a brochure brief summarizing key elements of the Community Impacts & Benefits realized through Wentworth Institute of Technology's Community & Learning Partnerships Initiatives. This piece was produced as a companion to the Institute's Community Benefits Plan, a component of the Institutional Master Plan filed with and approved by the City of Boston for 2010-2020.
The University of Ottawa's Centre for Global and Community Engagement (CGCE) launched two new initiatives in 2014 to increase student volunteering - Days of Service and the Community Engagement Residence Initiative. These initiatives were informed by data from the 2010 Canadian Survey on Giving, Volunteering and Participation which showed a drop in student volunteering after high school. The data also provided insights into student motivations and barriers. The CGCE collaborates with the e=mc2 project, which aims to improve community engagement. Through its initiatives, the CGCE seeks to develop students' lifelong commitment to volunteering and community participation.
2011 University of Cincinnati Clermont Ohio Campus Compact VISTA ReportOhio Campus Compact
Through its Ohio Campus Compact AmeriCorps VISTA, the University of Cincinnati's Clermont College has connected students to community organizations to address issues of poverty like food insecurity and lack of access to education. Over the past year, 429 students provided 4,611 hours of service through 31 service learning courses partnering with 26 agencies. This student engagement has helped build the capacity of local non-profits and impacted over 350 community members. The partnership between the college and community has been mutually beneficial, with students gaining experience and communities receiving critical support, showing the importance of continuing these efforts in the future.
The annual report summarizes the achievements of the Undergraduate Assembly (UA) at the University of Pennsylvania over the past year. It outlines the UA's mission to improve student life through funding, services, and advocacy. Major initiatives included renovating a basement space into a late-night study area, launching an online textbook exchange to reduce costs, and establishing several advisory boards. The UA allocated increased funding to student groups, improved budget transparency, and cut funding for a newspaper to redirect funds to other student needs. It provided legal consultations and airport shuttles for students and collaborated on late-night orientation activities. In academics, the UA lobbied for syllabus posting and grade notifications. It addressed civic issues like
2011 University of Cincinnati Clermont VISTA Impact PresentationOhio Campus Compact
This document provides a summary of the service learning and civic engagement activities at UC Clermont College over the 2010-2011 academic year. It discusses the role of the VISTA program in coordinating over 30 service learning courses involving 16 faculty members and impacting over 350 community members. Notable projects included a community garden project, multimedia projects for local non-profits, a student philanthropy project donating $4,500 to youth programs, a tax preparation course, tutoring and mentoring programs, and events for Earth Day. The summary concludes by noting hopes for continuing to build on momentum and potentially creating a dedicated office to support service learning going forward.
2011 Kent State University College Access Ohio Campus Compact VISTA ReportOhio Campus Compact
This document summarizes a program at Kent State University that places AmeriCorps VISTA members to support college access programs and help address poverty in the community. Through the program, called Future Advocates of Civic Engagement (FACE), fellows provide hundreds of hours of service to local organizations and gain valuable experience. The program benefits both the community through the service provided and the students through experiential learning opportunities and educational awards.
2011 Central Ohio Technical College Ohio Campus Compact AmeriCorps VISTA Impa...Ohio Campus Compact
Central Ohio Technical College has partnered with Ohio Campus Compact's AmeriCorps VISTA program for two years. Through this partnership, VISTAs have developed and implemented new initiatives to promote college access in the local community. Specifically, the current VISTA worked with Newark High School to provide information sessions, campus visits, and application assistance to over 200 students. The VISTA also engaged 46 local youth through a "Spring Forward" program focused on college and career exploration. Additionally, the VISTA recruited 18 volunteers from the campus to support the Big Brothers Big Sisters program, doubling involvement from the previous year. Going forward, the partnership aims to further develop and systematize programs and partnerships to promote both
The document summarizes progress made over the past few years for schools in West Hollywood and Fairfax, including modernizing and upgrading several schools, expanding tutoring and mentoring programs, and funding technological and facilities upgrades. It highlights accomplishments such as serving over 140 million meals during the pandemic, launching a college savings program for first graders, and supporting graduation ceremonies during the pandemic.
2011 Kent State University Multi-Issues Ohio Campus Compact VISTA ReportOhio Campus Compact
The document summarizes a report on how an AmeriCorps VISTA member engaged Kent State University in community service. Some key points:
1) The VISTA member connected university resources to community needs like financial literacy programs, hunger/homelessness initiatives, and youth outreach.
2) This helped provide experiential learning opportunities for over 2,300 students through 55 service-learning courses, benefiting 58 community partners.
3) The VISTA's work helped develop Kent State's Office of Experiential Education and Civic Engagement, establishing infrastructure for future student service and engagement with communities.
The University of Ottawa's Centre for Global and Community Engagement (CGCE) launched two new initiatives in 2014 to increase student volunteering - Days of Service and the Community Engagement Residence Initiative. These initiatives were informed by data from the 2010 Canadian Survey on Giving, Volunteering and Participation which showed a drop in student volunteering after high school. The data also provided insights into student motivations and barriers. The CGCE collaborates with the e=mc2 project, which aims to improve community engagement. Through its initiatives, the CGCE seeks to develop students' lifelong commitment to volunteering and community participation.
2011 University of Cincinnati Clermont Ohio Campus Compact VISTA ReportOhio Campus Compact
Through its Ohio Campus Compact AmeriCorps VISTA, the University of Cincinnati's Clermont College has connected students to community organizations to address issues of poverty like food insecurity and lack of access to education. Over the past year, 429 students provided 4,611 hours of service through 31 service learning courses partnering with 26 agencies. This student engagement has helped build the capacity of local non-profits and impacted over 350 community members. The partnership between the college and community has been mutually beneficial, with students gaining experience and communities receiving critical support, showing the importance of continuing these efforts in the future.
