• Campus Compact has been featured in 106 articles in 2007, compared to 45 articles in 2006 • Campus Vote website initiative, suggested at the last board meeting, has received many hits • Our webmaster, John Pennypacker, has just resigned and we will be looking for a replacement • We secured funding to bring together all of the Campus Compact VISTA leaders and project directors to the January 2008 network meeting, along with representatives from the Corporation for National and Community Service • The producers of the recent PBS film, American Idealist, detailing the life of Sargent Shriver, gave us copies to send to each of our member campuses • Campus Compact was named the Higher Education Advisor for the National Service- Learning Clearinghouse and received a grant fort $50,000 for this work. • Third annual meeting of the Research Universities and Civic Engagement Network (TRUCEN) convened in February at University of North Carolina Chapel Hill. The

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 3 Compact has been the coordinating body for this group of 25 universities who are examining, documenting and supporting engaged scholarship, community based research and other civic engagement activities. • We entered into a partnership with Imagining America, focusing on issues of promotion and tenure for faculty who use service-learning and civic engagement practices in their teaching and research • We will continue in our partnership with the Fidelity Charitable Gift Fund to administer the Students 4 Giving philanthropy education program, increasing the number of grantees from five schools to ten in the coming year, as well as replenishing the gift funds for the schools that received the grants the first year

Committee Reports

Finance- Teresa Iannaconi, Chair of Finance Committee and Bruce Hain, Insource Services financial consultant (via conference call)

• The Finance Committee presented the end of the year report.

Approval of Finance Committee Report

Action: Motion made by Toni Murdock to approve Finance Committee report, seconded by Dick Rush, motion passed unanimously

NEXCOM- Char Gray, Executive Director of Pennsylvania Campus Compact

• Char made a presentation about NEXCOM as well an update on the relationship between the national office and the state offices. The Compact is moving toward a more holistic approach to our work, speaking about The Compact has being all of the network working together. (see powerpoint presenation) • Board recommended supporting state director development, including mentoring of new directors by those who have been with the Compact longer; suggestion that NEXCOM could play a role in this • Suggestions were given for how to engage presidents on the state Compact boards:  Talk about their return on investment  Focus meetings on qualitative discussions (ie. strategy and vision) rather than quantitative (ie. budgets)  Ask board members to contribute something tangible (ex. a newsletter, a brochure) • Suggestion that NEXCOM produce a best practices document, including guidance about financial matters • If the name of the organization is going to change, we should go through a systematic process with a hired professional consultant specializing in branding

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 4

Membership- Fr. Michael Sheeran, Co-Chair of Membership and Network Committee

• Fr. Sheeran presented the names of board members to be re-elected, new members to be elected, and the slate of officers to be elected

Re-election of Larry Bacow, Jack DeGioia, and Dick Rush to a second term

Action: Vote included all three board members at once. Judith Hansen made the motion, Leo Lambert seconded, vote passed unanimously.

Election of David Giunta, James Dworkin, and James Harris as new board members

Action: Vote included all three candidates at once. Lou Albert made the motion, Dick Rush seconded, vote passed unanimously.

Election of Officers: Jack DeGioia as Chair, Toni Murdock and Jane Karas as Vice- Chairs

Action: Vote included all three candidates at once. Judith Hansen made the motion, Dick Rush seconded, vote passed unanimously.

• Jack DeGioia acknowledged Fr. Michael Sheeran as he ends his second term on the board, Tashia Morgridge as she leaves the board after her first term for other commitments, and thanked both of them for their service. Recognition awards were presented to both.

Fund Development- Tashia Morgridge, Fundraising Committee Chair

• Tashia spoke briefly about her decision to not seek a second term on the board due to other commitments and expressed her appreciation for her time on the board. • Tashia encouraged any board members who have not made a personal contribution to do so. • Alex Johnson suggested that we look into the possibility of receiving gifts from university foundation funds.

Closed Executive Session took place from 11:00 to 2:00

Meeting adjourned at 2 p.m.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 5 National Updates and Key Accomplishments

Fundraising and Development Updates

SUBMITTED BY MAUREEN CURLEY

FUNDING National Service-Learning Clearinghouse: Campus Compact was named as the Higher Education Advisor to the National Service- Learning Clearinghouse sponsored by the Learn and Serve America program of CNCS. We received $50,000 for this grant cycle, with the option to continue for the following cycle.

Fidelity: Campus Compact was successful in renewing the Students4Giving program with Fidelity for a second year. Ten schools will receive $15,000 in the Giving Account for the course and $3,000 for administration costs, while each of last year’s participants will receive additional funds in their Giving Account. This year’s winners are George Washington University (DC), Lesley University (MA), Northeastern University (MA), Northwest Missouri State University (MO), Providence College (RI), Southwestern College (KS), SUNY at Binghamton University (NY), University of North Carolina, Charlotte (NC), Western Michigan University (MI), and Wheelock College (MA). In addition, Campus Compact received funds for administrative costs.

KPMG: Campus Compact received a three-year continuation grant for general operating costs from KPMG. The amount of the grant is $150, 000 over three years. Special thanks to Teresa Iannaconi for helping to secure these funds.

Ludwick Family Foundation: We submitted a Letter of Intent to the Ludwick Family Foundation for a grant to update our membership database. It was denied.

Service Learning United, of which Campus Compact is a member, awarded six grants to targeted states for the purpose of establishing K-20 coalitions for state policy advocacy. Four of the six grants

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 6 were awarded to Campus Compact state offices; Massachusetts, Michigan, California, and Wisconsin.

CONVERSATIONS Jenzabar Foundation: Maureen met with John Beahm, Executive Director, Jenzabar Foundation and Ann Murphy, VP O'Neill and Associates, to discuss possible collaboration, particularly in the areas of student retention, student-run non-profits, and the impact of technology.

Kellogg Foundation: The Foundation is still in transition after revamping their central mission and vision last year. Maureen is in conversation with Kellogg program leadership regarding the development of new plan for funding civic engagement and philanthropic efforts. More specifics will be known after the staff brings the plan to their board in November.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 7 Policy Updates

SUBMITTED BY KRISTEN PICHLER

PUBLIC POLICY In early June, the public policy working group made up of state WORKING GROUP directors, Maureen, and Kristen held a conference call to plan a policy strategy for the coming months. Amy Cohen of the Corporation for National and Community Service (CNCS) joined the call to discuss the role that CNCS can and cannot play in the area of advocacy. Members of the policy group met in person during the Compact network gathering in Boston the following week to continue the discussion.

FEDERAL The President’s proposed budget for CNCS programs for Fiscal APPROPRIATIONS Year 2009 allocates $32.1 million for Learn and Serve America. Both the House and Senate budget drafts currently allocate $37.5 million for Learn and Serve, which is this year’s funding level. Along with our colleagues in Voices for National Service, we are advocating for an increase to $46 million.

SERVICENATION Campus Compact was part of the original group of organizations to SUMMIT plan and launch the ServiceNation Summit, seeking to gain widespread support for national service. We have served as the only

higher ed. organization on the planning committee and helped to write the higher ed. segment of the comprehensive ServiceNation policy paper. Jack DeGioia and JoAnn Haysbert will represent Campus Compact in a college presidents’ roundtable discussion at the Summit on the 12th, along with Jerry Sue Thornton, president of Cuyahoga Community College. Maureen Curley, John Sirek, and Kristen Pichler will attend the Summit as participants.

BILLS TO There is support from both houses of Congress to pass a bill making SUPPORT TAX- the Segal AmeriCorps Education Award tax exempt. Senator Chris EXEMPT Dodd of Connecticut introduced a bill containing the following AMERICORPS provisions: EDUCATION • Raising the Segal AmeriCorps Education Award to $6,185 AWARDS and raising the award each subsequent year to represent the average cost of tuition and required fees at a 4-year public

university; • Making the education award tax exempt; • Restoring the Corporation's previous authority to partner with other Federal agencies to use national service as a

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 8 strategy to carry out Departments' priorities; and, • Promoting the Corporation for National and Community Service to Cabinet level status.

COLLEGE We have been following the progress of the Higher Education OPPORTUNITY Opportunity Act of 2008, which was signed into law on August 14. AND We have been in contact with Senator Jack Reed’s office since last AFFORDABILITY fall regarding a section of the bill that helps promote college ACT OF 2008 readiness programs for at-risk high school students, which was included in the final version of the bill.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 9 Communications and Publications Update

SUBMITTED BY KAREN PARTRIDGE

Communications We are in the process of redesigning the organization’s website, with Summary a fresh new look and a new content management system that will make the site both easier to administer and more easily moved to a new host. As part of this process, we are streamlining navigation, reorganizing content, and creating page templates to increase automation. The new site will launch in the fall. We continue to strive for increased organizational visibility through partnerships and more regular communications activity. This activity includes press releases, updates of activity and opportunities distributed to state offices and national members, and strategically used electronic communication to all members. Response to these efforts has been impressive. We’ve seen sharp increases in press queries and partnership requests, and media coverage of our work at both the state and national level has risen accordingly; see http://www.compact.org/news/list/media_coverage. The national office continues to create communications materials for the state offices, including a new packet with the latest member communication pieces, design and print templates, and information on production processes and vendors.

Publications Gross publications sales for the fiscal year just topped $100,000. Summary Second-half sales increased substantially over the first half of the year, driven by spring conferences, end-of-fiscal-year spending, and regular publications sales, which we began to institute this year. While not technically a publication, our new online voting resource at http://www.compact.org/vote/ offers comprehensive, nonpartisan information on voter registration and education, as well as design templates and links. This site has garnered national attention from individuals and associations working on youth voting, and has spurred voting-related initiatives in several states.

New Releases 2007 Statistics: Highlights and Trends of Campus Compact’s Annual Member Survey. This annual report examines student service and campus support structures for engaged work. Students at member campuses again contributed $7 billion in service to their communities. See full results at http://www.compact.org/about/statistics/2007/service_statistics.pdf. (June 2008.)

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 10 Publications Catalog. Our new print catalog features both national and state publications that are available for purchase. (April 2008). Compact Current. A recent issue of the national newsletter featured the Gulf Coast Civic Works Project, initiated by students at San Jose State University. An increased focus on this type of feature promotes member campuses while providing models for the field. (Published three times annually.)

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 11 Programs and Services, and State Affiliate Office Updates

SUBMITTED BY Community Service Director/Service-Learning PAMELA Director Initiative Update MUTASCIO

PROFESSIONAL The fifth Professional Development Institute was held in Atlanta, DEVELOPMENT Georgia on July 28 – August 1, 2008. The Institute is geared INSTITUTE toward community service-learning professionals in the early stages of their careers and offers four and a half days of must-have knowledge from some of the most respected practitioners in the field. This unique gathering offers participants the chance to learn and understand key information and principles in service, service- learning, and higher education; and allows them to discuss with experienced practitioners the critical questions and skills needed to be successful. Normally capped at 70 participants, this year we enrolled 77 due to increased demand. The participants included people from all over the United States, from a wide-range of institutional types. Many state Compact offices sponsored members to attend – Florida sent 7 people, Oklahoma sent 5 people, and Illinois sent 2 people. Eight international participants (3 from Canada, 1 from Japan, 1 from Lebanon, 1 from Egypt, and 2 from Ireland) attended the Institute. Ninety-five percent of evaluation respondents said that the sessions increased their knowledge base of effective strategies for use in their positions. One participant said "This institute has taught me more in 5 days than I would have learned on my own in 2 years."

AWARDS Applications for the new Leadership Award for Campus and Community Engagement are currently open. The award aims to highlight the critical and valuable role of the community engagement professional in higher education. These dedicated individuals form a vital link between the community and campus; they are central to realizing the vision of the engaged campus, and integral in the education and development of students. The tremendous growth of the field is due in large part to the dedication and hard work of the community engagement professional.

2008 Howard R. Swearer Student Humanitarian Award The winners of this year’s Swearer Award are: Alexander Alvanos of Northeastern University (MA), Tryna Dalton of River Parishes Community College (LA), Elisabeth Stern of Cornell University (NY), Anh Tran of the University of Minnesota, and Ian Yaffe of

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 12 Bowdoin College (ME). The award presentations will occur on the state level this year. We are working with the state Compact offices to plan each presentation.

2008 Frank Newman Leadership Award The 2008 Newman Award winners are: Scott Meltzer, Centre College, Kentucky and Heather Stump, Mount Union College, Ohio. They received their award at this year’s ECS Education Leadership Colloquium in Austin, Texas. The chair of Texas Campus Compact’s board, President Charles Cotrell, introduced the students and gave them their awards. Both students were thrilled with the opportunity to meet policymakers and educators and made many contacts they are taking advantage of. Their follow up reports are due in January 2009.

SUBMITTED BY State Affiliate Updates MARIA MONTEIRO

NEW/DEVELOPING With the addition of Mississippi this summer, our network of state STATE OFFICES affiliate offices grew to 34. The University of Southern Mississippi is hosting the new state affiliate office with its president, Dr. Martha Saunders, serving as the founding chair. The university is contributing significant resources (approximately $170,000 cash and in-kind) to the MS Campus Compact office for three years. New Jersey sent a member of the developing NJ Campus Compact task force to the Campus Compact Gathering in Boston, MA in June. Maryland is the newest addition to the list of developing Compacts. We have received letters of support and commitment to provide leadership for the initiative from presidents from the following institutions: University of Baltimore, University of Maryland, Baltimore County, Johns Hopkins University, Maryland Institute College of Art, McDaniel College, Mount Saint Mary’s University, Washington College, Chesapeake College, Montgomery College, and Stevenson University (former Villa Julie College).

