began with a closed executive session. Jim Dworkin, Jim Harris, and Jane Karas joined via conference call.
Introductory Items
1) Welcome and Introductions
Jack DeGioia welcomed everyone to the meeting and thanked Dick Rush as the host.
2) Approval of April 2010 Board Meeting Minutes
Action: Motion made by David Giunta and seconded by Dick Rush to approve he minutes. Motion passed unanimously.
3) Review of Agenda
Jack reviewed the agenda for the meeting. Since those joining by phone could only participate for a limited amount of time, he invited them to share thoughts about the Presidents Leadership Summit (further discussion on this topic occurred later in the meeting).
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Finance Committee
1) Annual Audit
The annual audit was prepared by Alexander, Aronson, Finning, and Co. Robin Kelley and Ron Turner, representing the firm, joined the meeting via conference call.
David Giunta, Chair of the Finance Committee, reported that it was a clean audit, and gave background information comparing this year’s process with last year’s. Robin Kelley then went over the key financial ratios document, answering questions from board members. David reported that recommendations made by the auditors last year had been incorporated into Campus Compact’s policies.
2) Investment Policy
David described the proposed Investment Policy and answered questions from board members.
Action: Dick Rush made a motion to approve the Investment Policy, seconded by Preston Pulliams. Motion passed unanimously.
3) Executive Compensation Policy
David reviewed the proposed Executive Compensation Policy and answered questions from the board.
Action: Preston Pulliams made a motion to approve the Executive Compensation Policy, seconded by Warrick Carter. Motion passed unanimously.
Nominating Committee
Dick Rush, Chair of the Nominating Committee, presented the names of nominees for the board. Dick spoke briefly about Mary Lyons, whom he nominated. Jim Dworkin shared his reasons for nominating Sally Mason.
Action: Karen Gross made a motion to elect Sally Mason and Mary Lyons as new board members (vote included both candidates at once). Warrick Carter seconded the motion, and it passed unanimously.
Updates and Key Accomplishments
Maureen described various initiatives that the Compact has been involved with over the past six months and moving forward. (See attached notes for more information)
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Fund Development
Amy Smitter, Director of Institutional Development, presented a PowerPoint describing Campus Compact’s fund development plan. She also gave updates on the various grants that our network has obtained this past year, and those that are pending. She described the great success of this summer’s fundraising school at IUPUI in Indiana, which a majority of the Compact state directors were able to attend. With the help of the reinstated Fund Development Committee of the board, and a small pilot group of state directors, Amy plans to kick off the Compact’s individual giving campaign this fall.
Amy concluded by leading a discussion about the things that Campus Compact should consider when reviewing requests to form partnerships with other organizations. She used the example of Interfaith Youth Core, a non-profit that recently showed interest in working with the Compact on joint projects.
Campus Compact Network
Elaine Ikeda, Executive Director of California Campus Compact, and Carie Hertzberg, Executive Director of Rhode Island Campus Compact, discussed the work of the Compact network in recent months. They explained the function of NEXCOM ( the “Network Executive Committee”) as a group of regional liaisons between the state offices and the national office, and expressed appreciation for both the summer fundraising school in Indiana and for the work Amy Smitter has done to organize fund development for the network.
Presidents Leadership Summit
Jack DeGioia and Maureen Curley facilitated a continuation of the morning’s discussion of the recent Presidents Leadership Summit at Georgetown University. The Summit convened over 100 presidents, chancellors, Campus Compact state directors and staff, and representatives from foundations in order to discuss the intersection between civic engagement and college access and success.
Board members who attended the Summit shared their reflections on the event, feedback regarding how it could have been more effective, and suggestions for how to continue the discussion post-Summit.
Conclusion of Meeting
Bernie Milano made a motion to adjourn the meeting, seconded by Warrick Carter. The meeting was adjourned at approximately 1:00 PM.
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Key Programs and Projects
Fund Development By Amy Smitter, Director of Institutional Development
Individual Giving: Campus Compact solicited individual support from board members, past donors, and national staff with a goal of raising $40,000. Since October 2010 we have raised $23,830 and $1,950 for the three pilot state Campus Compacts (FlCC, InCC, and MaCC). The pilot states have each raised some money and plan to expand their list of contacts for next year. At the January network meeting they presented to the other state directors generating interest in the possibility of annual campaigns. We are currently looking at how to affiliate with states to work collectively on annual campaigns. Committee: We are pleased to report that Preston Pulliams, David Giunta, Bernie Milano, and John Sirek have agreed to serve on the Fund Development Committee for the Board of Directors. The committee met for the first time March 16, 2011. Topics of discussion included; introductions to foundations in New York and Chicago for possible trips, committee purpose, and Campus Compact’s partnership overview language. Proposals Funded: In March 2011, The Bill and Melinda Gates Foundation approved an initial $45,000 grant to Campus Compact to hold a convening regarding a program to increase community college retention. This convening will bring together a small group of innovative leaders in civic engagement, higher education and youth development to explore ways that community college students may serve as resources to support one another in pursuit of increasing the rates of college retention and completion, and build upon a model of a peer-to-peer mentorship program. Gates foundation is inviting Campus Compact to submit a full proposal or a 18 month demonstration project grant. USA Funds awarded Campus Compact $10,000 in sponsorship to support regional and state gatherings to build on the work of the Presidential Leadership Summit in 2010. Proposals Submitted: Department of Justice Mentoring Grant – In collaboration with the Leadership Foundation, Campus Compact was included in the grant to support college students as mentors for at-risk youth across the country. If funded, Campus Compact would receive $4,000,000 for 8 states over the next three years, Grants will be made in September 2011. Additional Proposals - We are in discussions with The Sunshine Ladies Foundation, Mayerson Foundation, USA Funds, and Department of Justice, Fidelity Charitable Trust on funding opportunities. Update on Past Proposals: USA Funds – Campus Compact proposal for $1,000,000 for three years through the 50th Anniversary Student Success Grant national competition was not selected to move forward in the process.
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Jenzabar Corporation - $25,000 to provide a national sponsorship for the Ehrlich Faculty Award was rejected. Development Support to State Offices (Since the beginning of this fiscal year): • 7 states have received funding from National • 12 states have been written into one or more grants • 25 states have been involved in one or more fund development projects • Grant opportunities, resources and information have gone to all 35 states • 30 states were informed one or more times about a grant that applied specifically to their state • 13 states sought and received fund development advice or brainstorming time Sub-grants to States: Three states were awarded $15,000 grants to build student leadership conferencing in their state and region. Michigan: Will expand their existing Service Leadership Camp to promote and facilitate lifelong engagement1. To this end, MiCC will leverage our relationships with the LEAGUE Michigan and Youth Action Councils (YACs) to invite a limited number of high school seniors to attend Best in Class: Service Leadership Camp and develop leadership skills alongside their college peers.
Montana: MtCC will conduct a Tribal Student Leadership Conference. This conference would expand MTCC’s annual Building Engaged Citizens Conference (BEC) to include a stand‐alone conference of equal scope and depth for students enrolled at the 37 tribal colleges in the United States.
Pennsylvania: PaCC create a Student Engagement Conference that will bring together 300 participants from their 70 member institutions and the surrounding states that will build off a social change model of leadership development.
