While there are countless examples of people gathering at a conferences or symposiums, or at weekly networking events, these are usually not people who are focused on a common goal or vision, or using their time, talent and dollars to solve long-term or even short term problems.
In this presentation I describe "horizontal" and "vertical" networks. See how I describe and apply this thinking to the long-term work of helping kids living in high poverty areas move through school and into adult lives, over a 12-20 year period.
Just because there are a lot of people at an event, it does not mean they are working toward a common goal.
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.
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.
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.
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.
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!
Building Networks to Solve Problems - Youth As LeadersDaniel Bassill
Every day news stories point to tragedies in our communities and around the world. This PDF shows a role youth can take to follow those stories with network-building activities that use maps to focus attention on places where people need more help and to bring people and resources together to try to solve these problems.
This is one of many visual essays created since the late 1990s by Daniel F. Bassill, who led a volunteer-based tutor/mentor program in Chicago from 1975 to 2011. Bassill created the Tutor/Mentor Connection in 1993 and Tutor/Mentor Institute, LLC, to try to help similar tutor/mentor programs reach K-12 youth in all high poverty areas of Chicago.
With the Internet he has been sharing these ideas with people throughout the world.
As you view this ask "Is anyone in my city doing this?" If yes, share their website on social media so others can learn from their work.
If the answer is "no", create your own version of this presentation, with maps of your city, and begin to recruit a team of people to help you build your own Tutor/Mentor Connection type strategy.
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.
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.
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.
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.
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.
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.
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!
Building Networks to Solve Problems - Youth As LeadersDaniel Bassill
Every day news stories point to tragedies in our communities and around the world. This PDF shows a role youth can take to follow those stories with network-building activities that use maps to focus attention on places where people need more help and to bring people and resources together to try to solve these problems.
This is one of many visual essays created since the late 1990s by Daniel F. Bassill, who led a volunteer-based tutor/mentor program in Chicago from 1975 to 2011. Bassill created the Tutor/Mentor Connection in 1993 and Tutor/Mentor Institute, LLC, to try to help similar tutor/mentor programs reach K-12 youth in all high poverty areas of Chicago.
With the Internet he has been sharing these ideas with people throughout the world.
As you view this ask "Is anyone in my city doing this?" If yes, share their website on social media so others can learn from their work.
If the answer is "no", create your own version of this presentation, with maps of your city, and begin to recruit a team of people to help you build your own Tutor/Mentor Connection type strategy.
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.
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.
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.
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.
Building Planning Teams to Support Youth Tutor, Mentor & Learning ProgramsDaniel Bassill
While many non-school tutor, mentor and learning programs operate throughout the country, there are few examples of volunteer teams from business, faith groups, colleges, professional groups, etc., who are working to support ALL of the existing youth programs in a city or defined geographic area.
This presentation show role such teams might take, based on work the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present) have piloted in Chicago.
This is part of a collection of visual essays created since the 1990s by Daniel F. Bassill, Founder and CEO.
If you're already doing the type of work described, connect with Dan on social media and share your website so he can add it to the Tutor/Mentor Library and share it with others.
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.
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.
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.
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.
Knowledge Based Problem Solving Strategy - Piloted by Tutor/Mentor Connection...Daniel Bassill
This is the four part strategy that Tutor/Mentor Connection has developed since 1993 in its efforts to support the growth of volunteer-based tutoring, mentoring and learning programs reaching youth in all high poverty neighborhoods of Chicago. View the strategy and see how others can use it to help youth in high poverty areas, or to solve other complex problems.
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.
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.
Use of Visualizations to Share Tutor/Mentor Connection Strategies Developed s...Daniel Bassill
This presentation shows uses of concept maps and graphics to share complex ideas with learners from many different locations. These focus on Tutor/Mentor Institute, LLC strategies that others can use to provide leadership and resources that support efforts to help more inner city young people move successfully through school and into jobs and careers.
The presentation also shows how college interns have created their own interpretations of the Tutor/Mentor Institute, LLC strategies. This is a role we encourage students from every city to take to help duplicate the strategy in more places.
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.
Rest of the story: A Strategy to Draw Attention and Resources to Youth Servi...Daniel Bassill
The big question is "How do we keep attention focused on social organizations long enough for them to have an impact? What roles might youth and interns take?"
Few small volunteer-based tutor/mentor programs have advertising budgets to draw attention, and resources, to themselves on a consistent basis.
Yet, without a constant flow of attention most organizations cannot attract the dollars and volunteers needed to do good work and sustain it for many years.
This article shows a strategy that involves writing follow-up stories when media cover bad news (like violence, gangs, poverty, poor schools) with big headlines. It's a strategy that can engage youth, volunteers and staff.
The strategy can be applied to support youth serving organizations and other needed social services in Chicago or anywhere in the world.
Intro to Tutor/Mentor Institute - Version 1DanielFBassill
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.
