Excerpt from Campus Compact, read more here. 

Sable Phillippi, a junior at Concordia University Portland, has played a critical role in addressing the issue of poor academic achievement and behavioral performance within the K-12 educational system in the Portland, Oregon. 

As a part of Sable’s Leadership Development 200 Service Learning Leadership course, she coordinates a critical after school mentorship program in partnership with the Portland Public Schools or Schools Uniting Neighborhood Program (S.U.N). Using Preforming Arts as the avenue to build strong positive mentorship relationships between CU student mentors and 3rd-8th grade at risk students, the Preforming Arts Corps program as increased both the levels of academic achievement and healthy behavioral performance over 37% since the beginning of the program in 2011. Learn more about Sable's work here. 

ABOUT THE AWARD

The Newman Civic Fellows Award honors inspiring college student leaders who have demonstrated an investment in finding solutions for challenges facing communities throughout the country. 

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 a better world.

Newman Civic Fellows are recommended by college and university presidents to acknowledge motivation and ability in public leadership. Newman Civic Fellows awards are made in memory of Frank Newman, who dedicated his life to creating systemic change through education reform. Frank Newman’s leadership was selfless, optimistic, and determined, spanning an incredible career of more than five decades. 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. Newman Civic Fellows form a unique network of leaders who will inspire and keep hope alive for one another during college and afterward, as the network expands exponentially each year. Frank Newman had a tremendous impact on American education and its role in the development of citizens who want to make a difference. The Newman Civic Fellows are reflections and affirmations of his life’s work. 

The Community Engagement Classification recognizes higher education’s commitment to community engagement. Drawing its criteria heavily from Campus Compact’s Indicators of Engagement Project, the new classification reaffirms institutional commitment to deepen the practice of service and to further strengthen bonds between campus and community.

Carnegie Classification Virtual Learning Community
For those actively pursuing the Carnegie Classification, this moderated virtual learning community will be available to all Campus Compact members seeking (re)classification for the Carnegie Foundation’s Elective Classification on Community Engagement.  During the application process, members will receive support from experts in the field who will be moderating the community as well as from one other.

This online platform will allow Campus Compact members the opportunity to participate in a moderated peer learning community with similar institutions and experts in the field. Members can share information, ask questions and learn from each other. The Virtual Learning Community will be a place where members can receive feedback on specific topics and share resources with other members. Campus Compact and its experts will be active in the virtual learning community and will respond to and address key challenges as they arise.

The learning community will operate from September 2013 – April 2014. Registration is free for all members and will open Summer 2013. Stay tuned for more information!

The Engaged Campus: Preparing for the 2015 Carnegie Community Engagement Classification
In this pre-recorded discussion, panelists share information about the 2015 application cycle for the Carnegie Foundation for the Advancement of Teaching Elective Community Engagement Classification.  Presenters discuss ways the Classification advances institutional engagement and offer “on the ground” perspective from two- and four-year institutions.  Presenters include Dr. John Saltmarsh, Co-Director, New England Resource Center for Higher Education and Ms. Gail Robinson, Director of Service-Learning, American Association of Community Colleges. To listen to the discussion, please go here. Carnegie Community Engagement Classification: 

View the results here- 2012 Annual Member Survey
A letter from the national Campus Compact Executive Director: 

Dear Friends, 

We are pleased to share with you Campus Compact's 2012 Annual Member Survey "Creating a Culture of Assessment."   

Campus Compact has conducted an annual membership survey since 1987 with the goal to help the organization and its member campuses track the extent of civic engagement activity in order to implement ongoing improvements. Campus Compact members should be proud of their role in educating students for responsible citizenship, strengthening communities, and fulfilling the public purpose of higher education. This year's results tell a story of continued growth in support structures for campus engagement, leading to notable levels of engagement with students, faculty, and community partners:

• Service-learning has become well established on campuses with 95% of respondents offering these types of courses. Sixty four percent of member campuses require service learning as part of the core curriculum of at least one major (up from 51% in 2010).
• 68% of campuses reward faculty for service-learning and community-based research.
• During the 2011-2012 academic year, 44% of students participated in some form of community engagement. These community engagement activities contributed to an estimated $9.7 billion in service to their communities.

Two community issues addressed through campus programs that have shown remarkable growth are access and success in higher education, offered by 79% of campuses (up from 56% in 2008), and programs to foster economic development, offered by 69% of campuses (up from 48% in 2008). The survey data highlights higher education's ability to innovate to meet emerging societal needs and exemplifies Campus Compact's efforts to promote civic engagement as an important tool for making impact in these areas.

We hope that you find this year's member survey a valuable resource and encourage you to share it with your colleagues. We appreciate your continued commitment to advancing the civic engagement of higher education and to Campus Compact.


Regards,

Maureen Curley

President, Campus Compact