Five states were awarded $5,000 grants to follow up in their state and region on the work started at the Presidents Leadership Summit in October 2011. Indiana: InCC will hold a Presidents’ Meeting focused on access and success in October 2011 at Franklin College, in Franklin, IN. Michigan: MiCC will use the funds to create and promote “college positive volunteerism” materials on line and then promote them with member campuses across the state. North Carolina: NcCC will hold a Civic Engagement Administrator Conference in May 2011 at Queens College in Charlotte, NC. Oregon: As a follow up to a gathering in December 2010 where 20 state members discussed the white paper, representatives will invite a team from their campus (administrators, institutional research, faculty, and students) to an all-day event for strategic planning as a state.
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Rhode Island: RiCC will use their funds to promote their 2011 Rhode Island Campus Compact Annual Statewide Meeting, titled Increasing College Access and Success through Civic Engagement in April 2011 at the RISD Museum in Providence, RI.
Communications
By Sue C. Kelman, Director of Communications
Communications Plan and Publication Schedule At every level, we are working to maximize outreach to diverse audiences with the materials we create. For example, Facebook and Re://commendations drive traffic to our website. To better coordinate this work, I created a 2011 Publication Schedule (See attachment). That schedule has been shared with NEXCOM and state directors, so they will know when to anticipate receiving our materials and can plan for further dissemination.
EVENTS
January Network Gathering, The Lodge at Tiburon, Tiburon, CA January 24-16, 2011 The Lodge at Tiburon was the site of the January Network Meeting. Featured speakers included: Steven Privett, SJ, president, University of San Francisco; E. Miles Wilson, director, The Grantmaking School of the Dorothy A. Johnson Center for Philanthropy at Grand Valley Sate University, Grand Rapids, MI; plus a panel on promotion and tenure with Tania C. Mitchell—associate director for undergraduate studies and director of the Service Learning Center for Comparative Studies in Race and Ethnicity at Stanford University, David Donahue—associate professor of education, Mills College, Oakland, CA, and Rowena Tomaneng—faculty at De Anza College, Cupertino, CA. A total of 34 representatives from state Compacts attended along with facilitator, David Nakashima and staff from the Campus Compact national office. Out of this meeting grew a commitment to work more collaboratively as an organization. To that end, work groups continue to meet around subjects such as measurement and assessment of impact, and case statements, among others.
PUBLICATIONS
Compact Current Winter 2011 Issue The Winter 2011 issue of Current, funded by the KPMG Foundation, was dedicated to the proceedings of the Presidents Leadership Summit. We outlined Campus Compact’s access and success initiative, excerpted President DeGioia’s opening remarks, interviewed Lumina Foundation Vice President James Applegate, and provided a synopsis of our white paper, A Promising Connection: Increasing College Access and
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Success through Civic Engagement. A Promising Connection has been mailed out to every Campus Compact member. Requests for 2,360 copies have been honored. State Compacts, foundations, and other partners are using the document to inform and inspire local dialogues on access and success.
Re://commendations is our e-publication that highlights new pages and information on www.compact.org. It is sent to state offices who are urged to excerpt portions and forward to members, thus helping drive traffic to our website. The January 2011 issue of Re://commendations featured the Brandeis Sillerman Prize, linking it to our College Student Philanthropy web pages.
WEB RELATED MATTERS
New Global Citizenship Pages A new section of our website entitled Global Citizenship now highlights Campus Compact’s partnerships and ongoing relationships with organizations such as The Talloires Network, The Council of Europe, The International Consortium for Higher Education, Civic Responsibility and Democracy, and ServiceWorld. These pages will also offer resources to campuses wishing to better prepare their students for service ad service-learning abroad.
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Academic Initiatives
The Research Universities and Civic Engagement Network (TRUCEN)
The TRUCEN annual meeting was held on February 11 and 12, 2011 at Georgetown University. The 2-day meeting was attended by 44 individuals from 33 very high research institutions, by far the largest gathering since its initial meeting in 2006. Topics and presentations included promotion and tenure at Michigan State University; civic engagement and student development; engaged scholarship in core undergraduate curriculum and proposed research agenda items. The Compact acts as the secretariat for the network and maintains dedicated pages on its website of reports, studies and extensive resources under the TRUCEN toolkit.
The December 2010 issue of the Journal of Higher Education Outreach and Engagement will be dedicated to TRUCEN, providing an opportunity for members to submit articles based on the mission and goals of the network.
Thomas Ehrlich Civically Engaged Faculty Award
2010
The 2010 Ehrlich Award was presented to Dr. Barry Checkoway by Maureen Curley on January 26, 2011 in San Francisco at the Annual Meeting of the Association of American Colleges and Universities. Dr. Checkoway, professor at the University of Michigan, also lead a session at the conference. Finalists, Nancy Orel of Bowling Green State University, Ed Lorenz of Alma College, Judith Liu of the University of San Diego, and Joan Francioni of Winona University participated in a panel that highlighted their individual engaged scholarship.
2011
On January 17, Campus Compact announced that nominations were open for the 2011 Thomas Ehrlich Civically Engaged Faculty Award. The annual award, now in its sixteenth year, recognizes one faculty member for exemplary work in advancing students’ civic learning, community engagement, and contributions to the public good. Candidates are to be senior members of their institutions, tenured when applicable, and must boast a long and rich history of a true commitment to incorporating service to their communities with higher education.
Nominations were accepted from colleagues, community partners, presidents, provosts, and through self-nomination. Candidates will be judged by peer review and results will be announced in June.
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Newman Civic Fellows Awards
Campus Compact has recently launched the Newman Civic Fellows Awards to honor college and university students throughout our network who are seeking long-term solutions for community challenges. The award honors Frank Newman, one of the Compact's founders, who was a tireless advocate for the civic engagement of higher education. The Newman Civic Fellows Award has been restructured from its previous framework to allow for the recognition of multiple students and to encourage the involvement of more member institutions. Each president has been invited to nominate one student to receive the honor. That student will then become a Newman Civic Fellow, representing the institution among student leaders nationally. Students receive certificates and an invitation to join an online community (likely a listserv this year). Their profiles will be featured on the Compact's website and they will also be recognized and involved in state level events and programs as appropriate. The framework is simple and has the potential to build greater connections among students and between students and the Compact.
Nominations are open through Monday, April 18. Presidents can nominate students on the Campus Compact website at: http://www.compact.org/initiatives/campus-compact-awards-programs/the-frank- newman-leadership-award/
2010 Carnegie Community Engagement Classification
In January 2011, the Carnegie Foundation for the Advancement of Teaching announced the recipients of the 2010 Community Engagement Classification. The classification describes the collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity.
Of the 115 college and universities that received the classification, 110 were Campus Compact members. In 2010, Campus Compact facilitated extensive trainings to faculty and staff about the application process for the Carnegie Community Engagement Classification.
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Developing Compacts By Maggie Grove, Consultant
New Jersey Campus Compact
Colleges and universities in New Jersey are moving closer to forming a state office. There are currently 19 that have signed on as founding institutions and committed an initial $5,000 toward start up funding. A task force appointed by the Council of Presidents, which includes all public and private colleges in the state, has recently submitted its recommendations to a subset of presidents that will likely form the Executive Board of the Compact. In the upcoming months they will be reviewing and considering these documents which include a schedule for dues, a 3-year budget projection, by-laws, and other foundational planning documents. If the presidential committee moves forward with the recommendations of the task force, New Jersey may be in a position to advertise for its first Executive Director later this spring.
