Boston, MA – Campus Compact has named 181 student leaders who have demonstrated an investment in finding solutions for challenges facing communities throughout the country as 2013 Newman Civic Fellows.  Nominated by their college and university presidents, these students are making the most of their college experiences to better understand themselves, the root causes of social issues, and effective mechanisms for creating lasting change.

As these students tackle community challenges, they provide fresh energy and perspective, inspire and mobilize others, and develop their own skills and potential. Through service, research, and advocacy, Newman Civic Fellows are making the most of their college experiences to better understand themselves, the root causes of social issues, and effective mechanisms for creating lasting change.

“These students represent the next generation of public problem solvers and civic leaders. They serve as national examples of the role that higher education can—and does—play in building stronger communities,” notes Campus Compact President Maureen Curley. 

Newman Civic Fellow awards are made in memory of Dr. Frank Newman, a founder of Campus Compact, who dedicated his life to creating systemic change through education reform.  At the core of Dr. Newman’s leadership was a belief in the power of individuals to make a difference and in the power of connection with others. Frank Newman had a tremendous impact on American education and its role in the development of citizens who want to make a difference.  This class of Newman Civic Fellows embodies this spirit and dedication.

The Newman Civic Fellows Awards are made possible through the generous support of the KPMG Foundation.

For a full list of the 2013 Newman Civic Fellows, please go here.  

About Campus Compact
Campus Compact is a national coalition of almost 1,200 college and university presidents who are committed to fulfilling the public purposes of higher education. As the only national higher education association dedicated solely to campus-based civic engagement, Campus Compact promotes public and community service that develops students’ citizenship skills, helps forge effective community/campus partnerships, and provides resources and training for faculty seeking to integrate civic and community-based learning into the curriculum. Campus Compact’s membership includes public, private, two- and four-year institutions across the spectrum of higher education. For more information, visit www.compact.org.

INDIANAPOLIS – Lilly Endowment Inc. has awarded a three-year $900,000 grant to the Indiana University Foundation on behalf of Indiana Campus Compact, a consortium of more than 40 Indiana college and university campuses committed to fulfilling the civic purposes of higher education. This funding will enable Indiana Campus Compact to create and support programs that offer service-learning opportunities to Indiana college students, deepen students’ commitment to community service, and provide them with valuable job-related skills. 

“As Indiana Campus Compact celebrates 20 years of advancing citizenship and service in higher education, we are thankful for the continued generosity of Lilly Endowment,” said Dr. Jerrilee Mosier, Chancellor of Ivy Tech Community College-Northeast and Indiana Campus Compact Board Chair.  “This grant will enable Indiana Campus Compact to continue to support Indiana’s institutions of higher education in their purposeful engagement with Hoosier communities.” 

This civic engagement has both an immediate and long-term impact on Indiana, explains Sara B. Cobb, vice president for education at the Endowment.  “Studies show that college students who are active volunteers tend to develop lifelong commitments to giving and volunteering and encourage their friends and families to get more involved.  The Endowment is pleased to support Indiana Campus Compact’s efforts to inspire many more young people to serve their communities.”   

Dr. Mary Jane Eisenhauer, Purdue University North Central Assistant Professor of Early Childhood Education, has seen a positive change in her students as a result of Indiana Campus Compact support. “Service-learning has empowered my students to make a connection between the classroom and real life. It gives me great hope for our future to see them take on issues of social justice and address important community needs.”

About Indiana Campus Compact

Indiana Campus Compact supports higher education’s efforts to develop students into well-informed, engaged citizens. By providing programs, services, and resources, Indiana Campus Compact serves as a catalyst for campuses and communities to improve people’s lives through service-learning and civic engagement initiatives. For more information, please visit www.indianacampuscompact.org. 

About Lilly Endowment Inc.

Lilly Endowment Inc. is an Indianapolis-based private philanthropic foundation created in 1937 by J.K. Lilly and his two sons, Eli and J.K. Jr., with gifts of stock in their pharmaceutical company.  The Endowment is primarily committed to the causes of education, community development and religion.

About Indiana University Foundation

Founded in 1936, the Indiana University Foundation is dedicated to maximizing private support for Indiana University by conducting fundraising campaigns and programs, investing the endowment, and providing advancement leadership and development services.

Among the 14 finalists, 11 are Compact members. All told, 501 members were named to the President’s Honor Roll including the five winners and 14 finalists. Seventy-two percent of the institutions recognized on the Honor Roll are Campus Compact members.