Introduction to Tutor/Mentor Institute, LLC Daniel Bassill
Chicago, like every other big city has large areas of concentrated poverty, surrounded by areas of different levels of affluence.
Youth from high poverty areas seldom connect with the resources and people from surrounding areas, thus have fewer people "who they know" who can help them from birth to work.
Organized, volunteer-based tutor, mentor and learning programs can build these connections for youth, if such programs are available, and sustained over many years.
The Tutor/Mentor Connection (T/MC) was formed by Dan Bassill and six other volunteers in Chicago in 1993 to help volunteer-based tutor/mentor programs grow in every high poverty neighborhood. At the same time the organization was creating it's own new program, aimed at helping teens from the Cabrini Green area move to high school graduation and beyond.
Dan created the Tutor/Mentor Institute, LLC in 2011 to keep the T/MC available in Chicago and share it with leaders in other cities.
This presentation describes what the T/MC is, why it was created, and ways others might duplicate it in other cities.
Follow the links to learn more.
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.
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.
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.
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.
Innovating better youth development and education practices by learning from ...Daniel Bassill
What is the role of the carrot, the rabbit, and the dogs in this graphic?
The carrot represents good ideas, or best practices.
If we can give public recognition to the good work done by different businesses, non profits, political leaders and others to help youth development, tutor, mentor and learning programs focused on economically disadvantaged youth, we can stimulate competition and constant improvement in what is done to help make high quality youth-serving programs available in more places, for more years.
Do you agree with this concept? This has been the Tutor/Mentor Connection strategy since 1993 (and the Tutor/Mentor Institute, LLC since 2011).
View the presentation and see how the T/MC web library can be used.
Note: While Tutor/Mentor Institute, LLC focuses on helping youth in high poverty areas, the role of information libraries described in this presentation applies to solving any local, global problem.
This PDF is a tour through each section shown on the home page of the www.tutormentorexchange.net website.
The site was built in 1998 to support the Tutor/Mentor Connection, which was formed in Chicago in 1993 and has been updated often since then.
Since 2011 it has been the primary website of the Tutor/Mentor Institute, LLC, which was formed to provide continued support of the Tutor/Mentor Connection in Chicago, while helping similar intermediaries grow in other cities.
It's a resource library intended to help leaders from business, philanthropy, government, media, universities, hospitals, etc. become strategic, and long-term, in how they support volunteer-based tutor and/or mentor programs and make them available in every high poverty area of Chicago, its suburbs, and in other cities.
As you go through the PDF have another screen open to the website, so you can click into each section as you view it in the presentation.
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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.
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.
Building Planning Teams to Support Youth Tutor, Mentor & Learning ProgramsDaniel Bassill
While many non-school tutor, mentor and learning programs operate throughout the country, there are few examples of volunteer teams from business, faith groups, colleges, professional groups, etc., who are working to support ALL of the existing youth programs in a city or defined geographic area.
This presentation show role such teams might take, based on work the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present) have piloted in Chicago.
This is part of a collection of visual essays created since the 1990s by Daniel F. Bassill, Founder and CEO.
If you're already doing the type of work described, connect with Dan on social media and share your website so he can add it to the Tutor/Mentor Library and share it with others.
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.
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.
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.
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.
Knowledge Based Problem Solving Strategy - Piloted by Tutor/Mentor Connection...Daniel Bassill
This is the four part strategy that Tutor/Mentor Connection has developed since 1993 in its efforts to support the growth of volunteer-based tutoring, mentoring and learning programs reaching youth in all high poverty neighborhoods of Chicago. View the strategy and see how others can use it to help youth in high poverty areas, or to solve other complex problems.
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.
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.
Use of Visualizations to Share Tutor/Mentor Connection Strategies Developed s...Daniel Bassill
This presentation shows uses of concept maps and graphics to share complex ideas with learners from many different locations. These focus on Tutor/Mentor Institute, LLC strategies that others can use to provide leadership and resources that support efforts to help more inner city young people move successfully through school and into jobs and careers.
The presentation also shows how college interns have created their own interpretations of the Tutor/Mentor Institute, LLC strategies. This is a role we encourage students from every city to take to help duplicate the strategy in more places.
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.
Rest of the story: A Strategy to Draw Attention and Resources to Youth Servi...Daniel Bassill
The big question is "How do we keep attention focused on social organizations long enough for them to have an impact? What roles might youth and interns take?"
Few small volunteer-based tutor/mentor programs have advertising budgets to draw attention, and resources, to themselves on a consistent basis.
Yet, without a constant flow of attention most organizations cannot attract the dollars and volunteers needed to do good work and sustain it for many years.
This article shows a strategy that involves writing follow-up stories when media cover bad news (like violence, gangs, poverty, poor schools) with big headlines. It's a strategy that can engage youth, volunteers and staff.
The strategy can be applied to support youth serving organizations and other needed social services in Chicago or anywhere in the world.
Intro to Tutor/Mentor Institute - Version 1DanielFBassill
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.