National Service Policy Initiatives By Mark Este, Special Assistant to the President
National Service Funding
Campus Compact is currently working on an effort to support the Corporation for National and Community Service (CNCS). Campus Compact offices have facilitated many CNCS programs such as AmeriCorps, VISTA and Learn and Serve. The US House of Representatives eliminated CNCS funding in March 2011. Since then, the future of CNCS has been
Recently, Campus Compact championed a letter in support of CNCS that was signed by 355 college and university presidents and chancellors. The letter was sent to every member of the United States Senate and House of Representatives. Campus Compact has also worked with national service colleagues to create congressional letters signed by mayors, governors, private sector leaders and non-profit directors.
Along with the letter writing campaigns, Campus Compact offices also took part in District Day on February 18. Compact staff joined hundreds of people across the country in visiting their congressperson’s local office to speak on behalf of national service. As a follow up to District Day, on March 15 Compact staff joined a national effort to call their Senators’ Washington offices in support of CNCS.
The national office continues to monitor the legislative status of CNCS and supports the state offices in their lobbying efforts.
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New FBI Background Checks
Recently, CNCS changed its policy regarding criminal background checks of volunteers working with sensitive populations. Previously, AmeriCorps programs were able to complete these background checks though local and state agencies. New regulations also require programs to submit volunteer fingerprints to the Federal Bureau of Investigation. The cost of the FBI fingerprinting will be detrimental to some service programs, most notably Education Award Only, which usually have less operating budget that full-time programs.
On March 24, Maureen met with Patrick Corvington, CEO of CNCS and John Gomperts, Director of AmeriCorps, in Boston. Maureen informed them of the significant investment that Compact state offices had in EAP programs. The national office will be following up with their staff and sharing the materials that state offices have prepared about the issue as well as working with other national programs.
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Speaking Engagements and Events
• On November 11, Maureen presented at the Engaged Education Now meeting in Washington, DC. The meeting examined service-learning in K-Higher Education.
• Maureen gave the welcome at Campus Compact Academic Leadership Institute sponsored by the Rhode Island Campus Compact on November 22.
• November 30, Maureen spoke at the annual president’s meeting of the Maryland Campus Compact at Stevenson University.
• Maureen participated in the Anchor Institutions Task Force meeting, an initiative of the University of Pennsylvania, in Baltimore, MD on December 1.
• January 26, Maureen Curley presented the 2010 Thomas Ehrlich Civically Engaged Scholar Award to Barry Checkoway of the University of Michigan at the American Association of Colleges and Universities Annual Conference in San Francisco, CA.
• February 11,12 of 2011, Campus Compact co- hosted The Research University and Civic Engagement Network (TRUCEN) annual meeting with Georgetown University.
• Maureen gave the welcome at the inauguration of Nancy Leffert, President of Antioch University, Santa Barbara on February 26.
• On March 24, Maureen attended a breakfast meeting with Patrick Corvington, CEO of CNCS and John Gomperts, Director of AmeriCorps, in Boston to discuss the CNCS budget crisis and new criminal background check regulations. Maureen also presented them with the Presidents Support Letter for CNCS.
• Maureen was honored at the 20th Anniversary Celebration of the Massachusetts Service Alliance with the Celebration of Service Award on March 24.
• On March 31, Maureen was a featured panelist on a discussion on The Future of Higher Education and Indiana’s Communities at the Indiana Campus Compact Service Engagement Summit in Indianapolis. Also at the summit, Maureen gave a keynote presentation focusing on updates in trends in higher education and civic engagement.
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Board of Directors 2010-2011
Dr. Lawrence S. Bacow Dr. Anthony J. DiGiorgio President President Tufts University Winthrop University Ballou Hall, 2nd Floor 114 Tillman Hall Medford, MA 02155 701 Oakland Ave. PHONE: (617) 627-3300 Rock Hill, SC 29733 FAX: (617) 627-3555 PHONE: (803) 323-2225 [email protected] FAX: Assistant: Elise Renoni [email protected] Assistant: Betty Triplett Dr. Wilson G. Bradshaw President Dr. James B. Dworkin- Secretary Florida Gulf Coast University Chancellor 10501 FGCU Blvd, S. Purdue University – North Central Fort Myers, FL 33965 Schwarz Hall, Room 137 PHONE: (239) 590-1055 1401 South U.S. Highway 421 FAX: (239) 590-1059 Westville, IN 46391 [email protected] PHONE: (219) 785-5331 Assistant: Barbara Krell FAX: (219) 785-5355 [email protected] Dr. Warrick L. Carter Assistant: Deb Nielsen President Columbia College, Chicago Dr. Carole Falcon-Chandler 600 S. Michigan, Room 505 President Chicago, IL 60605 Fort Belknap College PHONE: (312) 369-7202 P.O. Box 159 FAX: (312) 369-8069 Harlem, MT 59526 [email protected] PHONE: (406) 353-2607 ex. 223 Assistant: Yvonne Sode FAX: (406) 353-2898 [email protected] Dr. John J. DeGioia- Chair Assistant: Michele Lewis President Georgetown University 204 Healy Hall 37th & O Streets, NW Washington, DC 20057 PHONE: (202) 687-4134 FAX: (202) 687-6660 [email protected] Assistant: Chris Darling
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Mr. David L. Giunta - Treasurer Dr. Alex Johnson President and CEO President Natixis Global Associates Community College of Allegheny 399 Boylston St. County Boston, MA 02116 109 Byers Hall PHONE: (617) 449-2503 108 Ridge Ave. FAX: (617) 369-9755 Pittsburgh, PA 15212 [email protected] PHONE: (412) 237-4413 Assistant: Jessica Doane FAX: (412) 237-4420 [email protected] Dr. Karen Gross Assistant: Ouida Duncan President Southern Vermont College Dr. Jane Karas- Vice Chair 982 Mansion Drive President Bennington, VT 05201 Flathead Valley Community College PHONE: (802) 447-6319 Office of the President FAX: (802) 447-4695 777 Grandview Drive [email protected] Kalispell, MT 58801 Assistants: Colleen Little and PHONE: (406) 756-3800 Robin Yearwood FAX: (406) 756-3815 [email protected] Dr. James T. Harris III – Vice Chair Assistant: Monica Settles President Widener University Mary Lyons Office of the President President One University Place University of San Diego Chester, PA 19013 5998 Alcalá Park PHONE: (610) 499-4101 San Diego, CA 92110-2492 FAX: (610) 499-4196 PHONE: 619-260-4520 [email protected] FAX: 619-260-6833 Assistant: Janis Sendek [email protected] Assistant: Elaine Atencio Dr. JoAnn Haysbert President Langston University Office of the President PO Box 907 Langston, OK 73050 PHONE: (405) 466-3201 FAX: (405) 466-3461 [email protected] Assistant: Gabriel Anderson
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Sally Mason Dr. Preston Pulliams President President University of Iowa Portland Community College President's Office PCC Sylvania CC 242 101 Jessup Hall PO Box 19000 Iowa City, IA 52242 Portland, OR 97280 PHONE: 319-335-8076 PHONE: (503) 977-4365 FAX: 319-335-0807 FAX: (503) 977-4960 [email protected] [email protected] Assistant: Dawn Pressler Assistant: Karen Mela
Mr. Bernard Milano Dr. Richard R. Rush – Vice Chair President President KPMG Foundation California State University Channel 3 Chestnut Ridge Road Islands Montvale, NJ 07645 One University Drive PHONE: (201) 307-7686 Camarillo, CA 93012 FAX: (201) 624-7934 or PHONE: (805) 437-8410 (201) 624-7424 FAX: (805) 437-8414 [email protected] [email protected] Assistant: Joanne Berry Assistant: Elizabeth Rubalcava
Mr. John Sirek Civics Program Director McCormick Foundation 205 North Michigan Ave. Suite 4300 Chicago, IL 60601 PHONE: (312) 445-5061 FAX: (312) 445-5161 [email protected] Assistant: Natalie Perez
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Terms of Office
Terms are three years from election. Board members may not serve more than two consecutive terms.
