Since 1993 the Tutor/Mentor Connection, now led by Tutor/Mentor Institute, LLC, has created a vast information based, a set of strategies, and a library of ideas, that others can use to fill a city like Chicago with high quality, tutoring, mentoring and learning organizations.
This is one of several presentations intended to help others understand the T/MI and its goals.
As you review these presentations consider how the ideas might be applied in your own city. Then create your own versions of these essays, using maps of your city instead of maps of Chicago.
Intermediary and Consulting Role to Support Youth Programs in High Poverty AreasDaniel Bassill
This presentation focuses on a role that consultants and others can take to help build mentor-rich systems of support that reach youth in the school and non-school hours and in a greater number of high poverty areas of Chicago and other cities.
This can be virtual volunteering as well as hands on.
This and other presentations created by Dan Bassill, founder of the Tutor/Mentor Connection (1993) and Tutor/Mentor Institute, LLC (2011) are based on his 35 years experience leading volunteer-based tutor/mentor programs in Chicago, as well as 17 years working in the retail advertising department at the Montgomery Ward Corporate Office in Chicago, along with 4 years serving as a Loaned Executive for the United Way Crusade of Mercy in Chicago.
These experiences convinced Bassill of the benefits of volunteer-based tutor/mentor programs and the need for a system that support hundreds of individual programs located in different places, which is exactly what teams at the corporate office of big companies do on a daily basis.
As you browse this and other T/MI essays, ask "Is anyone doing this in my city?" If the answer is no, create your own version of the presentation, with maps of your city, and begin to recruit a team to help you build the strategy.
Tutor/Mentor Volunteering is Adult Service Learning Daniel Bassill
Dan Bassill, founder of Tutor/Mentor Connection in 1993 and Tutor/Mentor Institute, LLC in 2011, first created this visual essay in the mid 2000s.
It shows how volunteers who become involved in organized tutor and/or mentor programs learn more about poverty, racism and inequality the longer they stay connected to kids. It also shows that benefit to business, as workforce development.
Take a look. Create your own version with maps of your city, and share with your network.
Collaboration Goals - Helping Multiple Youth Programs Grow in Big Cities Like...Daniel Bassill
Big cities like Chicago have more than 150 non-profit youth-serving programs. Many are volunteer-based tutor, mentor and learning programs that operate in the non-school hours and connect kids from high poverty areas with adult volunteers.
The Tutor/Mentor Connection was created in Chicago by one small non-profit who recognized that the struggle they had to find resources was shared by most other programs.
The founder, Dan Bassill, had spent 17 years as a retail advertising writer/specialist and manger with the Montgomery Ward Corporation, so based the strategies of the new Tutor/Mentor Connection on how big companies support multiple stores in many places.
This presentation shows how many people who share same goal can support the growth of volunteer-based tutor/mentor programs throughout a large urban area like Chicago.
This is one of many ideas like this that are shared on the http://www.tutormentorexchange.net site.
As you read this and look at our maps of Chicago, think of ways you can apply the strategies in your own city.
Forming a Tutor/Mentor Connection on a College CampusDaniel Bassill
The Tutor/Mentor Connection was formed in 1993 in Chicago to help well-organized, volunteer-based, tutor, mentor and learning programs reach k-12 youth in all high poverty areas, with support and learning opportunities, and social capital networks, that help more students through school and into jobs.
Over 20+ years the organization piloted an information-based problem solving strategy and a capacity-building communications strategy.
It now invites others to adopt, duplicate and improve on work it started.
This presentation invites universities in Chicago and around the world to learn from the history of the T/MC and create their own student/alumni led Tutor/Mentor Connections, focused on helping K-12 youth in high poverty areas surrounding each university.
Building Support for a Cause. Borrow from history of Tutor/Mentor ConnectionDaniel Bassill
The Tutor/Mentor Connection idea was created in the fall of 1992, following the shooting death of a 7-year-old boy in the Cabrini-Green area of Chicago, where Dan Bassill had been leading a volunteer-based tutor/mentor program since 1975.
While media editorials were "demanding action" Bassill knew that no one had a master database of Chicago volunteer-based tutor/mentor programs, thus no one was able to lead a long-term campaign to help such programs get the volunteers and dollars needed to constantly improve, or to help new programs start where more were needed.
Bassill had led his program while holding full-time retail advertising jobs with the Montgomery Ward Corporation, so he know how virtual teams in the central office were working to help hundreds of retail stores located in 40 states.
He borrowed this strategy when forming the Tutor/Mentor Connection and since 2011 has led it via Tutor/Mentor Institute, LLC.
This essay focuses on a key part of t he strategy. How do we enlist others to take on roles that spread our message and call to action so we reach more people, more often, when we don't have million dollar advertising budgets?
This PDF shows actions individuals and leaders can take to build support for a social cause that they are committed to. This can be helping kids through school, ending environmental problems, finding a cure for a disease. Apply the ideas in any city or state.
As you view this and other presentations of the Tutor/Mentor Institute, LLC consider how the ideas might be applied in your own city or state. Then create and share your own versions of these essays.
Just include a link showing where the ideas originated.
Mentor Role in Larger Strategy Of Helping Youth In High Poverty AreasDaniel Bassill
How many think of the involvement of volunteers in organized volunteer-based youth tutor/mentor programs as a way to expand the number of people beyond poverty, and in the business world, who support the growth of non-school tutor/mentor programs in many locations in every big city?
That's what this essay is all about.
I led volunteer-based tutor/mentor programs in Chicago from 1975 to 2011. When I say "volunteer-based" I mean that myself, and all the leaders, were volunteers until 1990 when we became a non-profit and started raising money to hire and pay staff.
Thus, I have a deep understanding of how some volunteers who first join a program as a one-on-one tutor/mentor, often take on larger roles as they stay longer with the program.
When forming the Tutor/Mentor Connection in 1993 we recognized that we needed many people to take on leadership roles, similar to employees in a company's corporate office, to support the growth of hundreds of tutor/mentor programs, spread across all of the high poverty areas of a big city like Chicago.
This essay shows that idea and invites leaders from many cities to adopt the strategy, through their own leadership, and based on their own commitment to help kids from high poverty areas move safely through school and into jobs and careers.
Logic Model for Expanding Organized Tutor/Mentor Programs in High Poverty AreasDaniel Bassill
If we agree that connecting a youth to an adult mentor is a good thing, then we should be willing to innovate ways that more youth in big cities like Chicago, with high concentrations of poverty, have adult mentors and extra learning opportunities in their lives.
Well-organized, on-going, volunteer-based tutor, mentor and learning programs are places youth and volunteers can meet during non-school hours, and build relationships that last many years.
Leaders in business, philanthropy, government, media and other sectors need to be strategic, and proactive, in providing the resources for such programs to reach K-12 youth in more places.
If you agree with this logic, let's connect.
This is one of many strategy creations of the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present). Apply these ideas in any city.