“The recognition of such a high percentage of our members by such an elite distinction validates that our mission of deepening civic engagement is absolutely the right path for us to be taking.  It re-energizes us to do even more and we congratulate our members receiving this distinction,” said Campus Compact President Maureen Curley. 

The 2013 Presidential Award winners are:  Georgia Perimeter College, Dunwoody, Ga.; Gettysburg College, Gettysburg, Pa.; and the University of Connecticut, Storrs-Mansfield, Conn.; as well as La Sierra University, Riverside, Calif., for its Promise Neighborhoods model; and Nazareth College, Rochester, N.Y., for its early childhood education efforts.

The institutions were cited for their achievements in general community service or in one of two special focus areas which align with the President’s education and innovation priorities, the Promise Neighborhoods model and early childhood education.

Campus Compact is a national coalition of almost 1,200 college and university presidents, representing more than 6 million students, who are committed to fulfilling the public purposes of higher education. As the only national higher education association dedicated solely to campus-based civic engagement, Campus Compact promotes public and community service that develops students’ citizenship skills, helps forge effective community/campus partnerships, and provides resources and training for faculty seeking to integrate civic and community-based learning into the curriculum. Campus Compact’s membership includes public, private, two- and four-year institutions across the spectrum of higher education. For more information, visit www.compact.org.

For the full list of Honor Roll awardees and information on eligibility, please visit www.nationalservice.gov

 ###

Previously hosted at the Rhode Island School of Design, RICC is an affiliate of a national organization of more than 1,200 colleges and universities.

As members of the compact, all 12 institutions of higher learning in Rhode Island work together to promote community service, civic engagement, and service learning for students and faculty.

Read more here.

“Listening to cattiness and the name-calling, we realized it’s really difficult to be a girl in middle school,” she said. “So we decided to do something about it.”

Lapidos saw that these students needed guidance — from someone they could really look up to. That’s when she got the idea to bring female students from the University of Michigan into these middle schools, giving the preteens real-life role models.

Click here to read full article.

Established in 1998, Connecticut Campus Compact has the membership of Connecticut presidents of colleges and universities, with Fairfield University President Rev. Jeffery P. von Arx, S.J., serving as chair. Its mission of improving community life and social responsibility mirrors Fairfield’s Jesuit mission of serving others.

“With the vast majority of colleges and universities in Connecticut being members – from public and private, research and an Ivy League university – our position in Connecticut is unique,” said Dr. Saul Petersen, CTCC executive director and a co-author. “We alone have the capacity to bring all colleges and universities together in order to find solutions to today’s issues related to Connecticut’s civic and economic prosperity.”

Continue reading this press release from the Fairfield University Press Room

Dear Colleagues,

The White House has just announced that former U.S. Senator Harris Wofford – our tireless champion and guiding light for service and volunteering – will receive a 2012 Presidential Citizens Medal from President Obama.

The Presidential Citizens Medal, the nation’s second-highest civilian honor, recognizes American citizens who have performed exemplary deeds of service for their country or their fellow citizens.  Senator Wofford will be honored along with other recipients at a White House ceremony on Friday, February 15.

We are thrilled that Senator Wofford will receive this special honor, which is so fitting given his exemplary life of public service.  For seven decades, he has served his country.  He enlisted in the Army Air Corps in World War II. He marched with Dr. Martin Luther King, advised President Kennedy on civil rights, and helped Sargent Shriver launch the Peace Corps.  He represented Pennsylvania in the U.S. Senate from 1991 to 1994 and served as the CEO of the Corporation for National and Community Service (CNCS) from 1995 to 2001.

… Continue reading this bulletin from Wendy Spencer

For years, public leaders and scholars alike have lamented challenges of an apathetic citizenry, in Massachusetts and across the United States. Participation in electoral processes, representation on municipal and nonprofit boards, and other facets of civil society has languished. Beyond looking at democratic participation among adults, the commission examined ways educational institutions prepare young people for civic roles in later life. In particular, the commission looked at ways institutions work with community partners to organize experiential learning opportunities for students — such as internships and community service — that advance citizenship…

Read the entire article by Alan H. Bloomgarden, Ed.D, from the Worcester Telegram & Gazette

Her doctor referred her to Widener University’s free clinic, set up and run by graduate students.

