MDCCC Magazine 2012 by Maryland-DC Campus Compact

2011-2012

Maryland - D.C. Campus Compact Model Programs for Community Engagement

TABLE OF CONTENTS We are committed to promoting public service and civic responsibility as a core part of the undergraduate and graduate student experience–preparing them to become global citizens.

MDCCC Article 1

MDCCC BOARD

Article Continued 4 CAMPUS SNAPSHOTS MDCCC-VISTA ABSTRACTS

Maryland-D.C. Campus Compact 16300 Old Emmitsburg Road Emmitsburg, MD 21727 Phone: 301-447-8326 Fax: 301-447-7400 www.mdcompact.org Staff Madeline Yates Executive Director Patricia Bassett Executive Assistant Lindsey Shroyer Program Coordinator Chelsee Bente Graduate Intern Mari Poulos MDCCC-VISTA Leader Andrea Zaremba Administrative Assistant

Dear Colleagues: Please join me in welcoming our D.C. colleagues who have chosen to join with the Maryland Campus Compact network to create a new entity, our Maryland-District of Columbia Campus Compact. This is an unprecedented collaboration, and we are deeply enthusiastic about what we will be able to accomplish together. We are committed to promoting public service and civic responsibility as a core part of the undergraduate and graduate student experience. Further, we are equally committed to institutionalizing campuscommunity partnerships. Through our Maryland Campus CompactAmeriCorps*VISTA Project, we have created twenty anti-poverty or access-retention oriented campus community partnerships across our region and contributed 88,662 hours of service to Maryland. Furthermore, our Students in Service AmeriCorps education award program has contributed 35,400 hours of service to Maryland. Our faculty and staff development programs are impacting thousands of students and community partner organizations through enhanced best practices and increased service-learning and civic engagement opportunities. In March of 2012, Coppin State University will proudly host our region’s fifth annual Service-Learning and Civic Engagement Conference. In the fall of 2012 we look forward to our Annual Presidents’ Convening which will also be the public launch of our new collaboration. Thank you for your continued commitment to providing service and learning opportunities which transform our students and communities. Looking forward to our future together,

Design Shane Bryan University of Maryland

Special Thanks Chelsee Bente Shane Bryan Medifast 2

| 2011-2012 Maryland-D.C. Campus Compact |

Reginald S. Avery, Ph.D. Executive Board Chair, Maryland-District of Columbia Campus Compact President, Coppin State University

Dear Friends: Welcome to the inaugural publication of our new Maryland-District of Columbia Campus Compact. As we go to print, we are receiving letters of support from new member presidents in the Washington, D.C. area. This is the culmination of the work of the past three years, and I could not be happier about this decision to collaborate. It bodes well not only for higher education in our region, but also for our communities themselves. Learning to collaborate across the sectors (public, private, graduate, two- and fouryear) and across geographic and political regions (D.C., Maryland, the Eastern Shore, Western Maryland, rural areas and urban centers) is both challenging and invigorating. Madeline Yates Executive Director Maryland-District of Columbia Campus Compact

This magazine is a compilation of the excellent programs that are taking place across our network. Our field increasingly moves toward assessing the impact of community-based learning and service-learning on both higher education participants and our community partner organizations and members. Some of these programs address access and success. Others focus on faculty development, student-led initiatives, and campuscommunity partnerships. The purpose of this magazine is to to share the scope of important work being done across our region. The final pages of the magazine focus on our Corporation for National and Community Service sponsored program: Maryland Campus Compact-AmeriCorps*VISTA which supports first-generation access and retention as well as anti-poverty work in the larger community. | 2011-2012 Maryland-D.C. Campus Compact |

Maryland-D.C. Campus Compact Executive Board

Chair Dr. Reginald S. Avery President, Coppin State University

Vice-Chair Dr. Jay A. Perman President, University of Maryland, Baltimore

Secretary/Treasurer Dr. Charlene M. Dukes President, Prince Georgeâ&#x20AC;&#x2122;s Community College

Dr. Barbara A. Viniar President, Chesapeake College

Mr. Sanford J. Ungar President, Goucher College

Mr. Fred Lazarus IV President, Maryland Institute College of Art

Dr. Roger N. Casey President, McDaniel College

Dr. DeRionne P. Pollard President, Montgomery College

Dr. Thomas H. Powell President, Mount St. Maryâ&#x20AC;&#x2122;s University

Dr. Mary Pat Seurkamp President, Notre Dame of Maryland University

Dr. Kevin J. Manning President, Stevenson University

Dr. Marcia G. Welsh Interim President, Towson University

Mr. Robert L. Bogomolny President, University of Baltimore

| 2011-2012 Maryland-D.C. Campus Compact |

Maryland-D.C. Campus Compact Awards

Presidents’ Council Dr. Cornelius M. Kerwin American University

Mr. Ronald J. Daniels Johns Hopkins University

Dr. Faye Pappalardo Carroll Community College

Rev. Brian Linnane, S.J. Loyola University Maryland

Dr. Barbara A. Viniar Chesapeake College

Mr. Fred Lazarus IV Maryland Institute College of Art

Dr. Reginald S. Avery Coppin State University

Dr. Roger N. Casey McDaniel College

Dr. Jonathan C. Gibralter Frostburg State University

Dr. DeRionne P. Pollard Montgomery College

Dr. T. Alan Huerwitz Gallaudet University

Dr. David Wilson Morgan State University

Dr. Steven Knapp The George Washington University

Dr. Thomas H. Powell Mount St. Mary’s University

Dr. John J. DeGioia Georgetown University

Dr. Mary Pat Seurkamp Notre Dame of Maryland University

Mr. Sanford J. Ungar Goucher College

Dr. Charlene M. Dukes Prince George’s Community College

Dr. Ronald J. Volpe Hood College

Dr. Kevin J. Manning Stevenson University

Dr. Marcia G. Welsh Interim President Towson University Mr. Robert L. Bogomolny University of Baltimore Dr. Allen L. Sessoms University of the District of Columbia Dr. Jay A. Perman, MD University of Maryland, Baltimore Dr. Freeman A. Hrabowski III University of Maryland, Baltimore County Dr. Wallace D. Loh University of Maryland, College Park