CAMPUS The Campus Compact Network convened for its semi-annual COMPACT national network gathering at Boston University in Boston, MA NATIONAL June 16 – 19, 2008. These gatherings serve multiple purposes— GATHERING providing opportunities for the Network to examine and assess organizational development issues both among state directors as well as between national and states; engaging in thoughtful conversations about where the field is headed and what the Compact’s role is; opportunities for networking, sharing and exchanging of ideas, models, promising practices, and professional development and skill building. In addition to stimulating and

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 13 provocative discussions and presentations from outside speakers, the participants devoted time for in-depth discussions on broad organizational issues. As a result of some of these discussions, the Network is having an optional retreat in Vermont on October 15 – 18 to discuss in more depth the deeper vision and values related to the work of Campus Compact. One hundred percent of those who completed an evaluation rated the overall gathering as either excellent or good.

NEW DIRECTOR Just prior to the network gathering in Boston, MA, directors and/or ORIENTATION interim contacts from eight (OR, IN, SC, TN, CT, and RI) states participated in the new directors orientation. As with past transitions, we have matched new/old executive director pairs for mentoring and guidance. VISTA The Corporation for National and Community Service has agreed to once again fund a Campus Compact gathering of VISTA leaders and program directors. Florida Campus Compact has graciously stepped forward to lead the planning and implementation of this meeting with support from the CNCS, national Campus Compact, and other state offices staff. The meeting will take place late winter/spring 2009 in Florida. In May, the first national Campus Compact VISTA newsletter was distributed to Campus Compact VISTAs. This multi-state, VISTA- leader written and edited newsletter will share impact and disseminate promising practices to our 400 VISTA members As the VISTA service year comes to a close, we would like to express our gratitude for Sadie Miller, who as the first VISTA leader working in the national office led the way in the creation of the VISTA newsletter, planning the gathering with CNCS and the state directors in Austin, and supporting the creation of interstate VISTA collaborations.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 14 Academic Initiatives Updates

SUBMITTED BY JULIE PLAUT

THE RESEARCH Since participants in the Feb. 2008 meeting of TRUCEN decided to UNIVERSITIES AND expand the network, nominations of engaged leaders at eligible CIVIC research universities were gathered from state Campus Compact ENGAGEMENT directors as well as current TRUCEN members. The TRUCEN NETWORK steering committee selected seven individuals to invite to (TRUCEN) participate in the next meeting, which will be held in Feb. 2009 at Stanford University. Gabe Garcia has convened a planning committee for that meeting. Meanwhile, Tim Stanton and Jeff Howard are leading the group working on development of an online toolkit on engaged scholarship in research universities, which will build on and complement existing materials and resources in the field.

CONSULTING The expanded Campus Compact Consulting Corps will be officially CORPS launched in August, with a press release and a searchable online database made publicly available. The database currently includes profiles for approximately 80 outstanding leaders, including most of the faculty members who had been part of the original Service- Learning Consulting Corps. We are committed to enhancing this resource further and thus continue to invite state Campus Compact directors to nominate faculty, administrators, partners, staff, and student leaders with valuable knowledge and experience on a range of issues related to our work. While developing this new resource, Julie used the expanded Corps list to suggest speakers/facilitators in response to inquiries she received.

ENGAGED Ten engaged scholars and leaders were selected for participation in SCHOLARS FOR the first Campus Compact New Leaders Organizing Team: NEW Elizabeth Carmichael Burton, Missouri State University; David PERSPECTIVES IN Donahue, Mills College; Mercedes Franco, Queensborough HIGHER Community College; Melissa Kesler Gilbert, Otterbein College; EDUCATION Patrick Green, Loyola University Chicago; Mathew Johnson, Siena College; Micki Meyer, Rollins College; Tania Mitchell, Stanford University; Margaret Post, College of the Holy Cross; and Rowena Tomaneng, DeAnza (Community) College. The selection committee, comprised of state and national Campus Compact staff, considered not only the applicants' individual strengths as communicated in their applications but also their geographic region, institutional type, disciplinary background, approach to

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 15 engagement, commitment to serving as leaders in Campus Compact at the state, regional, or national level, etc. The group met June 4-6, 2008, to get to know each other and to establish specific goals and activities, which include contributing to print or online resources (including writing several chapters for a forthcoming book from Stylus that is being edited by Marybeth Lima, the 2007 Ehrlich Award winner, and Jean Strait, an Ehrlich Award finalist in 2007 and 2008), presenting at state and regional events, highlighting the multiple theories, principles, and experiences that inform engaged scholarship, and helping to shape and support Campus Compact’s work across the country.

HIGHER ED Since taking on this advisor role in February, we have moved PROGRAM forward with all the activities outlined in our contract. We ADVISOR TO organized an introductory teleconference and a very successful NATIONAL webinar on “Students as Colleagues” and community service SERVICE- federal work-study as a resource to support student leaders, which LEARNING attracted almost 70 participants and received very positive CLEARINGHOUSE evaluations. We have gathered over 120 service-learning syllabi and begun reviewing them for possible inclusion in the NSLC’s database of curricular resources (as well as our own online collection of syllabi). We have also started revising three factsheets identified by NSLC staff as top priorities and planning the pilot workshop on engaged scholarship for doctoral students to be held at the University of Minnesota on September 18-19, 2008. Two advanced doctoral students are working with Campus Compact as interns to assist staff with this work. ETR Associates (the organization that is contracted to run the National Service-Learning Clearinghouse) has invited us to submit ideas for special projects we would lead in the coming year, indicating their desire to renew our contract as Program Advisor for the next federal fiscal year, which begins in October 2008.

IMAGINING Julie, four state directors, and Mike Smith of UNC, who is also a AMERICA leader in TRUCEN, participated in the Tenure Team Initiative PARTNERSHIP Working Convening in New York City on June 9, and Campus Compact was recognized at the event (and in the report itself) as a partner for the action phase of this initiative. State and national Compact staff and Imagining America staff have together developed a general plan for a series of regional workshops we will co-sponsor in 2008-2009. Julie Plaut also initiated and co-facilitated with David Scobey, chair of the Imagining America board, a conference call to explore the possibility of generating a more powerful national movement to recognize engaged scholarship in promotion and tenure. Representatives of eight national organizations participated in the

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 16 call and agreed to gather in person at several upcoming conferences.

PUBLICATIONS & Julie prepared an updated research brief, “How Can Engaged PRESENTATIONS Campuses Improve Student Success?,” that is now available on our website, and the related article she co-authored with JoAnn Campbell (formerly of Minnesota Campus Compact) was published in the May 2008 issue of AAC&U’s Diversity & Democracy newsletter. In preparation for a meeting on “How Young People Develop Long Lasting Habits of Civic Engagement,” which was planned to inform a new Spencer Foundation initiative on civic engagement, the foundation invited Julie to write a short “memo to the field” about what more we need to know. It was discussed by all participants and will be included in the public report to be published this fall. During April and May, Julie presented at the American Association of Community Colleges annual convention, an Illinois Campus Compact faculty symposium, the Western Region Campus Compact Consortium annual conference, and a Maine Campus Compact steering committee meeting.

EHRLICH AWARD Nominations for the 2008 Thomas Ehrlich Faculty Award for Service-Learning were accepted online until March 21, 2008; we received 28 complete applications from 10 states. This year the selection committees were comprised entirely of external reviewers. Rather than having Campus Compact staff narrow down the pool, three first-round committees each read a third of all submitted applications, and then the final committee read the 14 applications those committees rated most highly. Most of the 21 reviewers were former Ehrlich Award winners or finalists, and all expressed appreciation at the honor/privilege/opportunity to participate in the process. The 2008 Ehrlich Award will be presented to Dr. Richard Pan, Associate Professor of Clinical Pediatrics at the University of California-Davis, at the AAC&U annual meeting, Jan. 21-24, 2009, in Seattle. Dr. Pan will also lead a featured session and moderate a panel of 2008 Ehrlich Award finalists. The eight finalists are: Michael Cunningham, Tulane University; Jennifer Evans-Cowley, The Ohio State University; Laurie Fowler, University of Georgia; William Kisaalita, University of Georgia; Carol Muller, University of Pennsylvania; Anne Statham, University of Wisconsin-Parkside; Jean Strait, Hamline University; and Wayne Tanna, Chaminade University.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 17 NEXCOM Report

The Network Executive Committee (NEXCOM) serves as the coordination and communication mechanism between 34 executive directors in Campus Compact state offices and the national staff. The representatives from each region (New England, South, Midwest, West & Mid-Atlantic) confer monthly and sometimes bi-weekly on a NEXCOM conference call to discuss practice and policy issues, state programs and concerns, and national-level initiatives. NEXCOM members are also involved in one or more of the national Executive Board standing committees. The primary focuses of discussion for the NEXCOM meetings over the past several months are discussed in detail below.

Network Meeting for Executive Directors

The Campus Compact Network convened in Boston, Massachusetts on June 16 – 19, 2008 for its semi-annual network meeting. NEXCOM once again joined a planning committee, made up of other executive directors, to develop the agenda for the meeting. The meeting included conversations about programs and special initiatives, legislation, fundraising, research and membership recruitment. The group was addressed by Greg Prince (former president of Hampshire College), Matt Dunn (former director of AmeriCorps VISTA and current director of outreach for Google) and Adam Weinberg (Provost and Senior Vice-President World Learning, SIT). The network also spent significant time on the organizational development of the Compact. One outcome of the meeting was the commitment to hold a retreat in Vermont in the fall to explore the long- term vision and values of the Compact. The outcomes of this meeting will be presented at the network meeting in January 2009 for a larger discussion with the entire network and then shared with the national board.

National Move and Separation from Brown University

At each of the NEXCOM meetings, Maureen gave an update of the national office’s move from Providence to Boston. The committee had an opportunity to ask questions, make suggestions and then passed the information on to their colleagues in their regions.

New NEXCOM Representatives

This spring new regional representatives were chosen for NEXCOM. They are: Deb Scire (NH) – New England Char Gray (PA) – Mid-Atlantic Sandra Hansen (IA) – Midwest Gina Wekke (OK) – South Atina Pascua (HI) – West Maureen Curley and Maria Montiero – National

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 18

The group reviewed the working principles of NEXCOM, paying special attention to how the group communicates with the larger network. The members decided to play a more active role in meetings by having the facilitator take complete responsibility for the planning and organization of each call.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 19 Current By-laws

CAMPUS COMPACT

B Y - L A W S

(As Adopted)

Article I

PURPOSES. POWERS AND OFFICES

Section 1-1. Purposes. Campus Compact shall (a) promote student service and service learning at member institutions; (b) assist faculty and students in building strong community partnerships that meet community needs; and (c) engage Presidential leadership at the state and national level.

Section 1.2. Powers. Campus Compact shall have all the powers enumerated in the Rhode Island Non-Profit Corporation Act, as from time 'to time amended (the "Non- Profit Corporation Act") provided however, Campus Compact 'shall exercise its powers only in furtherance of exempt purposes as such terms are defined in Section 501 (c) (3) of the Internal Revenue Code of 1986, as amended, and the regulations promulgated thereunder (the "Code"). Notwithstanding the foregoing, so long as Campus Compact has its principal office at Brown University, in addition to any right or power held by any other committee, board, entity or body, Brown University shall manage the financial records and must consent to: (a) any changes in the purpose and mission; (b) amendments to the Articles of Incorporation and By-Laws; (c) selection of independent auditors; (d) incurrence or guarantee of any indebtedness in excess of $10,000; and (e) employment of all personnel.

Section 1.3. Offices. Campus -Compact shall have its principal office in Rhode Island and may have other offices at such place as may from time to time be determined by the Board of Directors.

Article II

MEMBERS

Campus Compact may have members who meet such qualifications and Requirements as from time to time may be established by the Board of Directors. The Board of Directors may from time to time and at any time create different classifications of members and prescribe different, privileges, qualifications or requirements for each class.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 20

Article III

BOARD OF DIRECTORS

Section 3.1. Number and Qualification. The number of directors shall not be less than fifteen nor more than thirty-one.

Section 3. 2. Election. The directors initially shall be selected by the Incorporator and shall serve staggered three year terms. Any director may be removed by a majority of the entire Board of Directors with or without cause. Notwithstanding any other provision of the by-laws, so long as Campus Compact has its principal office at Brown University, the president of Brown University shall be a voting member of the Board of Directors.

Section 3.3. Annual Meetings. An annual meeting of the Board of Directors shall be held at such time as may be determined by the Board of Directions and at which the Board of Directors shall elect officers of the Corporation, and shall transact such other business as may properly come before the meeting. In the event of the failure of the Board of Directors to hold an annual meeting at any time or for any cause, any and all business which might have been transacted at such meeting may be transacted at the next succeeding meeting, whether the same be a special meeting or a regular meeting.

Section 3.4. Regular and Special Meetings. The Board of Directors may hold regular or special meetings, either in or outside the State of Rhode Island. Regular meetings of the Board of Directors may be held at such time and at such place as may from, time to time be determined by the Board of Directors, provided that reasonable notice of the first regular meeting following any such determination shall be given to absent directors. Special meetings may be called at any time by the Chair or the Executive Vice President and shall be called by the Secretary upon written request of three directors upon three days I notice to each director; provided, however, that a special meeting may be called upon twenty-four hours notice if such notice is given personally, by telephone, or by facsimile transmission to each director.

Section 3.5. Vacancies. Any vacancy occurring on the Board of Directors shall be filled by the Board of Directors. A director elected to fill a vacancy shall serve until the next meeting of members.

Section 3.6. Resignations. Any director may resign at any time by giving written notice to the Board of Directors. The resignation shall take effect at the time specified in such notice, and unless otherwise specified in such notice, acceptance shall not be necessary to make it effect live.

Section 3.7. Quorum. At all meetings of the Board of Directors, the presence of the greater of two directors or one-third of all Directors shall constitute a quorum for the transaction of business, and the act of a majority of the Directors present at a meeting at which a quorum is present shall be the act of the Board of Directors, unless the act of a

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 21 greater number of Directors is required by the Non-Profit Corporation Act, the Articles of Incorporation or these by-laws.