“They took care of you like you were an individual person, not a number,” said Jones, 77, a lifelong Chester resident and one of the first black cheerleaders at its high school in the 1950s.

That experience and others have made Jones, a retired customer relations manager, a Widener fan.

While a simple tale, it symbolizes the kind of relationship that the 6,240-student private university has been striving to build with its struggling host city, especially over the last decade under president James T. Harris III.

Widener started a charter school, opened a free nursing clinic, linked students’ community service to scholarship money, fostered community-based work by its professors, and established a civic engagement committee of the board of trustees.

It created a police substation in partnership with Crozer-Chester Medical Center, started a college access center with other local colleges, and brought in a hotel and retail complex.

Chester last year was named one of six cities under President Obama’s “Strong Cities, Strong Communities” plan aimed at spurring economic development. The program doesn’t include funding, but does offer federal expertise coordinated through the U.S. Department of Housing and Urban Development, and help in fostering relations and researching solutions.

“Widener University was key in how we looked at the opportunities and what we can really do to help reinvent and build the economy,” said Mark Linton, executive director of the White House Council on Strong Cities, Strong Communities. Linton participated in a daylong forum last week at Widener on the role of “anchor institutions” in sustaining community economic development…

Click here to read the full article of Philly.com

We see government as a catalyst that stimulates new forms of interaction and partnerships between all sectors of society. Based on our experience at the University of Pennsylvania, we believe government should challenge all institutions of higher education (public and private; community colleges, colleges, and universities) to contribute systematically to improving the quality of life and learning in their local communities.

Obama told our graduates that they should be skeptical of the notion that there were two different stories ahead of them: one the private tale of jobs and families, and the second the account of what happens in the wider world. He related how many had told him when he was graduating that he should focus on the first story: that economic security and building a family were all that really mattered. They had told him, as many were telling our undergraduates, that it was foolhardy to think you could really change the world for the better.

Read more

“Boston, MA – A report by Campus Compact defines a new concept in civic engagement on college campuses called Engaged Learning Economies.  Initiatives at US colleges and universities, which utilize common strategies to merge civic engagement with economic development through strategic partnerships, create Engaged Learning Economies, according to the report.

In  “Engaged Learning Economies: Aligning Civic Engagement and Economic Development in Community-Campus Partnerships,” the authors report that by strategically aligning these two types of activities, campuses are having a positive impact on both student learning at these institutions and economic development in local communities where these partnerships take place.

Partnerships between institutions and communities which consciously commit to several guiding principles create the cornerstone of these Engaged Learning Economies.  The three common principles identified are:

• establishing democratic partnerships,
• aligning campus goals, policies, and practices, and
• building community capacity.

More than 25 different collaborations, programs, and initiatives are spotlighted in the report as models of Engaged Learning Economies, and they are taking place at colleges and universities of varying size, type, and geographic locations across the country.  The examples include collaborations at private colleges, public universities, and community colleges — demonstrating that all types of higher educational institutions can develop an Engaged Learning Economy. Authors of the report observe that the institution must develop a cultural and structural framework which supports effective and truly democratic partnerships.

Some of the examples of Engaged Learning Economies cited in the Report include the following:  

• in response to economic distress in Camden, New Jersey,  the Camden Campus of Rutgers University (the State University of New Jersey) aligned its own departments in order to mobilize and involve faculty and students to help increase the capacity of local secondary schools and improve performance and graduation rates;
• Flathead Valley Community College’s partnership with the Montana Arts Council spurred the College to develop marketing and business workshops for artists;
• the University of Iowa became a critical leader in Dubuque’s Initiative for Sustainable Communities; and
• Widener University’s conscious participation in a partnership with three other institutions helped to develop the economy of the financially distressed city of Chester, Pennsylvania where the 108 acre campus is located.

Says Campus Compact Board Chair Dr. James B. Dworkin, Chancellor of Purdue University North Central, “This Report tells an exciting story about the impact which Engaged Learning Economies can have, not only on our higher educational institutions and our students, but also on local communities.”

“In the wake of the global financial crisis, when so many communities are suffering, and at a time when our need for civic education and democratic collaboration has never been more urgent, the opportunity for our higher educational institutions to create a nexus of meaningful long-term civic and economic change is not only hopeful, but a powerful prescription for our country’s civic and economic future,” adds Dworkin.