Term State State Compact # Term Ends Lawrence Bacow Tufts University MA Yes 6/2011 2
Wilson Bradshaw Florida Gulf Coast FL Yes 6/2012 1 University
Warrick L. Carter Columbia College IL Yes 6/2013 2 Chicago
John J. DeGioia- Chair Georgetown University DC No 6/2011 2
Anthony DiGiorgio Winthrop University SC Yes 6/2013 1
James Dworkin Purdue University - IN Yes 6/2011 1 North Central
Carole Falcon-Chandler Fort Belknap College MT Yes 6/2012 1
David Giunta Natixis Global Associates MA Yes 6/2011 1
Karen Gross Southern Vermont VT Yes 6/2012 1 College
James Harris – Vice Chair PA Yes 6/2011 1 Widener University
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JoAnn Haysbert Langston University OK Yes 6/2013 2
Alex Johnson Community College of PA Yes 6/2013 2 Allegheny County
Jane Karas- Vice Chair Flathead Valley MT Yes 6/2012 2 Community College
Mary Lyons University of San Diego CA Yes 4/2014 1
Sally Mason University of Iowa IA Yes 4/2014 1
Bernard Milano KPMG Foundation NJ No 6/2013 1
Preston Pulliams Portland Community OR Yes 6/2013 1 College
Richard Rush- Vice Chair California State CA Yes 6/2011 2 University Channel Islands
John Sirek McCormick Foundation IL Yes 6/2013 2
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Board Committees 2010-2011
EXECUTIVE COMMITTEE
The Executive Committee consists of the Chairman of the Board, the vice-chair(s) and the President of Campus Compact. This committee will meet between scheduled board meetings and serves as the chief administrative authority of the Compact.
Chair: Jack DeGioia, Georgetown University Vice-Chair: Jane Karas, Flathead Valley Community College Vice-Chair: Dick Rush, California State University Channel Islands Vice-Chair: Jim Harris, Widener University Secretary: Jim Dworkin, Purdue University North Central Treasurer: David Giunta, Natixis Global Associates President: Maureen Curley, Campus Compact
NOMINATING COMMITTEE
The Nominating Committee proposes a slate of candidates and officers for election to the board of directors. The bylaws mandate that this committee have three members.
Chair: Dick Rush, California State University Channel Islands Larry Bacow, Tufts University Jane Karas, Flathead Valley Community College JoAnn Haysbert, Langston University Gina Wekke, Oklahoma Campus Compact
FINANCE, INVESTMENT, AND AUDIT COMMITTEE
Reviews the budget and makes recommendations to the national board regarding approval. Makes suggestions and reviews investment of reserve funds. Selects and oversees the auditing company; reviews the audit and reports to the entire board for approval.
Chair: David Giunta, Natixis Global Associates Jack DeGioia, Georgetown University Bruce Hain, Campus Compact, Insource Services, Inc. Debby Scire, Campus Compact for New Hampshire
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HUMAN RESOURCES COMMITTEE
Committee to annually review Campus Compact personnel policies to assure compliance with state and federal law; also resolves personnel disputes not able to be resolved by management. This committee will consist of two Board members and a human resources specialist.
Chair: Jim Dworkin, Purdue University North Central Char Gray, Pennsylvania Campus Compact
FUND DEVELOPMENT COMMITTEE
Works with national executive staff to institutionalize the process of fund development. Recommends philanthropy and fund development policies to the board for action. It will identify trends and implications and engage the board in strategic dialogue and decision- making regarding philanthropy and fund development.
David Giunta, Natixis Global Associates Bernard Milano, KPMG Foundation Preston Pulliams, Portland Community College John Sirek, McCormick Foundation Amy Smitter, Campus Compact
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Biographies of New Board Members
Mary Lyons University of San Diego
Mary E. Lyons, Ph.D. became the president of the University of San Diego in July 2003. During her extensive career in education, Dr. Lyons has enjoyed rich and varied experiences as a teacher, professor, and administrator. Before her present appointment, Dr. Lyons served as the president of the College of Saint Benedict in St. Joseph, Minnesota. Prior to this, she served as the president of the California Maritime Academy, a campus of the California State University in Vallejo, California. With this appointment, she was commissioned as a Rear Admiral in the U.S. Maritime Service. Previously, she was the Academic Dean and Professor of Rhetoric and Homiletics at the Franciscan School of Theology, Graduate Theological Union, in Berkeley, California.
A fifth generation Californian, Dr. Lyons spent her childhood traveling with her military family, living throughout the United States and in Eritrea, Africa. She received her Bachelor of Arts degree from Sonoma State University; her Master of Arts degree in English from San Jose State University, and her Ph.D. in Rhetoric from the University of California, Berkeley. During her twenty-five year career as a U.S. Naval Reserve Officer, she held a variety of assignments, including an active duty position teaching at the Naval Training Center in San Diego and two appointments as Commanding Officer of Naval Reserve units. She retired in 1996 as a Captain in the U.S. Naval Reserve.
Dr. Lyons has been recognized for leadership and service by numerous associations, including the Educator Distinguished Service Award from the National Defense Transportation Association, the University of San Francisco Medallion for scholarly achievement and community service, and the Distinguished Alumni Award from Sonoma State University, and the recipient of a Doctorate of Humane Letters from The College of New Rochelle.
Her publications and presentations touch on a variety of topics, drawing upon her expertise as a Rhetorician, an educator, and a community leader.
Among her current Board appointments are: Association of Independent Catholic Colleges and Universities, Executive Committee, Council of Presidents for the Association of Governing Boards, San Diego Regional Economic Development Corporation, California Campus Compact, St. Joseph Health System, The International Women’s Forum and The Charter 100.
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Guest Biographies
Anthony Carnevale Georgetown University Center on Education and the Workforce
Anthony Carnevale currently serves as director of the Georgetown University Center on Education and the Workforce. Between 1996 and 2006, Dr. Carnevale served as vice president for public leadership at the Educational Testing Service (ETS). While at ETS, he was appointed by President George Bush to serve on the White House Commission on Technology and Adult Education.
Before joining ETS, Dr. Carnevale was director of human resource and employment studies at the Committee for Economic Development (CED), the nation’s oldest business- sponsored policy research organization. While at CED, he was appointed by President Bill Clinton to chair the National Commission on Employment Policy (NCEP).
Dr. Carnevale founded and was president of the Institute for Workplace Learning (IWL) between 1983 and 1993. Prior to founding IWL, he also served as director of political and government affairs for the American Federation of State, County, and Municipal Employees (AFSCME), the largest union in the AFL-CIO. And before joining AFSCME, he was a senior staff member in both houses of the U.S. Congress. Dr. Carnevale was appointed as the majority staff director on the Public Financing Subcommittee of the House Committee on Government Operations, during consideration of the value-added tax proposals and revenue sharing.
Dr. Carnevale received his BA from Colby College, and his PhD in public finance economics from the Maxwell School at Syracuse University.