Introduction to Tutor/Mentor Institute, LLC Daniel Bassill
Chicago, like every other big city has large areas of concentrated poverty, surrounded by areas of different levels of affluence.
Youth from high poverty areas seldom connect with the resources and people from surrounding areas, thus have fewer people "who they know" who can help them from birth to work.
Organized, volunteer-based tutor, mentor and learning programs can build these connections for youth, if such programs are available, and sustained over many years.
The Tutor/Mentor Connection (T/MC) was formed by Dan Bassill and six other volunteers in Chicago in 1993 to help volunteer-based tutor/mentor programs grow in every high poverty neighborhood. At the same time the organization was creating it's own new program, aimed at helping teens from the Cabrini Green area move to high school graduation and beyond.
Dan created the Tutor/Mentor Institute, LLC in 2011 to keep the T/MC available in Chicago and share it with leaders in other cities.
This presentation describes what the T/MC is, why it was created, and ways others might duplicate it in other cities.
Follow the links to learn more.
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.
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.
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.
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.
Similar to Understanding Difference Between Vertical and Horizontal Networks (20)
Innovating better youth development and education practices by learning from ...Daniel Bassill
What is the role of the carrot, the rabbit, and the dogs in this graphic?
The carrot represents good ideas, or best practices.
If we can give public recognition to the good work done by different businesses, non profits, political leaders and others to help youth development, tutor, mentor and learning programs focused on economically disadvantaged youth, we can stimulate competition and constant improvement in what is done to help make high quality youth-serving programs available in more places, for more years.
Do you agree with this concept? This has been the Tutor/Mentor Connection strategy since 1993 (and the Tutor/Mentor Institute, LLC since 2011).
View the presentation and see how the T/MC web library can be used.
Note: While Tutor/Mentor Institute, LLC focuses on helping youth in high poverty areas, the role of information libraries described in this presentation applies to solving any local, global problem.
This PDF is a tour through each section shown on the home page of the www.tutormentorexchange.net website.
The site was built in 1998 to support the Tutor/Mentor Connection, which was formed in Chicago in 1993 and has been updated often since then.
Since 2011 it has been the primary website of the Tutor/Mentor Institute, LLC, which was formed to provide continued support of the Tutor/Mentor Connection in Chicago, while helping similar intermediaries grow in other cities.
It's a resource library intended to help leaders from business, philanthropy, government, media, universities, hospitals, etc. become strategic, and long-term, in how they support volunteer-based tutor and/or mentor programs and make them available in every high poverty area of Chicago, its suburbs, and in other cities.
As you go through the PDF have another screen open to the website, so you can click into each section as you view it in the presentation.
Help Youth in High Poverty Areas Move Through School and Prepare for WorkDaniel Bassill
Thousands of organizations around the country spend millions of dollars trying to help clients and youth prepare for jobs/careers.
When BUSINESS is strategically using its resources to help pull these people to jobs and careers we will have more success in this effort.
This is visual essay part of a collection of PDF essays created by Daniel F Bassill, Founder, CEO of Tutor/Mentor Connection in Chicago in 1993, and Tutor/Mentor Institute, LLC in 2011. Bassill bases these ideas on his own leadership of a volunteer-based tutor/mentor program from 1975 to 2011.
These essays are intended to stimulate thinking among business leaders and youth organization leaders.
Create your own versions and use them to mobilize support for an intermediary strategy link what the Tutor/Mentor Connection piloted for more than 20 years in Chicago.
Master plan for saving Chicago youth - 1997 versionDaniel Bassill
News stories have highlighted inequity, violence and poverty for decades with occasional periods of outrage when editorial writers demand action from everyone. This PDF shows a plan created by a small Chicago non profit to address this problem with consistent, on-going marketing and program development. While the plan has never been well-supported in Chicago, it could be a brand new idea in any other city.
This presentation shows materials that were used in 1997 to create a video that was shared by the Tutor/Mentor Connection at the 1997 Presidents' Summit for America's Future, held in Philadelphia.
Dan Bassill, founder of the Tutor/Mentor Connection, was one of 10 people representing Chicago, and the Tutor/Mentor Connection was one of 50 Teaching Examples invited to have booths at the Summit.
The video created from these slides shows a strategy developed from 1993 to 1997 and that was led by Tutor/Mentor Connection until mid 2011. Since then it has been led by Tutor/Mentor Institute, LLC, but with limited resources.
Take a look. See if it fits what needs to be done in your city. Then contact Tutor/Mentor Institute, LLC and let Dan help you develop it.
Success steps Strategy to Help Youth Through School and Into CareersDaniel Bassill
This presentation outlines strategies developed in a tutor/mentor program I led in Chicago from 1975 to 1992, and a second program that I led in Chicago from 1993 to 2011.
The steps are sequential, and concurrent. For instance, as an out-of-school-time program, youth are volunteers, as are tutors and mentors. A program must continuously work to attract and retain student and volunteer participation.
