Mn campus compact annual report 2010 11

Mn campus compact annual report 2010 11

• 2.
  A Message fromour Board Chair Power. It isn’t something everyone feels comfortable claiming. Yet in committing to civic and community engagement, the Board of Directors members of Minnesota Campus Compact recognize that we have not only the capacity, Sue Collins but the responsibility, to co-create our reality. President, Northeast Higher Education District As we educate students, we seek to develop their courage, confidence and persistence, Alan Cureton along with their skills and knowledge. As we President, Northwestern College build and sustain partnerships with our communities, we strive to build on the assets we each can offer to Andrew Furco achieve our shared goals. Through this public work, we help Associate Vice President for Public determine the health of our democracy, our economy, our Engagement, University of Minnesota neighbors. Sue Hammersmith Each college or university—and each individual within it—has President, Metropolitan State power and a particular story. By coming together as Minnesota University Campus Compact, we both affirm our common purposes and learn from each other; we celebrate meaningful accomplishments Jacqueline Johnson and reflect on how we might do even better; we leverage resources Chancellor, University of Minnesota and demonstrate higher education’s public value. Here at Morris Augsburg, we call this the work of abundance. In our shared efforts through Campus Compact, we are modeling a new way of Julie Manworren being citizens of our democracy. Executive Director, Simpson Housing Services Inc. While presenting select highlights from the past year, this report also invites continued engagement. Our collaborations matter, John O'Brien whether across sectors, across miles or across the street. President, North Hennepin Community College Paul Pribbenow, President, Augsburg College Earl H. Potter III President, St. Cloud State University Staff Meghan Aanenson Paul Pribbenow (Chair) Administrative and Program Manager President, Augsburg College John Hamerlinck Judith Ramaley Associate Director President, Winona State University Lucy Marincel Mark Zeigler AmeriCorps Promise Fellow President, Northwestern Health Sciences University Julie Plaut Executive Director Jessica Zha VISTA Leader College Health Corps
• 3.
  2010-2011 Members Augsburg College BemidjiState University/Northwest Technical College Bethel University Carleton College Central Lakes College Century College College of St. Benedict College of St. Scholastica Concordia College Concordia University Globe University/Minnesota School of Business Gustavus Adolphus College Hamline University Inver Hills Community College Macalester College Metropolitan State University Minnesota State University, Mankato Minnesota State University Moorhead Normandale Community College North Hennepin Community College Northeast Higher Education District Northwestern College Northwestern Health Sciences University Ridgewater College Rochester Community & Technical College Saint Mary's University of Minnesota St. Catherine University "It is clear there are multiple benefits for universities to engage in community St. Cloud State University building, problem solving and St. John's University knowledge sharing with their St. Olaf College communities. . . Students come to St. South Central College Cloud State for their education, but a University of Minnesota, Crookston significant part of that education is University of Minnesota Duluth gained beyond the perimeters of campus University of Minnesota, Morris - learning how to live responsibly with neighbors and to make smart choices University of Minnesota, Rochester about their lives." University of Minnesota, Twin Cities University of St. Thomas — Earl H. Potter III, president of St. Cloud State William Mitchell College of Law University and Minnesota Campus Compact Winona State University board member
• 4.
  Over 100 low-incomeand/or first-generation college students at five campuses "I benefitted so much from having a cohort that participate in the Midwest helps each other out, studying together. We're Campus Compact Citizen- still friends after two years though we're now at Scholar Fellows program, different colleges. Participating led to my which has a strong track dream job too." record in bolstering academic performance and persistence. — Amanda Lilgreen, Normandale Community College America Reads/Counts and service-learning Students who complete the coordinator, former Citizen-Scholar Fellow program have higher average GPAs (3.3 vs. 2.8) and stay in school at higher rates (98% vs. 72%) than non-program Pell Grant recipients at the same institutions. Participants themselves value the experience; on the last evaluation, 88% agreed that the program had a positive effect on their success as a student, and 98% reported that it prepared them for future success by developing their skills and connections.