Section 5.2. Waivers of Notice. Whenever any notice is required to be given under the provisions of the Non-Profit Corporation Act or the Articles of Incorporation or these bylaws, a waiver thereof in writing, signed by the person or persons entitled to such notice and who did not receive the same, whether before or after the time stated therein, shall be deemed equivalent to the giving of such notice. Attendance of a person at a meeting shall constitute a waiver of notice of such meeting, except when the person attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened.

Article VI

OFFICERS

Section 6.1. Number. The officers of Corporation shall be a chair, a vice-chair, a secretary, a treasurer and an executive director. The Board of Directors may from time to time elect or appoint such other officers as it may deem necessary or convenient. Any two or more offices may be held by the same person with the exception of the offices of president and secretary.

Section 6.2. Election and Term. The officers of the Corporation shall be elected by the Board of Directors. Each officer shall be elected to serve a term of one year, or until his or her successor shall have been elected and shall have qualified or until his or her earlier death, resignation or removal, as hereinafter provided. Any officer may be removed by the Board of Directors at any time, with or without cause. Such removal shall be without prejudice to the contract rights, if any, of the person so removed. Election or appointment of an officer shall not of itself create contract rights.

Section 6.3. Resignations. Any officer may resign at any time by giving written notice to the Board of Directors of the Corporation or to the Chair, or the secretary thereof. A resignation shall take effect at the time specified in the notice thereof, and, unless otherwise specified in said notice, the acceptance of the resignation shall not be necessary to make it effective.

Section 6.4. Authority and Duties. The Chair shall preside at all meetings of the Corporation and the Board of Directors at which he or she is present. The Executive Director shall have general supervision of the conduct of the business and affairs of the Corporation. The Secretary shall maintain minutes of the meetings of the Corporation and the Board of Directors. The Treasurer shall maintain books of account and accounting records. In addition each officer shall have the powers to perform the duties customarily appurtenant to their respective offices, and shall have such further powers and shall perform such further duties as may from time to time be assigned to them by the Board of Corporation of the Corporation.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 22

"Loss" means any amount which the Indemnified Person is legally obligated to pay as a result of any claim made against the Indemnified Person for Covered Acts including, without being limited to, judgments for, and awards of, damages, amounts paid in settlement of any claim, any fine or penalty or, with respect to an employee benefit plan, any excise tax or penalty.

"Proceeding" means any threatened, pending, or completed action, suit or proceeding, whether civil, criminal, administrative or investigative.

Section 9.3. Indemnification. Subject to the exclusions hereinafter set forth, the Corporation will indemnify the Indemnified Person against and hold the Indemnified Person harmless from any Loss or Expense.

Section 9.4. Exclusions. The Corporation will not be liable to pay any Loss or Expenses (an "Excluded Claim"):

(a) With respect to a Proceeding in which a final non-appealable judgment or other adjudication by a court of competent jurisdiction determines that the Indemnified Person is liable to Campus Compact (as distinguished from being liable to a third party) for: (i) any breach "of the Indemnified Person's duty of loyalty to the Corporation; (ii) acts or omissions not in good faith or which involve intentional misconduct or knowing violation of the law; or (iii) any transaction from which the Indemnified Person derived an improper personal benefit; or

(b) If a final, non-appealable judgment or other adjudication by a court of competent jurisdiction determines that such payment is unlawful.

Section 9.5. Settlement. The Corporation will have no obligation to indemnify the Indemnified Person under this Article for any amounts paid in settlement of any Proceeding effected without the Corporation's prior written consent. The Corporation will not unreasonably withhold or delay its consent to any proposed settlement. If the Corporation so consents to the settlement of any Proceeding, or unreasonably withholds or delays such consent, it will be conclusively and irrebuttably presumed for all purposes that the Loss or Expense does not constitute an Excluded Claim. If the Corporation reasonably withholds its consent solely on the ground that the Proceeding constitutes an Excluded Claim, the Indemnified Person may accept the settlement without the consent of the Corporation, without prejudice to the Indemnified Person's rights to indemnification in the event the Corporation does not ultimately prevail on the issue of whether the Proceeding constitutes an Excluded Claim.

Section 9.6. Rights Not Exclusive. The rights provided hereunder will not be deemed exclusive of any other rights to which the Indemnified Person may be entitled under any agreement, vote of disinterested Directors or otherwise, both as to action in the Indemnified Person's official capacity and as to action in any other capacity while holding such office, and will continue after the Indemnified Person ceases to serve the Corporation as an Indemnified Person.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 23 Section 9.7. Amendment. No amendment or termination of this Article will be effective as to an Indemnified Person without the prior written consent of that Indemnified Person and, in any event, will not be effective as to any Covered Act of the Indemnified Person occurring prior to the amendment or termination.

Article X

AMENDMENTS

These By-Laws may be amended by the Board of Directors at any meeting of the Board of Directors provided that notice of the proposed amendments is distributed at least ten days prior to the meeting, subject to the provisions of Sectors 1.2.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 24 Proposed By-laws

BYLAWS of CAMPUS COMPACT

A Rhode Island Corporation

Adopted and effective as of [______] __, 2008

Article I: Purposes and Powers

The purpose of Campus Compact (the “Corporation”) is to engage in the following activities: (a) to foster among college and university students a sense of civic responsibility and a commitment to make contributions to the welfare of communities and society; (b) to encourage leadership by the presidents of colleges and universities of activities that support public and community service; (c) to develop resource materials, grant programs, workshops and institutes that support programs for the administrators, faculty, staff and students of colleges and universities in furtherance of the above-stated purposes; and (d) to exercise any of the power set forth in Chapter 7-6 of the General Laws of the State of Rhode Island.

In fulfilling its purposes and exercising its powers, the Corporation shall act within the limits imposed by its Articles of Incorporation and these Bylaws, in particular, the Corporation shall act only in furtherance of the “exempt purposes” permitted under Section 501 (c) (3) of the Internal Revenue Code of 1986, as amended (the “Code”), and the regulations promulgated thereunder.

Article II: Offices and Registered Agents

The Corporation shall maintain a registered office within the state of Rhode Island and shall designate a registered agent whose business address may be the same as the address of the registered office of the Corporation.

The Corporation may maintain offices and designate registered agents in any other location specified by the board of directors, provided that it qualifies to transact business in such locations.

Article III: Members

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 25 The Corporation shall have no members. The board of directors of the Corporation may, however, provide for members, in which case, the designation of the class or classes of the members, the manner of election or appointment of the members and the qualifications and rights of the members of each class shall be set forth in the bylaws of the Corporation.

Article IV: Board of Directors

Section 1. Authority. The power and authority to conduct the business and affairs of the Corporation shall be vested in the board of directors, except as otherwise provided by law or the Corporation’s Articles of Incorporation.

Section 2. Number. The number of directors of the Corporation shall be no fewer than twelve (12) nor greater than twenty-four (24) or such other number as may be determined by the board of directors from time to time. Each director shall be elected for a stated term of from one (1) to three (3) years. The board shall endeavor to stagger the terms of directors so that the term of approximately one-third of the directors will expire each year. Elections shall be held at the annual meeting of directors to replace those directors whose terms are expiring. Each director shall serve for a stated term and until his or her successor is elected and qualified. A director may stand for reelection at the end of his or her term but may serve for only one such renewal term.

Directors of the corporation shall be elected by majority vote of the board of directors at the annual meeting.

Section 3. Meetings. An annual meeting of the board of directors shall be held at such time and place as shall be determined by the board of directors. At such annual meeting, the board of directors shall elect the officers of the Corporation, shall fill any vacancies on the board of directors and shall elect directors to replace those whose term is expiring. In addition, the directors may transact such other business at the annual meeting as shall properly come before it. In the event of the failure to hold an annual meeting, any and all business which was to be transacted at the annual meeting shall be transacted at the next meeting of the board of directors.

In addition to the annual meeting, regular meetings of the board of directors may be held at such time, date and place as the board of directors may from time to time determine. Special meetings of the board of directors may be called by the Chair or by three (3) or more directors.

Meetings may be held inside or outside the State of Rhode Island.

Section 4. Notice of Meetings. Notice of the time, date and place of any meeting of the board of directors shall be given to each director at least three (3) days prior to the meeting. The notice shall be provided by any of the Chair, the Secretary or, in the case of a meeting called by three or more directors, by one of the directors calling the meeting. Notice shall be considered given when received and, in the case of notice

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 26 provided by U.S. mail, it shall be considered received two (2) days after such notice has been deposited in the mail properly addressed and with sufficient first-class postage affixed. In the case of notice by courier service, such notice shall be considered received the day after its collection by such courier for overnight delivery. Notice by electronic mail or by telephone shall be considered given upon confirmation of delivery of the electronic mail or at the time of actual receipt of the telephone notice. A notice need not specify the business to be transacted at, or the purpose of, the meeting.

Notice need not be given to any director who delivers a written waiver of notice of the meeting either before or after the meeting, if such waiver is filed with the record of the meeting. Any director attending a meeting shall be considered to have waived notice of the meeting, except when the director attends the meeting for the express purpose of objecting to the transaction of any business because the meeting was not lawfully called or convened.

Section 5. Quorum and Voting. Each director shall be entitled to one vote on any matter that properly comes before a meeting. In any meeting of the board of directors, the presence of one-third of the directors shall constitute a quorum for the transaction of all business at the meeting. Any decisions made by a majority of the board of directors at a meeting where there is a quorum present shall be binding upon the Corporation, unless a larger number is required by law, the Articles of Organization or these bylaws. If less than a quorum is present at any meeting, the meeting may be adjourned by a vote of those present without further notice of the meeting, provided that reasonable efforts are made to inform the absent directors of the time, date and place of the resumption of the adjourned meeting.

Section 6. Consent. Any action which may be taken at a meeting of the board of directors may be taken without a meeting, if consent in writing setting forth the action to be taken is signed by all of the directors then in office and entitled to vote on the matter. For purposes of a director’s consent to any proposed action, a signature transmitted via electronic means, including facsimile transmission or e-mail, shall be treated as a signed consent to the action, provided that the transmission or e-mail sets forth the details of the action to which consent is being given.

Section 7. Participation. Any director or other persons invited to do so may participate in a meeting of the board of directors by means of a conference telephone or similar communications device or equipment, provided that all persons participating in the meeting can hear each other at the same time. Participation by such means constitutes attendance at the meeting by the director or person so participating.

Section 8. Resignation and Removal. Any director may resign at any time by delivering written notice of his or her resignation to the Chair, President or Secretary of the Corporation. Such resignation shall be effective at the time specified in such written notice or upon receipt if no resignation date is specified. Unless otherwise specified in such written notice, acceptance of the resignation shall not be required to make the

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 27 resignation effective. A director may be removed, with or without cause, by the vote of a majority of directors at a meeting where a quorum of directors is present.

Section 9. Vacancies. Any vacancy existing in the board of directors may be filled by the directors at a meeting of the board of directors. If the vacancy was created by the resignation or removal of a director, the person elected to fill the vacancy shall serve for the balance of the term of the director he or she is replacing.

Article V: Chair and Committees

Section 1: Chair. The Chair shall, when present, preside at all meetings of the board of directors.

Section 2: Executive Committee. The board of directors shall elect two (2) of the directors of the Corporation other than the Chair to serve on the Executive Committee. In addition, the Chair and the President of the Corporation shall be ex officio members of the Executive Committee. The Executive Committee may exercise all of the power of the board of directors when the board of directors is not in session. Each member of the Executive Committee shall be entitled to one vote on any matter that properly comes before the Executive Committee. A majority of the members of the Executive Committee shall constitute a quorum for purposes of conducting its business.

Section 3: Nominating Committee. At the annual meeting of the board of directors, the board of directors shall elect a Nominating Committee consisting of three (3) directors. The Nominating Committee shall, prior to the next annual meeting, propose a slate of candidates for election to the board of directors to replace those directors whose term expires at that annual meeting. If requested by the Chair, the Nominating Committee will also propose candidates to fill any vacancies on the board of directors.

Section 4: Committees in General. In addition to the Executive Committee and the Nominating Committee, the board of directors may establish other ad hoc committees of the board of directors to which it may delegate some or all of its powers. All of the committees of the Corporation shall establish their own rules of operation, except as the board of directors may otherwise direct. Notwithstanding the provision of the preceding sentence, the business of all committees shall, to the extent possible, be conducted as provided in these bylaws. All committees of the Corporation shall maintain a written record of their actions which they shall deliver to the Secretary of the Corporation for inclusion in the Corporation’s records. The board of directors may abolish any committee of the Corporation at any time. The board of directors may rescind any action of any committee.

Section 5: Limitation on Committees. No committee of the Corporation shall have the power or authority to do any of the following: (a) amend, alter, or repeal these bylaws;

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 28 (b) elect, appoint, or remove any member of any committee or any director or officer of the Corporation; (c) amend the Articles of Incorporation, restate the Articles of Incorporation, adopt a plan of merger, or adopt a plan of consolidation with another corporation; (d) authorize the sale, lease, exchange or mortgage of all or substantially all of the property and assets of the Corporation; (e) authorize the voluntary dissolution of the Corporation or revoke proceedings for voluntary dissolution; adopt a plan for the distribution of the assets of the corporation; or (f) amend, alter, or repeal any resolution of the board of directors which by its terms provides that it shall not be amended, altered, or repealed by the committee. The delegation of authority to any committee does not operate to relieve the board of directors, or any individual director of any responsibility imposed upon it, him or her by law.