Franchesca Nestor West Virginia Campus Compact
Franchesca V. Nestor is the Director of West Virginia Campus Compact. Franchesca has a Master's in Public Policy from the University of Chicago and a Bachelor's in Political Science from West Virginia University. She was West Virginia University's 16th Truman Scholar. Prior to serving as Director of West Virginia Campus Compact, Franchesca was a service learning coordinator for the West Virginia University Center for Civic Engagement. Franchesca currently serves on the board for the West Virginia Center for Civic Life, and she is a member of the West Virginia Civics Literacy Council.
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Maggie C. Stevens Indiana Campus Compact
Dr. Maggie Stevens joined the Indiana Campus Compact team as the Executive Director in July 2008. She also serves as Vice Chair for the Indiana Commission for Community Service and Volunteerism and is serving as a co-chair of the 2011 Governor’s Conference on Service and Volunteerism. Prior to joining ICC, she held administrative positions in both student and academic affairs on three different university campuses, including the University of Charleston (WV), the University of Cincinnati (OH) and Northern Kentucky University where she served as the Director of Service Learning. In addition to her administrative posts, Maggie taught classes ranging from first year seminars to senior capstone courses in organizational leadership. Maggie has a bachelor’s degree in psychology from Saint Louis University (MO), a master’s degree in human resource management from the University of Charleston, a doctorate in curriculum and instruction from the University of Cincinnati.
Betsy Ward Utah Campus Compact
Betsy Ward has been the executive director of Utah Campus Compact since 2009. Before that, she spent eight years directing the Thayne Center for Service & Learning at Salt Lake Community College. She also served as a Peace Corps volunteer in Poland and a VISTA Leader in Washington State.
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Compact in the News
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On Scholarship and Public Life Michael Roth, President, Wesleyan University The Huffington Post February 23, 2011
I was an undergraduate in the seventies, and my education included more than a little protest and activism. I was aware that my liberal arts school had a reputation for activism, and I was proud to be part of it. I returned to Wesleyan University as president more than four years ago, and even though now some of this activism is directed against me, I still take pride in this tradition of alma mater. In the last few years, we've tried to integrate that concern with politics and public culture into the curriculum -- notably with a College of the Environment, and a new interdisciplinary minor in Civic Engagement.
Wesleyan is hardly alone in developing paths for connecting what we teach on campus to the lives that our students will lead as citizens. The Duke Center for Civic Engagement, the Simpson Center for the Humanities at the University of Washington, Macalester College's Center for Civic Engagement, and Campus Compact organizations across the country are just a sample of programs that connect higher education to work in community. Over the last few years there have been several books, such as Martha Nussbaum's Not For Profit: Why Democracy Needs the Humanities, that make the case that the liberal arts provide essential lessons for citizens in a democracy. Although surveys at some prestigious Ivy League schools in recent years seemed to indicate a narrowing post-graduate focus on Wall Street as the path to riches, generations of students and faculty have been finding ways to connect what they study on campus to their lives as citizens and activists. As the description of Wesleyan's Allbritton Center for the Study of Public Life puts it:
University-based intellectuals have been rethinking their connection to the greater public and, consequently, are forging knowledge-seeking alliances with innovators and leaders in government and the corporate world. Social scientists are developing innovative and productive relationships with other sectors of the public, including artists, grass-roots activists, and independent scholars.
And it's not just social scientists who are developing these relationships. You can find faculty across the curriculum doing so.
Many universities with a focus on undergraduate education demand that their faculty excel at a variety of tasks. Faculty are often encouraged to connect their intellectual work to issues that matter to the world off campus -- to Public Life with a capital P and a capital L. But do we want ALL the research of the university to be responding to issues of Public Life? How about basic research in the sciences? Does our faculty have to justify this kind of specialization by looping the work back to some political or social issue? Does detailed research in literature and languages have to be public (read "popular") in order to be considered responsible? In other words, is there an emerging dispensation considering a connection to "Public Life" the litmus test for research?
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I've been led to ask this question by some recent discussions concerning historians and the public stimulated by Anthony Grafton, a wonderfully gifted scholar who is now president of the American Historical Association. Grafton has rightly defended the importance of basic research in the humanities and social sciences, but he has also called on historians to fight back against those who manipulate the past without concern for fundamental notions of evidence, argument or honesty. In other words, he wants to ensure that scholars can continue to work on topics that might not appear to be immediately useful, but he also wants to see some scholars engage in questions in the public sphere on the basis of their academic work. Not all the scholarship has to be about civic engagement, but we need some scholars to engage in the public sphere to protect the right to do that basic research.
In addition to engaged scholarship, university leaders should be proud to have faculty and students working on topics because of their intense desire to know more about something that has come to seem important to them. Grafton puts it this way:
We're modeling honest, first-hand inquiry. That austere, principled quest for knowledge matters: matters more than ever in the current media world, in which lies about the past, like lies about the present, move faster than ever before. The problem is that it's a quest without a Grail. The best conclusions we can draw, scrutinizing our evidence and our inferences as fiercely and scrupulously as we can, will be provisional.
We support a culture of inquiry on our campuses, one that is willing to live with the provisional, so long as we have the opportunity to work honestly, intensively and with the necessary tools (e.g., equipment, languages, documents).
A connection to the public shouldn't be the litmus test for scholarship, but there should be such a test -- at least at institutions that claim to have a commitment to undergraduate education. That test should be a connection to the classroom, to the "modeling" of inquiry. Research should have a positive feedback loop with teaching. We are committed to sabbaticals, grants and other support because faculty research enlivens pedagogy and learning on campus. That's what the scholar-teacher model is all about.
When asked about the most rewarding part of his distinguished, prolific career as a historian, Grafton recently responded "teaching." I know that many of my colleagues across the country would echo that notion. Connecting research and undergraduate learning, engaging students in the work of advancing the fields in which we teach, opening their minds to new possibilities in these subject areas and for themselves as independent thinkers, are some of the joys of working in higher education. This should be the heart of the "public life" (small "p", small "l") of higher education.
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College students on break fix others' lives Betty Klinck USA TODAY November 30, 2011
This winter, thousands of college students nationwide will cut their sleigh riding and hot chocolate sipping short to travel around the country and the world on service trips. About 72,000 students went on "alternative" break trips in 2009, most of them spring break. But of 1,430 winter, spring, summer and weekend alternative breaks, about 140 were during winter break, says Samantha Giacobozzi, programs director for Break Away, an alternative-break resource that represents more than 140 participating colleges.
Many students seek winter trips because the break is longer and more conducive to longer experiences and international trips, Giacobozzi says. "All of our trips are international this winter," says Shoshanna Sumka, who coordinates alternative breaks at American University in Washington, D.C.
Matthew Barnes, an American University comparative politics master's student, is leading a trip to Colombia this winter. He says that after his alternative break last spring to Colombia, where students worked with non-governmental organizations to construct a humanitarian zone and lived with a displaced family, he chose to return during winter because the longer break would allow students to accomplish more.
Winter trips can allow students to more easily use their experiences as a catalyst for community service and civic engagement back home during spring semester, says Melody Porter, associate director of the Office of Community Engagement and Scholarship at the College of William and Mary in Williamsburg,Va.
"Personally, I'm a huge fan of winter trips. Our winter break is incredibly long," says William and Mary senior Brian Focarino, who is leading this winter's Haiti trip, where students will work on several projects in Port-au-Prince, from planting trees to caring for kids at a children's hospital to distributing health kits in tent communities. "We have five weeks off, so I think winter trips are preferable, especially for international trips," he adds.
As with any international trip, student leaders and faculty supervisors must be aware of the country's safety conditions on the ground, and Porter says that she and the students have been keeping updated on the cholera crisis in Haiti before their January trip.