The annual report summarizes the achievements of the Undergraduate Assembly (UA) at the University of Pennsylvania over the past year. It outlines the UA's mission to improve student life through funding, services, and advocacy. Major initiatives included renovating a basement space into a late-night study area, launching an online textbook exchange to reduce costs, and establishing several advisory boards. The UA allocated increased funding to student groups, improved budget transparency, and cut funding for a newspaper to redirect funds to other student needs. It provided legal consultations and airport shuttles for students and collaborated on late-night orientation activities. In academics, the UA lobbied for syllabus posting and grade notifications. It addressed civic issues like
2011 University of Cincinnati Clermont VISTA Impact PresentationOhio Campus Compact
This document provides a summary of the service learning and civic engagement activities at UC Clermont College over the 2010-2011 academic year. It discusses the role of the VISTA program in coordinating over 30 service learning courses involving 16 faculty members and impacting over 350 community members. Notable projects included a community garden project, multimedia projects for local non-profits, a student philanthropy project donating $4,500 to youth programs, a tax preparation course, tutoring and mentoring programs, and events for Earth Day. The summary concludes by noting hopes for continuing to build on momentum and potentially creating a dedicated office to support service learning going forward.
2011 Kent State University College Access Ohio Campus Compact VISTA ReportOhio Campus Compact
This document summarizes a program at Kent State University that places AmeriCorps VISTA members to support college access programs and help address poverty in the community. Through the program, called Future Advocates of Civic Engagement (FACE), fellows provide hundreds of hours of service to local organizations and gain valuable experience. The program benefits both the community through the service provided and the students through experiential learning opportunities and educational awards.
2011 Central Ohio Technical College Ohio Campus Compact AmeriCorps VISTA Impa...Ohio Campus Compact
Central Ohio Technical College has partnered with Ohio Campus Compact's AmeriCorps VISTA program for two years. Through this partnership, VISTAs have developed and implemented new initiatives to promote college access in the local community. Specifically, the current VISTA worked with Newark High School to provide information sessions, campus visits, and application assistance to over 200 students. The VISTA also engaged 46 local youth through a "Spring Forward" program focused on college and career exploration. Additionally, the VISTA recruited 18 volunteers from the campus to support the Big Brothers Big Sisters program, doubling involvement from the previous year. Going forward, the partnership aims to further develop and systematize programs and partnerships to promote both
The document summarizes progress made over the past few years for schools in West Hollywood and Fairfax, including modernizing and upgrading several schools, expanding tutoring and mentoring programs, and funding technological and facilities upgrades. It highlights accomplishments such as serving over 140 million meals during the pandemic, launching a college savings program for first graders, and supporting graduation ceremonies during the pandemic.
2011 Kent State University Multi-Issues Ohio Campus Compact VISTA ReportOhio Campus Compact
The document summarizes a report on how an AmeriCorps VISTA member engaged Kent State University in community service. Some key points:
1) The VISTA member connected university resources to community needs like financial literacy programs, hunger/homelessness initiatives, and youth outreach.
2) This helped provide experiential learning opportunities for over 2,300 students through 55 service-learning courses, benefiting 58 community partners.
3) The VISTA's work helped develop Kent State's Office of Experiential Education and Civic Engagement, establishing infrastructure for future student service and engagement with communities.
WGVU in Grand Rapids, MI launched a PBS LearningMedia Custom service in October 2013 to provide 19 local schools with standards-aligned digital educational resources. By securing philanthropic funding, WGVU was able to offer the service to schools for free. Usage of the Custom service has grown substantially each year, with over 4,300 educators now using it. The service has proven popular with educators due to its high-quality, trusted educational content and support from WGVU. Through the Custom service, WGVU has strengthened its role in the local education community.
The bulletin provides information about upcoming meetings, professional development opportunities, curriculum updates, grant awards, job postings, and other school news. It discusses the approval of the school budget at annual town meeting and plans to propose additional classroom space at the middle school in the fall. It also congratulates staff on personal milestones and offers condolences to those who experienced losses.
Ohio Campus Compact is a statewide coalition of colleges and universities working to promote civic engagement. In 2011, it supported service programs on member campuses that engaged over 1,400 students who contributed over 28,000 hours of service. Ohio Campus Compact also provides grants, training, and resources to empower campus leaders and help their communities address issues like poverty and hunger.
Further and Higher Education
Public/Private Sector Collaboration
For more information on up and coming BCPL conferences and Events
please e-mail Patrick Highton on executive@black-country.ac.uk
This HE case study presentation was delivered by Amanda Osborne during the Widening Participation workshop of the May 2016 Learning Networks event held in Manchester.
The document outlines a proposal for Johns Hopkins University to establish a community and public partnerships initiative. It aims to foster collaboration between the university, community organizations, and city agencies to address issues facing Baltimore like health disparities and education. The proposal describes existing university resources like faculty and centers that could support partnerships. It also identifies external resources like non-profits and government agencies that would collaborate. The goals are to develop community-based learning courses, hold networking forums, and provide trainings to strengthen partnerships over three years. This would help integrate university research and education with community needs.
2011 Lorain Co Community College Ohio Campus Compact AmeriCorps VISTA Impact ...Ohio Campus Compact
The document discusses the impact of Ohio Campus Compact AmeriCorps VISTA programs at Lorain County Community College. It summarizes that VISTA members help strengthen community partnerships while gaining work experience, and that campuses expand civic engagement efforts. It then provides statistics on the number of volunteers and service hours at the college, noting that over 100,000 community members were impacted and $191,254 of value was provided to the community through engagement activities. Students benefit from higher grades and persistence through service learning courses that apply lessons to community projects.
CBEEN is a non-profit network in the Canadian Columbia Basin that supports environmental education initiatives. Formed in 2001, it now has over 220 members from education, NGOs, and private/public sectors. CBEEN builds capacity through professional development, information sharing, and networking. It facilitates collaboration and promotes programs, events, and resources. A flagship program, Wild Voices for Kids, provides free environmental and heritage education presentations and field trips for K-12 students by connecting them with local experts. The program aims to provide experiences for students annually and create an engaged, informed youth.