Helping Youth: Influence Resource Providers and Youth OrganizationsDaniel Bassill
Over 35 years of leading two small non-profit tutor/mentor programs in Chicago I saw many attempts to influence how I and others used donated resources but few that attempted to influence what resources providers do to help us.
This visualization shows that to get the goals we want for youth we need to influence both service providers and resource providers.
The slides include links to many external presentations. Take time to open and read these. Make this part of a study project for people looking for better ways to help kids in high poverty areas move safely through school and into jobs and careers.
The presentation also demonstrates a use of visualizations to communicate ideas. Use these as templates, and thought-starters, then create your own versions.
Intermediary and Consulting Role to Support Youth Programs in High Poverty AreasDaniel Bassill
This presentation focuses on a role that consultants and others can take to help build mentor-rich systems of support that reach youth in the school and non-school hours and in a greater number of high poverty areas of Chicago and other cities.
This can be virtual volunteering as well as hands on.
This and other presentations created by Dan Bassill, founder of the Tutor/Mentor Connection (1993) and Tutor/Mentor Institute, LLC (2011) are based on his 35 years experience leading volunteer-based tutor/mentor programs in Chicago, as well as 17 years working in the retail advertising department at the Montgomery Ward Corporate Office in Chicago, along with 4 years serving as a Loaned Executive for the United Way Crusade of Mercy in Chicago.
These experiences convinced Bassill of the benefits of volunteer-based tutor/mentor programs and the need for a system that support hundreds of individual programs located in different places, which is exactly what teams at the corporate office of big companies do on a daily basis.
As you browse this and other T/MI essays, ask "Is anyone doing this in my city?" If the answer is no, create your own version of the presentation, with maps of your city, and begin to recruit a team to help you build the strategy.
Tutor/Mentor Volunteering is Adult Service Learning Daniel Bassill
Dan Bassill, founder of Tutor/Mentor Connection in 1993 and Tutor/Mentor Institute, LLC in 2011, first created this visual essay in the mid 2000s.
It shows how volunteers who become involved in organized tutor and/or mentor programs learn more about poverty, racism and inequality the longer they stay connected to kids. It also shows that benefit to business, as workforce development.
Take a look. Create your own version with maps of your city, and share with your network.
Collaboration Goals - Helping Multiple Youth Programs Grow in Big Cities Like...Daniel Bassill
Big cities like Chicago have more than 150 non-profit youth-serving programs. Many are volunteer-based tutor, mentor and learning programs that operate in the non-school hours and connect kids from high poverty areas with adult volunteers.
The Tutor/Mentor Connection was created in Chicago by one small non-profit who recognized that the struggle they had to find resources was shared by most other programs.
The founder, Dan Bassill, had spent 17 years as a retail advertising writer/specialist and manger with the Montgomery Ward Corporation, so based the strategies of the new Tutor/Mentor Connection on how big companies support multiple stores in many places.
This presentation shows how many people who share same goal can support the growth of volunteer-based tutor/mentor programs throughout a large urban area like Chicago.
This is one of many ideas like this that are shared on the http://www.tutormentorexchange.net site.
As you read this and look at our maps of Chicago, think of ways you can apply the strategies in your own city.
Forming a Tutor/Mentor Connection on a College CampusDaniel Bassill
The Tutor/Mentor Connection was formed in 1993 in Chicago to help well-organized, volunteer-based, tutor, mentor and learning programs reach k-12 youth in all high poverty areas, with support and learning opportunities, and social capital networks, that help more students through school and into jobs.
Over 20+ years the organization piloted an information-based problem solving strategy and a capacity-building communications strategy.
It now invites others to adopt, duplicate and improve on work it started.
This presentation invites universities in Chicago and around the world to learn from the history of the T/MC and create their own student/alumni led Tutor/Mentor Connections, focused on helping K-12 youth in high poverty areas surrounding each university.
Building Support for a Cause. Borrow from history of Tutor/Mentor ConnectionDaniel Bassill
The Tutor/Mentor Connection idea was created in the fall of 1992, following the shooting death of a 7-year-old boy in the Cabrini-Green area of Chicago, where Dan Bassill had been leading a volunteer-based tutor/mentor program since 1975.
While media editorials were "demanding action" Bassill knew that no one had a master database of Chicago volunteer-based tutor/mentor programs, thus no one was able to lead a long-term campaign to help such programs get the volunteers and dollars needed to constantly improve, or to help new programs start where more were needed.
Bassill had led his program while holding full-time retail advertising jobs with the Montgomery Ward Corporation, so he know how virtual teams in the central office were working to help hundreds of retail stores located in 40 states.
He borrowed this strategy when forming the Tutor/Mentor Connection and since 2011 has led it via Tutor/Mentor Institute, LLC.
This essay focuses on a key part of t he strategy. How do we enlist others to take on roles that spread our message and call to action so we reach more people, more often, when we don't have million dollar advertising budgets?
This PDF shows actions individuals and leaders can take to build support for a social cause that they are committed to. This can be helping kids through school, ending environmental problems, finding a cure for a disease. Apply the ideas in any city or state.
As you view this and other presentations of the Tutor/Mentor Institute, LLC consider how the ideas might be applied in your own city or state. Then create and share your own versions of these essays.
Just include a link showing where the ideas originated.
Mentor Role in Larger Strategy Of Helping Youth In High Poverty AreasDaniel Bassill
How many think of the involvement of volunteers in organized volunteer-based youth tutor/mentor programs as a way to expand the number of people beyond poverty, and in the business world, who support the growth of non-school tutor/mentor programs in many locations in every big city?
That's what this essay is all about.
I led volunteer-based tutor/mentor programs in Chicago from 1975 to 2011. When I say "volunteer-based" I mean that myself, and all the leaders, were volunteers until 1990 when we became a non-profit and started raising money to hire and pay staff.
Thus, I have a deep understanding of how some volunteers who first join a program as a one-on-one tutor/mentor, often take on larger roles as they stay longer with the program.
When forming the Tutor/Mentor Connection in 1993 we recognized that we needed many people to take on leadership roles, similar to employees in a company's corporate office, to support the growth of hundreds of tutor/mentor programs, spread across all of the high poverty areas of a big city like Chicago.
This essay shows that idea and invites leaders from many cities to adopt the strategy, through their own leadership, and based on their own commitment to help kids from high poverty areas move safely through school and into jobs and careers.
Logic Model for Expanding Organized Tutor/Mentor Programs in High Poverty AreasDaniel Bassill
If we agree that connecting a youth to an adult mentor is a good thing, then we should be willing to innovate ways that more youth in big cities like Chicago, with high concentrations of poverty, have adult mentors and extra learning opportunities in their lives.
Well-organized, on-going, volunteer-based tutor, mentor and learning programs are places youth and volunteers can meet during non-school hours, and build relationships that last many years.
Leaders in business, philanthropy, government, media and other sectors need to be strategic, and proactive, in providing the resources for such programs to reach K-12 youth in more places.
If you agree with this logic, let's connect.
This is one of many strategy creations of the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present). Apply these ideas in any city.