These are the first two steps. If students don't attend regularly, and return for multiple years, the other steps don't reach them.
This and other presentations created since the 1990s are intended to help leaders, volunteers, donors and policy-makers build and sustain, comprehensive, long-term, mentor-rich youth learning programs in every high poverty area of Chicago and other places.
Planning Steps to Fight War on Poverty (and help youth tutor/mentor programs ...Daniel Bassill
This strategy visualization makes a comparison to steps the military uses in planning campaigns to fight wars to the steps communities need to take to mobilize needed resources to help high poverty neighborhoods in big cities build and sustain volunteer-based tutoring, mentoring and learning organizations aimed at helping kids escape poverty through education, jobs, and the help of expanded networks of adults.
This strategy was piloted by the Tutor/Mentor Connection in Chicago, beginning in 1993 and has been led by the Tutor/Mentor Institute, LLC since 2011.
It can be duplicated in any city with large areas of concentrated poverty.
How Tutor/Mentor Institute, LLC grew from single Chicago youth programDaniel Bassill
In 1992 there was no Tutor/Mentor Connection in Chicago. Dan Bassill and six other volunteers who were starting a new non-profit tutor/mentor program to serve teens in the Cabrini Green neighborhood decided to create the T/MC to fill a leadership void, and help similar programs grow in all high poverty neighborhoods. This PDF shows this history.
Bassill had led a volunteer-based tutor/mentor program, based at the Montgomery Ward Corporate HQ in Chicago, since 1975.
Since 1976 he had been building a list of Chicago tutor/mentor programs and inviting them to connect and share ideas regularly.
In his corporate retail advertising job with Montgomery Ward, Bassill saw how different teams of employees took specific roles to help over 400 stores in 40 states. He saw how weekly advertising drew attention and customers to each store.
Bassill recognized that while Chicago media occasionally gave front page attention to gangs, poorly performing schools and urban violence, they did not do this as part of an on-going effort to help high quality tutor/mentor programs reach K-12 youth in all high poverty areas of the city.
Bassill also recognized that without a master list of existing tutor/mentor programs no leader could lead a marketing plan intended to help each program get volunteers and dollars needed to operate.
It was with this understanding that he launched planning for the Tutor/Mentor Connection in 1993 and the first citywide survey in January 1994.
Bassill led the new youth program until 2011 and is still connected to many alumni on Facebook where he sees them talking about their own kids finishing high school and c college.
He continues to lead the Tutor/Mentor Connection (in 2023), but as part of Tutor/Mentor Institute, LLC, which he formed in 2011.
As you look at this presentation, follow the links to external websites and blogs. Ask yourself, "Do we have an organization doing this in our city?" If the answer is "no" then use this and other PDF essays and resources provided by the Tutor/Mentor Institute, LLC to duplicate this strategy.
Using Maps to Support Distribution of Tutor/Mentor Programs in Your CityDaniel Bassill
Media stories have shown how lives have been cut short by urban violence and poorly performing schools for more than 30 years. However, very few leaders in politics, business, religion or philanthropy have used maps consistently to show where poverty is concentrated and to draw volunteers and donors to support schools and youth serving tutor/mentor programs in each of these areas.
This essay shows how maps can be used by leaders to mobilize and point resources to schools and non-school tutor/mentor programs in high poverty areas. The examples are maps created by the Tutor/Mentor Connection since 1994.
Use this and other visual essays as thought starters for creating and sustaining long-term strategies that help youth in high poverty areas gain extra adult support and learning opportunities which help them move through school and into adult lives.
The Big Question: What Are All the Things We Need to Know to Help Kids from B...Daniel Bassill
What are all the things we need to know and do to assure that more kids born in high poverty are successfully moving through school and into adult lives, with jobs that enable them to raise their own kids free of poverty? Who is aggregating and sharing this information on the Internet?
This is another Tutor/Mentor Institute, LLC essay intended to stimulate thinking and promote long-term, mentor-rich strategies that help youth through school and into jobs.
The ideas in this presentation are based on Daniel F. Bassill's own experience leading a volunteer-based Tutor/Mentor Program in Chicago from 1975 to 2011, where he asked and tried to answer these questions each week.
They also show how the Tutor/Mentor Connection, formed by Bassill and six other volunteers in 1993, has been trying to help volunteer-based tutor, mentor and learning programs reach K-12 youth in every high poverty area of Chicago.
As you view this, think of your own city. Imagine how the ideas and strategies might apply. Is someone already doing this? Does a similar strategy need to be created?
Feel free to create your own version to share these ideas. Just show where the inspiration came from.
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.
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.
Is Your Elected Representative Using Maps?Daniel Bassill
This presentation was created following two November 2015 shootings that killed young people in Chicago and shows ways elected leaders and others could be using maps to draw attention and resources to these areas.
The PDF shows maps of political districts of the various elected leaders who represent the areas where the shootings took place.
For instance, the same address can fall into the Ward of a Chicago alderman, a state senator, a state representative, a Cook County Board member, a Congressman and a Senator.