The Superintendent's Bulletin provides information about upcoming meetings, professional development opportunities, curriculum updates, grant awards, and job postings for Wellesley Public Schools. The Superintendent discussed proposed budget reductions to close potential budget gaps ranging from $772,346 to $1,952,698 which would likely involve staff reductions. The Superintendent will present the proposed reductions to the School Committee on January 18th and they will vote on the FY12 budget on January 24th. The Bulletin also included information about coaching positions, administrative openings, and long term substitute teaching opportunities.
David C. Bristol has extensive experience in education administration, curriculum development, and nonprofit management over several decades. He holds a Ed.D. in Educational Administration and has served as Superintendent of two Connecticut school districts. More recently, he was Director of the Education Division of the Missouri Historical Society and Director of the St. Louis Regional Professional Development Center, managing large budgets and staffs. He has obtained significant grant funding, created educational programs and curricula, and presented widely at education conferences.
The Performance Incentive Fund was allocated $7.5 million for FY2013—$5 million for the community colleges and $2.5 million for the state universities and UMass. The Legislature expanded the purpose of the Performance Incentive Fund for FY2013 to include not only the advancement of the Vision Project key outcomes but also development of operational efficiencies such as consolidation of administrative functions and procurements.
FOR MORE INFORMATION, GO TO WWW.MASS.EDU/VISIONPROJECT
Learning To Lead and v-Schools at Wellswayorlandos27
The document proposes applying the principles of v-Schools to Wellsway School to encourage students to help in the community and teach them the value of being active community members. The program aims to promote Wellsway School and its students. It intends to help students take action locally, understand Olympic values, and strengthen their role in society. Benefits include students earning credits and skills, cultivating a spirit of service, and raising the school's profile in the community. Background information notes existing student volunteer activities and enthusiasm, with the timescale to set up the program with Learning To Lead starting in February.
The document is a strategic mandate agreement between the Ministry of Training, Colleges and Universities of Ontario and the University of Windsor outlining how the university will support the province's vision for postsecondary education. The university focuses on supporting regional economic development through research addressing local priorities and partnerships with industry. It also emphasizes experiential learning opportunities and support for a diverse student population, including first generation, international, and Aboriginal students. The agreement identifies key areas of strength for the university in jobs, innovation and economic development; teaching and learning; its student population; and research and graduate education aligned with the province's differentiation framework.
The document proposes applying the principles of v-Schools to Wellsway School to encourage students to help in the community and teach them the value of being active community members. The program would have students take action locally, understand Olympic values in practice, and promote the importance of school and community. Benefits include students earning credits and skills, cultivating a spirit of service, and raising the school's profile in the community. There is existing student volunteer activity and enthusiasm to build upon.
Institutional Master Plan, Employment, Workforce Development & Community Bene...Sean P. Bender
Wentworth employs over 900 faculty, staff, and contractors, with 38% being Boston residents. Wentworth's payroll was approximately $23 million in fiscal year 2009. Wentworth estimates future projects will generate 984 construction jobs and 90 additional faculty/staff jobs. Wentworth has workforce development programs with Boston Public Schools that have served over 1,700 students since 1988, including current programs with 77 students. Wentworth's community benefits plan focuses on educational opportunities and neighborhood support, investing over $1.4 million annually in initiatives like service learning, workforce development, and college access.
Dean Yohnk has over 30 years of experience in higher education administration and teaching. He currently serves as the Dean & CEO of the University of Wisconsin-Barron County. Prior to this role, he held several deanships and administrative positions at UW-Parkside and Viterbo University. Dean Yohnk has a PhD in Theatre Arts from Bowling Green State University and has developed numerous academic programs and partnerships during his career.
Dean Yohnk has over 30 years of experience in higher education administration and teaching. He currently serves as the Dean & CEO of the University of Wisconsin-Barron County. Prior to this role, he held various administrative and teaching positions at several University of Wisconsin campuses. As the Dean & CEO of UW-Barron County, he has led strategic planning efforts, increased enrollment, developed academic programs, and strengthened student support services.
This document provides information about the Center for School-University Partnerships (CSUP) at Minnesota State University, Mankato for the 2011 spring semester. It discusses how CSUP has expanded partnerships to new school districts and grown connections between education professionals to better support teacher candidates. New initiatives like the AVID partnership and online InfoBrief aim to strengthen collaboration across the professional development school network and transform teacher preparation.
Through their annual convening, over 150 North Carolina community college presidents and local school superintendents addressed the state's most pressing education and workforce issues. Several successful partnership examples were highlighted, including Pitt Community College and Pitt County Schools' initiatives to strengthen career pathways for students; Central Carolina Community College's work with regional school districts to align efforts and tailor supports; and Rowan-Cabarrus Community College and Rowan-Salisbury Schools' teacher preparation pipeline program. Key takeaways focused on the importance of intentional collaboration to improve student outcomes and meet workforce needs.
The Edvance Foundation was established as a 501(c)(3) organization to advance higher education. It will establish the Community College Linkage Project (CCL), a national network of regional consortia linking community colleges with four-year institutions. The CCL aims to increase college completion rates by providing academic and social support for community college students transferring to four-year program. It expects to help 35,000-50,000 students annually gain admission initially and up to 100,000 students once public institutions join. The Edvance Foundation is seeking $8 million over three years to establish regional CCL centers and a national office.
The MGC HIGH in Curricular Engagement will both:
a) expand and deepen service-learning and
related academic initiatives and scholarship
b) establish a national leader in the field. That will cultivate curricular engagement as an area of distinctive focus for MGC HIGH (at both the undergraduate and graduate levels, for both students and faculty, and in communities from local to international). It will help to fulfill the emerging institutional vision of MGC HIGH as “the cutting edge science technology university that engages students in the world now.”