• 5.
  With the additionthis year of the Students in Service program, which engages 100 students at seven campuses, twice as many students are receiving financial assistance, leadership development and service opportunities, and professional and peer support. "I am grateful that I am able to be a part of a program that allows me to make a difference in my community, while allowing me to be a student and continue my education. The SIS program has given me the opportunity to grow and share my knowledge with the St. Kate's community. Thanks SIS!" — Alejandra Gonzalez, student, St. Catherine University Four campuses hosted our regional forums in fall 2010 highlighting campus-community partnerships that advance student success and economic vitality. "I have seen a strong correlation between work done in [the Cambodia Travel Study Program] and work after students are back, motivated to expand on what they’ve done in their fields of study. My experiences have given me the ability to win scholarships and pushed me to study economics and development." — Jordan Wente, student, Rochester Community and Technical College "I came here as a freshman but felt disheartened in my third year; I felt this was a good place and I was learning a lot, but I felt disconnected and wasn't contributing much, so I considered leaving the university. . . Then I took my first service-learning course. . . It's really empowering for students to think that they can write something and have it be appreciated, have someone besides the professor listen to your thoughts and take them seriously. — Laura Weldy, student, University of Minnesota Morris
• 6.
  Over 2,000 peoplefrom across the state and beyond participated in our professional development workshops and webinars this year. Topics included: Assessing Civic Engagement Building Cultural Capacity Citizenship Across the Curriculum Engaging Men in Service Engaging Students in Community- Based Research and Advocacy Linking Adult Students with Community Service-Learning and Social Justice Service-Learning in Online Courses “I always find it incredibly Spirituality and Religious Diversity in energizing to have space, time Civically Engaged Education and wise colleagues to discuss these critical issues.” Supporting Youth Success in St. Paul — workshop participant Sustaining Collaborative Partnerships Between K-12 and Higher Education Using Mobile Phones as a Tool for Civic Engagement Workshop participants shared their own experiences and insights while learning about other models and resources and generating new ideas. Most reported gaining new skills, knowledge, connections, and intentions for action.
• 7.
  "Asking 'what canwe do with you?'- -instead of coming with answers or just studying the community--is the key to building trust and empowerment." — Nathaniel Khaliq, then-president of the St. Paul chapter of the NAACP, at the community-based research workshop "We can tell the difference between students that have a service- learning background and those who do not. Those that have a service-learning background know how to apply their knowledge." — Stacy Kennedy, regional human resources manager, vice president, Bremer Financial Services Is the glass half-full or half-empty? "The quality of process by which software is developed has great impact on product Both -- but research and experience quality. Teams of students in my class show that an asset-based approach to respond to a community partner's request. collaborative work is most effective, They start with a vision for the software, so we focus on what's present, not define the objective and features, then what's missing. feasibility and risk — all while periodically checking in with the client. . . . They're Campus leaders frequently remark on learning lots of technical details, also oral the value of this approach not only for communication and team development. their partnerships, but also for their Knowing the client really benefits from this own efforts to engage students and makes it meaningful." colleagues. — Sudharsan R. Iyengar, computer science faculty, Winona State University
• 8.
  The College HealthCorps AmeriCorps VISTA program supports10 full- time VISTA volunteers at sites throughout the state. These VISTAs create, improve, expand, or create campus- community partnerships that provide low-income Minnesotans with greater access to healthcare services and health education. IMPACT TO DATE 11,480 low-income people accessed health care A few non-College Health Corps examples of campuses contributing to community health: 14,131 people learned from health education Central Lakes College has signed a Memorandum of Understanding programs with the Brainerd School District through which nursing students assist with K-12 student health screenings and other efforts 967 people participated in promoting quality of life. "upstream" health programs Bethel University is spearheading the formation of a community- based coalition to address the social challenges that contribute to 2,880 volunteers have health inequity in St. Paul and its surrounding communities. served a total of 29,078 hours Scrubs Camp is a summer program held on the campuses of Winona State University and Augsburg College. It offers teens the $95,325 in cash and in- opportunity to participate in hands-on healthcare activities, learn kind resources generated about health-related careers, and experience living on a college for the partnerships campus.