They should all be working together to end violence by creating more hope and opportunity.
The presentation demonstrates how map stories can be created and calls on voters to hold elected leaders accountable for what they do to draw resources to neighborhoods to prevent violence by helping kids through school and into jobs.
It's one of many similar map stories created by Tutor/Mentor Connection/Institute, LLC since 1994.
Tips for Operating A Successful Volunteer-Based Tutor/Mentor ProgramDaniel Bassill
This presentation draws from Dan Bassill's 1975-2011 experiences of leading successful volunteer-based tutor/mentor and learning programs serving k-12 inner-city youth in Chicago.
Once you launch your program supporting volunteers and students and recruiting leaders to help you are essential actions for any successful program.
Dan led one program that grew from 100 pairs of elementary school age youth and workplace volunteers in 1975 to 300 pairs by 1990. He started a second program to help 7th graders move through high school in 1993 with 7 volunteers and 5 students. By 1998 it enrolled 80 students and 100 volunteers.
These strategies work!
Use the ideas in combination with others shared via presentations on Tutor/Mentor Institute, LLC web sites to help well-organized, on-going, youth tutor, mentor and learning programs reach K-12 kids in every high poverty area of your city.
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.
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
UIIN Conference, Madrid, 27-29 May 2024
James Wilson, Orkestra and Deusto Business School
Emily Wise, Lund University
Madeline Smith, The Glasgow School of Art
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Competition and Regulation in Professional Services – KLEINER – June 2024 OEC...
Understanding Difference Between Vertical and Horizontal Networks
1. Collaboration and eLearning
A discussion of Vertical vs. Horizontal Learning Networks
A Horizontal Network
People connected to each other in face-to-
face events, or on Facebook, Twitter, etc, who
share a common interest (sports, art), or a
common background (family, college,
business), etc. are in a horizontal network.
People representing goals of vertical
networks are part of horizontal networks, too.
Pg 1
A Vertical Network
People working together or collectively to
achieve a shared goal over a period of time
are in a vertical network. Certain actions,
repeated over and over, by many people,
are needed to achieve the shared purpose.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
2. Collective Effort
Our aim is to reduce the costs of poverty by helping more youth in high
poverty areas move through school and into careers. This takes 20-25
years for EACH youth.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
Pg 2
This essay shares ideas about vertical and horizontal networks. It also shares
Tutor/Mentor Institute, LLC ideas about what cities and states accomplish when
leaders and citizens are working collectively toward shared goals that we
cannot achieve when working alone. It is based on Daniel F. Bassill's personal
experiences leading a two youth tutor/mentor programs in Chicago from 1975 to
2011, and leading the Tutor/Mentor Connection from 1993 to present time.
How many times can you find Dan in the above collection of photos?
Daniel F. Bassill
3. a Horizontal Network
The unifying factor is an event, a meeting place, a
common interest, such as in art, technology, social
entrepreneurship.
People who host and join such networks are interested in the topic and using
the ideas and people they meet to make a better world. The organizers connects
people in their network with each other.
Individuals within horizontal networks often represent vertical
networks.
However, horizontal networks themselves are not focused on a specific goal,
large or small, such as making computer learning available in all parts of
Chicago, or of using computers to support the growth of social services to
certain sectors throughout Chicago, or a single neighborhood.
Pg 3
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
4. This is an example of a horizontal network –
people from all over the world connected via a
single January 2012 event.
Pg 4
However, the work each group did during this event was not related to a single long-
term goal, such as clean water, ending hunger, educating kids, etc. Events like this are
important. Facebook and Twitter are huge horizontal networks because they connect
millions of people in on-going interactions.
http://jellyweek.tumblr.com/
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
5. People who meet weekly in Chicago at
#ChiHackNight and share ideas about
using civic technology are an example of
a horizontal network, in that there is no
single unifying long-term goal, other than
constant expansion in ways that civic
technology is used to benefit
communities. Supported by
http://www.chihacknight.org
Educators from around the world who
connect on-line via the #clmooc
community are another example of a
horizontal network. There's no specific
long term goal, other than to share
ideas to help each participant be a
more effective educator. Supported by
https://clmooc.com
Pg 5
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
6. This is a map showing groups that have participated in Drop-Out Prevention
Conferences in Chicago. It connects to other maps of youth-support networks.
While they are connected in learning events, most represent different organizations
which compete for attention and resources. Thus, they are a horizontal network
when they attend these events.
Pg 6
http://tinyurl.com/2011DropoutConf-Network
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
7. Major events, like National Conference on Volunteering and Service gather 4,000
to 6,000 participants in same place for one or two days. While the conference goal
may be to raise visibility and public funding for volunteerism in general, the
participants represent many different programs in different parts of the country.
This is article I wrote after attending 2008 conference
http://tutormentor.blogspot.com/2008/06/our-greatest-challenge-is-gaps-between.html
Pg 7
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
8. Most Horizontal Networks consist of people who have different
personal or organizational agendas.