This document summarizes a presentation about civic engagement and community partnerships at Metropolitan State University. It discusses engaged learning strategies like service-learning, internships and capstone projects that promote skills and integrative learning. Research shows these benefit academic performance and persistence. The university is committed to civic engagement through its mission, courses, initiatives and partnerships. The Institute for Community Engagement and Scholarship coordinates programs in academic internships, service learning, study abroad and community outreach.
WGVU in Grand Rapids, MI launched a PBS LearningMedia Custom service in October 2013 to provide 19 local schools with standards-aligned digital educational resources. By securing philanthropic funding, WGVU was able to offer the service to schools for free. Usage of the Custom service has grown substantially each year, with over 4,300 educators now using it. The service has proven popular with educators due to its high-quality, trusted educational content and support from WGVU. Through the Custom service, WGVU has strengthened its role in the local education community.
The bulletin provides information about upcoming meetings, professional development opportunities, curriculum updates, grant awards, job postings, and other school news. It discusses the approval of the school budget at annual town meeting and plans to propose additional classroom space at the middle school in the fall. It also congratulates staff on personal milestones and offers condolences to those who experienced losses.
Ohio Campus Compact is a statewide coalition of colleges and universities working to promote civic engagement. In 2011, it supported service programs on member campuses that engaged over 1,400 students who contributed over 28,000 hours of service. Ohio Campus Compact also provides grants, training, and resources to empower campus leaders and help their communities address issues like poverty and hunger.
Further and Higher Education
Public/Private Sector Collaboration
For more information on up and coming BCPL conferences and Events
please e-mail Patrick Highton on executive@black-country.ac.uk
This HE case study presentation was delivered by Amanda Osborne during the Widening Participation workshop of the May 2016 Learning Networks event held in Manchester.
The document outlines a proposal for Johns Hopkins University to establish a community and public partnerships initiative. It aims to foster collaboration between the university, community organizations, and city agencies to address issues facing Baltimore like health disparities and education. The proposal describes existing university resources like faculty and centers that could support partnerships. It also identifies external resources like non-profits and government agencies that would collaborate. The goals are to develop community-based learning courses, hold networking forums, and provide trainings to strengthen partnerships over three years. This would help integrate university research and education with community needs.
2011 Lorain Co Community College Ohio Campus Compact AmeriCorps VISTA Impact ...Ohio Campus Compact
The document discusses the impact of Ohio Campus Compact AmeriCorps VISTA programs at Lorain County Community College. It summarizes that VISTA members help strengthen community partnerships while gaining work experience, and that campuses expand civic engagement efforts. It then provides statistics on the number of volunteers and service hours at the college, noting that over 100,000 community members were impacted and $191,254 of value was provided to the community through engagement activities. Students benefit from higher grades and persistence through service learning courses that apply lessons to community projects.
CBEEN is a non-profit network in the Canadian Columbia Basin that supports environmental education initiatives. Formed in 2001, it now has over 220 members from education, NGOs, and private/public sectors. CBEEN builds capacity through professional development, information sharing, and networking. It facilitates collaboration and promotes programs, events, and resources. A flagship program, Wild Voices for Kids, provides free environmental and heritage education presentations and field trips for K-12 students by connecting them with local experts. The program aims to provide experiences for students annually and create an engaged, informed youth.
The Superintendent's Bulletin provides information about upcoming meetings, professional development opportunities, curriculum updates, grant awards, and job postings for Wellesley Public Schools. The Superintendent discussed proposed budget reductions to close potential budget gaps ranging from $772,346 to $1,952,698 which would likely involve staff reductions. The Superintendent will present the proposed reductions to the School Committee on January 18th and they will vote on the FY12 budget on January 24th. The Bulletin also included information about coaching positions, administrative openings, and long term substitute teaching opportunities.
David C. Bristol has extensive experience in education administration, curriculum development, and nonprofit management over several decades. He holds a Ed.D. in Educational Administration and has served as Superintendent of two Connecticut school districts. More recently, he was Director of the Education Division of the Missouri Historical Society and Director of the St. Louis Regional Professional Development Center, managing large budgets and staffs. He has obtained significant grant funding, created educational programs and curricula, and presented widely at education conferences.
The Performance Incentive Fund was allocated $7.5 million for FY2013—$5 million for the community colleges and $2.5 million for the state universities and UMass. The Legislature expanded the purpose of the Performance Incentive Fund for FY2013 to include not only the advancement of the Vision Project key outcomes but also development of operational efficiencies such as consolidation of administrative functions and procurements.
FOR MORE INFORMATION, GO TO WWW.MASS.EDU/VISIONPROJECT
Learning To Lead and v-Schools at Wellswayorlandos27
The document proposes applying the principles of v-Schools to Wellsway School to encourage students to help in the community and teach them the value of being active community members. The program aims to promote Wellsway School and its students. It intends to help students take action locally, understand Olympic values, and strengthen their role in society. Benefits include students earning credits and skills, cultivating a spirit of service, and raising the school's profile in the community. Background information notes existing student volunteer activities and enthusiasm, with the timescale to set up the program with Learning To Lead starting in February.
The document is a strategic mandate agreement between the Ministry of Training, Colleges and Universities of Ontario and the University of Windsor outlining how the university will support the province's vision for postsecondary education. The university focuses on supporting regional economic development through research addressing local priorities and partnerships with industry. It also emphasizes experiential learning opportunities and support for a diverse student population, including first generation, international, and Aboriginal students. The agreement identifies key areas of strength for the university in jobs, innovation and economic development; teaching and learning; its student population; and research and graduate education aligned with the province's differentiation framework.
The document proposes applying the principles of v-Schools to Wellsway School to encourage students to help in the community and teach them the value of being active community members. The program would have students take action locally, understand Olympic values in practice, and promote the importance of school and community. Benefits include students earning credits and skills, cultivating a spirit of service, and raising the school's profile in the community. There is existing student volunteer activity and enthusiasm to build upon.
