Mn campus compact annual report 2010 11


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Minnesota Campus Compact 2010-2011 Annual Report

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  • Julie and team,
    Congratulations on an annual report well done!! South Carolina aspires to this level of professionalism!
    All the best,
    Kim Keel
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Mn campus compact annual report 2010 11

  1. 1. A Message from our Board Chair Power. It isn’t something everyone feels comfortable claiming. Yet in committing to civic and community engagement, theBoard 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 HigherEducation District As we educate students, we seek to develop their courage, confidence and persistence,Alan Cureton along with their skills and knowledge. As wePresident, Northwestern College build and sustain partnerships with our communities, we strive to build on the assets we each can offer toAndrew Furco achieve our shared goals. Through this public work, we helpAssociate Vice President for Public determine the health of our democracy, our economy, ourEngagement, University of Minnesota neighbors.Sue Hammersmith Each college or university—and each individual within it—hasPresident, Metropolitan State power and a particular story. By coming together as MinnesotaUniversity Campus Compact, we both affirm our common purposes and learn from each other; we celebrate meaningful accomplishmentsJacqueline Johnson and reflect on how we might do even better; we leverage resourcesChancellor, University of Minnesota and demonstrate higher education’s public value. Here atMorris Augsburg, we call this the work of abundance. In our shared efforts through Campus Compact, we are modeling a new way ofJulie Manworren being citizens of our democracy.Executive Director, Simpson HousingServices Inc. While presenting select highlights from the past year, this report also invites continued engagement. Our collaborations matter,John OBrien whether across sectors, across miles or across the street.President, North HennepinCommunity College Paul Pribbenow, President, Augsburg CollegeEarl H. Potter IIIPresident, St. Cloud State University Staff Meghan AanensonPaul Pribbenow (Chair) Administrative and Program ManagerPresident, Augsburg College John HamerlinckJudith Ramaley Associate DirectorPresident, Winona State University Lucy MarincelMark Zeigler AmeriCorps Promise FellowPresident, Northwestern HealthSciences University Julie Plaut Executive Director Jessica Zha VISTA Leader College Health Corps
  2. 2. 2010-2011 MembersAugsburg CollegeBemidji State University/Northwest Technical CollegeBethel UniversityCarleton CollegeCentral Lakes CollegeCentury CollegeCollege of St. BenedictCollege of St. ScholasticaConcordia CollegeConcordia UniversityGlobe University/Minnesota School of BusinessGustavus Adolphus CollegeHamline UniversityInver Hills Community CollegeMacalester CollegeMetropolitan State UniversityMinnesota State University, MankatoMinnesota State University MoorheadNormandale Community CollegeNorth Hennepin Community CollegeNortheast Higher Education DistrictNorthwestern CollegeNorthwestern Health Sciences UniversityRidgewater CollegeRochester Community & Technical CollegeSaint Marys University of MinnesotaSt. Catherine University "It is clear there are multiple benefits for universities to engage in communitySt. Cloud State University building, problem solving andSt. Johns University knowledge sharing with theirSt. Olaf College communities. . . Students come to St.South Central College Cloud State for their education, but aUniversity of Minnesota, Crookston significant part of that education isUniversity of Minnesota Duluth gained beyond the perimeters of campusUniversity of Minnesota, Morris - learning how to live responsibly with neighbors and to make smart choicesUniversity of Minnesota, Rochester about their lives."University of Minnesota, Twin CitiesUniversity of St. Thomas — Earl H. Potter III, president of St. Cloud StateWilliam Mitchell College of Law University and Minnesota Campus CompactWinona State University board member
  3. 3. Over 100 low-income and/orfirst-generation collegestudents at five campuses "I benefitted so much from having a cohort thatparticipate in the Midwest helps each other out, studying together. WereCampus Compact Citizen- still friends after two years though were now atScholar Fellows program, different colleges. Participating led to mywhich has a strong track dream job too."record in bolstering academicperformance and persistence. — Amanda Lilgreen, Normandale Community College America Reads/Counts and service-learningStudents who complete the coordinator, former Citizen-Scholar Fellowprogram have higher averageGPAs (3.3 vs. 2.8) and stay inschool at higher rates (98% vs.72%) than non-program PellGrant recipients at the sameinstitutions.Participants themselves valuethe experience; on the lastevaluation, 88% agreed thatthe program had a positiveeffect on their success as astudent, and 98% reported thatit prepared them for futuresuccess by developing theirskills and connections.
  4. 4. With the addition this year of the Students in Service program, whichengages 100 students at seven campuses, twice as many studentsare receiving financial assistance, leadership development and serviceopportunities, 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. Kates 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 wasnt contributing much, so I considered leaving the university. . . Then I took my first service-learning course. . . Its 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