Dr. Monica E. Randall Associate VP, Public Policy/Government Relations Coppin State University Dr. David Rehm Provost Mount St. Mary’s University

Members Ms. Marcy Campos Director, Center for Community Engagement & Services American University

Dr. Murray K. “Ray” Hoy Wor-Wic Community College

Dr. Michael Kiphart Dean of Student Affairs Carroll Community College Dr. Kathryn A. Barbour VP for Academic Affairs Chesapeake College Dr. Tom Bowling VP Student & Educational Services Frostburg State University

Dr. William Smedick Director of Leadership & Assessment Initiatives for the Office of the Dean of Student Life Johns Hopkins University

Ms. Lisa Akchin Associate VP Marketing & PR (Assistant to the President) University of Maryland, Baltimore County

Catherine Gugerty, SSND Director, Center for Community Service & Justice Loyola University Maryland

Ms. Michele Wolff Director of the Shriver Center University of Maryland, Baltimore County

Ms. Karen Stults Director of Community Engagement Maryland Institute College of Art

Dr. Barbara Jacoby Faculty Associate for Leadership & Community Service Learning University of Maryland, College Park

Dr. Tom Falkner Provost & Dean of Faculty McDaniel College Dr. Michelle T. Scott Chief Diversity Officer Montgomery College Dr. Maurice Taylor VP of University Operations Morgan State University Dr. Patricia Swatfager-Haney VP of Student Development Notre Dame of Maryland University

Dr. Marc Roy Provost Goucher College

Dr. Sandra F. Dunnington VP for Academic Affairs Prince George’s Community College

Ms. Amy B. Cohen Executive Director, Center for Civic Engagement & Public Service The George Washington University

Ms. Chris Noya Assistant VP for Experiential Learning and Career Services Stevenson University

Ms. Jane E. Genster Senior Counselor to the President & Interim Executive Director, Center for Social Justice Research, Teaching and Service Georgetown University

Dr. Deb Moriarty VP for Student Affairs Towson University

Dr. Katherine Conway-Turner Provost & Vice President of Academic Affairs Hood College

Dr. Roger Ward Interim Vice President, Academic Affairs University of Maryland, Baltimore

Community Partnership Award

Dr. Weymouth Spence Washington Adventist University

Senior Advisory Group for Engagement Co-Chairs

The Service-Learning Faculty Award

Institutional Leadership Award The Engaged Campus Award The Service-Learning Scholarship Award Civic Award

Dr. Susan Hornshaw Provost Washington Adventist University Dr. Stephen Capelli VP for Academic & Student Affairs Wor-Wic Community College Dr. Trevor Jones Dean, Occupational Education Wor-Wic Community College Ms. Madeline Yates Executive Director Maryland Campus Compact

Excellence in Service Student Group Award

For more information on these awards, please visit our website: www.mdcompact.org

Dr. Stephen Percy Dean, College of Public Affairs University of Baltimore

Mr. Bill Tiefenwerth Director, Center for Social Concern Johns Hopkins University | 2011-2012 Maryland-D.C. Campus Compact |

A Year in Review Continued from page 1... I am pleased to share with you some highlights of the past year. •

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Thanks to continued funding and support from the Corporation for National and Community Service through the Maryland/ Delaware State Office, MDCCC is able to disseminate for the fourth year 21 full-time AmeriCorps*VISTA positions to our member institutions. Coupled with our Students in Service grant in partnership with Washington Campus Compact, this is a combined resource of over one million dollars to our members. Since dues total less than $100,000, this makes our return on investment over 10:1. Further, it is enabling our members to exponentially increase the number of opportunities and offerings for students through community-based learning, service-learning, and civic engagement initiatives. MDCCC is sponsoring and co-sponsoring multiple conferences and professional development workshops from our annual Service-Learning and Civic Engagement Conference, which will be hosted by Coppin State University, to the first annual Eastern Regional Campus Compact Conference, to the International Association for Research in Service-Learning and Civic Engagement (IARSLCE) which will be held in Baltimore in October of 2012, to a statewide Sleep-Out for the Homeless at City Hall in Baltimore.

Maryland-D.C. Campus Compact Mission: The MD-DC Campus Compact is a membership association of college and university presidents and their institutions committed to promoting engaged citizenship as an aim of higher education. The MD-DC Campus Compact provides statewide leadership in advocating, supporting, and increasing student involvement in academic and co-curricular based public service. It aims to strengthen the capacity of member institutions to serve society; to enhance student learning; and to develop in individual students the knowledge, skills, attitudes, and habits of civic responsibility locally and globally. Our Vision: Maryland-D.C. Campus Compact promotes the development of global citizens and just communities in Maryland and beyond.

| 2011-2012 Maryland-D.C. Campus Compact |

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We received a major gift from Dr. Alan Penczek, a philosophy professor and environmentalist, which enabled us to retain our AmeriCorps*VISTA Leader, Lindsey Shroyer, in the role of program coordinator. Coupled with a capacity-building grant from the Goldseker Foundation to assist our organization with fundraising and financial stability, this major gift has significantly increased our capacity as an organization allowing us to expand our programs and move forward with further fund-raising, grant-writing, and program development. Additionally, in August, we welcomed Mari Poulos to our staff as our new MDCCC-VISTA Leader who has brought both enthusiasm and expertise in organization.