Article VI: Officers

Section 1: General Provisions. The officers of the Corporation shall consist of a Chair, a President, a Secretary and a Treasurer, and such other officers as provided in these bylaws or as determined by the board of directors from time to time. Two or more offices may be held by the same person, except that the same person may not hold the offices of President and Secretary. Officers shall be elected by the board of directors at its annual meeting and shall serve until the next annual meetings and until his or her successor is elected and qualified.

Section 2: Chair. In addition to presiding at all meetings of the board of directors where he or she is present, the Chair shall have such other powers and duties as may be vested in him or her by the board of directors or these bylaws.

Section 3: President. The President shall be the chief executive officer of the Corporation and shall have, subject to the direction of the board of directors, general control of the business and operations of the Corporation.

Section 4: Secretary. The Secretary shall keep and maintain the records of the Corporation, including the record of meetings of the board of directors and of committees of the Corporation.

Section 5: Treasurer. The Treasurer shall, subject to the direction of the board of directors, have charge of the financial affairs of the Corporation and shall cause full and accurate books of account to be maintained for the Corporation. The Treasurer shall have custody of all funds, securities and valuables of the Corporation and shall promptly render to the President and the board of directors statements and records of the same upon request.

Section 6: Other Powers and Duties. Subject to these bylaws, each officer of the Corporation shall have, in addition to those duties and powers specified in these

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 29 bylaws, such duties and powers as are customarily incident to his or her office and such duties and powers as may be, from time to time, designated by the board of directors.

Section 7: Resignation and Removal. Any officer may resign at any time by delivering written notice of his or her resignation to the Chair, President or Secretary of the Corporation. Such resignation shall be effective at the time specified in such written notice or upon receipt if no resignation date is specified. Unless otherwise specified in such written notice, acceptance of the resignation shall not be required to make the resignation effective. An officer may be removed, with or without cause, by the vote of a majority of directors at a meeting where a quorum of directors is present.

Section 8. Vacancies. Any vacancy existing in an office of the Corporation shall be filled by the directors at the next meeting of the board of directors or by action of the Executive Committee. If the vacancy was created by the resignation or removal of an officer, the person elected to fill the vacancy shall serve for the balance of the term of the officer he or she is replacing.

Article VII: Seal

The Corporation’s seal shall consist, subject to such alterations or additions determined by the board of directors, of a circular die bearing the words “Rhode Island,” the name of the Corporation and the year of its organization cut or engraved thereon.

Article VIII: Fiscal Year

Unless otherwise determined by the board of directors, the fiscal year of the Corporation shall be the twelve month period ending on June 30.

Article IX: Indemnification

The terms of this Article IX shall be available to, and shall apply on behalf of, any and all directors and officers of the Corporation who are serving as a director and/or officer of the Corporation or have served as a director and/or officer of the Corporation. Subject to the provisions of law, the Articles of Organization and these bylaws, the Corporation shall indemnify any and all persons made a party to, or threatened with being made a party to, any suit, action or proceedings (each a “claim”) by reason of the fact that he or she is or was a director or officer of the Corporation. Such indemnification shall cover the costs and expenses reasonably incurred by, or imposed upon, him or her in connection with any such claim, including, without limitation, the costs of judgment, the award of damages, payments in settlement of any claim or any fine or penalty assess with regard to an employee benefit plan or tax penalty (“losses”). In the case of a settlement of any claims of real or threatened losses suffered by any indemnified director or officer of the Corporation, the Corporation will have no obligation to pay any amounts in settlement of a claim unless the Corporation has given its prior written consent to the settlement.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 30 The indemnification provided by this Article IX shall be available only to directors and officers of the Corporation who have conducted themselves in good faith and acted in the reasonable belief that: (a) his or her conduct was in the best interests of the Corporation, and (b) in the case of any criminal proceeding, he or she had no reasonable cause to believe his or her conduct was unlawful.

No director or officer shall be indemnified under this Article IX with respect to any claim charging improper personal benefit to him or her, whether or not involving action in his or her official capacity, in which he or she has been adjudged to be liable on the basis that personal benefit was improperly received by him or her. In addition, no director or officer shall be indemnified under this Article IX against losses that result from (a) his or her breach of the duty of loyalty to the Corporation or (b) acts or omissions which involve intentional misconduct or knowing violation of the law.

Reasonable expenses incurred by a director or officer who is a party to a proceeding may be paid or reimbursed by the Corporation in advance of the final disposition of the proceedings upon receipt by the corporation of: (a) a written affirmation by the director or officer of the director's or officer’s good faith belief that the director or officer has met the standard of conduct necessary for indemnification by the Corporation as authorized in this Article IX; and (b) a written undertaking by or on behalf of the director or officer to repay the amount if it is ultimately determined that the director or officer has not met such standard of conduct.

The indemnification provided by this Article IX is not deemed exclusive of any other rights to which those seeking indemnification are entitled under any bylaw, agreement or otherwise. Nothing contained in this Article IX shall limit the Corporation's power to pay or reimburse expenses incurred by a director or officer in connection with his or her appearance as a witness in a proceeding at a time when he or she has not been named a defendant or respondent in the proceeding.

Article X: Amendment

These bylaws may be amended by the board of directors at any meeting, provided that notice of any proposed amendment is distributed to all directors at least ten (10) days prior to the meeting at which the vote on the proposed amendment is to be taken.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 31

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 32 CAMPUS COMPACT

Executive Summary of Potential Retirement Structure

Prepared by The Angell Pension Group, Inc.

Objective for Campus Compact: To establish a successful retirement plan that is comprised of a competitive formula within the marketplace and with respect to former Brown University employees, fiscally responsible and is valued and appreciated by our employees. This benefit delivery system should carefully balance the employer and employee perspective.

Plan Structure and Design Overview Type of Plan: Establish an employee self-directed 403(b) plan. This type of plan will be the most advantageous and allow the maximum flexibility since there is no discrimination testing with respect to a “highly compensated employee” (i.e., > 100k in compensation) regarding their own contribution deferrals. For example, alternatively a 401(k) plan would require this type of testing. However, there is discrimination testing with regard to any matching formula in a 403(b) plan. Since the size of the group is small, this type of discrimination testing could be problematic and volatile in passing from year-to-year. Therefore, the following match formula could be implemented to avoid this type of difficulty.

Safe Harbor Formula: A recommended strategy to avoid this problematic discrimination testing is a “safe harbor match formula”.

• Maximum match of 100% up to the first 6% of someone’s compensation (minimum 4%) would satisfy the testing.

Core Contribution: Given the historical retirement environment of Campus Compact’s new employees, a core contribution of 2% in addition to the Safe Harbor Match formula may make sense since Brown University’s contribution formula was between 8-10% of pay.

This would total 8% of pay between match and core. This level of benefit would put your Plan in the top 1% in the country on a comparable basis.

Other Plan Highlights:

Eligibility – • Recommended one year of service and 1,000 hours • Grandfather past service for Brown University employees

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 33

Vesting – • Safe Harbor Match – 100% vested immediately • Core contribution - recommended 20% per year (100% after 5 years) • Grandfather past service for vesting for Brown University employees

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 34 CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 35 Board of Directors Information

Board Committees

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: Toni Murdock, Antioch University Vice-Chair: Jane Karas, Flathead Valley Community College Maureen Curley

POLICY COMMITTEE

Shapes Campus Compact's position on important national policies supporting community service and service-learning and seeks to increase Campus Compact's influence and visibility in national policy discussions. The committee will also help identify federal departments and key individuals with whom to collaborate on developing policies that support the work of Campus Compact.

Chair: Jack Keating, University of Wisconsin, Milwaukee

FUND DEVELOPMENT COMMITTEE

Standing committee to work 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.

Chair: (currently vacant) Louis Albert, Pima County Community College Leo Lambert, Elon University Jim Votruba, Northern Kentucky University Dick Rush, California State University Channel Islands

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 36

FINANCE COMMITTEE

Standing committee to work with national Compact executive staff to review the budget and make recommendations to the national Board regarding approval.

Chair: Teresa Iannaconi, KPMG, LLC Jack DeGioia, Georgetown University Kathy Engelken, Illinois Campus Compact

MEMBERSHIP & NETWORK COMMITTEE (as needed)

Committee to assist when members do not renew their memberships; reviews the state of the network offices and works with staff to make recommendations for improving the sustainability of network offices in accordance with the formal Affiliation Agreements.

Chair: Richard Rush, California State University, Channel Islands Judith Hansen, Southern Oregon Community College Jane A. Karas, Flathead Valley Community College Warrick Carter, Columbia College Chicago John Sirek, McCormick Tribune Foundation JoAnn Haysbert, Langston University Atina Pascua, Hawaii Pacific Islands Campus Compact

TRANSITION COMMITTEE

Committee created to assist the President with the administrative separation of Campus Compact from Brown University.

Jack DeGioia, Georgetown University Toni Murdock, Antioch University Lou Albert, Pima Community College-West Campus Teresa Iannaconi, KPMG LLP

NOMINATING COMMITTEE

Committee consisting of three Board members who will nominate new Board members in preparation for voting at spring Board meetings, in accordance with the bylaws.

Members will be chosen during board meeting

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 37 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.

Jim Dworkin, Purdue University North Central

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 38 Board Contact Information

Dr. Louis Albert Dr. James B. Dworkin President Chancellor Pima Community College - West Purdue University – North Central Campus Schwarz Hall, Room 137 2202 West Anklam Road 1401 South U.S. Highway 421 Tucson, AZ 85709-0001 Westville, IN 46391 PHONE: 520/206-6752 PHONE: 219/785-5331 FAX: 520/206-6693 FAX: 219/785-5355 [email protected] [email protected] Assistant: Patty Perez Assistant: Deb Nielsen

Dr. Lawrence S. Bacow Mr. David L. Giunta President President and CEO Tufts University Natixis Global Associates Ballou Hall, 2nd Floor 399 Boylston St. Medford, MA 02155 Boston, MA 02116 PHONE: 617/627-3300 PHONE: 617/449-2503 FAX: 617/627-3555 FAX: 617/369-9755 [email protected] [email protected] Assistant: Elise Renoni Assistant: Lisa Pering

Dr. Warrick L. Carter Dr. Judith Hansen President President Columbia College, Chicago Southwestern Oregon Community 600 S. Michigan, Room 505 College Chicago, IL 60605 1988 Newmark Avenue PHONE: 312/369-7202 Coos Bay, Oregon 97420 FAX: 312/369-8069 PHONE: 541/888-2525 [email protected] FAX:541/888-3258 [email protected] Assistant: Yvonne Sode Assistant: Deb Nicholls

Dr. John J. DeGioia- Board Chair Dr. James T. Harris III President President Georgetown University Widener University 204 Healy Hall Office of the President 37th & O Streets, NW One University Place Washington, DC 20057 Chester, PA 19013 PHONE: 202/687-4134 PHONE: 610/499-4101 FAX: 202/687-6660 FAX: 610/499-4196 [email protected] [email protected] Assistant: Chris Darling Assistant: Janis Sendek

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, OCTOBER 2008 39 Dr. JoAnn Haysbert Dr. Jane Karas- Board Vice Chair President President Langston University Flathead Valley Community College Office of the President Office of the President PO Box 907 777 Grandview Drive Langston, OK 73050 Kalispell, MT 58801 PHONE: 405/466-3201 PHONE: 406/756-3800 FAX: 405/466-3461 FAX: 406/756-3815 [email protected] [email protected] Assistant: Gabriel Anderson Assistant: Monica Settles

Ms. Teresa Iannaconi Dr. John Keating Partner University of Wisconsin-Milwaukee KPMG LLP Graduate School 757 Third Avenue Mitchell 249 New York, NY 10017 Milwaukee, WI 53201 PHONE: 212/909-5426 PHONE: 414/229-2715 FAX: 212-954-5372 FAX: [email protected] Assistant: Rosemary Sotirios Dr. Leo Lambert President Dr. Shirley Ann Jackson Elon University President 2185 Campus Box Rensselaer Polytechnic Institute Elon, NC 27244 Tr 3rd Floor PHONE: 336/278-7900 110 8th Street FAX: 336/278-7930 Troy, NY 12180 [email protected] PHONE: 518/276-6211 Assistant: Sandra Fields FAX: 518/276-8702 [email protected] Assistant: Pat DeCoster Dr. Toni Murdock- Board Vice Chair Chancellor Antioch University Dr. Alex Johnson 150 E. South College Street President Yellow Springs, OH 45387 Community College of Allegheny PHONE: 937/769-1351 County FAX: 937/769-1350 109 Byers Hall [email protected] 108 Ridge Ave. Assistant: Karen Ely Pittsburgh, PA 15212 PHONE: (412) 237-4413 FAX: (412) 237-4420 [email protected] Assistant: Bonita Richardson

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 40 Dr. Richard R. Rush President California State University Channel Islands One University Drive Camarillo, CA 93012 PHONE: 805/437-8410 FAX: 805/437-8414 [email protected] Assistant: Elizabeth Rubalcava

Mr. John Sirek Citizenship Program Director McCormick Tribune Foundation 435 North Michigan Ave. Suite 770 Chicago, IL 60611 PHONE: 312/222-4426 FAX: 312/222-3523 [email protected]

Dr. James Votruba President Northern Kentucky University Lucas Administrative Center 800 Highland Heights, KY 41099 PHONE: 859/572-5191 FAX: 859/572-6696 Assistant: Tammy Knochelmann

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 41 Terms of Office

Terms are three years (June-July). Board members may not serve more than two terms.

