| Through the Prism of Katrina: Engaging Students in the World (podcast)
Sister Helen Prejean, author of Dead Man Walking: An Eyewitness Account of the Death Penalty in the United States, and The Death of Innocents: An Eyewitness Account of Wrongful Executions, speaks about the Dead Man Walking School Theatre Project as well as the issues facing New Orleans in the year after Hurricane Katrina. Recorded Wednesday, January 17, 2007. (Click here for mp3 version and a complete list of podcasts from the AAC&U 2007 Annual Meeting).
Fulfilling the Promise of a Just Democracy: New Orleans After Katrina (podcast)
This podcast of Marvalene Hughes, president of Dillard University in New Orleans, speaks about the effects of Hurricane Katrina and the recovery efforts at Dillard and in New Orleans. Recorded Thursday, January 18, 2007.
(Click here for mp3 version and a complete list of podcasts from the AAC&U 2007 Annual Meeting). Redefining HIV/AIDS for Latinos: A Promising New Paradigm for Addressing HIV/AIDS in the Hispanic Community
The National Council of La Raza-California State University, Long Beach Center for Latino Community Health, Evaluation, and Leadership Training (NCLR-CSULB Center for Latino Health) was established to support and evaluate health promotion and disease prevention programs in underserved Latino communities. This newly released report discusses the growing HIV/AIDS crisis in the Latino community and outlines a new paradigm for addressing HIV/AIDS.
Forty-Cent Tip: Stories of New York City Immigrant Workers
This volume of photographs and essays by 60 New York City high school students got its start as a class project at the International High School at LaGuardia Community College in Queens. When the idea caught on in two Brooklyn and Manhattan International classrooms, the nonprofit What Kids Can Do, Inc. gave it a small "student research for action" grant, with funds provided by the Bill and Melinda Gates Foundation. In Brooklyn, the student photographers received coaching from a visiting artist at Elders Share the Arts, a community nonprofit initiative. New to this country and still learning English themselves, student interviewers all attended one of three "international schools" in Manhattan, Brooklyn, and Queens, small public schools enrolling only recent immigrants. Coached by their teachers and mentors, and equipped with voice recorders and digital cameras, they documented the lives of immigrant workers in their own neighborhoods, many of whom were their relatives or friends.
U.S. Latino & Latina WWII Oral History Project, University of Texas at Austin
Since 1999, the U.S. Latino & Latina WWII Oral History Project at the University of Texas at Austin has captured the untold stories of this WWII generation. Altogether, the project videotaped more than five hundred interviews throughout the country and in Puerto Rico and Mexico. The project has created an archive of primary source material that includes interviews, mostly videotaped, digitized photographs, photocopies of discharge papers and other documents. The project is also linked to a Narrative Journalism class that produces Narratives, the newspaper component of the project featuring stories about each person interviewed.
The
Jim Crow Museum of Racism Memorabilia, Ferris State
University
The Jim Crow Museum of Racist Memorabilia is both a
physical place and a virtual site. The actual museum
is located on the campus of Ferris State University
in Big Rapids, Michigan, but the website offers a virtual
museum tour as well as extensive resources. The goal
of the museum is to use objects of intolerance to teach
tolerance. It is a place where people, from all races,
talk openly and honestly about race, race relations,
and racism.
The Office for Diversity and Community Partnership at Harvard Medical School was created to promote increased recruitment, retention and advancement of underrepresented minority faculty at Harvard Medical School and to oversee all diversity activities involving Harvard Medical School faculty, trainees, students and staff. In addition, the Office coordinates the School's many and varied interactions with community groups and organizations.
Campus Compact is a coalition of college and university
presidents committed to helping students develop the
values and skills of citizenship through participation
in public and community service. It is the only national
higher education organization whose primary purpose
is to support campus-based public and community service.
Their site includes an online database of service learning
syllabi as well as a compilation of best practices in
campus-based mentoring.
Campus Diversity Public Information Project -- A Program
of the Ford Foundation. Several colleges and universities
involved in the Ford Foundation's Campus Diversity Public
Information Project have organized workshops to help
their administrators, faculty and staff members develop
strategies to communicate the positive impact of campus
diversity.
The Center for the Advancement of
Service Learning (CASL) was established
to promote the institutionalization
of service learning at Howard by developing
and promoting initiatives that integrate
service learning into existing courses
and curricula throughout the university.
CASL also provides training and technical
assistance to faculty and staff for
infusing service learning pedagogy into
existing courses and redesigning curricula
to include a service learning component.
Founded in 1972, Joint Educational Project (JEP) is
one of the oldest and largest service-learning programs
in the country, offering students at the University
of Southern California the unique opportunity to combine
academic coursework with experiences in the community
surrounding the campus.