“Our state and the region are blessed by the presence of extraordinary institutions. We must facilitate interuniversity dialogue through organizations like the Maryland Campus Compact in the interest of bettering the region through the collective power of collaborating institutions.” -Dr. Jay A. Perman, MD President, University of Maryland, Baltimore Inaugural Address

Evolution of the Maryland-D.C. Campus Compact In May, the presidents of the Consortium of Universities of the Washington Metropolitan Area voted to join with the Executive Board and Presidents’ Council of the Maryland Campus Compact in forming the Maryland-District of Columbia Campus Compact. Our Senior Advisory Group for Engagement recently formed four new working groups, one of which will shepherd our network as we move forward together in new directions. We continue to be enriched and strengthened by our leadership team. As President Perman said in his inaugural address, “Our state and the region are blessed by the presence of extraordinary institutions. We must facilitate inter-university dialogue through organizations like the Maryland Campus Compact in the interest of bettering the region through the collective power of collaborating institutions.” Please let me know your ideas for how our Maryland-District of Columbia Campus Compact can continue its work to enhance our students’ learning, the vibrancy of our communities, and collaboration among our institutions of higher education. In Service,

Madeline Yates Executive Director

Special thanks to Alan Penczek, SAGE co-chairs David Rehm, Monica Randall, and Deb Moriarty, Brian Ecker, John Zaremba, Mount St. Mary’s University, the Goldseker Foundation, the Weinberg Foundation, Col. Brad MacDonald (Ret.), Beth Tohn, Julie Ramsey, Bruce Bigelow, Amy Cohen, Marcy Campos, Jane Genster, Crystal Biles, Ben Stoltenberg, Sarah Stokely, Fawn O’Hara, James Smith, Kaitlin Smith, and the Lassahn Family.

Following eight months of preliminary conversations and leadership on the part of Frostburg State University and McDaniel College (by hosting the Maryland Higher Education AmeriCorps*VISTA Project with Resources for Global Citizenship), in December 2007 a group of civic engagement leaders from across Maryland met and formed the Maryland Campus Compact Initiative Statewide Taskforce. At this first gathering, the idea of becoming a regional network with D.C. was discussed. Since at that time the National Campus Compact only recognized “state” Compacts, it was decided to first form as the Maryland Campus Compact, and then invite D.C. colleagues and institutions to join us. President DeGioia of Georgetown University, then the board chair for the National Campus Compact, similarly envisioned forming a regional entity as well. Maryland Campus Compact (MDCC) incorporated in November 2008 and opened its doors at Mount St. Mary’s University in January of 2009. In March of 2009, at the first full meeting of the MDCC Executive Board led by President Powell of Mount St. Mary’s University, the MDCC Board voted to invite the D.C. presidents and institutions to join with us in forming a Maryland-D.C. Campus Compact. In the fall of 2009, President DeGioia wrote a letter to the presidents of American University and George Washington University, which were already members of the National Campus Compact network, inviting them to join him in approaching their other colleagues in D.C. In December of 2010, MDCC was invited to speak with the provosts of the Consortium of Universities of the Washington Metropolitan Area. In May of 2011 the presidents of the Consortium voted to support the MD-DC Campus Compact (MDCCC). In October 2011, MDCCC officially re-incorporated and is finalizing affiliation as this publication goes to print. Our new members include American University, Gallaudet University, The George Washington University, Georgetown University, the University of the District of Columbia and the University of the District of Columbia Community College. We look forward to more institutions joining our network in the months and years to come, both in Maryland and D.C.

| 2011-2012 Maryland-D.C. Campus Compact |

DC Reads What people are saying...

“I loved how I got to bond with my students. I have been interested in community development, but now I’m considering pursuing development through education and adding an education major or minor to my course work. After being a DC Reads Team Leader, I am looking forward to making a bigger impact on children’s lives.”

Since 1996, the DC Reads program at American University has provided students, staff, and faculty the opportunity to engage with the Washington, D.C. community and support student academic development. Each year the program serves over 600 students and tutors log more than 62,464 hours of tutoring services. The program is a joint effort between American University, DC public schools, and community-based organizations. DC Reads amelioratse the literacy challenges in underserved communities by providing high quality tutoring and mentoring that enriches the education and lives of public school students. DC Reads promotes college access through campus visits and each year hosts “Kids on Campus Day” which provides DC students with the opportunity to emulate the college experience. Students meet a local children’s author, attend an interactive book reading, participate in literacy activities and receive new books to take home to build their home library and support book ownership.

- Zach Cohen, AU Student

“One of the best things about the partnership with AU DC Reads program is the students get to meet people that have gone to college (currently) and are motivated to do the same. In the areas we service, not many parents are college graduates.” - Community Partner

| 2011-2012 Maryland-D.C. Campus Compact |

In Spring 2011, DC Reads hosted 135 children and 16 site chaperones and 1 parent from our six DC Reads sites. The program gave many of our youth their first experience on a college campus, promoted literacy, and increased awareness of the DC Reads program on campus. Students were exposed to college classrooms, dining hall and campus library. Tutors hosted their tutees and gave them a look into what it is like to be a college student, answering questions about college life. It allowed tutors and students to connect around the importance of education, specifically higher education. The event also gave students the opportunity to interact with the campus community and become familiar with the campus. Three elements contribute to the success of the DCR program: (1) the university’s institutional commitment to improving education quality in DC; (2) high quality research-based training for tutors and team leaders; and (3) reciprocal community partnerships. During the 2010-2011 school year, DCR partnerships included: CentroNia, Latin American Youth Center, Higher Achievement Program, Heads Up, Community of Hope, MOMIE’s TLC and Life Pieces to Master Pieces. The program empowers students to analyze educational inequalities and fight for a more fair and just education system.