Institutional Master Plan, Employment, Workforce Development & Community Bene...Sean P. Bender
Wentworth employs over 900 faculty, staff, and contractors, with 38% being Boston residents. Wentworth's payroll was approximately $23 million in fiscal year 2009. Wentworth estimates future projects will generate 984 construction jobs and 90 additional faculty/staff jobs. Wentworth has workforce development programs with Boston Public Schools that have served over 1,700 students since 1988, including current programs with 77 students. Wentworth's community benefits plan focuses on educational opportunities and neighborhood support, investing over $1.4 million annually in initiatives like service learning, workforce development, and college access.
Dean Yohnk has over 30 years of experience in higher education administration and teaching. He currently serves as the Dean & CEO of the University of Wisconsin-Barron County. Prior to this role, he held several deanships and administrative positions at UW-Parkside and Viterbo University. Dean Yohnk has a PhD in Theatre Arts from Bowling Green State University and has developed numerous academic programs and partnerships during his career.
Dean Yohnk has over 30 years of experience in higher education administration and teaching. He currently serves as the Dean & CEO of the University of Wisconsin-Barron County. Prior to this role, he held various administrative and teaching positions at several University of Wisconsin campuses. As the Dean & CEO of UW-Barron County, he has led strategic planning efforts, increased enrollment, developed academic programs, and strengthened student support services.
This document provides information about the Center for School-University Partnerships (CSUP) at Minnesota State University, Mankato for the 2011 spring semester. It discusses how CSUP has expanded partnerships to new school districts and grown connections between education professionals to better support teacher candidates. New initiatives like the AVID partnership and online InfoBrief aim to strengthen collaboration across the professional development school network and transform teacher preparation.
Through their annual convening, over 150 North Carolina community college presidents and local school superintendents addressed the state's most pressing education and workforce issues. Several successful partnership examples were highlighted, including Pitt Community College and Pitt County Schools' initiatives to strengthen career pathways for students; Central Carolina Community College's work with regional school districts to align efforts and tailor supports; and Rowan-Cabarrus Community College and Rowan-Salisbury Schools' teacher preparation pipeline program. Key takeaways focused on the importance of intentional collaboration to improve student outcomes and meet workforce needs.
The Edvance Foundation was established as a 501(c)(3) organization to advance higher education. It will establish the Community College Linkage Project (CCL), a national network of regional consortia linking community colleges with four-year institutions. The CCL aims to increase college completion rates by providing academic and social support for community college students transferring to four-year program. It expects to help 35,000-50,000 students annually gain admission initially and up to 100,000 students once public institutions join. The Edvance Foundation is seeking $8 million over three years to establish regional CCL centers and a national office.
The MGC HIGH in Curricular Engagement will both:
a) expand and deepen service-learning and
related academic initiatives and scholarship
b) establish a national leader in the field. That will cultivate curricular engagement as an area of distinctive focus for MGC HIGH (at both the undergraduate and graduate levels, for both students and faculty, and in communities from local to international). It will help to fulfill the emerging institutional vision of MGC HIGH as “the cutting edge science technology university that engages students in the world now.”
This document summarizes a presentation about civic engagement and community partnerships at Metropolitan State University. It discusses engaged learning strategies like service-learning, internships and capstone projects that promote skills and integrative learning. Research shows these benefit academic performance and persistence. The university is committed to civic engagement through its mission, courses, initiatives and partnerships. The Institute for Community Engagement and Scholarship coordinates programs in academic internships, service learning, study abroad and community outreach.
The document summarizes progress made for school communities in Westchester, CA over the past few years, including:
1) Establishing a Youth Advisory Council to get student perspectives and ideas to strengthen their education, as well as expanding tutoring, mentoring, and early education programs.
2) Serving over 140 million free meals to families in need during school closures due to COVID-19.
3) Accelerating construction projects for accessibility, security, and facilities upgrades at multiple schools.
The document summarizes progress made for school communities in Westchester, CA over the past few years, including:
1) Establishing a Youth Advisory Council to get student perspectives and ideas to strengthen their education experience.
2) Serving over 140 million free meals to students and families in need during school closures due to COVID-19.
3) Accelerating construction projects for accessibility, security, and facilities upgrades at several schools.
Gcsv2011 developing high quality service learning-weaver and wojkovichServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
Diversity and Community Engagement Strategic Plan 2014-15 Annual Progress ReportSherri Sanders
This document provides a strategic plan and progress report for the Division of Diversity and Community Engagement at the University of Texas at Austin from 2011-2016. It outlines the division's vision, mission, and values. It then summarizes accomplishments and priorities for 2013-2014 and planned priorities for 2014-2015. The priorities focus on creating an inclusive campus culture, cultivating community partnerships, and supporting educational pipelines and student success from pre-college to post-graduation. Key accomplishments include trainings for over 1,000 students and staff, developing diversity plans and toolkits, hosting community events, and supporting pipeline programs that enrolled 100% of participating students at UT.
The document summarizes an Ohio Campus Compact AmeriCorps*VISTA program called the Hocking College Youth Tutoring Program. The program was developed to address poverty in Athens County, Ohio by increasing access to higher education. It mobilizes Hocking College students to tutor elementary school children in reading and math, helping prepare them for high school graduation and college. Since 2010, over 500 children have been tutored for 2,200 hours total. Evaluations show tutoring is improving student performance and confidence. Both children and college students benefit from the program.
The document discusses community engagement in higher education and its importance. It provides examples of how outputs from service-learning projects and community-based research can lead to outcomes and longer-term impact in the community. Specific barriers to community engagement work in higher education are also outlined, as well as how to design projects and activities that can contribute to community improvement over time through documentation of outcomes and impact.
The document summarizes information about a center for community engagement and service-learning at an unnamed college. It provides the center's mission and vision statements, which focus on civic engagement and positive community impact through sustained partnerships. It then gives examples of student volunteer activities and defines service-learning as credit-bearing courses that incorporate service to meet community needs while enhancing student learning. Benefits to students are outlined, including real-world skills development. Service-learning is described as a high-impact educational practice.