• 9.
  Community Development We co-authoreda report for the Rural Alliance for Service- Learning titled, “The State of Rural Service-Learning, ” which featured a case study about a project by Samantha Bruno (standing right), a University of Minnesota, Morris student who worked with UMM's Center for Small Towns and a group of citizens in Wheaton, to develop a downtown revitalization plan for that western Minnesota community. Academic Success and Youth Development Our Collaborating for Change Mini-Grant program supported eight innovative student-led campus-community partnerships. One example is the “Courage to Write About Self” magazine project, led by Carleton College student Shantrice King (pictured). Carleton students mentored a group of Faribault high school girls in publishing a full-length magazine of articles, learning about various writing styles and encouraging their self-confidence.
• 10.
  Three campuses hosted "Wethe People" workshops introduced over 100 students to basic community organizing skills and strategies for creating change. They left energized and eager to reach more students. Their main suggestions "What I liked best was the chance to for improvement? Make hear from others! To learn from the workshops longer, their experiences, as well as finding and integrate the content a way to collaborate with them." into classes! — leadership summit participant Our two-day student civic leadership summit attracted students from 26 different campuses, mostly from Minnesota but also five other states. The vast majority reported leaving better prepared and empowered to work on the public issues that mattered most to them.
• 11.
  Our events aredesigned to build on the knowledge that faculty and staff from different campuses offer each other and to spark the kind of focused reflection and analysis that can strengthen partnerships. New connections and collaborations often happen at multiple levels. The institutional researchers, faculty assessment leaders, and civic engagement practitioners on our Assessment Leadership Team, for example, planned the two-day workshop on assessing civic engagement, which was attended by teams from nine campuses, many of them comprised of people who had not worked together before. Follow-up visits to each campus are involving more colleagues, and feedback from all involved with shape the resources and gatherings to come. Our monthly learning circle of civic engagement practitioners from Iowa and Minnesota built a mutually supportive and easily accessible community for sharing ideas and resources. The coaching circle allows you Our year-end Summit and Awards beneficial time to network and Luncheon includes a variety of sessions, consult with colleagues in the region recognition of outstanding leaders from who understand the day to day around the state, and a conversation among challenges of civic and experiential presidents and chancellors. education in the central Midwest. The monthly calls allow you to dig deeper into various issues, go to your campus, try out solutions, come back and assess the development a month later with peers. — coaching circle participant Minnesota Campus Compact supported collaborative projects in Northfield and in Duluth that engaged faculty and staff from multiple campuses in service-learning to address issues around food security and/or social determinants of healthy nutrition. These projects are also intended to increase student interest in science, technology, engineering, and mathematics.
• 12.
  Minnesota Campus Compactis not simply an organization with a staff, Board of Directors, and member presidents. We are a network of people--all community members, as well as students, teachers, administrators, and leaders at colleges and universities and partner organizations. We come together around our common commitment to educating students and building partnerships to develop innovative solutions to pressing public issues. We advance our vision by practicing high-quality civic and community engagement; documenting and communicating its value; and providing scholarship and leadership development opportunities. Together, we educate informed, active citizens and build stronger, democratic communities--and we make the case for even deeper integration of public engagement in higher education. You can contribute to this network and these goals in a number of ways: Share the stories and results of your civic and community engagement efforts. Write about the questions that keep you up at night--or the experiences and insights that inspire you. Propose, host, or help plan collaborative programs or events. Speak up about your assets and expertise. Speak up about others' too. Co-create a leadership team focused on an issue of interest. Consider a tax-deductible gift to support this work. We want to thank these generous funders for their support in the last year. Minnesota Campus Compact | 2211 Riverside Ave. S. | Campus Box 48 | Minneapolis, MN 55454 612-436-2080 | www.mncampuscompact.org