Campus Compact leaders are issuing the report to assist higher educational institutions in developing Engaged Learning Economies and are convening a meeting of colleges and university presidents this week to examine the report in greater detail.

Says Maureen F. Curley, Campus Compact President, “This report is significant in the framework it provides to help colleges and universities deal with critical contemporary issues and build democratic relationships which are enduring and sustainable.” She adds, “Our members are so eager to delve into the report that 60 college and university presidents are flying to Chattanooga, Tennessee to discuss this framework and lead and participate in workshops based upon the report.”

In addition to defining the three key principles of democratic partnerships, campus alignment, and building community capacity, the report outlines the common themes utilized by those institutions examined in the report which lead to the Engaged Learning Economies.

In establishing democratic partnerships:

• partnering agencies acknowledge the importance of understanding and maintaining strong relationships with one another;
• community members and campus staff, faculty, and students co-locate on and off-campus;
• community organizations and businesses co-develop knowledge with campus partners.

In aligning campus goals, policies, and practices:

• polices and processes support the free-flow of knowledge among business, community, and the academy;
• faculty are leveraged to embed civic engagement and economic development into academic and disciplinary cultures;
• courses employ collaborative community-based learning;
• training and educational programs support community members’ personal and economic advancement.

In building community capacity:

• campus partners see themselves as responsible not only for conducting research but facilitating its application;
• campuses integrate regional interests into development projects; and
• community partners have the capacity to absorb and utilize knowledge

Amanda Wittman, Ph.D., Campus Compact Director of Academic and Strategic Initiatives, and Terah Crews, Faculty Associate and University Innovation Fellow at Arizona State University, co-authored the Report.

Campus Compact has been at the forefront of the civic engagement movement for 30 years, seeding the field for the current community service/civic engagement model. It provides resources to academic communities who value a true hands-on approach to their campus community partnerships.  By bringing together literature and ideas as presented in this latest report Campus Compact continues its mission of assisting institutions in their commitment to civic engagement through active support, resources and training.

About Campus Compact
Campus Compact promotes the public purpose of higher education.  Through a national network, the organization supports public and community service that develops students’ citizenship skills, helps campuses forge effective community partnerships, and provides resources and training for faculty seeking to integrate civic and community-based learning into the curriculum. Campus Compact’s membership includes public, private, two- and four year institutions across the spectrum of higher education. For more information about the organization visit www.compact.org.”

Salary:

Location: SALT LAKE CITY, UT, 84114

Description: Under supervision of the Executive Director, manages the $1.5 million AmeriCorps federal grant program including planning, organization, implementation and evaluation of all program components; provides technical assistance and expertise; directs the technical operations and activities necessary to implement the program; coordinates services with local, State and Federal agencies, volunteer management professionals, and service agencies; performs related work as assigned.
Open Date: 11/5/2012
Close Date: 11/12/2012
Education: None
Shifts: Day, Swing, Grave, Rotating
Terms: Full
Days Off:

Openings: 1

To apply, please visit:

https://jobs.utah.gov/jsp/utahjobs/seeker/search/search.do?keywordsNoLoc=americorps&keywordsLoc=&saveSearch=&page=search&searchType=basic&keywords=&keywordsAndOr=A&locationType=stateWide&actionButton=Search#2201775811
 

Thanks for the continuing interest in our work,

Catherine Stemmans Paterson, PhD, AT
Faculty Fellow, Community Engagement
Associate Professor, Applied Medicine & Rehabilitation
Editor, The Journal of Community Engagement in Higher Education

Tirey Hall 132 A
Indiana State University
Terre Haute, IN 47809
(812) 237-3693
(812) 237-2525 fax
cpaterson {at} indstate(.)edu

Journal of Community Engagement and Higher Education
Vol 4, No 1 (2012)
Table of Contents
https://discovery.indstate.edu/ojs/index.php/joce/issue/view/18

Editorial
——–
Service Learning: Representing University and Community Outcomes in our Writing
Catherine Stemmans Paterson

Research and Theory
——–
Service Learning Projects in the Public Relations Writing Course
Deborah Silverman

Insights, Case Studies, and Applications
——–
A User-Friendly Guide to Intergenerational Service Learning
Denise Clark Lewis, Desiree Seponski

Impact of service learning on pharmacy students’ empathy towards patients
Autumn L Stewart, John R Tomko, Holly C Lassila

Errata
——–
Errata

Journal of Community Engagement and Higher Education
http://discovery.indstate.edu/ojs/index.php/joce

Read More

09/18/2012

LEWISTON – Maine Campus Compact (MCC), in partnership with New Hampshire and Vermont Campus Compacts, will receive $150,000 from the Environmental Protection Agency (EPA) to prepare college students for a lifetime of environmental stewardship. The grant will train college faculty to develop and deliver courses which partner with community organizations to address local climate change and water quality issues.