Service learning is a type of experiential learning that engages students in community service as part of a course, allowing them to apply what they learn while also developing civic responsibility. Students report benefits like stronger academic skills, career development, and relationships with peers and faculty. Faculty also note improved ability to apply knowledge and critical thinking. Examples of service learning projects at UCM include business students solving real problems and social work students raising awareness of time management issues in the community.
Similar to Campus and Community; Impacts & Benefits Brief (20)
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The Steadfast and Reliable Bull: Taurus Zodiac Signmy Pandit
Explore the steadfast and reliable nature of the Taurus Zodiac Sign. Discover the personality traits, key dates, and horoscope insights that define the determined and practical Taurus, and learn how their grounded nature makes them the anchor of the zodiac.
Unlocking WhatsApp Marketing with HubSpot: Integrating Messaging into Your Ma...Niswey
50 million companies worldwide leverage WhatsApp as a key marketing channel. You may have considered adding it to your marketing mix, or probably already driving impressive conversions with WhatsApp.
But wait. What happens when you fully integrate your WhatsApp campaigns with HubSpot?
That's exactly what we explored in this session.
We take a look at everything that you need to know in order to deploy effective WhatsApp marketing strategies, and integrate it with your buyer journey in HubSpot. From technical requirements to innovative campaign strategies, to advanced campaign reporting - we discuss all that and more, to leverage WhatsApp for maximum impact. Check out more details about the event here https://events.hubspot.com/events/details/hubspot-new-delhi-presents-unlocking-whatsapp-marketing-with-hubspot-integrating-messaging-into-your-marketing-strategy/
How are Lilac French Bulldogs Beauty Charming the World and Capturing Hearts....Lacey Max
“After being the most listed dog breed in the United States for 31
years in a row, the Labrador Retriever has dropped to second place
in the American Kennel Club's annual survey of the country's most
popular canines. The French Bulldog is the new top dog in the
United States as of 2022. The stylish puppy has ascended the
rankings in rapid time despite having health concerns and limited
color choices.”
Part 2 Deep Dive: Navigating the 2024 Slowdownjeffkluth1
Introduction
The global retail industry has weathered numerous storms, with the financial crisis of 2008 serving as a poignant reminder of the sector's resilience and adaptability. However, as we navigate the complex landscape of 2024, retailers face a unique set of challenges that demand innovative strategies and a fundamental shift in mindset. This white paper contrasts the impact of the 2008 recession on the retail sector with the current headwinds retailers are grappling with, while offering a comprehensive roadmap for success in this new paradigm.
During the budget session of 2024-25, the finance minister, Nirmala Sitharaman, introduced the “solar Rooftop scheme,” also known as “PM Surya Ghar Muft Bijli Yojana.” It is a subsidy offered to those who wish to put up solar panels in their homes using domestic power systems. Additionally, adopting photovoltaic technology at home allows you to lower your monthly electricity expenses. Today in this blog we will talk all about what is the PM Surya Ghar Muft Bijli Yojana. How does it work? Who is eligible for this yojana and all the other things related to this scheme?
Storytelling is an incredibly valuable tool to share data and information. To get the most impact from stories there are a number of key ingredients. These are based on science and human nature. Using these elements in a story you can deliver information impactfully, ensure action and drive change.
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Industrial Tech SW: Category Renewal and CreationChristian Dahlen
Every industrial revolution has created a new set of categories and a new set of players.
Multiple new technologies have emerged, but Samsara and C3.ai are only two companies which have gone public so far.
Manufacturing startups constitute the largest pipeline share of unicorns and IPO candidates in the SF Bay Area, and software startups dominate in Germany.
The APCO Geopolitical Radar - Q3 2024 The Global Operating Environment for Bu...APCO
The Radar reflects input from APCO’s teams located around the world. It distils a host of interconnected events and trends into insights to inform operational and strategic decisions. Issues covered in this edition include:
The Most Inspiring Entrepreneurs to Follow in 2024.pdfthesiliconleaders
In a world where the potential of youth innovation remains vastly untouched, there emerges a guiding light in the form of Norm Goldstein, the Founder and CEO of EduNetwork Partners. His dedication to this cause has earned him recognition as a Congressional Leadership Award recipient.
[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
Key highlights include Microsoft's Digital Transformation Framework, which focuses on driving innovation and efficiency, and McKinsey's Ten Guiding Principles, which provide strategic insights for successful digital transformation. Additionally, Forrester's framework emphasizes enhancing customer experiences and modernizing IT infrastructure, while IDC's MaturityScape helps assess and develop organizational digital maturity. MIT's framework explores cutting-edge strategies for achieving digital success.
These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
DXC Technology’s Digital Transformation Framework
The BCG Strategy Palette
McKinsey’s Digital Transformation Framework
Digital Transformation Compass
Four Levels of Digital Maturity
Design Thinking Framework
Business Model Canvas
Customer Journey Map
2. Mission Hill as viewed from atop Bea y Hall on Wentworth’s Campus
For more than 100 years, Wentworth Institute of This report offers additional details on how
Technology has been proud to call the Mission Wentworth engages this vision for campus and
Hill and Fenway neighborhoods in the city of community partnerships, ranging from our many
Boston its home. Just as Boston has grown and service-learning partnerships to our commitments
changed over that time, Wentworth has evolved to Mission Hill, Fenway, and the City of Boston.
from a trade school into a higher education insti-
tution granting both undergraduate and graduate Sincerely,
degrees in the disciplines of engineering, technol- Zorica Pantić, EE, Ph.D.
ogy, design, and management.
President
The Institute remains steadfast in its commitment
to serving its community by providing a practical
means to a high-quality technical education. As
we build for the next hundred years, Wentworth
will continue to be a student-focused institution
of academic excellence offering high-quality un-
dergraduate, graduate, and lifelong learning pro-
grams that are both accessible and affordable; it
will provide community service through urban
engagement and service learning; and foster eco-
nomic growth by providing the workforce with
highly skilled professionals.
