Our track record is unmatched. Over the past 20 years, Campus Compact has engaged more than 20 million students in service and service-learning, and participation rates keep rising. Each year, our member students work in thousands of communities, both locally and globally, to provide desperately needed services such as:
$7.1 billion
Estimated value of service contributed by students at Campus Compact member schools each year.
These students provide more than $7 billion annually in service within their communities. But they do more than volunteer. They build strong community partnerships. They lobby Congress. They start their own nonprofit agencies. They learn to apply their knowledge in ways that will bring about lasting change. And Campus Compact gives them the skills and resources to do it.
http://www.voluntarysystem.org/index.cfm
The VSA is a voluntary initiative for 4-year public colleges and universities. Developed through a partnership between the American Association of State Colleges and Universities (AASCU) and the National Association of State Universities and Land-Grant Colleges (NASULGC), the VSA is designed to help institutions meet the following objectives:
The College Portrait provides consistent, comparable and transparent information on the characteristics of institutions and students, cost of attendance, student engagement with the learning process, and core educational outcomes. The information is intended for students, families, policy-makers, campus faculty and staff, the general public, and other higher education stakeholders.
The VSA project is collaborative effort among the American Association of State Colleges and Universities (AASCU), the National Association of State Universities and Land-Grant Colleges (NASULGC), and the public higher education community. Collectively AASCU and NASULGC represent over 525 public institutions that enroll 7.5 million students and award 70% of bachelor's degrees in U.S. each year.
The data elements included in College Portrait were identified and evaluated based on input from student/family focus groups, feedback from the higher education community, and research on higher education.
The majority of the data elements selected are from currently available data sources with established definitions and reporting conventions, e.g., the Common Data Set.
For each VSA participating institution, the College Portrait reporting template will be five pages in length and organized into three primary sections: 1) consumer information, 2) student experiences and perceptions, and 3) student learning outcomes.
An Excel workbook is used to build the College Portrait. Data are entered into three worksheets and the College Portrait graphs and tables are automatically created through a visual basic macro. The generated worksheets are then converted to a pdf file and posted to the institution's website. The data entry template is available to VSA participants.
The FAITHS Program aims to enhance the work of faith-based organizations that deliver services or advocate for their communities. FAITHS achieves this by connecting faith-based organizations with support from nonprofits and foundations. FAITHS also provides technical and financial assistance to faith-based organizations and holds educational briefings and trainings for faith community leadership. FAITHS serves as a bridge between the philanthropic community and the faith-based community.
FAITHS was founded in 1993 on the premise that congregations and other faith-based organizations are among philanthropy’s strongest partners in the effort to build strong, healthy, and equitable communities. Since its inception, FAITHS has built an interfaith network of more than 600 congregations, faith-based agencies and community organizations that address critical community issues in the five Bay Area counties that The San Francisco Foundation serves (Alameda, Contra Costa, Marin, San Francisco, and San Mateo). FAITHS provides organizational capacity building workshops throughout the year for congregations and faith-based organizations engaged in community-serving activities such as: affordable housing, disaster preparedness, inter-group relations, job training, senior services, and youth development. Working with other foundation partners, FAITHS administers small grant pools to complement its technical assistance and civic engagement work.
A FAITHS Program Leadership Group of clergy and lay leaders, reflecting the diversity of the Bay Area faith community, determines the general direction of the FAITHS Program projects, grantmaking, and capacity building activities. Other community leaders also provide significant guidance to the FAITHS Program through issue-specific working groups focused on issues such as disaster preparedness and immigration reform.
Congregations or faith-based organizations interested in learning more about these programs should contact the FAITHS Program Team:
Tessa Rouverol Callejo
FAITHS Program Coordinator
415.733.8541
trc@sff.org
Michelle Myles Chambers
FAITHS/Social Justice Program Assistant
415.733.8539
mmc@sff.org
Caring and Conflict: The Role of US Higher Education in an Interdependent World
What is the role of US colleges and universities in educating students for an interdependent world? Farooq
Kathwari approaches this question drawing on both his practical experience running a major
and as an engaged citizen of the world. He sees challenges that are multiple, complex, and contradictory.
Institutions must ensure their short-term survival without losing sight of longer-term goals. They must refine
and improve the education offered today, while working to reinvent it for the future. They must respond
to public demands for career training at an affordable cost, and at the same time rise to a higher level
of accountability for students’ development into ethical and responsible global citizens. They must offer
students ways to learn about inequities and conflicts, in the
can be prevented or resolved. The task, ultimately, is to produce leaders for the 21st century who combine
knowledge with wisdom and courage.
Welcome: Ralph Wolff, President and Executive Director,
Accrediting Commission for
Introduction: Sherwood Lingenfelter, Provost & Senior Vice President, Fuller
Theological Seminary, and Chair, WASC Commission
Speaker: Farooq Kathwari, Chairman, President and Chief Executive Officer,
Ethan Allen Interiors Inc.
Email: FKathwari@ethanalleninc.com
Engaging the Community and the Self: The Power of Civic Engagement and Student Reflexivity
Critical pedagogy, based primarily on the work of Paulo Freire, proposes a transformative education
focusing on “praxis”: a cycle of action, self-reflection, and further action based on this reflection.
Community involvement is a key element of praxis and lies at the heart of models for implementing
service learning and civic engagement. Both theoretical and practical approaches are explored here, drawing
from experiences at
Center for Community Learning, which supports undergraduates, faculty, and community partners in their
action, reflection, and research.