Over 80% of students enrolled at eligible campuses are from Northern New England. In the past decade, they have seen the effects of climate change through the shrinking of the northern boreal forest, more extreme winter and summer weather, rising sea levels, and restricted habitats for northern animals. Now, more than ever, it is imperative to preserve our natural resources. Equally important is giving students the critical thinking skills necessary for employment in a competitive market.

Through this two-year initiative, 75 faculty members from 19 selected campuses (11 in Maine, 4 in New Hampshire, and 4 in Vermont) will learn how to embed environmental service-learning components into a course of any discipline. Selected campuses will be announced in April 2013. Students who participate in these courses created by participating faculty will get hands on, real-world experience to strengthen their learning and create connections to the larger community while helping to address some of our state’s most pressing environmental issues.

“This grant could not have come at a better time,” said MCC Executive Director, Sally Slovenski. “With climate change causing unprecedented challenges to the health of our nation’s ecosystems, we are pleased to be part of this unique opportunity for Northern New England’s colleges and universities to lead the fight in finding long-term solutions to sustain our planet for generations to come.”

***
Established in 1994 and hosted at Bates College, MCC is a statewide coalition of 17 college and university presidents working to build strong communities and a more just democratic society by developing students’ citizenship and problem solving skills through community-based learning. More than 15,000 student volunteers at MCC member campuses provide some 1.6 million hours of service annually, with an economic impact of more than $25 million a year. MCC is an affiliate state office of Campus Compact, which includes almost 1,200 college and university presidents in 34 states.

The EPA’s Environmental Education (EE) Sub-grants Program is a competitive grant program that supports EPA’s efforts to increase public awareness and knowledge about environmental issues and provide participants in EE grant-funded projects the skills necessary to make informed environmental decisions and to take responsible actions toward the environment.

Universities can help to demonstrate their relevance to an ever more skeptical public by ramping up civic engagement programs within their local communities and by creating specific partnerships. And, these partnerships are exactly what many communities need to help them grow and thrive amid tough economic times.

This is a new moment in America: we have the opportunity to replace the usual town-gown tensions with a relationship that can benefit all.

Read more

In the US academy, engagement with the surrounding community and learning through service are 150-year-old ideals whose time has come again – but is the driving force altruism or self-interest?

Undergraduates and postgraduates at the University of Iowa are working to find new sources of energy – geothermal, solar, wind – for every building in the surrounding city of Dubuque, where a power plant is scheduled to close.

Students at the University of Wisconsin are generating electricity, and profits, from cow manure on dairy farms in Oshkosh, where revenues have plummeted due to low milk prices.

Long an undercurrent of the US academy, service by universities and their students to the communities around them – in academic parlance, “engagement” – has risen to the surface exactly 150 years after its importance was recognised in the landmark legislation that created many of the nation’s most prominent campuses.

Students are demanding it. Universities are using it to win back support from legislators and taxpayers. And there is a new-found enthusiasm for connecting service with learning. All this is layered on top of Americans’ persistent determination to help.

“Service is part of our history, part of our spirit,” attests Hiram Fitzgerald, associate provost for university outreach and engagement at Michigan State University. “It gets us into trouble sometimes,” he adds, jokingly.

Universities are counting on community service to have precisely the opposite effect at a time when they are struggling to cope with budget cuts and exhorting voters in states including California to restore some of their funding.

This resurgence comes against the backdrop of the 150th anniversary of the Morrill Act, signed by President Abraham Lincoln in the summer of 1862 as the US Civil War was raging. Named after Justin Morrill, the Vermont congressman who introduced it, the act ultimately established more than 70 universities nationwide, most of them public, but also some private and quasi-public, including Purdue, Cornell, Rutgers, the Massachusetts Institute of Technology and the University of California system; the universities of Arizona, Florida, Georgia and Wisconsin; and Colorado, Iowa, Michigan, Ohio and Pennsylvania state universities.

