This presentation on was given by Steve Dubb of the Democracy Collaborative at the first Civic Action Planning Institute in Princeton, New Jersey.
Those of us serving as AmeriCorps*VISTAs do not really know what we are getting ourselves into when committing to a year of service. I was coming in to build capacity for Campus Compact, but what did that entail? What might the work of a VISTA be like? It surely varies, but here is my story: Throughout my term, I focused mainly on college access. I transformed a state curriculum, which trains mentors to instill a college positive mindset in K-12 youth, to a national curriculum. My fellow Massachusetts Campus Compact (MACC) VISTAs gave me the opportunity to facilitate both in-person…
The implementation of CPV, though a flexible curriculum, can be challenging for those in regions with specific demographics, schools with particular needs, those with concerns related to existing resources, and so on. The resources below give you an overview of how CPV works in different states around the U.S., highlighting the states that have reported usage of the CPV curriculum. This is not an acknowledgment of all who are using the resource, but this is an effort to capture at least some. Connecticut: Campus Compact in Connecticut manages to conduct trainings upon request. This tactic allows them to have the…
Campus Compact will be celebrating the more than 350 signatories on our Action Statement during a Summit of Presidents and Chancellors on March 20, 2016 at the Edward M. Kennedy Institute for the United States Senate in Boston. Over 350 Campus Compact member presidents and chancellors have already signed the Campus Compact 30th Anniversary Action Statement, a document containing strong language about the public obligations of higher education that commits campuses to taking specific steps to deepen their engagement for the benefit of students, communities, and the broader public. The document concludes with a commitment by each signatory to create…
Campus Compact has made available guidance for campuses engaged in designing campus action plans. The plans emanate from commitments made in the Campus Compact 30th Anniversary Action Statement. In signing the 30th Anniversary Action Statement, presidents and chancellors make a public commitment both to its principles and to developing a plan to put those principles into action. The framework available on the Campus Compact website provides a shared foundation for Compact members to approach Civic Action Plan (CAP) development while encouraging creativity, flexibility, and boldness. Our guide for “Creating a Great Civic Action Plan” is a useful starting point and…
If we imagine all the ways our campuses can engage with the larger community, we can think of a pretty large umbrella. It may include service-learning, community-based research, problem-based learning, civic work and others. Recently, social entrepreneurship has been an increasingly important presence on campuses. Ashoka U, the higher education arm of Ashoka, a four-decade old incubator for social entrepreneurs recently found social entrepreneurship courses and programs in over two hundred campuses. Articles about social entrepreneurs have appeared in major media outlets. Fixes, a series co-written by David Bornstein and Tina Rosenberg for the New York Times, features articles on…
The full conference program is now available! Learn more about the many exciting opportunities for learning and networking at Campus Compact’s 30th Anniversary Conference this March in Boston. For three days, administrators, faculty, and other higher education leaders will convene for a critical dialogue about past and present efforts to achieve our shared goals and how we can move higher education to more fully embrace its public purposes. Don’t miss out on this special opportunity to join your colleagues across the country – Explore conference details and register today!
Campus Compact invites you to complete the annual member survey for 2015. This survey marks 30 years of collecting data regarding campus-community engagement. Your institution’s participation in this national survey is very important. Together we will be able to develop a greater understanding of today’s trends and practices in higher education community engagement. Thank you for your participation! Guidelines: Please ensure that only one survey per campus is completed. All data reported in the survey should reflect the 2014-15 Academic Year. Multiple offices will need to provide data for the most accurate campus portrait. The survey is to be completed…
The number of administrative staff who support community engagement within higher education has grown exponentially over the past 10-12 years. Looking at the 2014 Campus Compact survey, 100% of respondents report having dedicated engagement staff. Looking at a survey of Carnegie Classified institutions, 91% of respondents reported having full-time administrative staffing for their engagement centers (Welch & Saltmarsh, 2013). Despite their growing numbers, there has been very little empirical literature focused on these administrative stakeholders, such as myself. As a group, we influence the ways faculty, students, community partners, and institutional leaders implement and evolve engagement within higher education. We…
In this paper, two management professors propose a new model for conducting engaged scholarship—the dialogical model. This model comprises five activities: specifying a research question, elaborating local knowledge, developing conceptual knowledge, communicating knowledge, and activating knowledge. The dialogical model provides guidance on how to maintain academic value and practical relevance in tension throughout the research process, and on how to justify validity in pragmatic constructivism. The authors explain how the dialogical model was developed in the pragmatic constructivist epistemological paradigm, and suggest how the model can be mobilized in other epistemological frameworks. Avenier, M.J., & Cajaiba, A. P. (2012). The…
Community-based participatory research: A strategy for building health communities and promoting health through policy change
This 60 page report to The California Endowment offers an overview of community based participatory research (CBPR) – its definition and principles – and discussion of this research practice as a policy change tool. Eight “promising CBPR practices” are highlighted along with six case studies of CBPR utilized to effect policy change in California. The monograph concludes with a chapter on evaluating CBPR processes and outcomes and comprehensive lists of helpful websites and other CBPR resources. Minkler, M., Garcia, A.P., Rubin, V. & Wallerstein, N. (2012). Community-based participatory research: A strategy for building healthy communities and promoting health through policy…
Campus Electoral Engagement Needs Assessment
This definitive volume offers a broad overview of issues related to assessment in higher education, with specific application for measuring the impact of service-learning and civic engagement initiatives on students, faculty, the institution, and the community. This revised edition provides a comparison of assessment methods, as well as sample assessment tools ranging from surveys to interviews to syllabus analysis guides. By Sherril B. Gelmon, Barbara A. Holland, Amy Driscoll, Amy Spring, and Seanna Kerrigan. This publication is currently out of print, but will become available again during 2018 from Stylus Publishing.
The 2014 Survey reflects the growth in breadth and diversity of institutions prioritizing engaged activities over the past three decades. Read the survey findings here.
Kenneth Reardon Receives 2017 Thomas Ehr
Fund for Positive Engagement: Recipients
Inclusive Excellence Toolkit from Campus
Public Purpose: The Blog of Campus Compact President Andrew Seligsohn
Campus Compact Statement on DACA
Equity Based Service Learning
Mary Ryan Named Inaugural Director of Ca
Rollin Johnson, Jr., Named Inaugural Dir
Responding to Charlottesville
Global SL Blog
Global SL Blog
Combining Experiential Learning with Cri