The GREAT Start Program Research has shown that some populations at Carroll Community College have low retention and persistence rates in finishing their degree. Students that continue their studies from the fall to spring semester and fall-to-fall semester have a higher likelihood of finishing their degree or successfully transferring to a four-year institution. As a result, the Office of Student Life at Carroll Community College began the GREAT Start Program (Graduation, Retention, Education, Achievement and Teamwork), which is a peer-mentoring program that seeks to enhance academic skills and promote community service and leadership development. First-time, full-time students who are enrolled in our first-year experience course, “College Success,” are paired with a peer mentor with whom they meet with at least five times per semester. The mentees take part in six workshops that focus on financial literacy, career development, leadership, and study techniques. Upon completion of each component of the program and their registration for full-time status for the following fall semester, successful students will earn a scholarship towards next semester’s tuition and books. This project is one in a series of retention/completion efforts sponsored by Carroll Community College. Programs such as this peer-mentoring program have proven to be effective in supporting new students, helping them transition into college. Each student involved in the program completes a service project within the Carroll County community. Service projects last year included service at the Boys and Girls Club of Westminster, Transitions Nursing Home, CHANGE, Inc., Head Start and the American Red Cross.

What students are saying... “Doing service helped me to develop my career aspirations. I’ve learned I want to do a job where I can help people who really need it.” “I liked trying something new. I would never have done that on my own, and now I feel like I want to do it again. The community was great, I loved working with the people there!” “I learned more about communities living in poverty and challenges people face when living at a lower income.”

Mission of the Office of Student Life at Carroll Community College The Office of Student Life at Carroll Community College enhances student learning by integrating academics and service activities with community partners while encouraging civic engagement, community awareness, and personal leadership development.

| 2011-2012 Maryland-D.C. Campus Compact |

Nashville Stars Alternative Spring Break In the spring of 2011 the Office of Student life completed the third annual Alternative Spring Break. After months of planning and preparation, a group of 10 student volunteers was selected to travel to embark to Nashville, TN where floods had destroyed many homes in May of 2010. Before the trip began, the group met regularly to discuss working in groups, expectations, and building with Habitat for Humanity. The participants also did research and presentations to better understand the severity of the damage. The group had multiple building dates with the local affiliate of Habitat for Humanity in the early spring. They completed work on multiple homes at different levels of a build and experienced the impact of their work on such projects before they headed to Nashville.

“Students must be prepared for their responsibilities as global citizens. Chesapeake College sponsors a broad range of community and civic activities that reflect the College’s role as a regional center for learning and economic development.” -Dr. Barbara A. Viniar, President

| 2011-2012 Maryland-D.C. Campus Compact |

Once in Nashville the group arrived on site to find a cement foundation and a lot of lumber. They were building with groups from around the country on several different homes. The Chesapeake group worked tirelessly for two straight days with other volunteers and by sundown on the second day the group had erected outer walls, inner walls and a roof! Students had the chance to meet the future home owners and their family and friends over the two days on site. They also received a tour of the Habitat housing across Nashville and made some great friends on the way. After the work on site with Habitat, the students split time between two different “Re-stores”– cleaning, unpacking, organizing and selling merchandise. They learned about the day to day workings of the “Re-stores” and the benefits it gives to the buyers as well as the positive impact it has on the environment, directly giving back so Habitat can build homes for others. The Office of Student Life is currently planning another ASB trip for spring 2012 to a new area but with the same purpose, to help those in need while giving students a cultural lifelong experience that helps them view the world from another perspective.

Promoting Leadership Within Diverse Communities Latino and Black Student Youth Summit Coppin State University’s Office of Admissions in partnership with the U.S. Hispanic Youth Entrepreneur Education Program (USHYEE), launched its inaugural Latino and Black Youth Summit for high school students. In July 2011, Coppin State University (CSU) hosted a two-day and one-night summit as part of its’ community outreach initiatives and efforts to expose youth to university education by hosting a variety of youth development programs. This summit was designed to build bridges between diverse communities and create a respectful dialogue between Latino and Black youth in the Baltimore region. Approximately 50 students from the Baltimore Metropolitan Area participated in professional networking, academic development, creative interactions, and other forums which strengthened peer relations. In addition, approximately 30 CSU faculty, staff, and students participated in this summit. Coppin’s faculty conducted academic and career development workshops while the university’s students served as tour guides and assisted in the overall implementation of the summit.

In addition to CSU faculty and students, members from business and community organizations, clergy, medical professionals, and student leaders from other colleges and universities throughout the Baltimore and Washington Metropolitan Area were active participants in this summit. The goals of this summit were to identify youth leaders from both communities committed to serve as peer role models to other youths, engage youth in identifying social, health, and economic problems common in both communities, develop strategies to address these issues, and establish a continuing dialogue between Latino and Black youth of. This summit was designed to empower Latino and Black youth as well as to promote leadership development, cultural awareness and college preparation. Coppin State University will continue to engage Latino and Black Youth and hopes to expand next year’s summit.

B.E.S.T. STEM Initiative Coppin State University is addressing the shortage of well-trained math teachers in the Baltimore area. Known as the Baltimore Excellence in Science Teaching (B.E.S.T.) Science, Technology, Engineering and Mathematics (STEM) program, this initiative blends teacher professional development, school outreach, student recruitment, and new teacher induction, to increase the number and quality of STEM teachers in the region’s public schools.