Both the U.S. State Department and the Centers for Disease Control and Prevention maintain travel warnings for Haiti, but Porter says students are being trained to recognize and respond to cholera symptoms. Focarino says students have formed many community and grass-roots service efforts on campus and in the community as a result of alternative break trips, and that he hopes this winter's Haiti trip "empowers students to be agents for change" even after they leave Haiti.
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The University of Maryland in College Park requires all student trip leaders to organize a local service activity to "make sure they are continuing with service and thinking about how they can contribute locally," says Elizabeth Doerr, coordinator of Community Service-Learning Immersions.
Last summer's trip to Ecuador led to the formation of "Bilingual Backpacks," a student initiative to send school supplies and bilingual books to the underprivileged students of Arturo Quesada School in Ayaloma, Ecuador, where the group volunteered last summer, Doerr says. Alternative breaks are meant to cultivate "a society of active citizens, of people who make community a life priority," Giacobozzi says. "We see alternative breaks as being a catalyst for pushing students to become activist citizens."
Five universities, including William and Mary, University of Maryland and American, plan to provide this type of long-term, meaningful service as part of the four-year Haiti Compact, a commitment to devote well-informed, non-damaging and long-lasting aid to Haiti, which is still recovering from last January's earthquake, after which most unskilled volunteers were discouraged from traveling there, Giacobozzi says.
Focarino says that includes not taking potential jobs away from Haitians with their service.
"Alternative breaks can really get a young person into doing this (service) and then when they go back home, they seek out similar experience near campus," says Maureen Curley, president of Campus Compact, a national coalition of more than 1,100 colleges dedicated to community service and civic engagement.
"Episodic volunteering is a way that you can introduce a student to the power of service," she says.
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Volunteers under fire By Alex Sakariassen The Missoula Independent/Big Sky Press March 10, 2011
Dozens of programs and thousands of jobs across the country came under fire last month as Republicans in Washington, D.C., proposed zeroing out the budget for the Corporation for National and Community Service. One of the targeted programs is AmeriCorps, a national humanitarian nonprofit that employs roughly 9,000 members in Montana.
Volunteers in the state have since rallied to underscore the importance of AmeriCorps’ work, which ranges from elementary school tutoring to backcountry trail maintenance. “Our programs don’t just create life-long volunteers,” says Eric Cardella, program manager for the Montana Campus Corps (MTCC), a statewide AmeriCorps effort sponsored by the Montana Campus Compact. “Students, by getting a taste of what some of the have-nots of society are dealing with…they are actually getting motivated to do more in their careers and their personal lives.”
MTCC stands out as one of the largest pieces of Montana’s AmeriCorps pie, with more than 700 volunteers from 19 college campuses working in 46 counties. Those volunteers prove invaluable resources for local nonprofits; Jen Euell of Missoula’s YWCA credits the creation of the Girls Using Their Strengths empowerment program largely to the work of AmeriCorps personnel.
“They’re the real reason we’re able to grow programs here,” Euell says.
And while the MTCC does boast an annual budget of $1.5 million, Cardella estimates only half of that comes from federal dollars. Given the passage of the Serve America Act in 2009—the first federal expansion of national service programs since 1993—Cardella finds the apparent assault on AmeriCorps difficult to understand.
“It’s been resoundingly supported by both sides of the political spectrum,” Cardella says. “So it’s very surprising, a year and a half after the Serve America Act passed, to be talking about [AmeriCorps] going away.”
Cardella points to the increasing need for community services as further evidence of the importance of volunteerism. MTCC already plans to amplify its presence in schools on Montana Indian reservations this year, and Cardella has no intention of yielding to doom- and-gloom discussions just yet.
“We’re finding more and more college students are coming into two-year and four-year schools with the expectation that they’re going to volunteer,” Cardella says. “It’s definitely part of this generation and their mindset.”
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Loss of national service programs would be harmful Brian Heinrich The Bellingham Herald (WA) March 21, 2011
Much has been made recently of Congressional efforts to eliminate as much as $100 billion in federal spending. And while those efforts resulted in the House approving a $61 billion budget cut, and the Senate and President approving a $4 billion budget cut just to keep the government operating, it’s important to consider that this is not just spending that goes off into the ether of supposed “big government,” but dollars that have a very real and immediate impact in our communities.
One area targeted for elimination is the Corporation for National and Community Service and its AmeriCorps programs. And while you may not have heard of this particular agency or program, many in your community, perhaps yourself, have undoubtedly benefited from national service programs.
In the Gulf States, AmeriCorps members were among the first that were able to respond to Hurricane Katrina relief efforts. In fact, many AmeriCorps members and programs remain active there today. In Washington state AmeriCorps members have led emergency efforts, such as after the Lewis County flooding in 2007. In addition many more work with struggling students through the Washington Reading Corps, helping thousands of elementary school students succeed academically.
In our community, AmeriCorps members serving at Bellingham Technical College, Western Washington University, and Whatcom Community College tutor middle and high school students through the AmeriCorps Retention Project. Through the Students in Service AmeriCorps program, college students at Northwest Indian College, Western Washington University, and Whatcom Community College serve at area nonprofits. This year, through Students in Service, nearly 100 college students will volunteer more than 50,000 hours this year in service to Whatcom County communities.
National service dollars – more than $38 million annually – provide a return of $146 million of direct services to over 100,000 students who receive mentoring, tutoring and other academic assistance. Cutting programs like these would undermine significant gains made in education and interferes with preparing young people for college or the workforce.
As an organization that works closely with 38 colleges and universities in Washington, as well as hundreds of other institutions nationwide, Washington Campus Compact understands that making budget decisions in difficult times may mean that jobs are lost or that programs go unfunded. We also know that budget decisions that only look at bottom lines fail to grasp the lives touched, the services provided and the hope for better times ahead.
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What national service programs provide young and old alike, in our community, in our state, in our nation, is the promise of opportunity and the ability to improve not only their own station in life, but of those around them. To view these programs as only dollars misses the essence of what they provide communities.
Yes, we can quantify the amount of dollars spent, the volunteers recruited, the hours served. And we can qualify the improvement in attitudes toward school and work, the desire to continue serving, the sense of civic duty. In fact, we have done those things. And what we’ve learned is that through national service, students have become more engaged in their academics and in civic life, student learning has increased, and yes, communities have improved.
The budget process should not just be about the bottom line. Let’s consider how dollars are spent and the return we receive on those dollars. And, let’s keep national service a vibrant part of our community, state and nation.
Brian Heinrich is the Communications Director at Washington Campus Compact, an organization that promotes service and volunteerism on college and university campuses. Washington Campus Compact is hosted at Western Washington University
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PNC Chancellor Addresses Professional Conferences Valpolife.com
Purdue University North Central Chancellor Dr. James B. Dworkin has recently been a featured speaker at national, state and campus gatherings. On Wednesday, Oct. 13, Dworkin traveled to Georgetown University in Washington, D.C., to participate in a national Campus Compact meeting of its member college and university presidents.
Dworkin gave the closing remarks to the Campus Compact Presidents Leadership Summit which brought together up to 150 college and university presidents. Also addressing the group was Dr. Martha Kanter, under secretary of Education, U.S. Department of Education; Molly Corbett Broad, president of the American Council on Education and John J. DeGioia, president of Georgetown University.
The summit was convened in response to a call by President Barack Obama for America to have the highest proportion of students graduating from college in the world and to provide every child access to a complete and competitive 21st century education.