State State Compact Term # Term Ends Lou Albert AZ No 2010 2 Pima Community College

Lawrence Bacow MA Yes 2011 2 Tufts University

Warrick L. Carter IL Yes 2010 1 Columbia College Chicago

John J. DeGioia- Chair DC No 2011 2 Georgetown University

James Dworkin IN Yes 2011 1 Purdue University - North Central David Giunta MA Yes 2011 1 Natixis Global Associates Judith Hansen OR Yes 2010 2 Southwestern Oregon Community College

James Harris PA Yes 2011 1 Widener University JoAnn Haysbert OK Yes 2010 1 Langston University

Teresa Iannaconi NY Yes 2010 2 KPMG LLP

Shirley Ann Jackson NY Yes 2010 1 Rensselaer Polytechnic Institute

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 42

Alex Johnson PA Yes 2010 1 Community College of Allegheny County

Jane A. Karas- MT Yes 2009 1 Vice Chair Flathead Valley Community College

John Keating WI Yes 2010 2 University of Wisconsin- Parkside

Leo Lambert NC Yes 2009 2 Elon University

Toni Murdock- OH Yes 2009 2 Vice Chair Antioch University

Richard Rush CA Yes 2011 2 California State University, Channel Islands

John Sirek IL Yes 2010 1 McCormick Tribune Foundation

James Votruba KY Yes 2010 2 Northern Kentucky University

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 43 Biographies of New Board Members

James Dworkin, Chancellor, Purdue University North Central

Dr. Dworkin is the Chancellor of Purdue University North Central. He came to PNC from the Purdue Krannert School of Management in West Lafayette. Dr. Dworkin joined Purdue in 1976, served as an associate dean for the Krannert School for 10 years, and served as acting dean before coming to PNC.

Since 1976, collective bargaining, negotiations, and dispute resolution are Chancellor Dworkin's main teaching interests. His current research interests include unionism in professional sports, why doctors join unions, and arbitration acceptability.

Chancellor Dworkin is the author of two books, Owners Versus Players: Baseball and Collective Bargaining (Boston: Auburn House Publishing Company, 1981), and Reflections on the Transformation in Industrial Relations (Scarecrow Press, 1989) and numerous articles. He has been a consultant to the assistant secretary for policy, evaluation, and research at the U.S. Department of Labor; Employer and Employee Education Services, University of Minnesota; and various publishing companies. Dworkin is a member of the Industrial Relations Research Association, Society of Professionals in Dispute Resolution, and the American Arbitration Association. He serves as an arbitrator, mediator, and fact-finder in a variety of labor-management disputes in the private and public sectors.

Dr. Dworkin received his Ph.D. in Industrial Relations from the University of Minnesota. He received his M.A. in Industrial Relations and his B.A. in Economics from the University of Cincinnati.

David Giunta, President, Natixis Global Associates

David Giunta recently was named the president of Natixis Global Associates. Mr. Giunta has spent the past 14 years with Fidelity in a range of sales and marketing roles. Since 2005 he has served as president of the Fidelity Charitable Gift Fund, one of the largest public charities in the U.S., and also headed Fidelity Charitable Services. He was previously senior vice president of Investor Centers, Eastern Region responsible for overall management of 55 branches. In his tenure with Fidelity he has also served as vice president for Fidelity Personal Investments and Brokerage Group and director of new business development at Fidelity Institutional Services Company.

Prior to joining Fidelity, Mr. Giunta was assistant vice president for product development at Putnam Investments and an analyst at Bank of Boston. Mr. Giunta is a CPA and holds a Bachelor of Science degree in accounting from Bentley College and an MBA from Boston College.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 44 James Harris III, President, Widener University

Dr. James T. Harris III began his service as the ninth president of Widener University in 2002. Last fall, Washington Monthly magazine ranked Widener as one of the top 250 universities in the country that do the most for our nation. Dr. Harris has been an advocate for enhancing Widener’s reputation as a “student-centered” learning community. He regularly holds public town hall meetings and meets with students in small groups on a regular basis to seek input on how to improve the university’s learning environment. He frequently works along side students on community service projects, and this past January served with a group of Widener students in Bolivia to build a school in an impoverished rural community. Once a year he trades places with a student who becomes “President for the Day”, while Dr. Harris fulfills the student’s campus responsibilities, including attending classes. Dr. and Mrs. Harris host hundreds of students at their home every year. In addition, he continues to be a guest lecturer in various classes at Widener and has taught an honors leadership course in the School of Business Administration.

Dr. Harris has been asked to serve in several local, state and national leadership roles. A few examples of his responsibilities beyond Widener include membership on the executive committee of the board of directors for the National Association of Independent Colleges and Universities and the Coalition of Urban and Metropolitan Universities. He also serves on the board of the Pennsylvania Campus Compact, where he served as Chair and in April of this year he was named to the President’s Council of The National Collegiate Athletic Association. Earlier in his career he served on a national commission for the advancement of Service-Learning established by President Clinton and since 2002, he has been a member of the faculty of the MDP program at Harvard University.

Prior to his arrival at Widener, Dr. Harris served eight years as president of Defiance College in Ohio. During his highly successful tenure, the College developed several innovative programs including the Presidential Service-Leader Scholarship program, The McMaster School for the Advancement of Humanity and national recognition as one of the top 20 service-learning schools in the country according to US News and World Report. For his dedicated leadership and service to Defiance, the faculty and trustees at Defiance College unanimously voted to award him the College’s highest honor, The Pilgrim Award.

In recognition for his considerable contributions to education and the communities he has served, he has received many awards and honors. Two examples include being named one of the top fifty character building university presidents in the United States by the John Templeton Foundation as well as being awarded the highest honor from the Northwest Ohio Chapter of the NAACP for his commitment to civil rights and social justice issues.

Dr. Harris has earned degrees from the University of Toledo, Edinboro University of Pennsylvania, and The Pennsylvania State University. All three of his alma maters

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 45 have recognized Dr. Harris as a distinguished alumni including Penn State that bestowed upon him the lifetime title of Alumni Fellow. He has published widely and is frequently asked to speak about the importance of civic engagement.

Dr. Harris has been married to his wife and best friend, Mary, for twenty-six years and they are the proud parents of two sons, Zachary and Braden.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 46 CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 47

Compact in the News

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 48

Looking at Nonprofit Work in a New Way

Chronicle of Philanthropy, April 16, 2008 By Wendy Bay Lewis

Over the summer of 2006, as development director for the public-library foundation in Bozeman, Mont., I put the finishing touches on a $7-million capital campaign for a state- of-the-art public library. When the new library opened in the fall, it would be the first public green building in Montana.

The capital campaign had weathered the dot-com bust, survived opposition from the Chamber of Commerce, and met rising construction costs by increasing the goal twice.

With my 57th birthday in the rearview mirror, several friends asked me if I planned to retire when the campaign concluded. Were they giving me a "you've earned it" compliment, or letting me know I looked as exhausted as I felt?

I had taken the development director's job because the library was a civic project, not because I was a professional fund raiser. My career, first practicing law and then running a nonprofit organization, was rooted in activism. I was never comfortable being called a fund raiser because most people equate that word with arm twisting.

For me, raising money is a combination of advocacy and community building, both of which fit my broader interests in civic engagement. I enjoyed coaching tentative donors into influential community leaders and coaxing government officials into effective partners.

Nevertheless, I worried that fund raising was taking me on an unintended professional detour. To keep my career options open, I continued to do consulting and writing on national service, voter education, and the legal system. In addition, I maintained a Web site I had created 10 years earlier called CivicMind.com.

With the library campaign coming to a close, and the cue from friends to retire, the time was right to leave fund raising but remain in the nonprofit world. Serendipitously, the National Conference on Volunteering and Service was scheduled in nearby Seattle, so I decided to go. The energy of 2,000 people rallying for social change was exhilarating.

On the eve of the conference, Bill Gates announced he would step down from Microsoft to work full time on global health and education at the Bill & Melinda Gates Foundation. The civil-rights icon Andrew Young gave a stirring keynote address, and the television anchor Robin Roberts told the inspiring story of rebuilding her hometown in Mississippi after Hurricane Katrina. Seattle's coffee lived up to its reputation, and I had the heartburn to prove it.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 49 Unfortunately, my chest pain did not go away. Within several weeks, I had open-heart surgery to remove a cancerous tumor from my pulmonary artery. After an eight-week recuperation period, my husband and I flew to San Francisco so I could begin five months of chemotherapy and radiation treatments at a major university medical center.

Before the year ended, the library opened — to great acclaim — and I resigned to focus on my health.

Every day in the hospital is monotonously like the day before. And, just like your worst school day, there are tests. Some you pass, some you flunk, and some are inconclusive. After one of my tests, a nurse kindly handed me a three-page report with the results. Oddly, I felt empowered. Pen in hand, I underlined every "normal" and every "abnormal" in the report. When I counted the number of "normals," and they exceeded the number of "abnormals," I felt naively triumphant.

Words, it turns out, are as potent as drugs.

Wielding a pen reminded me that, even though I was tethered to a drip bag, my intellectual curiosity was alive and well. Taking my pen to the daily newspaper, I wondered what words would inform the average citizen about civic involvement. I looked for those with civic-minded or socially conscious meaning: humanitarian, social- service agency, homelessness.

My intent was not to document the vocabulary of government and electoral politics but to find references to the nonprofit world. Surprisingly, the business section yielded a treasure trove of concepts I might have overlooked except for my fund-raising background: venture philanthropy, strategic giving, social entrepreneurship. There were fascinating profiles of tech-world millionaires tackling global poverty.

I was underlining and clipping like a maniacal lexicographer. Writing what I dubbed a "civic dictionary" was presumptuous, but so was surviving cancer. I wanted to do both.

Once back home, I typed up an alphabetical list of several hundred words I had collected and brainstormed. I included proper names like Bono and Teach for America because profiles of individuals and organizations like these reflect the dynamism of civil society. To identify potential readers, I reflected on the Seattle conference. What if each registration packet had included a pocket-size dictionary so that if, for example, you had gone to the workshop on employee volunteer programs, you could have looked up the definition of "corporate social responsibility"?

Now, in the course of my research, I am monitoring three shifts in thinking and behavior that are changing how we describe ourselves to the general public and how we talk to each other.

First, nonprofit professionals are coming together in Washington in June for the second

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 50 Nonprofit Congress. On the initiative of the National Council for Nonprofit Associations and 41 state associations, they have recognized the need to speak with a single voice about the critical role filled by nonprofit organizations.

I anticipate they will eventually find that the word "nonprofit" is inadequate, relegate it to the tax code, and replace it with a brand name that is more descriptive and less passive.

Second, there is a groundswell of support, endorsed by all of the presidential candidates, for universal, voluntary national service modeled on AmeriCorps (which is not the household word that the Peace Corps was for boomers). Youth Service America and the Corporation for National and Community Service have just started a project to involve people ages 5 to 25 in a Semester of Service.

At the state level, Governor Arnold Schwarzenegger made news a month ago when he appointed the first-in-the-nation Secretary of Service and Volunteering, focusing public attention on the expectation of service.

Third, there is a wide-ranging and provocative discussion taking place in the philanthropic world, in print, and in the blogosphere about new models like Google.org and "social businesses." Social entrepreneurship is raising the bar for innovation at charities and foundations. Sen. Barack Obama, in his campaign for the presidential nomination, has even proposed creating a federal Social Entrepreneurship Agency. We may find that the phrase "social benefit" (a descriptor already in use) becomes the preferred label for mission-driven organizations. It's not same old, same old.

Those of us who are baby boomers once defined civic participation narrowly as political activism. Now, researching a definition of "civic engagement," I realize how much younger generations have redefined the concept. My oldest daughter is a good example. She pursued community service in college (her major was Russian language), worked two years for the AmeriCorps VISTA (Volunteers in Service to America) program, earned an M.B.A. in sustainable enterprise, and now works in "green" financing.

Over the past 20 years, while boomers have been waiting for dissent to ignite college campuses, students have been busy, through organizations like Campus Compact, quietly and effectively promoting different forms of civic involvement. In my own backyard at Montana State University, an active chapter of Engineers Without Borders is drilling water wells for schools in Kenya.

One of my research tools, Google's news alerts, locates links to anything on the Web using the word "dictionary." It frequently turns up newspaper stories about Rotary Clubs and other groups that donate free dictionaries to every third- or fifth-grader in their community. Do you think they or their parents would find in those books truly instructive entries for "homelessness" or "nonprofit sector"?

This month, celebrating my 59th birthday, I count myself lucky to be a cancer survivor.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 51 Now that I have been home a year, I am finally regaining my physical stamina and mental energy.

The civic dictionary is now titled The Civic Minded Companion (http://www.civicmind.com/alpha) and I have posted 20 definitions on my Web site. I started a blog (http://wwwcivicmind.blogspot.com) with the same title, too. Occasionally, I help groups with fund raising, but only as a volunteer.

I'd rather be an anthropologist who studies our clan and records our lexicon. Words can change the world; they changed me.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 52

Ky. Campus Compact To Host Russian Delegation

Kentucky Post, April 7, 2008 Web produced by: Jessica Noll

Kentucky Campus Compact is hosting a delegation from the state of Bryansk, Russia, and the Bryansk State Agricultural Academy (BSAA) to the Commonwealth from April 4-12.

The delegation, which is here as part of an educational/economic development exploration, include: Dr. Nikolay Belous, rector of BSAA; Dr. Vladimir Torikov, pro-rector of BSAA; Dr. Boris Kvitoko, pro-rector of BSAA; Mr. Vladimir Tatarinov, head of external economy and investment department, Bryansk Region Administration, Russia; and Evgeny Kulyukin, deputy director at the Bryansk Bible College.

KyCC is housed at Northern Kentucky University and NKU President James Votruba serves as chair of the KyCC board. "When we created the Kentucky Campus Compact in 2006, the presidents agreed that global education needed to be one of the top priorities," Votruba said.

"This partnership with Bryansk Agriculture Academy is a great addition to the efforts being made on each individual campus. We have a lot to learn from each other and the exchanges between Kentucky and Russia will give us all the opportunity to expand our understanding of the world."