Helping Youth: Influence Resource Providers and Youth OrganizationsDaniel Bassill
Over 35 years of leading two small non-profit tutor/mentor programs in Chicago I saw many attempts to influence how I and others used donated resources but few that attempted to influence what resources providers do to help us.
This visualization shows that to get the goals we want for youth we need to influence both service providers and resource providers.
The slides include links to many external presentations. Take time to open and read these. Make this part of a study project for people looking for better ways to help kids in high poverty areas move safely through school and into jobs and careers.
The presentation also demonstrates a use of visualizations to communicate ideas. Use these as templates, and thought-starters, then create your own versions.
Networking for Purpose - Bringing People Together to Help Inner City YouthDaniel Bassill
This is one of many illustrated essays created to support thinking of leaders who want to help inner city youth move more successfully from first grade to first job. This strategy was developed by Tutor/Mentor Connection in 1993.
The presentation shows information-based problem solving strategies that were piloted in Chicago and can be duplicated in other cities.
As you view presentations like this ask "Is something like this available in my city?" If the answer is "yes" share that information via social media. If the answer is "no" create your own version of this essay and share it with local leaders.
Tipping points - Actions Helping Youth in Poverty Move Safely from Birth-to-WorkDaniel Bassill
Mentoring and volunteer involvement are strategies that can expand the aspirations and range of support available to youth living in high poverty areas, if organized programs are available to support the on-going connections of youth and volunteers. This PDF shows some of the "tipping points" that could lead to more and better volunteer based tutor, mentor and learning programs reaching k-12 youth in more places. It's intended to stimulate thinking, innovation and leadership actions. While the ideas were piloted in Chicago between 1993 and 2015 they can be applied in any city.
Introduction to Tutor/Mentor Institute, LLCDaniel Bassill
The Tutor/Mentor Connection was created in 1993 to help volunteer-based tutor and/or mentoring programs grow in all high poverty areas of Chicago.
Over 18 years it piloted a variety of strategies to achieve this goal.
In 2011 the Tutor/Mentor Institute, LLC was created to continue the T/MC in Chicago and help the idea spread to other cities.
This is an introduction. Follow the links in the presentation to learn more.
As you view the presentation you'll see maps of Chicago. Consider ways the ideas might apply in your own city or country, then create your own versions, using maps of your own area.
Intro to Tutor/Mentor Institute, LLC Version 2DanielFBassill
The Tutor/Mentor Connection was created in 1993 to help volunteer-based tutor and/or mentoring programs grow in all high poverty areas of Chicago. Over 18 years it piloted a variety of strategies to achieve this goal.
In 2011 the Tutor/Mentor Institute, LLC was created to continue the T/MC in Chicago and help the idea spread to other cities.
This is an introduction and shows strategies piloted in Chicago that can be duplicated in other cities (and re-energized in Chicago). Follow the links in the presentation to learn more.
As you look at the presentations you'll see maps of Chicago. Think of how these ideas might be used in your own city or state. Then create your own versions of these essays, using your own maps.
Resources to to help grow effective, volunteer-based youth development programsDaniel Bassill
This presentation shows resources developed between 1993 and 2018 by the Tutor/Mentor Connection and Tutor/mentor Institute, LLC to help mentor-rich, volunteer-based, youth development programs reach K-12 youth in high poverty neighborhoods of Chicago and other cities.
These were piloted and used in Chicago and while many are now archives, they represent strategies and tools that could be used in any area with high concentrations of poverty.
These can be used by resource providers, policy makers, non profit leaders and/or intermediaries working to bring many organizations together to achieve a shared purpose, not just to develop youth serving programs.
Year Round Strategy to Draw Resources to Youth Programs throughout cityDaniel Bassill
This presentation describes a strategy of quarterly events -- built by the Tutor/Mentor Connection between 1993 and 1997 -- to support the growth of volunteer-based tutor/mentor programs in all high poverty areas of Chicago.
While the last conference was held in 2015 the Tutor/Mentor Institute, LLC continues to follow these steps on social media.
Any city could duplicate this strategy, borrowing from what we've tried to do in Chicago.
The presentation shows an animation created by interns from South Korea in the late 2000s. Since Flash Animation is no longer available, the slides and a video are now the only way to view this.
As you view this and other essays from Tutor/Mentor Institute, LLC, consider ways youth in your own community could create their own versions, adopting the ideas to help youth in high poverty areas of your own city.
Establishing Tutor/Mentor Connection-Type Planning Teams at College FraternitiesDaniel Bassill
Dan Bassill, founder of the Tutor/Mentor Connection (T/MC) in Chicago in 1993 and the Tutor/Mentor Institute, LLC in 2011, is a 1968 graduate of Illinois Wesleyan University and received an honorary PhD from IWU in 2001 for his work in helping tutor/mentor programs grow in high poverty areas of Chicago.
Bassill was a member of the Illinois Wesleyan chapter of the Acacia Fraternity and his work is supported by many of his fraternity brothers.
This 2019 presentation outlines at long-term goal of having teams of students/alumni of each fraternity chapter, on many college campuses, adopting the T/MC strategies as part of learning, leadership and public awareness goals.
While it applies to Acacia the idea can be adopted by any college fraternity or sorority.
You are encouraged to read this and other visual essays authored by Dan Bassill, then create and share your own versions, as part of your own leadership effort.
Steps to Start a Volunteer Based Tutor Mentor ProgramDaniel Bassill
Based on my own experiences launching two nonprofit youth tutor/mentor programs in Chicago that I led from 1975 to 2011, I've created this presentation to show the planning steps for starting and sustaining and organized, volunteer-based, youth tutor, mentor and learning program.
Initially the planning steps are sequential, starting with doing your research and building a team. However, once a program launched it's first year of operation, these actions are concurrent.
I encourage you to use this information and the resources I point to to help more well-organized, on-going, tutor, mentor and learning programs reach K-12 kids in all high poverty areas of Chicago and other places.
What Do Volunteers & Donors Need To See on Youth Program Web Site?Daniel Bassill
This "Shopping Guide" presentation shows different types of information that might help volunteers, parents, donors and others better understand services offered by youth tutor and/or mentor programs if it were available on a program's web sites. Few programs share this much information. It's up to donors, volunteers and parents to request it and to also provide the resources that enable programs to put this type of information on web sites and keep it updated.
Use the form at the end of the presentation to share what you feel should be shown on a youth tutor/mentor program's website.
As you find websites that provide a range of information like this on their websites, share their links on social media and help draw attention and resources to support their efforts.
Role of Faith Networks In Building Support for Youth Tutor/Mentor Programs Daniel Bassill
Congregations of different faiths are distributed throughout the Chicago region.
What if there were study and planning groups in each congregation working to help volunteer-based, youth tutor/mentor programs grow in all high poverty areas of the region?
Such groups could be leading efforts that help youth connect with adults and learning opportunities that lead more K-12 kids through school and into jobs and careers.
