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Building a Movement of Socially Engaged Universities (Elizabeth Babcock)
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Building a Movement of Socially Engaged Universities (Elizabeth Babcock)

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Presentation at the Plenary Session "Improving the dialogue between higher education institutions and society – how higher education supports human and social development through civic engagement" ...

Presentation at the Plenary Session "Improving the dialogue between higher education institutions and society – how higher education supports human and social development through civic engagement" within the 4th International Barcelona Conference on Higher Education organized by GUNI (http://www.guni-rmies.net) in March-April 2008.

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Building a Movement of Socially Engaged Universities (Elizabeth Babcock) Building a Movement of Socially Engaged Universities (Elizabeth Babcock) Presentation Transcript

  • BUILDING A MOVEMENT OF SOCIALLY ENGAGED UNIVERSITIES Elizabeth Babcock, Talloires Network Coordinator April 1, 2008
    • A Global Movement : Strengthening the civic roles and social responsibilities of higher education
    • The Talloires Network : Committing university resources to the common good
    • Supporting Institutional Change : How can universities move to a more engaged model of higher education?
    • Model Programs : Examples of engaged university practice
    OVERVIEW OF PRESENTATION
      • Increasing public demands for higher education engagement
      • Expanding effective models
      • Growing collaboration
      • Dramatic expansion of higher education:
            • 2006: 100 million students worldwide
            • 2030: 200 million students worldwide
    A UNIQUE MOMENT OF OPPORTUNITY
  • POTENTIAL IMPACTS
    • Increase public goodwill and support for higher education
    • Elevate the quality of university teaching and learning
    • Accelerate social and economic development
    • Bring quality university resources to local communities around the world
    Dean Robert Hollister with Mario Fernandez de la Garza, Director of Outreach at University of Veracruz
  • STRENGTHENING THE CIVIC ROLES AND SOCIAL RESPONSIBILITIES OF HIGHER EDUCATION THE TALLOIRES NETWORK
  • THE NETWORK The Talloires Network is an international consortium of individuals and institutions committed to promoting the civic roles and social responsibilities of higher education. Students from Charles Darwin University (Australia) engage in research & training with communities in Eastern Indonesia
  • ORIGINS OF THE NETWORK: TALLOIRES CONFERENCE
    • September 15-17, 2005
    • Hosted by Tufts University
    • Historic gathering of 29 leaders of higher education institutions from 23 countries
  • TALLOIRES DECLARATION “ Our institutions recognize that we do not exist in isolation from society, nor from the communities in which we are located. Instead, we carry a unique obligation to listen, understand, and contribute to social transformation and development.”
  • VALUES & PURPOSE OF THE NETWORK
    • Foster partnerships between universities and communities to empower groups and individuals and increase the relevance of university education
    • Build a culture of civic engagement through reciprocal relationships with communities and mutual exchange between members
    • Build a diverse and international membership to incorporate new perspectives, motivations, and ideas for how universities can engage with their communities, society and world
  • SIGNERS OF THE DECLARATION AGREE TO:
    • Expand civic engagement and social responsibility programs
    • Ensure that standards of excellence, critical debate, scholarly research and peer judgment are applied rigorously to community engagement
    • Embed public responsibility through personal example and the policies and practices of our higher education institutions
    • Disseminate information and raise awareness about issues of civil importance and the contributions of higher education to social advancement
  • GLOBAL PROJECT ON LITERACY
    • Members of the Talloires Network collaborate on Global Project to improve literacy around the world
    • Literacy is defined broadly: Members go beyond language to include political literacy, financial literacy, technological literacy, health literacy, and numeracy
    • Literacy goes beyond individuals; it is also about societies: Literate societies are stronger and more sustainable
    • The Talloires Network will facilitate the exchange of experience and information to enable members to expand their work in the field collectively
  • SUPPORTING INSTITUTIONAL CHANGE: HOW CAN UNIVERSITIES MOVE TO A MORE ENGAGED MODEL OF HIGHER EDUCATION?
    • Instill values that link the core activities of the university (teaching, learning and research) with public purposes and the common good