Campus Compact, a national coalition of more than 1,100 college and university presidents, represents some 6 million students who are committed to fulfilling the civic purposes of higher education.
Dworkin is a member of the Campus Compact Board of Directors as well as the Indiana Campus Compact Board of Directors.
Dworkin is nationally known for his work in labor economics and labor management relations. He holds a Bachelor's degree in Economics and Master's degree and PhD in Industrial Relations. He's been with Purdue University since 1976 and has taught at Purdue's Krannert School of Management and at PNC.
His areas of expertise are collective bargaining, negotiations and dispute resolution. He is a member of the Labor and Employment Relations Association and the National Academy of Arbitrators.
On the PNC campus, Dworkin also recently spoke to undergraduate students in an Early Childhood Education class on the topic, "Economic Impacts of Good Teachers in Early Childhood Education." Dworkin explored research which focused on demonstrating that good teaching in early childhood classes has lasting effects on many aspects of adult life such as earnings, college attendance and college graduation.
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Community service increases at Iowa colleges By Becky Malewitz/SourceMedia Group The Gazette & Gazette.com, Cedar Rapids, IA March 10, 2011
University of Iowa Sophomore Cam Koch, who volunteers weekly in the Surgical Intensive Care Unit at the University of Iowa Hospitals, replenishes rooms with supplies, Koch, recently started the new UI Service Club. Coe College sophomore Sam Sikrisamouth is spending this week in Atlanta, swinging a hammer and wielding a paintbrush during Coe’s alternative spring break trip to help build homes.
Most colleges and universities offer alternative spring break, when students volunteer around the state and around the country. The trips are among the numerous ways that an increasing number of Iowa college students volunteer in their communities or take part in service learning in their classes.
Iowa college students in 2006 were 32nd in the nation for community service rates, and they jumped to fifth in 2008 and to second nationally in 2010, according Volunteering in America.
Coe College in Cedar Rapids is one of few in Iowa that requires community service of first-year students — 20 hours during their first two semesters, choosing from 14 programs run by student coordinators.
“I think it’s great because it helps us connect with the community around us and let’s us know what our surroundings are,” said Sikrisamouth, 19, who has volunteered in the recess buddy program with Taylor Elementary, tutored students at McKinley Middle School and read with students at Garfield Elementary.
While few Iowa colleges and universities require students to complete a set number of service hours, like Coe does, most schools help connect students with partner organizations.
Exact numbers are hard to track because students can volunteer through many different campus organizations or their academic departments, and it’s often a decentralized process on some campuses. But officials at many Iowa schools said they are seeing more student interest in community service.
Officials see several driving factors: schools making resources more available for students to get involved; more students coming in with high school volunteering hours; and students seeking career experience.
“I think campuses are understanding their role in not only educating an active, educated work force but also educating citizens,” Rachel Manuel, executive director of the Iowa Campus Compact, said. The Iowa Campus Compact has 19 members. It’s affiliated with
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the national Campus Compact, a coalition of nearly 1,200 college and university leaders committed to civic engagement. ervice learning as part of a class also is becoming more popular, several officials said.
Mary Campbell, University of Iowa associate professor of sociology, uses service learning in two of the three undergraduate courses. Campbell specializes in racial and ethnic inequality, and she wanted her students to learn how organizations work to combat the inequality the students learn about.
“In evaluations, it often comes up as students’ favorite thing about the class,” she said.
UI sophomore Cam Koch, 19, volunteers at UI Hospitals and Clinics in the surgical intensive care unit. Koch, a pre-med and human physiology major from West Des Moines, is launching a new campus group, the UI Service Club. Koch wants a central place where students, especially those new to campus, can learn about opportunities for volunteering.
“It can be really intimidating coming in, not knowing how to get involved,” he said. “But the feelings you get when you’re really helping people, feeling like you’re really helping the community out, that feeling is better than anything.”
The UI has the Community-Based Learning Program, an office where students can partner with local organizations and learn more about volunteer opportunities. But the more student groups focus on volunteering, the easier it is for students to get involved, program director Mary Mathew Wilson said. The UI, Coe and Cornell College in Mount Vernon are among the 19 members of the Iowa Campus Compact.
“It kind of looks different on every campus,” Kara Trebil, director of civic engagement at Cornell, said. “Ours is more extracurricular, while some are much more career services based or more integrated into the classroom.”
Mount Mercy University in Cedar Rapids several years ago integrated service learning into the core curriculum, Associate Provost Jan Handler said. Incoming students take the Mercy Experience portal course related to Mercy concerns like immigration, violence and poverty.
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Selected Readings
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More College Graduates Take Public Service Jobs Catherine Rampell New York Times March 1, 2011
If Alison Sadock had finished college before the financial crisis, she probably would have done something corporate. Maybe a job in retail, or finance, or brand management at a big company — the kind of work her oldest sister, who graduated in the economically effervescent year of 2005, does at PepsiCo.
“You know, a normal job,” Ms. Sadock says.
But she graduated in a deep recession in the spring of 2009 when jobs were scarce. Instead of the merchandising career she had imagined, she landed in public service, working on behalf of America’s sickest children.
Ms. Sadock is part of a cohort of young college graduates who ended up doing good because the economy did them wrong.
As job hunts became tough after the crisis, anecdotal evidence suggested that more young people considered public service. Exactly how big that shift was is now becoming clear: In 2009 alone, 16 percent more young college graduates worked for the federal government than in the previous year and 11 percent more for nonprofit groups, according to an analysis by The New York Times of data from the American Community Survey of the United States Census Bureau. A smaller Labor Department survey showed that the share of educated young people in these jobs continued to rise last year.
“It’s not uncommon for me to hear of over 100 applications for a nonprofit position, sometimes many more than that, and many more Ivy League college graduates applying than before,” said Diana Aviv, chief executive of Independent Sector, a trade group for nonprofits. “Some of these people haven’t been employed for a while and are happy to have something. But once they’re there, they’ve recalibrated and reoriented themselves toward public service.”
It is not clear, though, whether a different starting point will truly “recalibrate” these workers’ long-term career aspirations — that is, whether their newfound paths will stick, or if they will jump to more lucrative careers when jobs are more plentiful.
Renewed interest in public service is visible across the country. Applications for AmeriCorps positions have nearly tripled to 258,829 in 2010 from 91,399 in 2008. The number of applicants for Teach for America climbed 32 percent last year, to a record 46,359. Organizations like Harvard’s Center for Public Interest Careers have been overwhelmed — and overjoyed — with the swelling demand from talented 20- somethings.
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Several factors probably contributed to these phenomena. Perhaps President Obama indeed made public service “cool” as he had promised during his presidential campaign. Some experts say millennials — those who grew up in the 1990s or the 21st century — are unusually big-hearted, maybe because of the community service requirements they had in school.
“The millennial generation is a generation that is just more interested in making a difference than making a dollar,” said Max Stier, the president and chief executive of the Partnership for Public Service, a nonprofit group that advises government recruiting efforts.
And indeed, the numbers of educated young people working in public service jobs had been rising ever so slightly since the turn of the millennium.
The sudden surge in 2009, though, suggests that the absence of traditional private sector jobs forced many of the country’s best and brightest into lower-paying, if psychically rewarding, work.
Since the recession began three years ago, the private sector has shed 7 percent of its jobs. The federal government, meanwhile, has expanded its payrolls 3 percent.