Family
work
Social
Political
Health
Environment
Race
Justice
skill
Faith
Alumni
Family
work
Social
Political
Health
Environment
Race
Justice
skill
Faith
Alumni
Family
work
Social
Political
Health
Environment
Race
Justice
skill
Faith
Alumni
Family
work
Social
Political
Health
Environment
Race
Justice
skill
Faith
Alumni
Family
work
Social
Political
Health
Environment
Race
Justice
skill
Faith
Alumni
Event and/or
On-line
Meeting Place
Family
work
Social
Political
Health
Environment
Race
Justice
skill
Faith
Alumni
Environment
Family
work
Social
Political
Health
Race
Justice
skill
Faith
Alumni
Family
work
Social
Political
Health
Race
Justice
skill
Faith
Alumni
THEY SHARE SAME SPACE
AND SOME COMMON GOALS
Pg 8
BUT NOT
SPECIFIC LONG TERM GOAL
9. a Vertical Network
The unifying factor is an vision, a shared purpose,
such as ending AIDS, gaining the vote for women,
saving the environment, helping kids in poverty.
People who host and join such networks are interested in the topic and using
the ideas and people they meet to make a better world. They are focused on
strategies and actions that must be repeated over and over for many years.
While there are thousands of Horizontal networks and meeting
places on the internet it is difficult to find a large number of
vertical networks.
Pg 9
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
10. Why is this Important?
Without the collective efforts of many people most
complex problems will not have enough on-going
commitment and flow of resources to be solved.
We have a tremendous potential to pull members from
horizontal networks into networks focused on specific
purposes.
Pg 10
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
As people in Horizontal Networks share ideas and
build relationships they can also point people to
web sites focused on specific purposes.
The following slides illustrate this idea as it has
been developed to support the growth of
volunteer-based tutoring, mentoring and learning
organizations reaching youth in areas of high
poverty inner-city neighborhoods.
11. Mentoring is not a magic pill. It’s part of a long-term
support system intended to help young people grow up
and enter adult roles.
The role of intermediaries, and leaders in a Vertical
Organization is to draw people together and focus
them on day-to-day actions that must repeat in many
places for many years.
Learning and collaboration are critical actions
that must be on-going in support of this effort.
A vertical network works toward a goal that can
only be achieved over a period of time.
Pg 11
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
VERTICAL NETWORKS ARE LINEAR
This graphic illustrates a long term goal
that requires the involvement of many
people in many places.
12. Tangela joined CC in 1993,
after being part of the
MW/Cabrini Green Tutoring
Program when in elementary
school.
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
If the goal is to help kids living in high
poverty neighborhoods be starting
jobs/careers by their mid-twenties….
How do we help tutor/mentor programs connect
with youth when they are young, and stay
connected to those kids from when we first meet
them, to when they need our help as adults?….
She was a speaker
at 2009 year-end
dinner. We are still
connected, via
Facebook, 30 years
later.
--- 16 years later.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
Pg 12
VERTICAL NETWORKS
SHARE SAME QUESTIONS
13. a) data related to specific
issue/problem,
b) ways to draw millions to
the platform;
c) ways to engage the people
with the data in order to
create shared
understanding and,
d) ways to point the efforts of
the group to places within
geographic boundaries
where the ideas and action
can support constant
improvement, or
betterment, resolution of
the problem.
A social problem solving platform with
vertical and horizontal components:
This graphic shows the platform
Tutor/Mentor Institute, LLC has been trying
to build for more than a decade.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
Pg 13
14. A Vertical Network has core strategies and shared knowledge that needs to
be owned in many places.
View 4 part strategy - http://tinyurl.com/TMC-4-Part-Strategy
Pg 14
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
This concept map shows
the four-part strategy
developed since 1993 by
Tutor/Mentor Institute, LLC
View at http://tinyurl.com/TMI-4-Pt-Strategy
15. Vertical Network members need to be aligned in a
planning process that defines goals, generates
resources and maintains public support for many years.
View this concept map at http://tinyurl.com/TMI-Planning
Pg 15
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
16. Vertical networks need to have many
people, and many leaders. They all
need to be spending time regularly
reading, reflecting, talking and
sharing ideas that support the on-
going work of the network to fill
specific geographic locations with
needed products and services.
Each of the 17 United Nation's
Global Goals needs to be supported
by massive vertical networks. See
https://www.un.org/sustainabledevelopment/susta
inable-development-goals/
Pg 16
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
17. • poverty has not changed in the past
10, 20 years
• quality of life for minorities living in
segregated poverty is poor and should
be something every citizen is
concerned about
• education is the key to improving
quality of life and to drawing business
and families into the city
• people come out when their lives are
personally affected
• if you mobilize thousands of people,
you threaten (change) existing powers
• we need to build a broader coalition,
including whites and suburbanites, not
just minorities
Youth living in inner city poverty face
challenges that most kids do not have.