During the visit, the delegation will visit Morehead State University, Berea College, Big Sandy Community and Technical College, the Kentucky State Capitol, ALLTEC Corp., Three Chimney’s Farm, Jif Peanut Butter Factory, Fish Hatchery at Cave Run Lake in Rowan County and a local Rotary Club.

They will be viewing the Veterinarian program and farm at MSU, several programs at Berea (especially the Labor Program), tour the Entrepreneur Center and Coal Academy at Big Sandy Community and Technical College, tour Three Chimney’s Farm Equine Program, ALLTEC’s facilities, and the manufacturing of peanut butter at the Jiff factory in Lexington.

Kentucky Campus Compact (KyCC) sponsored a visit to Russia in May 2007. A delegation made up of Mike Phillips, MSU; Tracy Royce, Maysville Community and Technical College; David Aker, Mountain Missions Enterprises; and Eugene Blackburn, KyCC program director, visited Bryask State Agricultural Academy.

It was an exploratory trip for the possibility of professor/student exchange, service-learning possibilities and other programs sponsored by KyCC. The Academy and KyCC agreed to

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 53 work together on future projects.

KyCC will serve as a conduit for member institutions to participate in the KyCC/Bryansk State Agricultural Academy Projects.

Kentucky Campus Compact (KyCC) is a membership organization of Kentucky college and university presidents and their institutions, promoting the civic purpose of higher education through civic involvement, service learning and engaged learning.

Currently there are 27 member presidents including four-year publics, community colleges, and independent institutions, representing over 120,000 students.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 54 The Kids Are Alright

Today’s older teens twice as likely to volunteer to help others than the same age group 20 years ago.

Sunday News, Lancaster, July 20, 2008 By Suzanne Cassidy, Staff

Young people sometimes are caricatured as self-absorbed creatures, interested mostly in what they can download on their iPods, buy at the mall, text on their cell phones, or post on Facebook. In reality, today's young Americans are tuning into politics, and engaging in the world around them in ways that often go unnoticed.

In fact, young people — who belong to what often is called the "millennial generation" — are volunteering in record numbers. They are popularizing the "alternative spring break" — rehabilitating hurricane-ravaged neighborhoods in New Orleans, for instance, or building houses in impoverished parts of Appalachia. They are distributing food to low-income kids, baby-sitting children in shelters, and tutoring children in city schools.

Earlier this month, Aaron's Acres — a camp for kids aged 5 to 21 with developmental disabilities — got under way on the grounds of the Lancaster Jewish Community Center. Celebrating its 10th year, Aaron's Acres depends on teen volunteers, who serve as buddies to the campers. Among the dozen or so volunteers was Sarah Dirkmaat, a 16- year-old rising junior at Manheim Township High School. Dirkmaat's older brother was an Aaron's Acres volunteer before her; siblings following other siblings in volunteering at the camp seem to be an Aaron's Acres tradition. Dirkmaat is matter-of-fact about committing 10 summer mornings to working at the camp. It can be challenging but, she said, "I just love the kids."

Rebecca DeSantis is just 14, and going into her freshman year at Hempfield High School, but this is her third summer volunteering at Aaron's Acres. "It gives you a different look at things," she said. Kim Parker, 16, another volunteer at the camp, will be a junior at Manheim Township High School. She said she and her two sisters were "brought up the right way — to get involved, help out as much as you can."

Similar ethic

Apparently, a great many of today's teens have been imbued with a similar ethic. According to the Corporation for National & Community Service, the rate of volunteering among older teenagers is more than double what it was in 1989. A federal study conducted by that organization found that 15.5 million teens volunteered in 2004, contributing more than 1.3 billion hours of service. The study concluded that the teen volunteering rate was nearly twice that of the adult rate.

Young Americans also are engaging in the political process. According to Circle, The Center for Information & Research on Civic Learning & Engagement, more than 6.5

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 55 million young people under the age of 30 participated in the 2008 primaries and caucuses, marking a dramatic increase over previous general-election years. Presumptive Democratic presidential nominee Barack Obama is not the only force behind this trend toward youthful engagement, but he's encouraging it, and benefiting from it. "The whole Obama thing — change is in the air," said Susan Dicklitch, director of Franklin & Marshall College's Ware Institute for Civic Engagement. "There is a feeling that people can make an impact."

Indeed, in announcing recently that service would be a central cause of his presidency, Obama was speaking a language his youthful listeners understood. Obama vowed to expand the Peace Corps and AmeriCorps programs. And he said he would call on college students to volunteer 100 hours a year, and middle and high school students to give 50 hours.

Speaking in Colorado, Obama said he's heard cynics say that "young Americans won't serve their country — they're too selfish, or too lazy." But he added, "That's not the America that I've seen throughout this campaign. I've seen young people work, and volunteer, and turn out in record numbers."

Large age group

Young people not only are turning out in record numbers — they exist in record numbers. When native-born Americans, as well as immigrants, born between 1982 and 2002, are all counted, they ultimately will number more than 100 million, said Neil Howe, co- author with the late William Strauss of the book, "Millennials Rising: The Next Great Generation.” This will make the millennial generation larger than any previous American generation, including the baby boomers, Howe said.

Born during the baby-on-board era to boomer parents who considered parenting a high art (and sometimes, a competitive sport), millennials are close to their parents, and they are very interested in having families of their own, Howe said. "Millennials all think they're special," he maintained. "They came along when everybody was into kids. Everybody was into cocooning."

Government and other public institutions, even the media, have seemed to them to be intent on "doing good things for kids," and so millennials have more trust in those institutions than their more cynical Generation-X predecessors, Howe said.

Millennials have been accused of being narcissistic, but in Howe's view, they are channeling their high levels of self-confidence and self-esteem for the greater good. Having been raised in a child-centered age, they're often particularly keen to help children, he said.

Millennials, he said, have "an incredible sense of teamwork and camaraderie," and they believe in community-building. They spend a good deal of time connecting with each other, via text-messaging and social-networking sites such as MySpace and Facebook, he

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 56 noted. Because "they think collectively that they're special," Howe said, they think that "special things are being asked of them."

Affected by 9/11

Many of them were still in elementary school Sept. 11, 2001, but they were affected by the cataclysmic events of that day nonetheless. "Even though I was in the fourth grade, I can still remember it," said Sarah Dirkmaat, recalling how her mother broke down and wept on 9/11.

Hurricane Katrina also had a significant impact, according to educators. Melvin R. Allen, executive director of Millersville University's Civic and Community Engagement and Research Project, said young people were moved to action by televised images of traumatized Americans, pleading from New Orleans for food, water, medical attention, rescue. But, he said, "I would say students were ready to respond, or they wouldn't have responded to Katrina."

Allen said that in the 1990s, there was a movement in education toward preparing students to be more engaged citizens. Schools began to offer more opportunities for "service learning," in which students work on service projects that are tied to academics and meet genuine community needs. In 1992, Maryland mandated that students, in order to graduate from high school, would need to accumulate 75 hours of service.

In Pennsylvania public schools, service isn't mandated, but graduation projects are, and some schools allow students to do service projects to fulfill this requirement. Some school organizations require members to do community service projects. And some private schools require that students fulfill a certain number of service hours.

Cynics say that if it's required, it isn't really volunteering. Cynics also suggest that this youthful volunteering is a function of resume-building — of teens doing what they need to make themselves more appealing to college admissions officers.

These factors may draw young initially into community service, "but I don't think that they stay in it because of that," said Charlene Gray, executive director of Pennsylvania Campus Compact, which provides civic engagement and service- learning resources to member colleges, including Millersville, F&M and Elizabethtown College.

Gray said millennials tend to be "active learners," so they respond to service learning. They grew up with the Internet as a fact of their existence, too, Gray said, noting, "They operate in this surreal virtual life — and service gives them real life."

Allen, of Millersville, was an undergraduate student when campuses were roiled by anti- Vietnam War and civil-rights protests. By contrast, the 1980s were marked by the kind of individualism preached by President Ronald Reagan, he said.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 57 Now, he said, America is experiencing a new cycle of activism. Young people today may not be staging huge war protests, but they are leading the fight against global warming; they are seeking to bring attention to the crisis in Darfur, and they are quietly seizing service opportunities, Allen said.

Lisa Wolfe, associate director of F&M's Ware Institute, said young people today "are getting it — they are getting the big picture. ... And they're actually ending up being more engaged than we ever were."

Rock the world

Charlene Gray has an 18-year-old son who volunteers with the Big Brothers Big Sisters program. "He and his friends, I'm telling you what, they're going to rock the world," she said.

Ryan Clemo, 18, went to New Orleans last October to build a Habitat for Humanity house with his father, Bill Clemo, and his grandfather, Bob Bachman.

The young man said the experience changed his life "in a colossal way."

He initially got involved with Habitat for Humanity because he had elected to do service for his Warwick High School graduation project.

Last week, he returned to New Orleans to build Habitat houses with 150 young people from Harrisburg churches.

Clemo, who will attend Kutztown University, sees himself volunteering with Habitat in the years to come. "It's a really great feeling that you get from knowing that you helped someone else," Clemo said. "Even though I don't see the reactions of the people that I'm helping, it's great to know that I'm doing something worthwhile for someone."

Kathan Teepe, a 20-year-old student at Franklin & Marshall, is among a dozen students who are taking part in that college's Public Service Summer Internship program. The students are paid a stipend for their summer work, but to be selected for an internship, they need to have demonstrated a commitment to public service.

Teepe, who hails from Rhode Island, has a double major in Spanish and environmental studies. She interned earlier this summer with Dig It!, an urban-farming program for at- risk youths run by the Threshold Foundation. She now is helping to set up programming for homeless families residing at the Transitional Living Center.

Teepe has a dizzying array of volunteer commitments. "I just enjoy getting involved," she said, "and I hate to be bored."

She developed an environmental education after-school program for one Lancaster elementary school, and has tutored students at another city school. She's the secretary for

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 58 F&M Oxfam, which raises awareness about hunger, poverty and injustice. With several other F&M students, she has started a baby-sitting program for families at the Transitional Living Center.

And Teepe is among the students launching a green theme house at F&M.

Next semester, she and 22 other students will live together in an environmentally friendly house. They will commit to buying local, organic food; they'll pledge to take showers lasting no longer than five minutes; and they'll grow their own produce. Teepe will co- manage the house's garden with another student.

Teepe intends to work in the nonprofit sector after she graduates. "There doesn't seem like much of a point if you're not doing something that you're passionate about," she said.

Meredith Morgan is another of F&M's public service interns. A neuroscience major who hopes to go to medical school, Morgan is interning at SouthEast Lancaster Health Services, which provides medical and dental care to people in need.

A 21-year-old from West Chester, Morgan is a tutor during the school year at a Lancaster city school. She also volunteers twice a week at a program for children with autism.

The latter is not an easy gig: One day, an autistic boy bit her on her back. "I left there, I was almost in tears," Morgan said. "I called my dad. My back was bloody. My head hurt."

But she told her dad she had no intention of quitting. "You have to be passionate about it," she said. "You have to want to help."

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 59

Selected Readings

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 60 From ServiceNation Policy Paper:

College Campuses of Service Expanding the Notion of Service on College Campuses

College campuses have traditionally been catalysts for social change, spurred by idealistic and energetic student bodies. A nationwide service movement will be no different. By creating corps of dedicated service leaders and increasing opportunities for engagement in local communities, colleges and universities can catalyze a transformative service movement among the next generation of leaders.

I. National Service Leadership Corps

Proposal: The National Service Leadership Corps (NSLC) will be the civilian counterpart of the Reserve Officers Training Corps (ROTC), enrolling a diverse cross-section of students of all ages and socio-economic backgrounds in an intensive four-year service leadership program. NSLC participants will enroll in specialized leadership development curricula at some of the country’s most prestigious institutions of higher education while training to become the next leaders in national and public service.

Rationale: Just as the ROTC offers intensive training and educational opportunities for the next generation of military leaders, so too do we need a concerted effort to educate and train future leaders in national and public service. ROTC has created a pathway for young people to enter leadership positions in the armed forces. The NSLC will play a similar role by broadening our nation’s ability to recruit and train the next generation of national and public servants.

Implementation: A new program under Learn and Serve America, the NSLC will contract with colleges and universities to administer programs adhering to guidelines established by NSLC. Graduating high school students will apply to NSLC programs at participating schools and may enroll in NSLC if they are admitted to both the program and the host-college or university. During their four years of college, participating students will take courses that build leadership skills, promote service, and reinforce academic achievement. They will perform a minimum of 10 hours of service a week, earning a stipend of $200 per month. NSLC participants, like ROTC participants, will complete two intensive summer “Regional Leadership Programs,” at which NSLC students will train to be leaders in national service programs and help lead summer service programs for younger students. In exchange for scholarships and loan forgiveness, NSLC students will serve for at least an additional year after graduation in a full-time service program; local public or private non-profit, community-based or civic organization; or local, state, or federal government agency.

II. Serve-Study

Proposal: Serve-Study will provide increased opportunities for college and university students to earn federally supported Work-Study funds by serving their local communities. The U.S. Department of Education will create a new designation of a “Campus of Service” for colleges and

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 61 universities that takes demonstrable steps toward incorporating service as part of campus life, especially by expanding Work-Study opportunities in community based organizations.

Rationale: The Federal Work-Study program has steadily increased opportunities for students to work in community based organizations. As a result, community-campus programs have grown and deepened and students have found themselves engaged in addressing critical social issues. Although current law requires that only 7 percent of Work-Study students be placed in community service activities, institutions of higher education should be encouraged to voluntarily do more, enabling students to work their way through college while building a lifelong spirit of service. By offering more community service placements, colleges and universities will build ties between the student body and the local community, while enabling students to work their way through college and build a lifelong spirit of service.