NABRE(pronounced neighbor)
NABRE, an initative, of the Joint Center for Political and Economic Studies, is a network that links national and community-based organizations working across the country to bridge racial and ethnic divisions. The website serves as an online community meeting place for individuals trying to break down racial and ethnic barriers.
PCP's mission is to foster a more inclusive and collaborative society and emphasize the need for constructive conversations and relationships among individuals with differing values and worldviews. Their site offers a valuable resource page that provides a variety of tools and downloadable resources in the form of articles, dialgoue guides, case studies, and related links.
The Arts of Citizenship Program at the University
of Michigan establishes connections between the university
and the larger community in the arts and humanities
to enrich both civic and community life and university
research, teaching, and creative expression. The Arts
of Citizenship runs a variety of programs, including
community partnerships in which faculty and students
work with schools, cultural institutions, public agencies,
and grassroots groups; forums with artists, intellectuals,
and cultural advocates; experimental teaching that mixes
academic study with practical projects; and support
for innovative research and creative work that speak
to both academic and public audiences.
The Howard University Center for Urban
Progress is an interdisciplinary Center
comprised of faculty, staff, and students
which mobilizes the Howard University
community to address critical urban
issues-locally, nationally, and globally-through
the development of academic programs
and community leadership training, applied
research activities, technical assistance,
and direct project implementation.
East St. Louis Action Research
Project, University of Illinois
at Urbana-Champaign
The East St. Louis Action Research Project
is a cooperatively managed community
assistance and development program of
the University of Illinois at Urbana-Champaign
that involves students working and learning
in an urban planning program. Faculty
and students from collaborating campus
units -- the Dept. of Urban & Regional
Planning, the Dept. of Landscape Architecture,
and the School of Architecture -- work
together with East St. Louis neighborhood
groups on projects that address the
immediate and long-term needs and the
current social, economic, and environmental
problems of the city's poorest communities.
West
Philadelphia Improvement Corps (WEPIC),
University of Pennsylvania
Coordinated by UPenn's Center
for Community Partnerships and several
other community organizations, WEPIC
is a year-round program that involves
about "4,500 children, their parents,
and community members in educational
and cultural programs, recreation, job
training, community improvement, and
service activities. WEPIC seeks
to create comprehensive, university-assisted
community schools that are the social,
service delivery, and educational hubs
for the entire community."
Supported by the Ford Foundation's
Campus Diversity Initiative, AAC&U's
Racial Legacies and Learning
project was designed to foster learning
and dialogue about America's racial
legacies and its opportunities for reconciliation.
This site provides a project overview,
highlights from participating campuses,
as well as resources for creating campus-community
partnerships and study-dialogues.
Through this project, Latino high school students
from the Susquehanna Valley have created and share oral
histories of friends and family who are members of the
growing Latino population in Central Pennsylvania. The
project's background and details of this unique collaboration
between community members, University faculty and staff,
high school teachers, and local Latino students are
described in Enlace,
Newsletter for the American Association of Teachers
of Spanish and Portuguese.
This program is a coordinated partnership
between St. Edward's University students
and elementary school children in the
local Austin area. Roughly 100 university
students from low income migrant families
are selected and trained to serve as
mentors, tutors, and teachers' aides
to more than 500 at-risk elementary
school children in the Austin Independent
School District. The goal of this partnership
is two-fold, as CMP seeks to promote
student retention, academic achievement,
career exploration and community service
for both St. Edward's University students
and for more than 500 Austin Independent
School District elementary school children.
The University of Washington's Training
for Interprofessional Collaboration
program, now in its fifth year, draws
its faculty and students from the graduate
schools of education, public health
and community medicine, nursing, social
work, and public affairs. Cohen examines
the challenges which arise when forging
interdisciplinary connections while
cultivating concern for community-building.
A related resource, from the North Central
Regional Educational Laboratory, includes
Issues to Consider for Interagency Collaborations.
The Urban Engagement and Civic Responsibility
Program, Mount St. Mary's College
Students are brought into this program
to learn and practice "civic competencies." Students
learn organizational analysis and conflict management
and then begin to organize public events -- such as
debates and public forums -- on issues of public concern.
Visit a section of
Mount St. Mary's Institutional Profile to read a
student's personal account of how the Urban Engagement
program impacted her and how the program itself has
gained faculty and staff involvement.
Community Seminars on diversity and
democracy in contemporary U.S. society
are created by community partners together
with participating colleges and universities
funded by the Ford Foundation. The Seminars,
developed from the American Commitments
National Panel, recommends that colleges
and universities create new spaces for
public learning and dialogue about recognition,
inequality and connections in a diverse
democracy.
With assistance from the United Negro College Fund,
campus members at LeMoyne-Owen have created a joint
effort with the Jewish Federation of Memphis to enhance
dialogue--particularly for students--between these two
groups.
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