This strategy applies to any city. Leaders are needed to bring it to life.
This is one of a collection of visual essays created by Dan Bassill, founder and CEO of Tutor/Mentor Connection (1993) and Tutor/Mentor Institute, LLC (2011).
As you read them and view maps of Chicago, think of this as your own city, and think of this presentation as one you have created and shared.
Then, go ahead. Create your own version and share it with your congregation!
Total Quality Mentoring - A Mentor-Rich Youth Program DesignDaniel Bassill
I led a volunteer-based tutor/mentor program in Chicago from 1975 to 2011, which connected workplace volunteers with inner-city kids in multi-year relationships.
I've been using visualizations to describe this type of non-school volunteer based tutor/mentor program. I feel that it has the most potential to attract on-going participation from inner city youth and workplace volunteers and have a transformative impact on both.
I started using the term "Total Quality Mentoring (TQM) in the 1990s to describe this type of program, showing it to be something more than traditional community based one-on-one mentoring. The term TQM was borrowed from the business term, Total Quality Management, and is intended to signal a type of program that constantly is improving by learning from its own work, and the work of all others.
This term has not yet caught on, but could be adopted by any program in the country.
Take a look. Create your own version to describe the type of tutor/mentor program you lead, or that you feel should be available to youth in every high poverty area of your city.
Role of intermediaries in Helping Youth Programs Grow In Every High Poverty A...Daniel Bassill
This pdf shows the intermediary role Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present) have taken in connecting volunteers, donors, resource providers in Chicago to more than 180 volunteer-based non-school tutor and/or mentor programs located in the region and to an extensive web library full of research and articles showing why and where these programs are most needed, and how to build and sustain long-term programs.
It's an information based strategy that could be duplicated in any city to help support youth as the move through school and into adult lives.
While the strategy was developed in Chicago it can be applied in any place in the world with areas of concentrated poverty.
Creating a Tutor/Mentor Connection strategy on a University CampusDaniel Bassill
In early 2000s students from a marketing class at DePaul University in Chicago were asked to create a strategic plan guiding a university in its effort to create a strategy similar to the one the Tutor/Mentor Connection had piloted since 1993.
This presentation was created from their work. It shows what universities can do to help youth from all high poverty areas of the cities where they operate move more successfully through k-12 education, college, and then into jobs, careers and adult lives.
This presentation shows a vision of a Tutor/Mentor Connection on one or more university campuses. It can be the starting point for any college or university to begin to research this idea and build a similar strategy for their own university.
A starting point might be to invite students to look at this as part of a class project, or an independent study project. Then create their own version of this PDF, as a starting point of enlisting others from the university to support the strategy.
Forming Hospital Tutor/Mentor Connection - vision Daniel Bassill
Inner city hospitals are anchor organizations, often the biggest employer and most influential leader in its neighborhood.
Many hospitals struggle to provide continuous services due to the high costs of poverty.
Since late 1990s Tutor/Mentor Connection (Tutor/Mentor Institute, LLC since 2011) has tried to enlist hospitals, universities and professional groups as strategic partners, using their own resources to help youth and families living in high poverty areas surrounding their organizations.
In 2001 grad students from DePaul University created strategic plan templates, which I've updated since then, to be used as starting points for hospital and university leaders interested in adopting the Tutor/Mentor Connection strategy as their own.
This is a vision. It could be a reality in cities across the world.
It just takes a small group of leaders to get it started.
Take a look.
Building information base to support youth tutor/mentor programs throughout a...Daniel Bassill
The Tutor/Mentor Connection (T/MC) was created in Chicago in 1993 to collect and share information that others could use to help make volunteer-based k-12 tutor, mentor and learning programs available in all high poverty areas of Chicago during the non-school hours.
The Tutor/Mentor Institute, LLC was created in 2011 to continue the T/MC's work.
This presentation focuses on the information collection and sharing part of the strategy and how others need to be involved.
As you view this ask "is something like this available in my city?" If the answer is "no", consider duplicating it.
Could Non-School Youth Programs Growth be a Jobs Creation Strategy?Daniel Bassill
Creating Volunteer-based Tutor/Mentor Programs in every high-poverty area of Chicago and cities throughout the country, and city-wide support systems for youth living in high poverty areas could create thousands of new jobs for American workers.
Maybe leaders should be thinking of non-school tutor/mentor programs as a jobs creation strategy. This presentation offers ideas for reflection.
As you read this and other Tutor/Mentor Institute, LLC presentations you'll see maps of Chicago. Imagine these being maps of your own city. How might the strategies apply there?
Then, create and share your own version of this presentation. Just give credit to where you found the ideas.
Defining terms: Tutoring. Mentoring. Same Words. Different MeaningDaniel Bassill
The words tutoring and mentoring are used by many people, but have different meaning based on who is being tutored or mentored.
This has a huge effect on public policy, as funds are distributed based on unclear expectations.
This presentations shines some light on this. It is based on the author's, Daniel F. Bassill, personal experience of leading two volunteer-based tutor/mentor programs working with inner-city Chicago youth from 1975 to 2011 and his leadership of the Tutor/Mentor Connection since 1993.
Apply the ideas in your own community and it's efforts to help kids born or living in high poverty areas move through school and into adult lives.
Building a network that helps youth in poverty areas move through schoolDaniel Bassill
This article shows how one person’s idea can grow into a movement of many thousands of people. The examples are taken from the 1975-2023 experiences of Daniel F. Bassill, who led volunteer-based tutor/mentor programs in Chicago for 35 consecutive years and is founder and leader of the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present).
Since every major city has areas of concentrated poverty, just like Chicago, the ideas can be used to build similar networks in other cities, or rebuild the Tutor/Mentor Connection in Chicago.
As you review this open the links and dig deeper. Then, create a new version, with your understanding, and focused on your city.
Share these and you are taking an active role in network-building.
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Networking for Purpose - Bringing People Together to Help Inner City YouthDaniel Bassill
This is one of many illustrated essays created to support thinking of leaders who want to help inner city youth move more successfully from first grade to first job. This strategy was developed by Tutor/Mentor Connection in 1993.
The presentation shows information-based problem solving strategies that were piloted in Chicago and can be duplicated in other cities.
As you view presentations like this ask "Is something like this available in my city?" If the answer is "yes" share that information via social media. If the answer is "no" create your own version of this essay and share it with local leaders.
Tipping points - Actions Helping Youth in Poverty Move Safely from Birth-to-WorkDaniel Bassill
Mentoring and volunteer involvement are strategies that can expand the aspirations and range of support available to youth living in high poverty areas, if organized programs are available to support the on-going connections of youth and volunteers. This PDF shows some of the "tipping points" that could lead to more and better volunteer based tutor, mentor and learning programs reaching k-12 youth in more places. It's intended to stimulate thinking, innovation and leadership actions. While the ideas were piloted in Chicago between 1993 and 2015 they can be applied in any city.