Presenters: Kathy O’Byrne, Director, Center for Community Learning,
John W. Higgins, Associate Professor, Mass Communication,
Email: kobyrne@college.ucla.edu; jhiggins@menlo.edu
“Talking Story” to Support Teaching & Learning about Global Citizenship Exec 2A & 2B
in First-Year Seminars
“Talking story” is a Hawai‘i way of conversing informally that achieves important purposes of communication.
“Talking story” about global citizenship in a global learning first-year seminar initiative created meaningful
contexts for faculty and students to share experiences, learn from each other, and extend teaching and
learning beyond the classroom.
Presenters: Nancy L. Hedlund, Associate Vice President of Planning & Assessment; Linda Lierheimer,
Associate Professor of Humanities, Hawai‘i
Email: nhedlund@hpu.edu
Effective Articulation across Educational Sectors
in the Republic of the
In conjunction with WASC, the College of the
Community College have undertaken innovative projects spanning multiple educational levels. As a result,
they are offering improved education for their residents and serving as models for island cultures. We will
identify the commonalities and differences in our cultures, institutions, and approaches. We will also share
our successes, what we’ve learned, and the transferability of our work to other settings.
Presenters: Steven (Steve) R. Malmberg, Special Assistant to the President; Max Voelzke, Chair, Department
of Education, College of the
Manoa; Margaret Christensen, ABIT Program Coordinator,
College
Email: smalmberg@cmi.edu; christen@hawaii.edu
Meeting the Retention Challenge: The Family Education Model
Improving the retention rates of all students, but particularly non-traditional students, has proven challenging
for all but a handful of institutions in the Western region. Iris Prettypaint’s Family Education Model (FEM) is
based on principles of empowerment, family support, and resilience and is the first of its kind in higher
education. Although it was initially conceived as a model for tribal colleges and universities (TCUs), it has
been adopted by many mainstream colleges and universities serving Indigenous students, and it may be
adaptable to other student populations.
Introduction: Michael Whyte, Provost,
Presenter: Iris Prettypaint, Co-Director, Research Opportunities
in Science for Native Americans (ROSNA), University of
Email: iris.prettypaint@mso.umt.edu
Creating a Culture of Evidence: Gathering Data and Making Meaning Exec 3A & 3B
For most institutions, the first challenge is not a dearth of data – it’s a data glut. Often those data are
unclearly presented, unfocused, un-interpreted, and applied to no particular issue or question. Instead of
enlightening the campus, the data are confusing, unhelpful, and end up shelved until the accreditors come.
This session describes steps that can be taken to link data throughout the institution, generate documents,
support institutional change, and make data meaningful.
Presenters: Maria Zack, Professor and Chair, Mathematical, Information and Computer Sciences, Point
CSU
Email: mariazack@pointloma.edu; cleimer@csufresno.edu
The Voluntary System of Accountability was created in response to the call for higher education to “become
more transparent about cost, price, and student success and ... willingly share this information with students
and families.” It was our hope that a voluntary response would supply information to prospective students
that would aid them in their college search while avoiding the harm to the academy that might follow from
a legislative or administrative mandate. Panelists will describe the development process, points of controversy
that had to be resolved, the resulting VSA-College Portrait template, its
addition, and its current adoption status.
Presenters: F. King Alexander, President, CSU
David Shulenburger, Vice President for Academic Affairs, National Association of State Universities and
Land-Grant Colleges (NASULGC)
Email: fkalexander@csulb.edu; Jolene.koester@csun.edu; dschulenburger@nasulgc.org
Preparing Citizens for the 21st Century: Why Traditional Testing Won't Get Us There, and What Will
In this talk, Linda Darling-Hammond discusses the implications of the knowledge revolution for higher
education. She argues that all the basics — curriculum, pedagogy, assessment and accountability, as well
as articulation across sectors — require radical rethinking. If we are serious about deepening our students’
knowledge base and developing higher-order intellectual skills along with qualities such as adaptability
and ethical commitment, our teaching and assessment practices must become more ambitious and creative.
The possibilities are there, and Darling-Hammond shares her vision with us.
Introduction: Horace Mitchell, President,
and Vice Chair,
Presenter: Linda Darling-Hammond, Charles E. Ducommun Professor of Education,
Email: ldh@suse.stanford.edu
Ethics Education: Awareness, Affect, Action
How do universities educate students for ethical conscience, compassion and action? What does this look
like in practice?
they developed to foster student empathy and ethical behavior. Additionally, their research efforts assess
changes in students’ behavior and impacts on academic programs.
Presenters: Shauna Shapiro, Assistant Professor of Counseling Psychology,
Farmer, Professor of Librarianship, CSU
Email: slshapiro@scu.edu; lfarmer@csulb.edu
Clicks and Mortar in the 21st century Classroom: Exec 2A & 2B
Reaching and Understanding Millennial Students
As the classroom's bricks and mortar are replaced with megabytes and mpegs, we find ourselves in a new
educational context. Our students entering this space possess skills and expectations that must be better
understood. It’s up to us to do more than translate what we knew to what we will do – we must identify
new educational practices that exploit the benefits and overcome the weaknesses of new technologies. By
creating a culture of evidence supported in a digital environment we can positively impact student learning.
Presenters: Nina Bakisian, Adjunct Professor,
Professor,
Email: Bakisian@usfca.edu; cmarlaire@nu.edu