    • Create mechanisms for acting on those values, including incentives for faculty, staff and students
    • Commit institutional funds toward these mechanisms
    • Develop positive, ongoing community relationships that provide mutual benefit
  • ADOPTING A SET OF VALUES & GOALS
    • Foster partnerships between universities and communities to enhance economic opportunity, increase mutual understanding, and strengthen the relevance, reach, and responsiveness of university education and research.
    • Raise awareness within government, business, media, charitable, not-for-profit and international organizations about contributions of higher education to social advancement and wellbeing.
    • Establish partnerships with primary and secondary schools, and other institutions of further and higher education, so that education for active citizenship becomes an integral part of learning at all levels of society and stages of life.
    • Support and encourage international, regional, and national academic associations in their efforts to strengthen university civic engagement efforts and create scholarly recognition of service and action in teaching and research.
  • MODEL PROGRAMS
    • Universidad Veracuzana (Mexico): Vasconcelos Project
    • Al-Quds University (Palestine): Community Action Center
    • Ahfad University for Women (Sudan): Rural Extension Program
    • Georgetown University (USA): Center for Social Justice Research, Teaching & Service
    • Notre Dame of Marbel University (Philippines): Education Access Programs
  • Universidad Veracruzana (Mexico) Vasconcelos Project
    • Brings information technology to schools and communities in some of the poorest villages in Veracruz, Mexico
    • A fleet of 15 buses equipped with computer labs, students and alumni travel to communities and carry out trainings for students, teachers, and community members
    • Buses are equipped with 15 laptop computers, data projector, self-directing satellite antenna, surround sound, remote access camera, DVD and VHS players, education software, air conditioning, an emergency power generator, and a set of reference books
  • Al-Quds University (Palestine)
    • A Palestinian community rights based practice center in partnership with the Law School
    • Engages marginalized groups and empowers them to fully participate in their community
    • Accomplished through individual social and legal advocacy, community organization, and participation in decision-making bodies
    • Aims to empower the disadvantaged to access their social and economic rights and entitlements through democratic means
    The Community Action Center
  • Ahfad University for Women (Sudan)
    • Students live in rural areas and participate in projects designed to impart knowledge and organization skills to women living in rural villages
    • Provide locations to train medical and nursing students
    • Host development projects including schools for girls, adult literacy programs, female empowerment projects, leadership training, and microfinance projects
    • Work done by the Department of Community Health Science increased enrollment by over 40% through a community-based school lunch program
    Rural Extension Program
  • Georgetown University (USA)
    • Promotes and integrates community-based research, teaching and service by collaborating with diverse partners and communities
    • Guided by this mission, it strives to consolidate and develop work in its three key areas: service, curriculum and research
    • Georgetown faculty have designed courses that build in opportunities for direct or indirect service in the local community in a way that makes clear the intellectual context and the policy implications of the service the students render
    • Advances curricular work through faculty workshops, course development grants, and continued support of conferences that enable more faculty to learn about the pedagogy of service learning and to redesign courses to incorporate it
    Center for Social Justice Research, Teaching & Service
  • Notre Dame of Marbel (Philippines)
    • Alternative Home Education Agenda for Development (AHEAD) Program: A viable and cost-effective mode of access to education
    • Out-of-school youth beneficiaries study on their own time and pace, and their regular physical presence is not required in school
    • Increases the accessibility and equity of basic education by lowering the delivery cost of education
    • Opens the doors of education to wider and more diverse social classes, and provides greater access to education for those who are constrained from going back to school due to poverty, chronic illness, or age
    Education Access Programs
  • For more information, contact the Talloires Network Secretariat at: Elizabeth Babcock [email_address] Or visit our website at: http://www.tufts.edu/talloiresnetwork