Slippery Rock University is seeking an Assistant Director to run our Bonner Leader program as well as serve as the new site manager for our butler center for Community Partnerships. Click Here to view the job posting
Securing the Vote Today, U.S. elections are subject to aging equipment, targeting by external actors, and a lack of sustained funding. These issues highlight the need to create more resilient, adaptive, and secure election systems. Representative democracy only works if all eligible citizens can participate in elections and have their ballots accurately cast, counted, and tabulated. We have the capacity to build an elections system for the future by taking the following steps.
Faculty Resource: Incorporation Election Engagement into your Courses Much of campus election engagement happens outside the classroom—but because all students take courses, faculty members can play a key role. Here are some classroom approaches to help students participate as informed voters. Also,see our guide to Talking About Elections in Your Classroom.Provide essential information. You can download a pdf version of this resourcehere.
New Report on Student Voting and Political Engagement Looking for concise, evidence-based recommendations to raise student voting levels, improve campus climates for political learning, and increase constructive engagement across differences? Be sure to read Election Imperatives, which is full of resources and campus examples. Learn more here
Campus Vote Project Put your shades away and take out your bookbag because class is back in session and the 2018 midterm elections are right around the corner. Visit Campus Vote Project's website to make sure you are prepared this November.
The 2018 Election as a Learning Moment: An IDHE Toolkit As you plan your work for fall 2018 and beyond, start with Election Imperatives. This report, which is based on years of IDHE campus climate research, provides a practitioner-focused list of ten recommendations for shifting your institution's campus culture. We offer ways to promote student political learning and engagement, along with actions to take and resources to help you in this vital work. Learn more here Campus Election Engagement Project (CEEP), is a national nonpartisan project that helps administrators, faculty, staff, and student leaders at America’s colleges and universities engage students in federal, state, and local elections. Drawing in stakeholders throughout our partner campuses, we combine our powerful resources with personalized coaching, guiding schools on how to use our resources and navigate students through ever-changing barriers to voting. Working with us, schools help their students to register, volunteer in campaigns, educate themselves on candidates and issues, navigate confusing voting laws, and turn out at the polls. We worked with over 300 campuses in 2016, with a combined enrollment of 3.5 million students, while partner organizations distributed our resources to another 1,000 schools. We spent 2017 helping our campuses develop ongoing engagement strategies while getting students involved directly in Virginia’s statewide races and Alabama’s US Senate race. And we’re now engaging students in the 2018 elections. Because individuals who vote when they’re young tend to continue, and because we help schools deepen their electoral engagement each cycle, we generate both immediate and long-term impact.Learn more here
In partnership with Misericordia University, PA Campus Compact and Pennsylvania Emergency Management Agency, this manual was developed to address the opportunities that higher education institutions have during disasters. It once resided on the a federal website and while nearly 15 years old, it offers some valuable best practices.
“Ready Campus” is designed to provide all colleges and universities a flexible, adaptable planning guide to prepare their own campuses for emergencies and, just as importantly, to become valuable resources to serve the communities which have given so much to them. “Ready Campus” will enhance relationships with community and state emergency management coordinators by using three natural facets of colleges and universities: l. Campus facilities have unique advantages over public facilities during emergencies. Dining facilities, residence halls, communications services, transportation equipment, large meeting rooms, and recreational facilities are a few examples of the many attributes that can be invaluable to a community in a time of disaster. 2. Faculty and staff, many of whom are experts in the exact areas that are so important during emergencies, can give unselfishly of themselves so that others will survive and recover quickly from disasters. Nurses, biologists, counselors, communications staff and professors, and safety/security officers are some of the members of the campus who can contribute their talents in a crisis event. 3. Students themselves can be excellent volunteers, even more so if their courses of study have included service- learning components to help them learn how to best serve others in the local community during emergencies.
The Fall 2018 volume of the International Undergraduate Journal for Service-learning, Leadership, and Social Justice is live at https://opus.govst.edu/iujsl/ The Journal is dedicated to providing undergraduate students a venue to discuss their service-learning projects and experiences. The Journal considers three types of articles: 1) Articles that discuss the development of a service-learning project and the impact of the project on the community served; 2) A case study of a service-learning project; 3) A reflection on service-learning and the development of personal leadership.
Reconceptualizing Faculty Development in Service-Learning/Community Engagement Exploring Intersections, Frameworks, and Models of Practice
The role of educational developer in the realm of service-learning and community engagement (S-LCE) is multidimensional. Given the potentially transformational nature--for both faculty and students--of the experiences and courses in whose design they may be directly or indirectly involved, as well as their responsibility to the communities served by these initiatives, they have to be particularly attentive to issues of identity, values, and roles. As both practitioners and facilitators, they are often positioned as third-space professionals. Get your copy here
Examining the Past, Transforming the Future Diversity & Democracy, Summer 2018 Vol. 21, No. 3
This issue of Diversity & Democracy examines how colleges and universities are studying the histories of their institutions and local communities, connecting history to present-day issues, and working to create a better future. The colleges and universities featured in this issue are working to promote equity, integrity, and civic responsibility by strengthening campus/community relationships and creating new programs, practices, and legacies.
Read the latest edition of Partnerships: A Journal of Service-Learning and Civic Engagement, North Carolina Campus Compact’s peer-reviewed, online journal, hosted by the University of North Carolina at Greensboro. The fall 2018 issue of Partnerships: A Journal of Service-Learning and Civic Engagement marks the conclusion of a decade for us in publishing articles that recognize successful engaged learning depends on effective partnerships. Thus, it is fitting that this issue’s articles address directly through empirical research the impact of service-learning partnerships in three distinct areas: how academic-based service yields stronger results than community service; how service-learning directed toward at-risk youth can and should expand to include longitudinal studies; and, how service-learning when paired with sustainability efforts draws greater attention to much needed eco-justice around the world.
In this issue of our newsletter, our authors explore through three different lenses how “robot-proof” qualities like imagination, creativity, and artistic expression can be embedded at all levels in the higher education enterprise to foster holistic and transformative learning experiences. In our Feature article, Carol-lynn Swol explores how a “creativity-infused pedagogy” can cultivate students’ engagement with the public good; in our Campus Highlight, BTtoP grantees Sarah L. Hoiland and Tere Martínez describe how they used approaches from theater and improv to encourage student agency and civic engagement; and in his inaugural Director’s Column, David Scobey sheds a light on both BTtoP’s history and his own—and how we might learn from innovative and imaginative partners, both within higher education and beyond, to develop a community of creative collaboration.
A Tool to Develop & Nurture Campus-Community Partnerships The practice of campus-community partnerships has gained significant attention in recent years from numerous sectors including the Office of Housing and Urban Development and the National Taskforce on Civic Learning and Democratic Engagement. Thanks to the work of organizations like Campus Compact, Community-Campus Partnerships for Health (CCPH), the Clinical and Translational Science Award Consortium and others, we have a greater understanding of the principles and frameworks outlining how potential partners should enter into, sustain, assess and celebrate their partnerships
Connecticut Campus Compact (CTCC) convened statewide representation from our members’ partnerships as well as community advisory members for a series of meetings and online exchanges to consider ways to strengthen community-university partnerships. These professionals were selected because of their history with Connecticut communities and universities. A common objective emerged from these conversations. This was to produce a tool to guide the establishment and monitoring of campus-community partnerships.