“This effort is not about changing curriculum; rather, it is to demonstrate that, regardless of paradigm, a sound background in mathematics on the part of the teacher and student is critical to developing the STEM pipeline.” - Dr. Genevieve M. Knight

| 2011-2012 Maryland-D.C. Campus Compact |

Global Development Youth Summit Beijing, China Five Frostburg State University students joined two staff members in experiencing the Global Development Youth Summit held in Beijing, China in July 2011. The summit focused on the Millennial Development Goals of the United Nations, which include: ending poverty/hunger, providing universal education, gender equality, child health, maternal health, combating HIV/AIDS, environmental sustainability, and global partnerships.

“Frostburg continues to enhance the educational experience of our students through our expanded focus on experiential learning. While what a student learns in the classroom is incredibly important, how they apply it outside the classroom really demonstrates how it has affected them. Every time the student discovers the joy of what they learned through their academic offerings and sees the application in the real world, we are giving them the passport to success.”

The three-day summit brought youth from China and the U.S. together to focus on exploring ways to meet the challenges set forth by the goals identified by the United Nations. Frostburg students joined students from throughout the U.S. and China in seminars and panels to explore how to most effectively address these global issues. The summit was organized by the Education Association for China Tomorrow (EACT), Beijing Municipal UNESCO Clubs Association, and Beijing Sci-tech Education Professional Association from China. Following the summit, many of the participants from the U.S. (including three students from Frostburg) remained in China for an additional three weeks to volunteer to teach English to students in the less developed areas of China, in cities such as Shijiangzhuang, Datong, Dalian, and Shenyang.

-Dr. Jonathan Gibralter President Frostburg State University Fall 2011 Convocation Address

“This was a great experience. I got the chance to meet wonderful people, learn new ideas, and hear great stories. My eyes were opened to see the changes that our generation can make. It was so amazing to see students from the U.S. and China collaborating in a similar effort to address the United Nations’ goals. It was inspiring to see how passionate everyone was and to learn innovative ways to make the world a better place. It is the youth who will change the world!” - Lap Nguyen, Senior Biology Major 10

| 2011-2012 Maryland-D.C. Campus Compact |

Freshman Day of Service Service is a deep and longstanding part of The George Washington University’s (GW) culture. George Washington set out to create a university that would create citizen-leaders for a young and newly united country. Freshman Day of Service is students’ introduction to GW, the District of Columbia, and service. It is one of the first big events of the school year and seeks to build community among the freshman class and create a common mission and purpose. It introduces service as a bridge to bring together people of diverse backgrounds to serve together for a common purpose and unites GW faculty, staff, and students with our neighbors in the community.

The Freshman Day of Service was created in 2009, the year that President Obama called for a day of National Service and Remembrance on 9/11. The focus for the first year was on veterans’ issues. More than 1,200 students, faculty, and staff participated. At that event Michelle Obama issued a service challenge to encourage GW to continue to serve. She challenged GW to complete 100,000 hours of service, and if GW accomplished the goal, she would speak at the Commencement. GW completed 163,980 hours that year. The program has continued to grow. In 2011, over 2,300 students, faculty, and staff participated in service with D.C. public schools continuing GW’s partnerships with sustainability and veterans’ service organizations. In order to ensure that community service is effective for students and the community, the Center for Civic Engagement and Public Service ensures sure that the basic process of preparation, action, and reflection is used to undertake all service events and activities. While Freshman Day of Service is special – it was the largest collegiate service event in the country – we ensure that our service follows this process in order to have the best possible results for all involved and to ensure that the day is a gateway for continued mutually beneficial partnerships.

“George Washington University is committed to promoting public service and civic responsibility as a part of a strong educational experience for our citizen-leaders of the future.” -Dr. Steven Knapp, President

| 2011-2012 Maryland-D.C. Campus Compact |

Meyers Institute for College Preparation Since 1989, Georgetown University’s Meyers Institute for College Preparation (MICP) has provided intensive and comprehensive pre-college support and preparation to economically disadvantaged middle and high school students in Washington, D.C. MICP adopts a cohort of seventh grade students and supports them, and works closely with their families, through the students’ first year of college. Georgetown students act as mentors and tutors in all aspects of the program. The Saturday Academy: MICP scholars attend Saturday Academy classes on Georgetown’s campus during the academic year. Focusing on the core subjects of English, Math and Spanish, students develop and strengthen critical thinking skills, thus improving their test-taking and study skills.

Statistics: The data from the work of MICP provides strong evidence that consistent, comprehensive, longterm academic support, coupled with parental engagement, can have a significant impact on students’ academic success. Since the program began in 1989, 98% have graduated from high school and 85% of students in the program have graduated from college or university within five years.

The Summer Institute: During the summer, MICP students take classes in math, science, Spanish, English, and an elective on Georgetown’s campus every weekday for three to five weeks. In the 11th grade, students live on Georgetown University’s campus for the duration of the Summer Institute, allowing them to experience first-hand the joys and challenges of college life.

Capstone Activities: Students are given the opportunity to combine their academic coursework with capstone experiences to help prepare them for college. Capstone activities include tours of college campuses, summer study abroad, and a cultural trip to New York City. First Year of College: During students’ pre-college summer, MICP staff members facilitate communication between graduating students’ college admissions offices, financial aid offices, faculty advisors, and assistant deans with whom students will interact during their first critical months on campus.

| 2011-2012 Maryland-D.C. Campus Compact |

The Futuro Latino Learning Center On weekends, Goucher’s Athenaeum becomes a bustling international center for the local community. Administered by Goucher College’s Office of Community-Based Learning, with support from Community Service and the Spanish Language Department, the Futuro Latino Learning Center (FLLC) was created as a way for Goucher students to interact with the Latino community in meaningful, sustainable, and purposeful ways. Over the past decade, the Spanish speaking community has grown in northern Baltimore County, where few services are available for immigrant families. Nearly three years ago, the pilot Latino Center was born in an effort to enhance community services for the Latino community in Baltimore County. Every weekend, more than 40 students volunteer in the FLLC. They staff the center and design their own lesson plans and activities, offering a wide range of courses for the approximately 50 adult and 30 youth participants. These classes include computing classes in Spanish, three levels of English as a Second Language, a culture and language program for children, and English/Spanish conversation classes. All activities are supervised and coordinated by our Maryland-District of Columbia Campus Compact AmeriCorps*VISTA and members of Goucher’s faculty and staff. The partnership is mutually beneficial as community participants gain valuable computing and English language skills. While participating, Goucher students improve their Spanish language skills, develop leadership abilities, and gain a deeper, more immediate understanding of the Latino experience in the U.S.