3. CONTENTS
Academic Excellence, Affordability & Access
Community Service & Learning
Mee ng Public Responsibili es through Part-
nerships
Economic Impacts & Community Benefits
4. Academic Excellence,
Affordability & Access
Wentworth is committed to providing a high-quality, career-focused
education that blends classroom, lab and real-world experience
through cooperative education. Further, the Institute is committed to
providing such an education in a manner that is both accessible and
affordable to residents of Boston, the Commonwealth, and beyond.
Scholarships for the Boston Public Schools
Community Partnerships
As an integral part of the commit- Over the past several years, Went-
ment to Boston and its residents, worth has started to align its Bos-
Wentworth annually provides 14 ton Public School Partnerships
full year scholarships to graduates with three key schools/programs
of Boston Public High Schools. that include the John D. O’ Bry-
ant School of Mathematics and
Four scholarships are specifically Science, the Engineering School
designated for residents of the Mis- and the Tech Boston Program. It
sion Hill and Fenway neighbor- is with these key partners that
hoods with one additional full Wentworth hopes to lay the foun-
scholarship to a community resi- dation for and invest in a range of
dent attending Wentworth’s even- programming and coordination that
ing programs, and one scholarship over time will yield a richer experi-
designated each year for employ- ence for students of those schools
ees of the City of Boston who wish and programs as well as a larger
to pursue an associate’s degree. and more successful pipeline of
Boston Public Schools (BPS) grad-
uates to attend and graduate from
Wentworth.
In 2010 Wentworth awarded more than
$425,000 in community scholarships
5. College Awareness A Different Approach to
by Design Workforce Development
The Boston chapter of the Archi- Project STRIVE is a school-to-
tecture, Construction, and Engi- work transition program for BPS
neering (ACE) program is run students with a variety of special
collaboratively through Gilbane needs, including physical, cogni-
and Turner Construction compa- tive, and emotional disabilities.
nies with support from staff and Currently more than 50 students
students at Wentworth. work at Wentworth on a daily
basis at the Institute’s Recycling
The program seeks out high Training Center, where they are
school students interested in ACE hired by Wentworth as an em-
fields and pairs them one-on-one ployee and supervised by
with industry mentors. The stu- STRIVE “job coaches.” Students
dents and mentors meet bi- learn valuable work and social
weekly for three hour sessions. skills and also gain the satisfac-
Students work in teams on hands- tion of holding a paying job for
on projects presented at the con- the first time. In 20 years, more
clusion of each academic year. the 1,500 students have been em-
ployed by the program.
6. Community Service and Service Overall, the Center connects the
Learning initiatives at Went- various forms of engagement,
worth are coordinated by the ranging from a day of volunteer-
Center for Community and ing to a semester of classroom-
Learning Partnerships. Each based service learning, to pro-
year nearly 2,000 students and duce substantive and sustained
dozens of faculty members pro- partnerships.
vide more than 100,000 hours of
Community Service &
service through projects, pro-
grams, and activities coordinat-
ed by the Center.
Learning
Between 2005 and 2010,
Wentworth’s stu dent an d fac-
ulty contributions through
community-based wo rk an d
service had an estimated
$14,250,000 in economic
value as calculated by the
number of hours s erved
multiplied b y th e value o f
an hour of service in M assa-
chusetts as establish ed b y
Independent Sector.
7. Foundations of Service &
Learning @ Wentworth Since the start of this program
In 2001, before the establishment more than 150 students have been
of the Center for Community and trained and have passed an inten-
Learning Partnerships at Went- sive taxation exam to prepare both
worth, Professor Jonathan Guever- federal and state tax forms.
ra from the Humanities, Social The student (and now alumni) vol-
Sciences, & Management depart- unteers have prepared taxes free of
ment proposed the idea of organiz- charge for more than 1,000 low-
ing student volunteers to prepare income residents of Mission Hill,
taxes for community residents for Fenway, and Boston helping real-
free. ize more than one and half million
After a period of discussions and dollars in tax returns and earned
planning, in 2002 a small group of income credits.
student volunteers led by Professor
Gueverra came together in partner-
ship with ABCD Parker Hill-
Fenway and the IRS to form the
Volunteer Income Tax Assistance
Program (commonly known as VI-
TA).
Since 2002, Wentworth student, faculty, and alumni volunteers have
helped more than 1,000 low‐income individuals and families realize tax
returns exceeding $1,500,000 in value.
8. Campus & Community Policing Open Space and Neighborhood Maintenance
Wentworth police officers monitor the Institute’s cam- Wentworth allows neighbors and visitors access to
pus property, the adjacent residential neighborhoods, campus and the use of open space areas, recreational
and the public streets 24 hours a day, seven days a facilities, athletic fields, and the campus library and
week. The Wentworth Police Department (WPD) em- dining facilities. In the course of maintaining campus
ploys a staff of 11 certified Massachusetts Special properties, Wentworth makes a concerted effort to
State Police Officers who are also sworn deputy sher- clean city sidewalks, curbsides, and catch basins adja-
iffs of Suffolk County and are certified Emergency cent to campus properties.
Medical Technicians. In 2009, the Institute’s public
safety operations expenditures amounted to The Institute also participates in various neighborhood
$1,481,136. beautification projects and maintains two public parks.
Wentworth made a capital contribution of $75,000 to-
WPD coordinates initiatives to promote off-campus wards the improvement of Evans Way Park in 2002
student safety and to improve student/neighbor rela- and the Institute also maintains this public park and the
tionships; addresses student behavior problems in the Mass College of Art Park incurring an annual cost of
neighborhood; and refers students for disciplinary ac- approximately $40,000.
tion to the Institute’s Office of Community Standards;
and participates in Mission Hill Crime Committee
meetings, Problem Properties Task Force meetings,
and weekend/late-night “Ride-Alongs” with the Bos-
ton Police Department.