  5. 5. Over 2,000 people from 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 inenergizing to have space, time Civically Engaged Educationand wise colleagues to discussthese 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.
  6. 6. "Asking what can we 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 ServicesIs the glass half-full or half-empty? "The quality of process by which software is developed has great impact on productBoth -- but research and experience quality. Teams of students in my classshow that an asset-based approach to respond to a community partners request.collaborative work is most effective, They start with a vision for the software,so we focus on whats present, not define the objective and features, thenwhats missing. feasibility and risk — all while periodically checking in with the client. . . . TheyreCampus leaders frequently remark on learning lots of technical details, also oralthe value of this approach not only for communication and team development.their partnerships, but also for their Knowing the client really benefits from thisown efforts to engage students and makes it meaningful."colleagues. — Sudharsan R. Iyengar, computer science faculty, Winona State University
  7. 7. The College Health Corps 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 careA few non-College Health Corps examples of campusescontributing to community health: 14,131 people learned from health educationCentral Lakes College has signed a Memorandum of Understanding programswith the Brainerd School District through which nursing studentsassist with K-12 student health screenings and other efforts 967 people participated inpromoting quality of life. "upstream" health programsBethel University is spearheading the formation of a community-based coalition to address the social challenges that contribute to 2,880 volunteers havehealth inequity in St. Paul and its surrounding communities. served a total of 29,078 hoursScrubs Camp is a summer program held on the campuses ofWinona 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 generatedabout health-related careers, and experience living on a college for the partnershipscampus.
  8. 8. Community DevelopmentWe co-authored a report forthe Rural Alliance for Service-Learning titled, “The State ofRural Service-Learning, ”which featured a case studyabout a project by SamanthaBruno (standing right), aUniversity of Minnesota, Morrisstudent who worked withUMMs Center for Small Townsand a group of citizens inWheaton, to develop adowntown revitalization planfor that western Minnesotacommunity. 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.
  9. 9. Three campuses hosted"We the People"workshops introducedover 100 students tobasic communityorganizing skills andstrategies for creatingchange. They leftenergized and eager toreach more students.Their main suggestions "What I liked best was the chance tofor improvement? Make hear from others! To learn fromthe workshops longer, their experiences, as well as findingand 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.
  10. 10. Our events are designed to build on the knowledgethat faculty and staff from different campuses offereach other and to spark the kind of focusedreflection and analysis that can strengthenpartnerships.New connections and collaborations often happenat multiple levels. The institutional researchers,faculty assessment leaders, and civic engagementpractitioners on our Assessment Leadership Team,for example, planned the two-day workshop onassessing civic engagement, which was attendedby teams from nine campuses, many of themcomprised of people who had not worked togetherbefore. Follow-up visits to each campusare involving more colleagues, and feedback fromall involved with shape the resources andgatherings to come.Our monthly learning circle of civic engagementpractitioners from Iowa and Minnesota built amutually supportive and easilyaccessible community for sharing ideas andresources. The coaching circle allows youOur year-end Summit and Awards beneficial time to network andLuncheon includes a variety of sessions, consult with colleagues in the regionrecognition of outstanding leaders from who understand the day to dayaround the state, and a conversation among challenges of civic and experientialpresidents 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.
  11. 11. Minnesota Campus Compact is not simply an organizationwith a staff, Board of Directors, and member presidents. Weare a network of people--all community members, as well asstudents, teachers, administrators, and leaders at collegesand universities and partner organizations.We come together around our common commitment toeducating students and building partnerships to develop innovative solutions to pressing publicissues. We advance our vision by practicing high-quality civic and community engagement;documenting and communicating its value; and providing scholarship and leadershipdevelopment opportunities.Together, we educate informed, active citizens and build stronger, democratic communities--andwe make the case for even deeper integration of public engagement in higher education. Youcan 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 |