However, most people who vote and determine public
policy do not have a personal experience, or investment in
what happens to these kids.
Pg 17
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
In a Horizontal Network People talk about an
issue. In a vertical network people focus on
actions that build long-term solutions to the
problem.
18. • We must personally engage individuals within companies and professional
associations. Personal involvement makes people willing to advocate for
investments in poverty reduction strategies
• Launch an on-going strategy of “comparative recognition” motivate
companies to duplicate strategies already in place in competitor or sister
organizations
• Recruit visible spokespeople. If Oprah, Barack or LaBron say “read it”
people will spend much more time learning from the information on T/MC and
related web sites; if faith leaders include this strategy in their own weekly
leadership, congregations will begin to become learning communities
• Innovate. Look for “shared value” opportunities. However, there are
many other ways to draw visitors to this strategy, which ultimately will draw
more visible public leaders.
• Provide comparative knowledge base. Show how existing businesses
already profit from involvement in community strategies
• Show the theoretical case for increased profits through innovative
investment
• Build a moral case for strategic investment
• Provide tools and Support to make it easy
The Tutor/Mentor Institute, LLC is a Vertical
Network. It seeks to Increase Business Involvement.
This requires more than making a theoretical case
for investment.
Pg 18
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
A vertical network seeks to increase members
Network growth - http://tinyurl.com/TMI-Network-growth
19. Anyone can be a leader in a Vertical Network as along as
you are aligned with others in a shared vision.
Pg 19
T/MI seeks to link these groups with each other. Read
Tutor/Mentor Institute, LLC - http://tinyurl.com/TMLN-Scribd
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
20. Do you share this commitment?
If leaders in private, public and social sector put their names, or
organization names in the blue box at the top of this concept map, they
become part of a vertical network.
Pg 20
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
21. Mapping skills needed to accomplish goals of Vertical Network can
help recruit talent needed. See Skills and Network maps at
http://tinyurl.com/TMC-Talent-needed
Getting the right
mix of talent and
networks involved
in this effort is
extremely difficult.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
Pg 21
22. Geographic maps can focus members on all parts of a region where same
problem exists, and where similar services are needed. In Vertical Network
all actions of members and leadership should aim to drive resources and ideas to
all of the organizations needed in accomplishing the goals of the network.
By maintaining a map/directory of Chicago area tutor/mentor programs we
enable anyone to take actions that push resources to all programs. Find T/MI's
list of programs at https://tutormentorexchange.net/chicago-area-program-links
Pg 22
See maps at http://mappingforjustice.blogspot.com
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
23. No Organization Starts out GREAT
It takes many years of constant investment of time,
talent and dollars for a tutor/mentor program to
build trust and participation of youth and
volunteers. Great programs reach this level.
Then it takes a minimum of six years of GREAT
effort to help a 7th
grader through high school and
another 4 to 6 years until he/she is in a job.
If we can affect the funding stream, and the talent flow, we can affect systems and
do more to help youth in poverty move successfully through school and into jobs
and careers that enable them to raise their own children outside of high poverty.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net Pg 23
24. Helping non profits grow from good to great
The goal of these slides is to show the infrastructure needed to support non profits doing
similar work in multiple locations. These diagrams illustrate the need for on-going actions
and support to help organizations grow from good to great.
Flow of water turns wheel as it
catches each tong. The faster
the water flows, the faster the
wheel turns.
Consistent flow of volunteers
and operating dollars keeps a
non profit growing from good to
great.
Nonprofit
Growth
The “FLYWHEEL” effect
As the spark ignites gas and
forces the pistons up and down,
these turn the cylinder that
keeps the wheel turning.
Volunteers and donors can
provide the spark non profits
need if there is an on-going
supply provided by businesses,
churches, colleges, and
national service.
The spark that propels the
“ENGINE” effect
$$
Vol
Pg 24
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
VERTICAL ORGANIZATIONS FOCUS ON
THIS “GOOD TO GREAT” PROCESS
25. What makes the Tutor/Mentor Connection/Institute, LLC unique is its focus on drawing needed
ideas and resources directly to youth tutor/mentor programs in all high poverty areas of Chicago.
We must change how programs are funded.
See articles with this graphic at
http://tutormentor.blogspot.com/2018/05/helping-k-12-youth-in-poverty-areas.html
Pg 25
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
26. It takes a core group of dedicated
leaders with a long-term vision and
commitment to make this happen.
Read about collective impact and the STRIVE program in Cincinnati in
this Stanford Social Innovation Review article -
http://www.ssireview.org/articles/entry/collective_impact
“If young people are connected with caring adults for sustained periods of
time, year-round, positive results do emerge.” See Quantum Opportunities
https://web.archive.org/web/20101228151550/http://www.aypf.org/publications/compendium/C1S37.pdf
“I'm now connected to many youth who were part of tutor/mentor programs I
led as many as 30 or 40 years ago and see them posting stories on
Facebook about their own kids finishing high school and college. That's
what we hoped would happen.” Daniel F. Bassill, Tutor/Mentor Institute,
LLC
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
Pg 26
27. When leaders are documenting actions toward long-term goals in systems that
aggregate this information, we’ll have better accountability, and better results.