Implementation: The percentage of Federal Work-Study participants engaged in community service work will be a main component in the decision by the U.S. Department of Education to award a “Campus of Service” designation, although other considerations may include requesting “service transcripts” of applicants, the percentage of undergraduates who participate in service- learning classes, and matching Segal education awards. Colleges and universities designated as “Campuses of Service” will receive bonus College Work Study funds that will be designated for community service work, Serve America Fellowships to award to alumni, and will be given special consideration when applying for Learn & Serve America grants. The U.S. Department of Education should collaborate with the Corporation for National and Community Service in the development of its Campus of Service Award.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 62 From ServiceNation policy paper:

Unleashing the Power of Engaged Youth K-12 School and Community-Based Service-Learning

Expand service-learning opportunities to engage 20 million youth per year, instilling the habits and a commitment to lifelong civic engagement at an early age.

I. The Learn & Serve Engaged Schools Initiative

Proposal: As a new initiative under Learn and Serve America, the Engaged Schools Initiative will accelerate the expansion of district-wide models of service-learning by establishing at least 100 effective district-wide programs with at least two districts located in each state and subject to evaluation. The Learn & Serve Engaged Schools Initiative will challenge school-community partnerships across the country to develop and actively disseminate the most innovative ways to engage students in service-learning. This initiative will create a national network of engaged schools, school districts, and community partners ready to prepare a new generation of youth who are academically ready for success and ready to engage in civic life in their neighborhoods, our nation, and the world. Furthermore, it will engage these students in filling critical, unmet needs in their communities through service and enable them to be agents of change.

Rationale: Educators who collaborate with community partners to integrate meaningful volunteer experiences with classroom learning are better at keeping students engaged in school, performing well academically, and on track to graduate. Providing service-learning opportunities to young people also taps into their leadership potential and ingenuity to identify and address the critical issues facing their communities. But, to date, less than one-third of our nation’s schools provide students with opportunities to bring learning to life through service even though more than 80 percent of students say they would enroll if service-learning were offered.

Implementation: The Corporation for National and Community Service will make competitive matching grants to school-community partnerships, at least 40% of which will represent urban districts and 20% of which will represent rural districts. The school-community partnerships will include school districts working in partnership with community-based organizations, faith-based organizations, private schools, and/or public agencies. Special emphasis will be placed on the 1,700 schools where more than two-thirds of all dropouts come from. Grantees will be selected based on (1) their ability to mobilize a school-community partnership that brings together community-based organizations, faith-based organizations, and/or public and private agencies working with schools to achieve the goals of this program, and (2) the quality and sustainability of their service-learning models and potential for scalability to other districts.

In addition, tools and resources for more informal service-learning models should be expanded such as the “Students in Service to America” initiative from 2003 with USA Freedom Corps and Learn and Serve America, and through programs such as Take Pride in America’s schools program.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 63

II. Youth Engagement Zones

Proposal: The Youth Engagement Zones program will target grants to consortia of organizations working in high-risk communities—with an emphasis on those most impacted by the dropout crisis—in order to unleash the power and potential of young people to become active participants in addressing their communities’ core problems and concerns. By creating a web of service- learning activities during school and in out-of-school contexts, this program will make classroom learning come to life while simultaneously building the resilience of young people by equipping them with civic participation skills and opportunities for them to see the value of their education and their role as positive resources to the community.

Rationale: The answer to the problems of America’s toughest communities lays in the young people who live in those communities. Many of these “tough communities” are the ones most impacted by the dropout crisis. Nearly fifty percent (50%) of African American and Latino students fail to graduate with their class nationwide and half of all dropouts and two-thirds of minority-student dropouts are concentrated in 12 percent of America’s high schools. Students attribute boredom and lack of a connection to the real world among the top reasons for disengaging from school. (Silent Epidemic 2006) Our ability to engage youth in an educational environment that gives them the skills to be problem solvers, the knowledge to understand the issues confronting communities, and the belief that they can and should tackle our largest problems will determine the future of our nation.

Implementation: Successful applicants for these Learn and Serve America competitive grants will demonstrate an ability to mobilize a consortium of public or private nonprofit organizations, government agencies, schools, second-chance alternative programs and/or institutions of higher education actively engaged in local communities. Grantees will be expected to develop a comprehensive plan for their communities to ensure young people have the opportunity to participate in a range of service-learning experiences. These plans will include strategies such as, but not limited to:

• Implementing a school-wide or district-wide plan to engage students in service-learning experiences throughout their time in school. This plan could include program components such as Civic Action Academies for 11-12th grade youth, and a Semester of Service- Learning or Culminating Projects in which students are able to apply their academic skills and knowledge to address urgent local problems, such as education, energy and the environment, poverty, health, disaster preparedness, drug and alcohol abuse, or public safety. • Developing coordinated community based service-learning opportunities to address core challenges. • Creating a Service-Learning Youth Corps to recognize students and provide support to youth who make a long-term commitment to engage in a service-learning experience over the course of their high school years. Each student may receive as much as a $1,000 stipend per year and a $2,500 education award upon successful completion of the corps program and high school graduation. • Making summer service-learning activities readily available and a common experience for all young people, particularly those in middle school, during the summer. • Establishing a Youth Innovation Fund offering support for student-created civic action projects that address core community problems.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 64 • Providing a system of enhanced professional development for school and community partners working with youth to implement service-learning. • Creating an initiative to reingage high school dropouts that would include academic training in equal parts with tangible service opportunities and a pathway into full-time service opportunities or back to school to complete their secondary education.

III. Summer of Service: Rite of Passage

Proposal: A Summer of Service will offer young people the chance to spend a summer serving together with a diverse group of peers in their communities as a “rite of passage” between ages 12-16. Participating youth completing at least 200 hours of service will be eligible to receive an education award of up to $500, which can be matched by local private donors.

Rationale: In many cultures, the transition from childhood into the teen years is marked by a rite of passage – often one in which the young person engages in deep learning and self-reflection and takes on new “adult” responsibilities. A Summer of Service will teach civic participation and discourage summer learning loss by channeling the idealism of young people into productive service that benefits their community.

Implementation: An initiative under Learn and Serve America, Summer of Service will engage middle and early high school youth through competitive grants made by the Corporation for National and Community Service to public or private nonprofit organizations, state commissions, and higher education organizations that will serve as lead agencies for targeted communities. Grants will last three years and will be awarded to programs that can best engage youth in the targeted community in meaningful service-learning.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 65 Ask not what graduates can do for the nation

Instead, ask how community leaders and the government can help them do it.

Christian Science Monitor, June 9, 2008 By Paul C. Light

New York - It's high school graduation time and the halls are ringing with John F. Kennedy's exhortation to "ask not what your country can do for you, but what you can do for your country."

Public service has been prominent in the presidential campaign narratives, and should be a focus at graduations. But such rhetoric is not quite enough to launch this generation into a lifetime of service.

Just as young Americans have redefined social networking through Facebook, they have changed the basic meaning of public service. It no longer denotes a 30-year career in government, but a kaleidoscope of engagement that covers everything from voting to military service.

Young Americans sort through these new options based on the chance they'll make a difference on a specific cause, not with an innate sense of civic duty. They have set records in volunteering for their country and are highly aware of issues such as Darfur, global warming, and the latest international disaster.

Whether they participate in public service as occasional volunteers or as full-time employees, they want meaningful assignments, the chance to learn new skills, and the opportunity to help people.

Young Americans believe that public service is something they can do anywhere at any time. They seem to feel just as engaged in great causes by wearing cancer bracelets, shopping at Whole Foods, and buying clothes as part of Project Red, as they do in voting, writing letters to Congress, and giving a few dollars to a candidate.

Government jobs have little appeal as a path to service for students about to graduate. And government is its own worst enemy here. Young Americans rightly view the government hiring process as slow and confusing, their pay tied more to time on the job than performance, and the chance to make a difference limited by a persistent lack of resources. They also worry that they cannot make a difference in mind-numbing bureaucracies.

So how should commencement speakers approach their speeches given this?

For starters, they should be careful about invoking Kennedy in an era of $4-a-gallon

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 66 gasoline and stagflation. With the student loan crisis looming, why shouldn't young Americans wonder whether their country can do for them what it did for Bear Stearns and wealthy farmers? Young graduates have shown they are willing to sacrifice, but need help.

Speakers should promise instead to make it easier for young Americans to solve the big problems facing the world. Stop lecturing graduates about their responsibilities to society. They get it.

Instead, address the parents, teachers, and civic leaders. Help communities understand their responsibilities to young Americans, not vice versa.

Tell these leaders it's important to make time available – during work – to young Americans for volunteering. Tell them to restore civics to the curriculum. Even tell them to create new campaign finance incentives for online fundraising. But most of all, tell them to support the needed expansion of government programs that do a good job, such as Americorps. Tell them to support the quadrupling Americorps and an increase in its tuition benefit.

Congress actually passed the prototype of a new tuition benefit last month when it created a new GI Bill of Rights. Under the $52 billion program, three-year veterans can earn up to full tuition at any pubic university in their state.

Why not make a similar program available to Americorps members? Let them earn a year of full tuition in return for the year that they serve.

For a fraction of the cost of the new "Yellow Ribbon" GI bill, a larger Americorps would send a clear message that public service is not only conceivable, but doable. It would also help ease the student loan crisis without a heavy federal investment in new subsidies.

Moreover, new research strongly suggests that Americorps members are much more likely than their peers to increase their volunteering after they leave the program. And they are more likely to take public service jobs such as teaching. Why not tap into that?

Given the state of the economy, speakers might rephrase Kennedy as follows: "Ask what you can do for your nation, and we will ask what the nation can do about Darfur, global warming, health insurance, an affordable college education, and a long overdue expansion in Americorps." Now that's worthy of a standing ovation.

Paul C. Light is a professor at New York University's Wagner School of Public Service and the author of "A Government Ill Executed: The Decline of the Federal Service and How to Reverse It."

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 67 Civic Identity: Locating Self in Community

Diversity and Democracy (AAC&U), Volume 11 Number 2, 2008 By L. Lee Knefelkamp

Before being nominated for the Nobel Prize in literature and lauded for his tireless work for peace, Nikos Kazantzakis was a young student struggling with his identity. Kazantzakis was an ethnic minority in his own land, the child of a military father and an intellectual and musical mother. As a Cretan, he identified with the concepts of being colonized, of existing in exile, of living in constant diaspora. He struggled with multiple issues, wondering which political system deserved his allegiance, how he could reconcile the struggle for human rights with injustices perpetrated at the direction of government, and how he could explore and commit himself to one religious tradition. He struggled with issues of sexuality and relationships. But his two largest struggles were these: how to discover a passionate purpose and role in life, and how to reconcile the multiple aspects of his own identity into a harmonious whole.

Kazantzakis searched for the answers to these questions in many places. One summer he went to work in his uncle’s lignite mine. While there, he encountered the limitations of poverty, the stifling role gender identity played in the island communities, and a sense of both isolation and possibility. He worked, had new and unforeseen experiences, and reflected on his life and its meaning. Finally, he discovered a reconciling purpose, a sense of identity resolution. “I too,” he writes, “can be a warrior, only my soldiers will be the twenty-six letters of the alphabet!” (The Saviors of God 1969).

Inspired by this insight, Kazantzakis wrote passionately about ethnic strife in his homeland and worked to create a rebirth of democracy in Crete, all while crafting several beloved novels, including The Fratricides, The Last Temptation of Christ, and Zorba the Greek. Once a college student in search of himself, Kazantzakis became one of the leading authors and activists of the twentieth century. He had not just discovered a career. He had discovered a larger role in the world.

Discovering Civic Identity

Nikos Kazantzakis claimed his identity as an activist and saw writing as a means to enable that identity. He had learned that not claiming that identity would have been

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 68 tantamount to betraying himself. He had discovered what Katie Cannon, author of Black Womanist Ethics, calls us all to discover: how to discern the moral and civic obligations of our time and find a way to act on those obligations (1988). Cannon suggests that such action is our ethical obligation. She sees the identity affirmation that develops through action as larger than the work through which we enact it.

Through initiatives like American Commitments, Shared Futures, Greater Expectations, Core Commitments, and Liberal Education and America’s Promise (LEAP), AAC&U has called us to understand the nature of civic identity. These initiatives position civic identity as an identity status in its own right—one that can become as integral to individual identity as race, ethnicity, gender, nationality, or any other deeply claimed aspect of self. We at AAC&U have strongly asserted that the development of an ethical civic identity should be one of the outcomes of a liberal education.

Our emphasis has not been misplaced. As Colby and Damon have told us, the college years represent a key opportunity for the development of civic identity, particularly for traditionally aged 18- to 22-year-old students (1992). During childhood, an outside authority defines the moral domain, with adults mediating between what is right and wrong. The adolescent then encounters multiple perspectives and begins to develop a sense of a moral compass. The college student, armed with increased cognitive complexity, is potentially able to develop what James Rest has called the “four components of moral identity”: moral sensitivity, judgment, motivation, and character (1994). This richer understanding should lead to an adulthood in which the individual comes to see moral action as an integral part of who he or she is, and understands that to not act morally is to betray the self.

Thus college can be a crucial shaping environment for the development of moral identity and civic identity—if educational opportunities deliberatively engage the student in accordance with his or her developmental readiness. We must be mindful of this need as we work to create more purposeful, deliberate, and connected educational experiences for our students.

Essential Characteristics of Civic Identity

If civic identity is a major identity status, it must have some essential characteristics: 1) Civic identity does not develop in isolation. It develops over time through engagement

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 69 with others who bring a wide variety of interpretations, life experiences, and characteristics to any discussion of moral dilemmas. It develops in the context of engaging the real social, political, and economic structures within any given society or culture. Thus the development of civic identity in our students is truly community work.