Introduction to Tutor/Mentor Institute, LLCDaniel Bassill
The Tutor/Mentor Connection was created in 1993 to help volunteer-based tutor and/or mentoring programs grow in all high poverty areas of Chicago.
Over 18 years it piloted a variety of strategies to achieve this goal.
In 2011 the Tutor/Mentor Institute, LLC was created to continue the T/MC in Chicago and help the idea spread to other cities.
This is an introduction. Follow the links in the presentation to learn more.
As you view the presentation you'll see maps of Chicago. Consider ways the ideas might apply in your own city or country, then create your own versions, using maps of your own area.
Intro to Tutor/Mentor Institute, LLC Version 2DanielFBassill
The Tutor/Mentor Connection was created in 1993 to help volunteer-based tutor and/or mentoring programs grow in all high poverty areas of Chicago. Over 18 years it piloted a variety of strategies to achieve this goal.
In 2011 the Tutor/Mentor Institute, LLC was created to continue the T/MC in Chicago and help the idea spread to other cities.
This is an introduction and shows strategies piloted in Chicago that can be duplicated in other cities (and re-energized in Chicago). Follow the links in the presentation to learn more.
As you look at the presentations you'll see maps of Chicago. Think of how these ideas might be used in your own city or state. Then create your own versions of these essays, using your own maps.
Resources to to help grow effective, volunteer-based youth development programsDaniel Bassill
This presentation shows resources developed between 1993 and 2018 by the Tutor/Mentor Connection and Tutor/mentor Institute, LLC to help mentor-rich, volunteer-based, youth development programs reach K-12 youth in high poverty neighborhoods of Chicago and other cities.
These were piloted and used in Chicago and while many are now archives, they represent strategies and tools that could be used in any area with high concentrations of poverty.
These can be used by resource providers, policy makers, non profit leaders and/or intermediaries working to bring many organizations together to achieve a shared purpose, not just to develop youth serving programs.
Year Round Strategy to Draw Resources to Youth Programs throughout cityDaniel Bassill
This presentation describes a strategy of quarterly events -- built by the Tutor/Mentor Connection between 1993 and 1997 -- to support the growth of volunteer-based tutor/mentor programs in all high poverty areas of Chicago.
While the last conference was held in 2015 the Tutor/Mentor Institute, LLC continues to follow these steps on social media.
Any city could duplicate this strategy, borrowing from what we've tried to do in Chicago.
The presentation shows an animation created by interns from South Korea in the late 2000s. Since Flash Animation is no longer available, the slides and a video are now the only way to view this.
As you view this and other essays from Tutor/Mentor Institute, LLC, consider ways youth in your own community could create their own versions, adopting the ideas to help youth in high poverty areas of your own city.
Establishing Tutor/Mentor Connection-Type Planning Teams at College FraternitiesDaniel Bassill
Dan Bassill, founder of the Tutor/Mentor Connection (T/MC) in Chicago in 1993 and the Tutor/Mentor Institute, LLC in 2011, is a 1968 graduate of Illinois Wesleyan University and received an honorary PhD from IWU in 2001 for his work in helping tutor/mentor programs grow in high poverty areas of Chicago.
Bassill was a member of the Illinois Wesleyan chapter of the Acacia Fraternity and his work is supported by many of his fraternity brothers.
This 2019 presentation outlines at long-term goal of having teams of students/alumni of each fraternity chapter, on many college campuses, adopting the T/MC strategies as part of learning, leadership and public awareness goals.
While it applies to Acacia the idea can be adopted by any college fraternity or sorority.
You are encouraged to read this and other visual essays authored by Dan Bassill, then create and share your own versions, as part of your own leadership effort.
Steps to Start a Volunteer Based Tutor Mentor ProgramDaniel Bassill
Based on my own experiences launching two nonprofit youth tutor/mentor programs in Chicago that I led from 1975 to 2011, I've created this presentation to show the planning steps for starting and sustaining and organized, volunteer-based, youth tutor, mentor and learning program.
Initially the planning steps are sequential, starting with doing your research and building a team. However, once a program launched it's first year of operation, these actions are concurrent.
I encourage you to use this information and the resources I point to to help more well-organized, on-going, tutor, mentor and learning programs reach K-12 kids in all high poverty areas of Chicago and other places.
What Do Volunteers & Donors Need To See on Youth Program Web Site?Daniel Bassill
This "Shopping Guide" presentation shows different types of information that might help volunteers, parents, donors and others better understand services offered by youth tutor and/or mentor programs if it were available on a program's web sites. Few programs share this much information. It's up to donors, volunteers and parents to request it and to also provide the resources that enable programs to put this type of information on web sites and keep it updated.
Use the form at the end of the presentation to share what you feel should be shown on a youth tutor/mentor program's website.
As you find websites that provide a range of information like this on their websites, share their links on social media and help draw attention and resources to support their efforts.
Role of Faith Networks In Building Support for Youth Tutor/Mentor Programs Daniel Bassill
Congregations of different faiths are distributed throughout the Chicago region.
What if there were study and planning groups in each congregation working to help volunteer-based, youth tutor/mentor programs grow in all high poverty areas of the region?
Such groups could be leading efforts that help youth connect with adults and learning opportunities that lead more K-12 kids through school and into jobs and careers.
This strategy applies to any city. Leaders are needed to bring it to life.
This is one of a collection of visual essays created by Dan Bassill, founder and CEO of Tutor/Mentor Connection (1993) and Tutor/Mentor Institute, LLC (2011).
As you read them and view maps of Chicago, think of this as your own city, and think of this presentation as one you have created and shared.
Then, go ahead. Create your own version and share it with your congregation!
Total Quality Mentoring - A Mentor-Rich Youth Program DesignDaniel Bassill
I led a volunteer-based tutor/mentor program in Chicago from 1975 to 2011, which connected workplace volunteers with inner-city kids in multi-year relationships.
I've been using visualizations to describe this type of non-school volunteer based tutor/mentor program. I feel that it has the most potential to attract on-going participation from inner city youth and workplace volunteers and have a transformative impact on both.
I started using the term "Total Quality Mentoring (TQM) in the 1990s to describe this type of program, showing it to be something more than traditional community based one-on-one mentoring. The term TQM was borrowed from the business term, Total Quality Management, and is intended to signal a type of program that constantly is improving by learning from its own work, and the work of all others.
This term has not yet caught on, but could be adopted by any program in the country.
Take a look. Create your own version to describe the type of tutor/mentor program you lead, or that you feel should be available to youth in every high poverty area of your city.
Role of intermediaries in Helping Youth Programs Grow In Every High Poverty A...Daniel Bassill
This pdf shows the intermediary role Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present) have taken in connecting volunteers, donors, resource providers in Chicago to more than 180 volunteer-based non-school tutor and/or mentor programs located in the region and to an extensive web library full of research and articles showing why and where these programs are most needed, and how to build and sustain long-term programs.
It's an information based strategy that could be duplicated in any city to help support youth as the move through school and into adult lives.
While the strategy was developed in Chicago it can be applied in any place in the world with areas of concentrated poverty.