This 2002 PDF report summarizes data collected from 2000 to 2002. It shows the type of data that
was collected by the Tutor/Mentor Connection documentation platform built in 2008.
http://www.tutormentorexchange.net/images/PDF/tmc_ohats_report_sep-00_thru_mar-02.pdf
See archive of the website
https://web.archive.org/web/20130116060424/http://www.tutormentorprogramlocator.net/ohats/home.aspx
Pg 27
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
28. Progress toward goal can be expressed visually in many ways.
These are some of graphics found at http://tutormentor.blogspot.com
Pg 28
Students in schools, non-school programs, colleges can create these visualizations. See examples at
http://www.tutormentorexchange.net/definition-of-issues/ideasanimation
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
29. BIRTH TO WORK
THIS MAP SHOWS MANY DIFFERENT HORIZONTAL NETWORKS
THAT COULD BE CONNECTED IN SHARED EFFORT OF HELPING
YOUTH ALONG A 25-30 YEAR JOURNEY FROM BIRTH TO WORK.
A youth’s network and the people in it can make a difference in the journey from
birth to work. Creating such networks for youth living in high poverty is the role of
vertical networks such as the Tutor/Mentor Connection.
Pg 29
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
30. Imagine if each leader were mapping his own network
and leading actions that grow it from year-to-year.
Pg 30
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
In a Vertical Network this growth would have great impact.
See network map at http://tinyurl.com/TMC-DanNetwork
31. These are thousands of Horizontal Learning Networks that T/MC
has been part of, such as these shown below:
Tutor/Mentor Institute aggregates links to some of these networks
Blog list in library - https://tinyurl.com/TMIL-Learning-Networking-Blogs
Innovation/Collaboration – https://tinyurl.com/TMIL-collaboration-links
Volunteer support networks - https://tinyurl.com/TMIL-vol-admin-networks
Each of these draws people together to learn from each other. They offer
tremendous value to participants. However, there is no clear focus on
achieving a specific goal. There are many goals, represented by each of
the participants in these forums.
Pg 31
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
Places to connect with Dan Bassill -
http://tinyurl.com/TMC-DanNetwork
Daniel F. Bassill
32. I’ve been sharing this idea of vertical and
horizontal networks for many years. This is from
a 2005 discussion held on techsoup.org
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
Pg 32
“I'd like to draw a difference between horizontal and vertical learning organizations.
I believe that at present, most on-line learning and networking web sites are horizontal
organizations. They collect lots of people who have a common interest, such as in
technology, or politics, etc. and enable people to share ideas in a variety of formats.
They are great for networking and exchanging ideas. However, most of the participants
represent organizations with different missions and focus areas. The host of a horizontal
learning organization is not the CEO of a business intended to accomplish a specific
result as an outcome of a sequence of eConferences...unless it's a generic result, such
as better uses of technology, or better understanding of a problem.
The Tutor/Mentor Connection is what I call a vertical organization. We focus on actions
that help kids living in poverty connect with adults in structured tutor/mentor programs
that aim to mentor kids toward jobs and careers.”
I described this discussion in articles at
https://tutormentor.blogspot.com/search?q=tech+soup Sadly, the links are broken; the
conversation is no longer found on the current Tech Soup website.
33. Additional Reading
These articles show how youth, volunteers and others in
Chicago and in other cities can help collect information,
build public attention, and educate volunteer, donors and
public leaders.
Network Building -
http://tinyurl.com/TMI-Be-Difference-Maker
Information Collection -
http://tinyurl.com/TMI-InformationGathering
Communications and PR -
http://tinyurl.com/TMI-RestOfStoryInterns
See how interns are helping-
http://michaelcnt.blogspot.com/
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
Pg 33
34. Dig into Tutor/Mentor Library
This Map Shows Section Focused on Learning, Collaboration,
Knowledge Management & Innovation - http://tinyurl.com/TMILibrary-
Innovation-etc
Pg 34
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
35. As you view this and other visual essays consider
how these ideas apply to your own community.
Then create and share your own versions.
Create your own Vertical Network.
http://www.tutormentorexchange.net
http://tutormentor.blogspot.com
http://mappingforjustice.blogspot.com
Email: tutormentor2@earthlink.net
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present), http://www.tutormentorexchange.net
Tutor/Mentor Institute, LLC was created in 2011 to continue
the work of Tutor/Mentor Connection, which was created in 1993
under a non-profit organizational structure. Our goal is to share and embed these
ideas in organizations throughout Chicago and in other cities which also are
challenged by high concentrations of poverty and gaps between rich and poor.
Connect with Dan on social media at one of these sites:
https://tutormentorexchange.net/social-media
Daniel F. Bassill
D.H.L.
Founder, Leader