While many of those who graduated in 2008 got whisked off to high-paying jobs in consulting and finance, the graduates of the barren years of 2009 and 2010 were not courted in the same way. They were mostly left to scrounge about for their own job leads.
“We had to think deeper about our careers, and different kinds of careers,” Ms. Sadock says.
A consumer affairs and business major at the University of Wisconsin-Madison, Ms. Sadock spent the summer before her senior year as an intern in the buying department at Kohl’s. She assumed she would exit school with a job in retail as a merchandising analyst.
“I wasn’t really sure what types of jobs existed,” she said. “Retail was what I knew, and nonprofit jobs didn’t really pop into my head as opportunities.”
She sent résumés all over the place, with no luck. The summer after graduation she moved home to Greenwich, Conn., where she and six high school friends commiserated over their dire employment prospects. They banded together to form Grads4Hire, a Babysitters-Club-esque group that did odd jobs like catering and secretarial work.
The members of Grads4Hire also advertised that they would do one hour of community service for every job they booked. They were all active volunteers in college — in the case of Ms. Sadock, through her sorority’s partnership with the Make-A-Wish Foundation, an organization devoted to children with life-threatening illnesses.
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This was a way to “give back,” Ms. Sadock said, and also make themselves “a little more marketable.” It was her first clue that her interests in public service and in paying her bills were in any way related.
At the end of the summer, she moved to Los Angeles to work part time as a personal assistant. Meanwhile, she began searching for a full-time job.
One acquaintance mentioned an opening at Starlight Children’s Foundation, an organization providing entertainment, education and other support to seriously ill children.
Ms. Sadock was an attractive candidate for Starlight. In addition to her volunteer work with the Make-A-Wish Foundation, she had a résumé item Starlight was not used to seeing: a business degree.
Ms. Sadock was hired almost immediately as a corporate accounts assistant, working with corporate donors like California Pizza Kitchen and Wyndham Hotels on marketing and sponsorship opportunities for Starlight’s programs.
The job is, she says, a perfect application of everything she was trained to do, and had originally planned to do, for the private sector.
“But now I’m serving a purpose,” she says, rather than just “helping some large corporation sell more widgets.”
Like Ms. Sadock, many of the dozen other young graduates interviewed for this story say that, in retrospect, they are grateful the private sector shut them out.
“I always thought that nonprofit work was something I’d do as charity, and then have an agency job for a paycheck,” said John Warren Hanawalt, 26, a graphic designer in Boston.
He applied at public relations firms after graduating from Stonehill College in Easton, Mass., in December 2009, but the contract work they offered was not enough to make ends meet.
Nearly a year later, he found a job at Fenway Health, a nonprofit group that works with Boston’s lesbian, gay, bisexual and transgender community. “It took me a while to see that graphic design could fit into my passion for social justice in a sort of integral way.”
Though happy to have found an energetic, educated, cheap group of workers to replace retiring baby boomers, some nonprofits worry that their popularity among today’s youth may not outlast this period of high unemployment.
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Several studies have found, though, that economic conditions at the start of a worker’s career can affect their long-term goals. For most entry-level positions, the pay difference between jobs in nonprofits and those at profit-making companies is often negligible.
“I don’t get paid a million dollars, that’s for sure,” says Ms. Sadock, who is paid $35,000 annually. “But I am financially independent, and I make ends meet.”
But a few years into the job, the upside is generally much greater for private sector employees. Workers in management jobs at companies, for example, earn about 22 percent more than their nonprofit counterparts.
It is easier to be idealistic and relatively unconcerned about wages when workers are young, childless and mortgage-free; attitudes toward the importance of financial remuneration can change when responsibilities add up.
“I’m not opposed to working in the private sector, depending on what was available as I get older and need a more lucrative career to support family and so on,” Ms. Sadock says. “But I’d still like to be something more meaningful. Maybe something in corporate philanthropy would work.”
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The value of community service By Eric Tanenblatt, Vice-Chair, Corporation for National and Community Service Atlanta Journal Constitution 01/06/2011
You may be wondering why the former chief of staff for Gov. Sonny Perdue and a lifelong conservative is cheerleading for the federal investment in national service. For me, the answer is easy. It’s smart. It works. It’s a great bang for the taxpayer dollar and it makes it possible for hundreds of thousands of Georgians to do what we do best — take care of our neighbors. I am pleased that our new governor agrees.
Gov.-elect Nathan Deal has called for Georgia citizens to join him on Saturday in giving back to their communities through a day of volunteering. This is not only an inspiring pre-inaugural gesture, it puts the new governor and our state in the vanguard of a resurgent national movement placing citizen service at the center of solving some of our toughest problems.
Citizen service has always been at the root of what it means to be a Georgian. Juliette Gordon Low of Savannah founded the Girl Scouts of the USA in 1912. The late U.S. Sen. Paul Coverdell led the Peace Corps during a time of historic expansion. As the cradle of the civil rights movement in the 1960s, this state has given birth to some of America’s greatest service leaders, including Dr. Martin Luther King Jr., whose birthday will be marked by a national day of service on Jan. 17. My good friend Michelle Nunn is continuing that tradition as CEO of the Points of Light Institute, an organization founded by former President George H.W. Bush.
Last year, in the midst of the great recession, approximately 63.4 million Americans volunteered in some way in their communities — the largest increase since 2003. That number includes almost 1.8 million Georgians — 24.4 percent of the state’s population. And last year, Atlanta became one of 10 “cities of service” to add a chief service officer charged with mobilizing greater volunteer resources to tackle a host of pressing problems.
National service, as embodied in the three major programs of the Corporation for National and Community Service — AmeriCorps, Senior Corps and Learn and Serve America — engages 23,000 Georgians of all ages and backgrounds in addressing issues of poverty, illiteracy, disasters, public safety, independent living and more throughout this state.
One of the key ingredients of the success of this federal program has been its support across the political spectrum. In fact, in a spirit of bipartisanship rarely seen these days in Washington, it took Sen. Orrin Hatch, R-Utah, and the late Sen. Ted Kennedy, D-Mass., working with leaders in the House, just weeks to rally the votes and pass the Serve America Act in 2009.
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As a lifelong Republican, and as someone who has spent two decades in public and voluntary service, let me give you three reasons why I believe that a modest investment in service is consistent with conservative principles and has a powerful catalytic effect on citizen empowerment.
First, national service recognizes that the best solutions come from outside Washington. It invests in citizens to solve problems, tapping the energy and ingenuity of the American people.
Second, an investment in national service is a good deal for taxpayers. AmeriCorps was built to be a public-private partnership, and it leverages substantial private investment — more than $300 million in non-federal funds each year to fund such programs as Teach for America and Habitat for Humanity.
Third, while the primary purpose of national service is to get things done for people in need, it has important side benefits. One of those is the transforming impact it has on those who serve — exposing them to society’s problems, empowering them to act, and putting them on a path of civic engagement.
Service also enables people of diverse backgrounds to work together toward common goals. As Dr. King put it: “Life’s most urgent and persistent question is what are you doing for others.”
The modern service movement is built on these principles which are shared by people of every political persuasion and all walks of life. On Saturday, I urge you to answer Gov.- elect Deal’s call to “give back to the state that has given us so much.” Whether you volunteer alongside AmeriCorps members providing job search assistance in Albany, at the local food bank in Macon, or at dozens of other sites, you will be making a difference in the lives of your neighbors and keeping the Georgia legacy of service alive.
Eric Tanenblatt is senior managing director at McKenna Long and Aldridge LLP and vice chairman of the board of the Corporation for National and Community Service.
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