2) Civic identity is not the same as, but is deeply connected to, complex intellectual and ethical development. While complex thought does not guarantee positive moral action, moral discernment is an act of cognitive complexity. Civic actions, like moral actions, arise in the face of complex alternatives. Thus the work of helping students become more intellectually complex expands their capacity to think and act as citizens.

3) Civic identity is a holistic practice. It requires an integration of critical thinking and the capacity for empathy. It challenges us to identify with others who may be significantly different from ourselves while acting consistently in the face of unexpected circumstances. By developing an active, integrated civic identity, individuals begin to find wholeness and psychological balance within themselves and with others in the world.

4) Civic identity becomes a deliberately chosen and repeatedly enacted aspect of the self. Like any other identity status, civic identity requires active reflection, experimentation, and what Dewey called “moral rehearsal” (Fesmire 2003). Rehearsal for civic engagement requires multiple experiences and opportunities for learning. These experiences should include time to reflect with others, active discussion about choices and their possible consequences, and imaginative exercises that help students commit to a better and more just society.

Individuals with a mature sense of civic identity are fully engaged, fully human citizens of their communities. They seek knowledge of both historical and contemporary conditions. They apply this knowledge using the skills and competencies they have developed, working independently and interdependently on whatever challenges they face. They approach these challenges with a sense of discernment, responsibility, and justice seeking. They are both idealistic and realistic, patient and persistent, committed to thoughtful engagement and aware that others may engage differently. They see their role in life as contributing to the long-term greater good. And perhaps most importantly, they have the courage to act.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 70 Our Unfinished Work

Recent data collected as part of AAC&U’s Core Commitments initiative indicate that colleges and universities endorse the elements of what I have described above. We want our students to develop what we at AAC&U have called “civic identity,” and we believe that this development should be an essential outcome of a liberal education. Yet the data also reveals a gap between the ideal and the real: educators want to foster civic growth, but we aren’t necessarily successful in doing so. If we are truly committed to fostering civic identity in our students, we must ask ourselves some difficult questions about how we approach the educational enterprise. We cannot help students become integrated and whole if our curricula, campus activities, and civic programs remain unconnected, unstructured, and unexamined.

Nevertheless, we are not without frameworks for fostering civic growth, and AAC&U laid out some of these in its recent report, College Learning for the New Global Century. Students who develop knowledge of history, teamwork and problem-solving skills, civic knowledge and engagement, intercultural knowledge and competence, ethical reasoning and action, and the ability to synthesize and act purposefully are well on their way toward developing civic identity. There are multiple steps colleges and universities can take to foster this growth. Students need to live and study in environments that help them engage “the big questions” and explore their own purpose and identity. Students need to recognize how their course of study connects them to the civic and cultural life around them. Students need to see that we are all members of one community and that our individual work is interconnected with the work of others. And students need to witness the academy’s ongoing commitment to creating a more just society.

This issue of Diversity & Democracy calls us to contemplate community’s role in the task of educating students to find their civic selves. As Kazantzakis wrote to a dear “companion in life”: “If you leave me to myself alone, I shall try to succeed alone. But if we try it together, the task will not be easier, but it will be deeper and richer” (H. Kazantzakis 1989). As educators, we should follow Kazantzakis’s lead to richer collaborations and deeper learning experiences, for our students, ourselves, and our world.

L. Lee Knefelkamp is professor of education and psychology at Teachers College, Columbia University, and senior scholar at AAC&U

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 71

References

Association of American Colleges and Universities. 2007. College learning for the new global century. Washington, DC.

Cannon, K. G. 1988. Black womanist ethics. Atlanta, GA: Scholars Press.

Colby, A., and W. Damon. 1992. Some do care: Contemporary lives of moral commitment. New York: The Free Press.

Fesmire, S. 2003. John Dewey and the moral imagination. Bloomington, IN: Indiana University Press.

Kazantzakis, H. 1989. Nikos Kazantzakis: A biography. Simon and Schuster.

Kazantzakis, N. 1969. The fratricides. New York: Simon and Schuster.

—. 1998. The last temptation of Christ. New York: Simon and Schuster.

—. 1969. The saviors of God. New York: Simon and Schuster.

—. 1971. Zorba the Greek. New York: Simon and Schuster.

Rest, J. and D. Narvaez. 1994. Moral development in the professions. Hillsdale: Lawrence Erlbaum Associates, Publishers.

Editor’s note: Lee Knefelkamp spoke about civic identity at AAC&U’s October 2007 meeting, “Civic Learning at the Intersections.” To download a podcast of her speech, visit www.aacu.org/Podcast/civic07_podcasts.cfm.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 72 Collaboration Among Colleges: Impossible Mission?

Inside Higher Ed, August 19, 2008 By Alice Brown

Bill Bowen, who was a longtime president of the Andrew W. Mellon Foundation, describes getting colleges to collaborate as “a very difficult, much unappreciated” task. From my experience in trying for 25 years to get 37 college presidents to collaborate, I’d go further. I have concluded that real collaboration across institutions is virtually impossible.

Collaboration as a concept is great, but as a reality it rarely exists. Centralization (providing benefits that each college can access) and even cooperation (helping when it doesn’t hurt) are far easier practices to implement than true collaboration (working for the benefit of the whole even when some of the individual parts have to sacrifice).

Working first as director of a program at a major research university funded (by Mellon) to provide fellowships for faculty at small colleges in the mountains of central Appalachia, and then as president of the consortium that grew from that program, I feel qualified to make a few observations about why collaboration is so difficult:

Presidents of independent colleges are independent; as the primary representative of the institution they have a strong need for autonomy and to claim distinctiveness for their institutions — even when the institution is very similar to others within the same classification of higher education institutions. While they do not want to disagree with their peers in public and will often appear to be in agreement, promises made in a public setting often do not get fulfilled in a private setting. Similarly, commitments made privately are often changed when a public vote with their peers is taken. As one college president said in a presentation at a meeting of the Association for Consortium Leadership, “We will promise anything to appear agreeable in a meeting of the consortium members.”

Rosalynn Carter once said that a leader is someone who takes people where they want to go; a great leader is someone who takes people where they need to go.

Getting 37 presidents to agree on where they wanted to go was impossible for me; finding out where they needed to go — by asking presidents, foundation officers, program directors in federal agencies and others from outside the Association — was easier. Some consortium directors talk about the importance of building consensus, but I found the adage that “consensus is what everyone is willing to agree on in public but no one believes in private” was far too true.

I quickly learned that the way to get the presidents of our 37 colleges to make a commitment to a project was to present the project as the idea of another of the presidents or of a foundation representative and ask for volunteers for the pilot stages. I

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 73 was fortunate to have 37 presidents with which to work because even though there were usually those who had no intention of fulfilling a commitment to the project, there were always enough who did fulfill their commitments to make the project successful. Directors of consortia with only a few members have a harder job. They have to know they have the sincere commitment of all their presidents to assure success; they do have to worry about building consensus.

Presidents do not accept ownership of what they do not control; academic deans, on the other hand, seem to be quite comfortable claiming ownership in situations where they feel they at least have some authority to make decisions. As a program at the University of Kentucky, the Appalachian College Program was guided by the academic deans of the participating colleges; they accepted those rare occasions when some idea they had proposed was vetoed by the university’s officials (usually because there were other projects within the university that would be competing for the funding).

Once the presidents met to discuss expanding the program to include more than faculty development (joint purchasing, training for staff, etc.), it was clear immediately that they would not accept with grace a veto of their ideas by authorities at the university. As a result, the Appalachian College Program became the Appalachian College Association, an independent 501© 3 organization directed by a board made up of the presidents of member colleges.

Given the need of the presidents for autonomy, there is generally little reason to expect them to be concerned about the impact the program might have on education within the region generally; each president in my consortium was primarily concerned about the benefits his or her institution would derive individually. The question for each of the presidents was almost inevitability, “How will this project impact my institution?” While the mission of the Appalachian College Association was broadly defined as “strengthening private higher education in the region,” the primary goal on which the presidents could agree was that the Association should raise money that all the colleges could share — but only if raising that money did not jeopardize the fund raising of any individual member college.

The only aspect of their operations that the presidents seemed completely comfortable allowing the Association to address was faculty development and, later, centralized library services. At a roundtable session with Bob Zemsky (founding director of the University of Pennsylvania’s Institute for Research on Higher Education) to set priorities for the next president of the Association, they quickly concluded that the focus of the Association should remain on faculty, that they did not need another organization that provided a social setting where the presidents could meet, or joint purchasing contracts that would probably overlap with contracts already in place through their state associations. What they most appreciated about the work of the Association was the fellowships and travel grants made available to faculty for individual research and study—a central service not requiring much collaboration.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 74 At that same roundtable session, the question was asked, “If there were a disaster in your region that destroyed one of the member campuses, would the other campuses come together to help rebuild that campus?” After a long pause, a response came: “If the association called us together, we would. ” The wise observation made by Zemsky was that the loyalty among the presidents was to the association and not to each other — more evidence that centralization, not collaboration was the primary benefit they saw for the association.

When college presidents (across multiple institutions including some from my association) at a Council of Independent Colleges meeting were asked, “What is your favorite consortium among those to which you belong?,” the answer was always one in which that president’s college was the lead institution. A president will usually name a small local collaborative with the county high school over a regional or national one where their voice is much weaker.

Consortia directors or presidents work hard to “fulfill the vision of their members,” but many do not seem to know what that vision is — beyond working together for the benefit of the whole. And, unfortunately, it seems to be the financially weak institutions that are most interested in being active in a consortium because they have the greatest need for help, though they are least able to provide funding for the organization’s staff and operations. As a result, many consortia can provide only what the weakest members among them can sustain.

Despite my frustration that as a collaborative our colleges never soared beyond 10,000 feet when 30,000 was my goal, our consortium of private Appalachian colleges (most with small endowments and small enrollments) was touted as one of the most successful in the nation. Calls came monthly from colleges outside our region wanting to become members; my advice was usually, “Start your own.”

Keeping more than 30 colleges across five states working together on any level was more than a full-time job for our core staff of about five. Several of those calls actually resulted in meetings of groups of colleges anxious to replicate our model — a regional consortium supported by nominal membership dues and lots of funding from foundations and federal agencies that managed to build an endowment for programs of roughly $25 million and reserve funds totaling over $500,000. None of those who called ever called back for advice, but if any had, here is what I would have told them:

1. Have a specific mission before you meet to organize. Forming a consortium for collaboration without knowing what you will collaborate to do is like having a meeting without knowing what the purpose of the meeting is: not much is likely to be accomplished. Recognize that providing central services or getting cooperation across the campuses is as worthy a goal as true collaboration.

2. Hold the initial organizational meeting with those who will be the primary beneficiaries to be sure they are receptive to the new opportunities provided. With our

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 75 Association, the primary beneficiaries of the program that started the Association were faculty of the participating colleges. Faculty from the colleges met multiple times in groups on their own campuses and across the various campuses for five years before the academic deans of the colleges actually held their first meeting. The deans and faculty continued to meet for another five years before the presidents got involved, formed the Appalachian College Association and moved the organization away from the university.

3. Find a funding source — the member colleges or an outside foundation, individual, or federal agency — to support the first effort adequately. If the first venture fails, the consortium is likely to fail as well. Be sure that the project has appeal that will generate sustained funding — either by the members or other agencies. Take advantage of the natural appeal consortia have for funders: program officers have to meet with only one consortium director, not with multiple college presidents.

4. Find a strong leader, someone who is able to listen to faculty and students or whoever the beneficiaries are and not be intimidated by those serving on the board of the consortium who may think they best know what the beneficiaries need. Choose someone who is bold enough to be able to solicit honest responses to ideas from the board members but is flexible enough to shape the ideas of those board members into fundable projects that will serve the major constituencies as they want to be served. Find someone who is able to present a good case to funders but wise enough to know that it is the funder who ultimately decides if the project is worthy of funding. Recognize that it makes little sense to argue a case that is not a good match for the funding agency. Someone said as I was leaving the Appalachian College Association that the new president should not allow himself to be controlled by the presidents but he will need to allow the presidents to believe they control him if they feel the need to control him. Ideally the college presidents will have enough confidence in the president of their consortium to trust that he or she will take the colleges both where they want to go and where they need to go. A consortium director or president has to listen to everyone and then do what he or she deems is in the best interest of most. Trying to make everyone happy with every decision is a sure way to slow the productivity of the organization, if not kill it.

5. Develop an organizational voice that is independent of the member institutions and the beneficiaries. For our Association, an Advisory Council was established as a result of the first strategic plan. That council was made up of representatives retired from the foundations and federal agencies that had supported our multiple projects and of other individuals in higher education with a special interest in the region and/or the member colleges, but no ties to any one particular college.

Such a council can help the consortium director consider what the colleges want to do in relation to broad views of higher education. Appeals to funders can be more convincing if there is evidence of a potential impact on multiple institutions outside the one group of colleges served by the consortium. Advisory Council members can provide positive

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 76 reinforcement for good ideas and add suggestions for further refinements. They can also challenge ideas that may lead to problems for the colleges or consortium. In short, they can serve as a sounding-board for discussion of ideas before presentation to the college presidents and also present issues at meetings of college presidents to draw out their views before the ideas of the consortium leader are discussed. The same process can be useful when developing a strategic plan. If the planning is not directed by someone completely independent of the association, there needs to be provision for multiple voices from outside the group to be heard.

Working together — either centrally, cooperatively or collaborative — is becoming increasingly important, given current economic trends. Perhaps true collaboration in higher education will become more evident as new financing models call upon some institutions to pay a little more than they currently do so the many can pay less. I hope that the consortium I led (with lots of help from lots of people) will continue to thrive. I also hope that other consortium leaders may gain from my reflections on what I learned over more than 25 years so they can develop new models of collaboration to strengthen the education of students via working together for the common good.

CAMPUS COMPACT BOARD OF DIRECTORS MEETING, APRIL 2008 77

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