Creating a Tutor/Mentor Connection strategy on a University CampusDaniel Bassill
In early 2000s students from a marketing class at DePaul University in Chicago were asked to create a strategic plan guiding a university in its effort to create a strategy similar to the one the Tutor/Mentor Connection had piloted since 1993.
This presentation was created from their work. It shows what universities can do to help youth from all high poverty areas of the cities where they operate move more successfully through k-12 education, college, and then into jobs, careers and adult lives.
This presentation shows a vision of a Tutor/Mentor Connection on one or more university campuses. It can be the starting point for any college or university to begin to research this idea and build a similar strategy for their own university.
A starting point might be to invite students to look at this as part of a class project, or an independent study project. Then create their own version of this PDF, as a starting point of enlisting others from the university to support the strategy.
Forming Hospital Tutor/Mentor Connection - vision Daniel Bassill
Inner city hospitals are anchor organizations, often the biggest employer and most influential leader in its neighborhood.
Many hospitals struggle to provide continuous services due to the high costs of poverty.
Since late 1990s Tutor/Mentor Connection (Tutor/Mentor Institute, LLC since 2011) has tried to enlist hospitals, universities and professional groups as strategic partners, using their own resources to help youth and families living in high poverty areas surrounding their organizations.
In 2001 grad students from DePaul University created strategic plan templates, which I've updated since then, to be used as starting points for hospital and university leaders interested in adopting the Tutor/Mentor Connection strategy as their own.
This is a vision. It could be a reality in cities across the world.
It just takes a small group of leaders to get it started.
Take a look.
Building information base to support youth tutor/mentor programs throughout a...Daniel Bassill
The Tutor/Mentor Connection (T/MC) was created in Chicago in 1993 to collect and share information that others could use to help make volunteer-based k-12 tutor, mentor and learning programs available in all high poverty areas of Chicago during the non-school hours.
The Tutor/Mentor Institute, LLC was created in 2011 to continue the T/MC's work.
This presentation focuses on the information collection and sharing part of the strategy and how others need to be involved.
As you view this ask "is something like this available in my city?" If the answer is "no", consider duplicating it.
Could Non-School Youth Programs Growth be a Jobs Creation Strategy?Daniel Bassill
Creating Volunteer-based Tutor/Mentor Programs in every high-poverty area of Chicago and cities throughout the country, and city-wide support systems for youth living in high poverty areas could create thousands of new jobs for American workers.
Maybe leaders should be thinking of non-school tutor/mentor programs as a jobs creation strategy. This presentation offers ideas for reflection.
As you read this and other Tutor/Mentor Institute, LLC presentations you'll see maps of Chicago. Imagine these being maps of your own city. How might the strategies apply there?
Then, create and share your own version of this presentation. Just give credit to where you found the ideas.
Defining terms: Tutoring. Mentoring. Same Words. Different MeaningDaniel Bassill
The words tutoring and mentoring are used by many people, but have different meaning based on who is being tutored or mentored.
This has a huge effect on public policy, as funds are distributed based on unclear expectations.
This presentations shines some light on this. It is based on the author's, Daniel F. Bassill, personal experience of leading two volunteer-based tutor/mentor programs working with inner-city Chicago youth from 1975 to 2011 and his leadership of the Tutor/Mentor Connection since 1993.
Apply the ideas in your own community and it's efforts to help kids born or living in high poverty areas move through school and into adult lives.
Building a network that helps youth in poverty areas move through schoolDaniel Bassill
This article shows how one person’s idea can grow into a movement of many thousands of people. The examples are taken from the 1975-2023 experiences of Daniel F. Bassill, who led volunteer-based tutor/mentor programs in Chicago for 35 consecutive years and is founder and leader of the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present).
Since every major city has areas of concentrated poverty, just like Chicago, the ideas can be used to build similar networks in other cities, or rebuild the Tutor/Mentor Connection in Chicago.
As you review this open the links and dig deeper. Then, create a new version, with your understanding, and focused on your city.
Share these and you are taking an active role in network-building.
Similar to Intro to Tutor/Mentor Institute - Version 1 (18)
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
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This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
Preliminary findings _OECD field visits to ten regions in the TSI EU mining r...OECDregions
Preliminary findings from OECD field visits for the project: Enhancing EU Mining Regional Ecosystems to Support the Green Transition and Secure Mineral Raw Materials Supply.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
1. Introduction to The Tutor/Mentor
Institute, LLC
If you agree with the logic, become a partner or sponsor or,
adopt these ideas into your own leadership and actions.
What are some of the
actions that could
dramatically change the
availability and impact of
programs helping youth
born in an inner-city
neighborhood be in a job
and starting a career by age
25?
We started asking these
questions in 1993 when we
formed the Tutor/Mentor
Connection. They still need
to be answered 40 years
later.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
Pg. 1
2. About the Author: Daniel F. Bassill
Tutor/Mentor Institute, LLC, Tutor/Mentor Connection
• Illinois Wesleyan 1964-68, History Major
• Army Intelligence, 1968-71
• Joined Montgomery Ward as advertising
writer in 1973. 17 year advertising career
(1973-1990)
• Became a tutor same year, matched to a 4th
grade boy named Leo
• I became leader of the tutoring program in
1975. By 1990 we had 300 pairs of kids
and volunteers meeting weekly at the Wards
HQ in Chicago.
• Left company in 1990; converted original
program to non profit, Cabrini Green
Tutoring Program, Inc.(now Tutoring
Chicago)
• President, Founder of Cabrini Connections
in 1992; Tutor/Mentor Connection, in 1993
• Created Tutor/Mentor Institute, July 2011
Dan & Leo
Circa 1974
Pg. 2
Leo Today
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
3. Best precaution: Just don't
forget.
“If the story of the murder of 7-year
old Dantrell Davis......sounded
vaguely familiar, it might have
been because it had strong
parallels to the story .....of the
murder of 9-year old Laketa
Crosby in 1985.”
Chicago Tribune, Tuesday,
October 20, 1992
Column written by Eric Zorn
..................................................
"The children are so needing of
attention. They are emotionally
deprived. Anytime you can give
them quality one-on-one
time is really fortunate."
Quote from Janis Todd, Principal of
Byrd Community Academy,
located in Cabrini-Green
Chicago Tribune, Thursday,
October 8, 1992
Why Do We Do What We Do? These headlines are from 1992.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net Pg 3
4. "With help, kids in America's
war zones can thrive"
"The cost of failure is a new
generation of children, too many
of whom will fail in school, join
gangs, deal drugs, .....and start
still another generation of
children in urban war zones."
Chicago Tribune, Monday,
May 18, 1992
Editorial written by Joan Beck
..................................................
.....
"L.A. Riots' Wake-up Call Fell
Mostly on Deaf Ears."
"We are not very good as a
country in dealing with long-
term problems, except when
they present themselves as a
crisis."