These institutions were meant to democratise higher education, then primarily the province of the upper classes, and also to serve their home states. Most added so-called extension services to apply their research into agriculture and manufacturing to the practical needs of their regions.
“This was part of Justin Morrill’s vision, and Abraham Lincoln’s: universities for the people, for the working class,” says Charles Hibberd, associate dean of agriculture and extension director at Purdue. “It became obvious that there wasn’t enough new knowledge to solve the problems of the day, so people started doing research. But if new knowledge is locked up in a peer-reviewed journal somewhere and not transformed into products people can use, it’s not worth much, especially to the taxpayers who support us.”
The commemoration of the Morrill Act anniversary, marked at the end of June at a Washington event featuring Microsoft chairman and philanthropist Bill Gates as keynote speaker, is one reason why the topic of service in higher education is enjoying a revival.

But there are many others. The project in Oshkosh turning biogas into power, for example, will ultimately make money for the university whose students are conducting the research. It will also be at the centre of a biosolids research and teaching laboratory. The Iowa outreach effort is part of a course for second-year master’s students called Field Problems in Planning.

Both represent another new trend in service: connecting it with classroom learning, which has been shown to improve students’ year-to-year return and completion rates.

When a national organisation called Campus Compact was established in 1985 by the presidents of Stanford, Brown and Georgetown to formally renew the idea of service first envisaged by the Morrill Act, Fitzgerald says, “the emphasis was more on the service than on the learning.

“Over the past 15 years, there’s been an increasing emphasis on the learning part of service learning. From the university’s perspective, if institutions are investing in the support services necessary to monitor students’ work in communities, there has to be some tie-in to students’ reason for being at the university.”

The semantics have changed, too. Community service is now often known as “engaged scholarship” and “community-engaged learning”. What started out at Michigan State as the Office of Volunteerism has evolved into the Center for Service-Learning and Civic Engagement.

There, each volunteer opportunity is assessed for its relevance to students’ coursework, Fitzgerald explains: “Does it give them a deeper understanding of their role in a civil democracy? Do they learn skills?” Students for whom performing service is connected to an academic course of study have their attendance and contributions formally evaluated.

The increased emphasis on preparing students for the workforce is another reason why universities are more closely connecting service with learning, says Judy Botelho, director of the Center for Community Engagement at the 23-campus California State University system.

“Millennial students (those entering higher education after 2000) are coming into college with the objective of getting a job. Some students may be reluctant to do service learning because they don’t see it helping them to do that. But it can teach some great soft job skills and get you great connections.”

Of course, not all students have ulterior motives for performing community service. Although few universities make it a formal requirement, about a third of students take part anyway.

At Michigan State, which has just under 48,000 students, about 18,000 perform community service at any given time. Of those, 5,000 participate in off-campus community activities directly related to their studies. In the California State University system, nearly half of its present cohort of 427,000 students are engaged in some kind of community service, a 114 per cent increase over the past 10 years.

Universities, in turn, closely track these numbers because they are important ammunition in efforts to persuade legislators, governors and taxpayers that public higher education is worth the money. For example, the California State system estimates that its students perform 32 million hours of service annually. Using a nationally accepted hourly pay rate of $21.36 (£13.75), it calculates that this creates an annual economic impact of $684 million – nearly a third of what the state currently spends (after years of huge budget cuts) to run the campuses. Michigan State, Kansas State University, the University of Kentucky and other schools use an “outreach engagement measurement instrument” to calculate the same things.
“There’s no question about it, we’re generating a lot of metrics,” Fitzgerald says. “There’s not an institution in this country that is not actively stressing that part of what they do.”

Botelho says there is pressure to go even further. “We’ve done a decent job, but we need to do more. One of the high priorities out of the chancellor’s office is to do a research project on the impact of these practices. How do we make the case to our taxpayers and our legislators?”
M. Peter McPherson, president of the Association of Public and Land-Grant Universities, the group that represents higher education institutions established by the Morrill Act, says that demonstrating the sector’s impact on society is now essential.

“You need to quantify it,” he argues. “You can’t just say we’re going to do it and we believe in it. You have to give examples.”There are other practical reasons for universities to reach out, says Maureen Curley, president of Campus Compact, which has grown steadily from its original three members to 1,200 institutions today. “We’re only as healthy as the communities that are around us,” Curley says. “We’re dependent on each other…”

Click here to view the whole article>> http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=420714