“Working here is a great way to give back to the community. It’s especially fun once you get to know the people who come month after month.” - Stephanie Burgos Goucher student

“We asked ourselves: what does the community need and what do students need—and how do we knit together two communities that otherwise would never get together? We want to provide skills to people so that they have access to everything the United States has to offer.” - Michael Curry, France-Merrick Professor in Service Learning & Co-founder of Futuro Latino Learning Center

| 2011-2012 Maryland-D.C. Campus Compact |

Partnership with Centro Hispano de Frederick Hood College has started a strong partnership with Centro Hispano de Frederick. Centro’s mission is to “inform, refer, and educate the Limited English Proficient (LEP) residents of Frederick County in order to promote full participation in the community.” The goal of this MD-DC Campus Compact VISTA program is to assist Centro Hispano and the population it serves by providing a consistent group of volunteers from Hood College to assist with their programs. Eventually, the increased participation of volunteers will enhance their efforts to supply vital services to the community. Hood students will gain a greater understanding of the struggles of those who use the services of Centro Hispano de Frederick.

Reflection “Hood College is deeply committed to the development of informed and community minded citizens. At Hood, students are supported inside and outside the classroom as they engage in local, regional, and international service learning experiences.” -Dr. Katherine Conway-Turner Provost & VP of Academic Affairs “The fair gives students an opportunity to make such a difference in the lives of others in small, but meaningful ways.” -Hood College student

Hood College Community Service Fair For the past eleven years, Hood College has held an annual community service fair. This event has grown from a small annual endeavor with approximately eight non-profit organizations to a bustling fair of 35 organizations with an ever-growing waiting list. The purpose of this event is to connect students with community organizations for volunteer opportunities and acquaint students, faculty, staff, and the Frederick community with the services offered by the represented community organizations. The fair has been instrumental in forging continuing positive relationships between Hood students and local community organizations in the greater Frederick area. In September 2011 the fair, sponsored by the Career Center and Office of Service Learning, kicked off the academic year. Some of the organizations that were represented were Centro Hispano de Frederick, Animal Control of Frederick, Cakes for Cause, Frederick Memorial Hospital, Weinberg Center for the Arts and more. Many positive connections are made annually between the students and the Frederick community. Due to the fair’s ever-growing popularity, a second fair will be held for the first time in the spring of 2012.

| 2011-2012 Maryland-D.C. Campus Compact |

Community Impact Internships Program The Center for Social Concern (CSC) is dedicated to community service and civic engagement and is under the umbrella of Johns Hopkins University’s Homewood Student Affairs (HSA). The Center for Social Concern emphasizes the value of being in the community, with the community. Our programs and efforts are striving to create a “better community” in and around the Johns Hopkins campus. The CSC houses over 50 direct community service undergraduate student groups including the Johns Hopkins Tutorial Project and coordinates the President’s Day of Service, Alternative Break programs, and the Community Impact Internships Program.

“The Community Impact Internships Program has given me the opportunity to form a relationship with people living in a different community and living through an entirely different experience than my own, a relationship that has taught me more about myself than I ever expected it to.” -Joanna Craig , Behavioral Biology

The Community Impact Internships Program (CIIP) is a competitive paid summer internship program that pairs undergraduate students with community partners to work on community-identified projects for 30 hours a week for eight weeks in Baltimore City. The program includes an intensive 3-day orientation on Baltimore City history, nonprofit organizations, community engagement, and weekly reflection sessions.

“Aside from gaining amazing work experience and developing skills vital to event development, this program has opened my eyes to a possible future in non-profits, specifically in development... This program has taught me that it is not so much your degree that matters but rather your experience, your work ethic, your skills, and your passion. I have learned that you can be valuable asset in any setting that you wish to be a part of.” -Lauren Pennachio, Neuroscience and History of Science

The CIIP was launched with a $1.25 million gift from an anonymous donor in 2011. The cohorts of the 2011 Community Impact Internships Program work throughout Baltimore City with community partners focusing on seven interest areas: education, local government, criminal justice, healthcare and health policy, environment and sustainability, neighborhood and community improvement, and women, children, and family issues. To create a mutually beneficial internship for the student and community partner, organizations apply to be a part of the program and through an interview process students are matched with an organization based on their goals, skills, and interests. The purpose of this program is two-fold; to give JHU undergraduates an opportunity to be directly involved in a Baltimore City community and to support the important work being done by nonprofits and government agencies. In 2011, the CIIP partnered with more than 25 community groups, nonprofit organizations, and government agencies. The CIIP interns worked over 6,000 hours to make a positive impact on Baltimore City with many of the interns choosing to continue their work with their community partner throughout the year. In 2012, the program will double in size and expand to place 50 undergraduate students in internships throughout Baltimore City.