-Stuart Eizenstat, domestic
policy adviser to President
Jimmy Carter
Why Do We Do What We Do? Headline from 1994 Chicago Tribune
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
Pg 4
5. In 2011 young people in Chicago
still don’t have the support
system they ALL need to thrive in
adult roles and responsibilities.
Why should business care
enough to invest corporate
non-philanthropy resources?
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net Pg 5
This is a cost to business
However there are other reasons to
be strategically involved:
1) Skill and network building of current
employees
2) Development of future employees to
fill predicted shortages
3) Access to current and future
customers
6. The problems of the 1970s, 1990s and 2015 and 2023 are the same.
There is no Master Plan and no consistent, long-term, leadership.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
Pg 6
7. Tutor/Mentor Programs are places youth
can get help from non-family adults
In a structured program a youth can
connect with volunteers, learning
opportunities, technology, intern
opportunities, friends and more.
Without a place to connect with volunteers,
these connections seldom take place.
Youth Programs Volunteers
Pg 7
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
8. Tutor/Mentor Programs are a Collective Effort
Involving Many People over Many Years
What might we accomplish working toward shared
goals that we cannot do when working alone?
Cabrini Connections 1993-2011
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net Pg 8
Organized, volunteer-based tutor/mentor programs expand “who you know”
for kids in high poverty areas. They are a form of bridging social capital.
9. What can volunteers
do to help youth
through school and
into jobs?
Pg. 9
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
Not just tutoring, mentoring,
arts or technology, but adults
helping kids get more of the
support they need to grow up.
10. To SUCCEED
We must recruit business
leaders who will use their
resources in PULLING
Youth to Careers
To SUCCEED
We must help tutor/mentor
program leaders, volunteers,
schools and parents be more
effective in PUSHING
Youth to Careers
School-Time Programs
3-5 PM Non-School Programs
Pre-K K - 5th 5th - 6th 6th - 8th
High
School
Career
Track
After 5 PM and Weekend Programs
T/MC Goal:
Help inner-city youth
reach Careers.
Each industry has reason to
invest in this strategy:
For instance, the Health Care
industry faces severe shortages of
healthcare professionals and a high
cost of emergency room services in
inner-city neighborhoods
Pg 10
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
11. Great Tutor Mentor programs needed in
Every High Poverty neighborhood!
All programs need same
resource every day!
* volunteers
* public visibility
* operating dollars
* technology
* training/learning
* leadership
Chicago
area
The shaded
areas of this
map of
Chicago are
the areas of
most
concentrated
poverty.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net Pg 11
Not every program is equally
good at attracting resources.
12. INFRASTRUCTURE NEEDED: A mentoring-to-career strategy of the Tutor/Mentor Connection
Without infrastructure and support for mentors and mentoring
programs, the mentoring movement will never reach its potential. Ways
mentoring falls short of its potential:
- missing infrastructure
- missing knowledge regarding effective
practices
- missing follow-up
- emphasis on marketing and recruitment instead
of program support
- poor or no coordination
- matches made and then abandoned by program
Pg 12
- conducted in isolation
- few programs with resources to serve mentors
as well as mentees
- missing operational expenses
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
Infrastructure is what you don't notice when you see a youth & volunteer
connecting at a site, or in a ZOOM call.
13. Not every program is equality good at
getting needed resources.
While all tutor/mentor programs need
volunteers, dollars, etc., not every program is
equally effective at getting these resources on
a regular basis.
Yet, if the youth served by a program are to
succeed, a tutor/mentor program must be
able to grow and survive.
Program Resource
Pg 13
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
2023 Research on mentoring shows funding challenges. Read at
https://tutormentor.blogspot.com/2023/07/new-research-on-mentoring-shows-funding.html
14. Understand the Role of a Tutor/Mentor
Connection (T/MC)
The T/MC was formed in 1993 to help volunteer-based tutor/mentor programs
grow in high poverty areas of Chicago. Since 2011 T/MC has been operated
as part of the Tutor/Mentor Institute, LLC. This is an Intermediary role, providing
resources that leaders in business, government, philanthropy and other sectors
can use to help high quality programs be located where more are needed.
Pg 14
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
15. Pg 15
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
This is a web
page created in
2004 to help
people find
tutor/mentor
programs in
different zip
codes of the
Chicago region.
Click one box in
each category,
and choose zip
code then click
“FIND A
PROGRAM”
With master directory we can help volunteers, parents AND donors find
contact information and web sites for programs throughout the region.
As of 2021 this site is an archive. View at https://tinyurl.com/ProgramLocatorSearch
16. When a search is
conducted, any
programs in this
search shows up
on a Google map.
Info for each
program is shown
below the map,
based on what
T/MC has received
from each
organization.
Pg 16
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
Use the “find nearby”
feature to located
other resources in
map area.
As of 2021 this site is an archive. View at https://tinyurl.com/ProgramLocatorSearch
17. Interactive Tutor/Mentor Program Zip Code Search Map
enables users to see program availability in entire region.
In 2008 this map-
locator was
created.
Instead of using the
chart to search for
programs, you can
use the Zip Code
Map. If you click on
the map for any zip
code, it will take
you to the same
Google map and
list of programs.
Pg 17
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
Green stars on
map are locations
of youth
organizations.
As of 2021 this site is now an archive. View at: https://tinyurl.com/ProgramLocatorMap-archive
18. • There are not enough of these programs in Chicago particularly in
neighborhoods with high levels of poverty. Until communities begin to use GIS
and visual information tools, they will never develop strategies that distribute
good programs to all of the places where they are needed.
• There is no consistent funding stream available to support the multi-
year operations of constantly improving tutor/mentor programs.
Without continuous, flexible operating dollars, programs cannot attract and
retain key staff, which is the most important part of a long-term tutor/mentor
program’s success
• No common vision focusing on long-term birth-to-work support
system. The nation spends billions on education, youth development, violence
prevention, workforce development, etc., but most of the money funds
programs with short term goals, not process aimed at leading a youth to a
job/career. Until every stakeholder defines his/her work in context of what it
does to help a youth move to a job/career, we’ll have many soldiers, but they
will not all be fighting the same war
What does it take to fill a city with great tutor,
mentor and learning programs?
These are challenges. If we find solutions, these are
tipping points.
Pg 18
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
19. • No source of leadership development. While the Tutor/Mentor Institute
provides a mentoring-to-career vision, and hosts more than a thousand web
links that anyone can use to learn more ways to help a youth connect with a
volunteer, or a learning experience, or a job, there is no university teaching
people to learn from this information on a consistent basis. Thus, we can hire
good people to lead our programs, but they don’t have a built-in map that
guides them in what they do.
• Lack of leadership/advertising. Faith communities have spent more than
2000 years encouraging members to read scripture, reflect on it in groups,
then put it to work in their lives. Advertisers spend millions to draw customers
to their stores. Until there are leaders in business, politics, media, religion,
who advocate for mentoring to career strategies every day, we’ll never have
enough people looking at the information we offer, or growing in their own
leadership roles.
• Collaboration and eLearning Portals need to support vision of leaders.