Meeting Public Responsibilities
Through Partnerships
9. Collaborating to Re-build a Community
In 2006 Mission Hill Neighborhood Housing Services Parcel, to support the redevelopment of the Roxbury
(MHNHS) launched a community visioning and plan- Crossing. With the Gurney Street Parcel, MHNHS
ning process concerning a vacant city-owned parcel at plans to construct approximately 40 units of afforda-
Roxbury crossing known as Parcel 25. Through this ble senior housing. As of November 2009, the Gurney
effort MHNHS’s successfully bid to redevelop the Street property had an assessed value of $147,300 and
parcel in spring of 2009, and the process is now wind- an appraised value of approximately $200,000.
ing its way from planning to implementation.
Wentworth has been a collaborator throughout this
process and has committed to contributing four par-
cels of land, collectively known as the Gurney Street
10. Leveraging In addition to the approximately $1.5 million Wentworth expends
on community benefits each year, the Institute also contributes
Partnerships through annually to the City of Boston’s Payments in Lieu of Taxes
(PILOT) program. In fiscal year 2009-2010, the Institute paid
Payments in Lieu of $36,468 in PILOT contributions in addition to $117,095 in other
taxes and fees to the City of Boston.
Taxes
As a part of Wentworth’s participation in the PILOT program to
date, the Institute has implemented three community service pro-
jects funded in part by a negotiated allocation of 25% of the Insti-
tute’s annual PILOT commitments. These projects include sup-
porting the Mission Hill Wireless Network project, installation of
“Big Belly” trash receptacles in Mission Hill, and placement of a
College Advising Corps member at the John D. O’Brant School.
PILOT Project Highlight:
Mission Hill Wireless Net-
work
In collaboration with Boston
Main Streets, Wentworth estab-
lished the first node of a planned
neighborhood WiFi network to
provide free wireless Internet
access to residents in the nearby
Alice Taylor and Mission Main
housing developments. The pro-
ject has extended beyond the
original three-year commitment
and now has been incorporated
into broader efforts led by Open
Air Boston to bring additional
service to nearby businesses and
nonprofits in Mission Hill and
the Fenway. Wentworth contin-
ues to support the program by
providing the internet connec-
tion, roof rights for staging of
equipment, electricity, and stor-
age.
11. Sustaining Meaningful
Partnerships
Wentworth is committed to com- An example of Wentworth’s com-
munity-campus partnerships that mitment to community is the Insti-
are sustained over the long term; tute’s partnership with Main
layer resources, projects and pro- Streets. This collaboration has last-
grams, and are rooted in a mutual ed for more than a decade, stem-
understanding of assets and ming from faculty members and
needs. These partnerships create students who have volunteered on
both a more effective learning en- boards and committees of more
vironment and a more effective than one district.
vehicle for constructive communi-
ty impact. To date, nearly 500 students have
worked to carry out three dozen
service learning projects including
conducting market research, fa-
çade redesign, streetscape survey-
ing, and website development.
“Wentworth has become a true partner of the City of Boston. Their civic in‐
volvement shows their dedica on to improving our great city.”
~ Mayor Thomas. M. Menino
12. Economic Employment
As of January 31, 2009, Went-
Wentworth’s payroll and benefits
for Fiscal Year 2009 totaled ap-
proximately $39,781,000.
Impacts &
worth employed a total of 743 full
-time and part-time faculty and Local Purchasing
staff members, approximately
Community 32% (240) of whom are Boston Wentworth is committed to posi-
residents. Wentworth also funds tively contributing to the economy
195 positions through private con- of the City of Boston and the
Bene its tractors who provide operational state. In fiscal year 2009, the Insti-
services in the areas of cleaning, tute made operating and capital
food service, health services, copy purchases (not including major
and mail center, receiving and se- construction) in excess of
curity. Approximately 59% (114) $22,000,000, of which
of the individuals employed by $15,572,000 was from vendors
these service contractors are Bos- within Massachusetts. Further-
ton residents. more, $5,318,000 of those pur-
chases was from vendors within
In total, Wentworth employs a the City of Boston.
total of 938 personnel, of which
38 % are Boston residents.
Each year, Wentworth conducts more than
$15 million in business with Massachuse s-
based vendors.
13. Wentworth’s Community Benefits Plan Center for Community and Learning Partnerships and
we will build upon these foundations with sustained
In filing for its ten-year Institutional Master Plan with support, new resources, and a renewed commitment to
the City of Boston in 2010, the Institute proposed a partnerships that will leverage community benefits in-
Community Benefits Plan focused on two primary ob- vestments to achieve a greater impact.
jectives:
Specifically, the Institute will channel resources into
1. Enhance educational opportunities for the young four key initiative areas:
people of the City of Boston
1. Service Learning and Civic Engagement
2. Contribute to and support neighborhoods
2. Workforce Development,
These objectives will be achieved through partnerships
with our neighbors community-based organizations, and 3. College Access and Success, and
the City of Boston. Our long-standing practice of part-
nerships was enhanced with the establishment of the 4. Community-Campus Relations
Wentworth Community Benefits Plan Highlights
Wentworth Investment Annual Cumulative
(2010-2020)
Service Learning and Civic $413,000 $4,130,000
Engagement Operations &
Facilities
BPS & Neighborhood Schol- $425,000 $4,250,000
arships
Project STRIVE and BPS/ $461,600 $4,616,000
School-to-Career Project
Operations & Facilities
Community Policing $150,000 $1,500,000
Cash and in-kind community $100,000 $1,000,000
support
Total $1,549,000 $15,490,000
14. Key Contacts
Office of the President: (617) 989-4476
Community Relations: (617) 989-4478 WENTWORTH
Center for Community and Learning Partnerships: INSTITUTE OF
(617) 989-4992
TECHNOLOGY
Wentworth Public Safety: (617) 989-4400
Office of Community Standards: (617) 989-4486
550 HUNTINGTON AVE
Human Resources: (617) 989-4190
Admissions: (617) 989-4000 BOSTON, MA 02115
General Information/Directory: (617) 989-4590 WWW.WIT.EDU