“In just two month’s time, this enterprising student created some in valuable public information products, including a Web based ‘Free and Fair Trade Shoppers Guide’, a youth-centered awareness program, and she amassed the single most comprehensive listing of human trafficking victim shelters and residential programs in the nation. The impact this student’s efforts will have will extend well beyond Baltimore to a national scale.” -Jeanne Allert, Executive Director, The Samaritan Women

| 2011-2012 Maryland-D.C. Campus Compact |

Project Mexico Project Mexico, established in 1987 and coordinated by Loyola University Maryland’s Center for Community Service and Justice, provides undergraduate students with an exciting opportunity to immerse themselves in a 10-day intensive service and educational exchange with the peoples and communities of the Mexicali/San Diego border region. In its 24-year history, nearly 500 participants have enrolled in the program. Selected students commit to a full year of activities including weekly meetings, team-building activities, preparation, and education. The trip takes place over winter break. The mission of the immersion is to educate participants on social justice issues, serve alongside community members, openly reflect on experiences, form a strong community, foster personal growth, and bring the spirit of Mexico back to the Loyola community. During their stay in Mexicali/ San Diego, Loyola’s team participates in community-directed projects. Team members live and work in solidarity with community members. They also engage in cultural and social activities and education programs that address topics such as immigration, the environment, human rights, and political and economic issues. Additionally, the program emphasizes personal reflection on the Mexico experience. This reflection encourages the participant to feel and think critically about the reality they experience and helps them to integrate applicable changes into their future life choices.

“Being involved with Project Mexico solidified my feeling that during service I wasn’t giving as much to the people as they were giving to me. We were there to be changed, not necessarily to change them. Service is about understanding, not sympathy.” - Project Mexico participant

| 2011-2012 Maryland-D.C. Campus Compact |

Community Art Collaborative Transforming Baltimore Established in 2004, Maryland Institute College of Artâ&#x20AC;&#x2122;s (MICA) Community Art Collaborative (CAC) is an AmeriCorps national service program that places artists in yearlong residences at nonprofit organizations throughout Baltimore City. CAC members facilitate arts-based programs for children and youth that encourage skills development, leadership opportunities, critical thinking, and community engagement, all of which contribute to K-12 student achievement. The program has developed fruitful partnerships with a number of large and small nonprofit organizations in Baltimore including Child First Authority, Baltimore Clayworks, and Art on Purpose. CAC prides itself on the caliber of its programming which is maintained by professional development trainings throughout the year and regular site visits with experienced supervisors. One program benefiting by these best practices is Baltimore Viewfinders (BV). BV is comprised of youth leaders from differing neighborhoods telling the collective story of their community through photography, video and intergenerational interviews. Through the exploration of self, identity, and community, BV aims to improve young peopleâ&#x20AC;&#x2122;s outlook on their future.

Impact: Served 2,471 youth through after-school programs, workshops, festivals, and more Supported 917 volunteers engaged at CAC sites Now in its eighth year, CAC has helped create sustainable community art programs where none previously existed. Jubilee Arts, a community art center in an under-resourced neighborhood, opened in 2010 with the support of two CAC members and continues to be staffed by CAC members. Furthermore, leadership skills developed in CAC have transferred into fulltime positions for past CAC members at their former sites such as the Club at Collington Square and the Refugee Youth Project. CAC intends to maintain this momentum by strengthening community organizations that have been negatively impacted by the changing economy.

Facilitated 246 community art projects for people of all ages Raised nearly $28,000 in support of arts-based programming in the community

| 2011-2012 Maryland-D.C. Campus Compact |

Boys and Girls Club of Westminster Established in November 2006, the Boys and Girls Club of Westminster’s (BGCW) mission is “to enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens.” In November 2010, McDaniel president Dr. Roger Casey signed a contract with BGCW to further strengthen the campus/community partnership and increase the club’s access to college facilities and cultural activities. Dr. Casey wanted BGCW members to feel welcome on campus, and, as a result, “College Shadow Day” was established. In April 2011, McDaniel students accompanied BGCW members to a lecture by philosophy professor, Dr. Peter Bradley, entitled “Why be Educated?” After the interactive lecture, students and BGCW members ate in the dining hall and attended a concert together. BGCW Executive Director Tiffany Gill explains the value of this experience, saying club members can “see what college life is like and see themselves there.” Executive Director Gill also participated in a series of campus workshops, which were designed to help nonprofit organizations utilize social media and video to market themselves to their clients, volunteers, and donors. These workshops were an offshoot of the “Writing for Nonprofits” course and were developed by Dr. Julia Jasken and the student recipients of McDaniel’s annual GriswoldZepp Award for Volunteerism.

“We must keep changing our own lives so that we can keep changing lives for a changing world. We will not be spectators in this changing world. We will change it ourselves.” -Dr. Roger N. Casey President McDaniel College Inaugural Address

The BGCW is a service site for McDaniel students from several service-learning courses: Dr. Stephanie Madsen’s “Adolescent Psychology” class. BGCW Program Coordinator, Sean Davis, says Madsen’s students do “a great job building relationships and have made an immediate impact on our members.” Dr. Jenny McKenzie’s class, studying social wellness, created a series of seven lessons to complement BGCW’s ‘Healthy Habits’ program. Dr. Julia Jasken’s “Writing for Nonprofit Organizations” class, provided numerous local nonprofits with writing-related interns each spring.

| 2011-2012 Maryland-D.C. Campus Compact |

Montgomery College/Montgomery County Public Schools Collaborative The Montgomery College (MC) and Montgomery County Public Schools (MCPS) Collaborative is a program that engages first generation college students in mentoring partnerships with local high school immigrant youth in Montgomery County Public Schools. The program facilitates servicelearning activities for MC students and MCPS students with community non-profit organizations. It is through these service-learning activities that students learn about the communities in which they live, develop relationships with other students, and improve their academic skills. By immersing these students in activities outside the classroom, the Collaborative enables the participating students to share their unique skills and enthusiasm with the community. The partnership has created new avenues of community participation and civic engagement. The Main Street Takoma organization has been the beneficiary of this vibrant connection, with students from around the world getting involved in their efforts. Students have come to Old Takoma Downtown to help with their Clean-Up Days by planting flowers, pulling weeds, picking up trash, and mulching. In addition, students help with the Takoma Park Street Festival, Main Street Takoma’s biggest event and fundraiser. By working side by side with older adults and by contributing to the town that many of them live in but had not claimed as their own, students gain a sense of place and belonging. Out of that interaction they developed a Key-Hole garden, which is intensive gardening in a small space, where they worked every week with an adult on growing vegetables.