Some people are beginning to use the Internet to draw millions of people to
specific locations. Some of these locations are trying to covert these visitors
into armies of on-going support for specific causes. Until such portals are
available to the Tutor/Mentor Movement, we’ll be unable to reach the tipping
points that could change the impact of all tutor/mentor programs in the world.
Leaders needed in non profits, business,
colleges, politics, media and faith groups
Pg 19
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
Due to lack of investment since 2011 much of the work started in 1993 is now only
available as archive pages. However, it remains a template that others could use to build
their own Tutor/Mentor Connection in any city.
20. FOUR-PART STRATEGY: A mentoring-to-career strategy of the Tutor/Mentor Institute, LLC
Problem-Solving Strategy
- four on-going strategies
Research
Pg 20
Public
Awareness
Resource
Generation
Collaboration,
shared learning
This is the home page of the main Tutor/Mentor Institute,
LLC web site. Http://www.tutormentorexchange.net
Browse each section quickly to know what’s on
the site. Open links on top and both sides.
http://tinyurl.com/TMI-4-part-strategy-pdf
22. Build Learning, R&D, Teams in
EVERY industry, faith group,
college, high school. Connect
them to each other via Internet
collaboration portals.
Groups can meet in places like http://
tutormentorconnection.ning.com
WHAT CAN YOU DO?
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
Pg 22
View concept maps like this at
http://tutormentorexchange.net/conceptmaps
23. Connect with others
Teams from different companies
in one city can connect and
share ideas with teams in other
cities, and with teams from
different companies and interest
groups.
Use the business tools of
collaboration to solve social
problems and business people
will learn to use these tools to
innovate new solutions to
business problems.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
Pg 23
View TMI on Debategraph at
http://debategraph.org/mentoring_kids_to_careers
24. Intermediaries like Tutor/Mentor Institute, LLC share ideas on blogs &
websites. Everyone has a role in sharing those ideas.
This can
be
YOU
Network Building- Increasing Involvement of More People
Pg 24
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
25. 12-months
from now
9-months
from now
6-months
from now
3-months
from now
Immediate
Impact
A collective effort might result in more leaders in the Chicago region taking
roles that raise the level of volunteers, operating dollars and other needed
resources for all tutor/mentor programs.
Quarterly Event Strategies that repeat each year build greater flow of
resources to programs. And greater visibility for leaders of this strategy!
Pg 25
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
Growth of
volunteers & $$
and corporate
leaders involved
Turn bad news
Into good news.
26. T/MI Added Value – TIME Savings
By collecting, sorting, sharing information related anyone can
use to build strategies and support actions that help kids from
poor neighborhoods expand their network of adult support and
learning opportunities, we offer a “TIME SAVINGS” to millions
of potential users who would have to spend a considerable
amount of their own time searching for this information, or,
understanding how to apply it.
In this article “time” is a commodity that has value.
Corporations that influence how people use their “time” will
reap 21st
century profits.
"A Brief History of the Corporation."
http://www.ribbonfarm.com/2011/06/08/a-brief-history-of-the-corporation-1600-to-2100/
Pg 26
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
27. T/MI Added Value –
Lower costs to non-profit youth
programs of acquiring dollars
By maintaining a map-directory containing more
than 175 tutor/mentor programs in Chicago and
creating events and advertising that draws donors
and volunteers to tutor/mentor programs included in
the Directory, we lower the costs of acquiring
needed resources for each organization offering
tutoring/mentoring in the region.
See http://tinyurl.com/TMI-Volunteer-Opportunities
Pg 27
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
28. T/MIC Added Value –
Increase talent retention
and human capital in NPO sector.
By helping programs attract volunteers and donors
at lower costs, we improve the consistency of
funding, lower the emotional stress of fund-raising,
and encourage more people to stay in jobs
longer…..thus increasing the level of knowledge and
experience within each organization and across the
entire sector
Pg 28
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
29. Value to Business –
Increase opportunities for employees to
expand skills and build informal
networks
By helping companies from many sectors develop
employee engagement strategies within tutor/mentor
programs we provide informal learning opportunities
for volunteers who take on leadership and project
management roles in NPOs.
By encouraging volunteers from multiple sectors to
participate in individual programs, we expand the
informal network for every volunteer involved….as
well as for every youth involved.
Pg 29
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
30. Value to Business –
Access to customers and future
employees in a single city
By helping companies connect with
tutor/mentor programs throughout a city like
Chicago we help companies share their
values, products and services and work
opportunities with thousands of people who
are potential customers and future
employees.
Pg 30
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
31. Value to Business –
Access to customers and future
employees in multiple cities
By building a platform that is used in many cities, we
connect volunteers and youth from multiple
programs in a single city with multiple programs,
learning and networking opportunities across the
world.
We expand the range of ideas that volunteers, youth
and supporters can bring to individual tutor/mentor
programs, and that they can bring to their own
work/life experiences.
Pg 31
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
32. Social Return on Investment
As a result of the work we do
more youth in high poverty
areas will be able to participate
in mentor-rich non-school
programs.
Investors will enjoy the rewards
of seeing their money do good;
while also earning a reasonable
rate of return from their
investment.
Pg 32
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net
33. THIS IS A PROCESS: A mentoring-to-career strategy of the Tutor/Mentor Connection
This type of organization is not
achieved in one or two years.
It will never be achieved without
the work done at the base of this
pyramid each year.
Research
Building a Team
Define Mission
Find host/sponsor
Determine Recruitment
strategies
Set Schedule and action plan
More youth stay in school,
are safe in non-school
hours, graduate, and move
to careers
Recruit & Train, Begin
operations
Continuous Process
Improvement
Pg 33
According to Mark Cohen, a professor at Vanderbilt
University’s Owen Graduate School of Management,
“High risk youths who are kept out of trouble
through intervention programs could save society
as much as $2 million a youth per lifetime”.
THE RESULT
View this in article at
http://tutormentor.blogspot.com/2020/07/
creating-economic-justice-opportunity.html
34. Discussion
• How can your organization take a role in this effort?
• What places on the Internet can you, your employees, or
your members connect with Tutor/Mentor Institute, LLC
and Tutor/Mentor Connection?
• Connect with Dan Bassill on Twitter @tutormentorteam
• Connect on Facebook, Linkedin or Instagram, too.
• For the future: How can your university, or think tank,
take ownership and rebuild this strategy?
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net Pg 26
Read this article about duplicating T/MC and TMI.
http://tutormentor.blogspot.com/2020/12/want-to-duplicate-tutormentor-connection.html
35. If it is to be, it is up to you and me: A mentoring-to-career strategy of the Tutor/Mentor Connection
Tutor/Mentor Institute, LLC
Tutor/Mentor Connection
www.tutormentorexchange.net
http://tutormentor.blogspot.com
While our purpose is focused on social good and all income is uses to
support our programs our tax structure is not a 501-c-3 non profit.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC, (2011-present) , www.tutormentorexchange.net tutormentor2@earthlink.net