Thoughts from students... “Going to Walk for the Homeless was amongst one of the best decisions I had ever made for myself. I shortly but surely realized that the well-being of other people was the thing that mostly mattered to me. All I knew was that I came back from the walk being a totally different person. I now pay more time to understand what I can do to help people up and I encourage and show them that I love and care. ….The ESOL community service brought out the things in me that I did not know about. It actually makes you experience new things, go for new adventures and have new friends.” -Kherna Tchoutang, ESOL Student “Student Service Learning Club was and is one of the greatest experiences that I ever had.” -Selvin Argueta, ESOL Student

Community Impact The MCPS Office of Shared Accountability has researched and compiled data and found that the Collaborative has had a positive impact on high school students who have participated in the program. This analysis showed these students scored higher in the Maryland High School Assessments test than those not in the program. Due to these outcomes, the Collaborative is now in the process of expanding to two other high schools in Montgomery County.

| 2011-2012 Maryland-D.C. Campus Compact |

Freshmen, Families and Finances Many students from low-income families face prospects of low retention and graduation rates. Morgan State University’s Office of Student Retention seeks to increase student retention and graduation rates by helping students and their families understand how family finances impact student achievement. Through a unique partnership with PNC Bank and MD-DC Campus Compact and AmeriCorps*, freshman students from low-income families who require academic remediation will be selected for participation in this program. Morgan’s program, Freshmen, Families and Finances, promotes academic achievement by helping students identify college success strategies, make connections with mentors, and learn about financial literacy.

“Morgan’s collaboration with PNC Bank to educate freshmen and their family members about basic financial literacy is an exciting initiative by the Office of Student Retention to help students, particularly those from low income families, remain in college and graduate with less financial debt. I believe that the success of the MSU-PNC collaboration will serve as a model for similar financial literacy programs at other colleges and universities.” -Maurice C. Taylor Vice President for University Operations Morgan State University

Ms. Tawana Banks, Morgan’s Maryland-D.C. Campus Compact VISTA member, works with Morgan’s Director of the Office of Student Retention Dr. Tiffany Beth McMillan, in recruiting and training peer mentors and recruiting the freshmen and their families for the program. Additionally, they are working to develop a financial literacy curriculum and service projects with officials at PNC Bank. Ms. Banks has “rolled-up her sleeves” to assist students with financial challenges on campus to connect with the appropriate campus resources to make satisfactory financial (payment) arrangements in time for the fall 2011 semester.

The service portion of this program is facilitated by Morgan State University, the MDCCC-VISTA member, and PNC Bank working together to find meaningful service activities for the students participating in this retention program. Research shows that students who become involved in service make better connections with their college, their peers and their community. Additionally, by becoming more astute about financial literacy low-income students may see the connection in their own lives between their college education and their future earnings.

Goals Morgan’s partnership with MDCCC-VISTA and PNC Bank has three main goals including: • • •

| 2011-2012 Maryland-D.C. Campus Compact |

Developing and implementing a financial literacy program for students from low-income families. Connecting students from low-income families to Morgan’s campus, their peers, and their community in order to improve retention and graduation rates. Encouraging students to use their financial literacy in service to their families and neighborhoods.

Service Trip to Nicaragua In January 2011, the Office of Social Justice and Outdoor Adventures Office at Mount St. Mary’s University joined forces for an adventure-based service trip to Balgue, Nicaragua. For twelve days, students and staff immersed themselves in the natural and cultural beauty of a small town located on Isla de Ometepe. Working with local community members, Mount St. Mary’s partnered with Project Mano Amiga Community Center and Finca Bona Fide, which provides responsible community development resources including a child nutrition program, library, and sustainable food sources. The Mount St. Mary’s team began their experience by staying with a local agriculturalist who is forming a field school for Nicaraguan university students. There, they learned about the natural history of the island, the natural resources of the island, and Nicaragua. That newfound knowledge was put to good use while working with Finca Bona Fide, a farm dedicated to creating sustainable food sources through permaculture. While working with the land and the crops, the team from the Mount learned how indigenous regional plants can be maintained as food sources and how individuals can co-exist without environmental degradation. The remainder of the time was spent working with Project Mano Amiga Community Center to complete their kitchen, which receives food from Finca Bona Fide and prepares it for the child nutrition program. Students and staff were affected by the vast community networks found in Balgue. As the relationship continues to grow and strengthen with both the organizations and the community, the Mount has begun to prepare students for the January 2013 trip through local experiences, readings, and webinars.

What students had to say... “My view of global solidarity is much richer than before…it’s not just about how people are connected to each other, but also how we connect with the land.” - Mount St. Mary’s Student

“I thought I was doing my part by recycling, but sustainability goes so much deeper than that.” - Mount St. Mary’s Student

| 2011-2012 Maryland-D.C. Campus Compact |

Change Lives - One Girl at a Time The Center for Campus Ministry and Community Service at Notre Dame of Maryland University is the home of many one-time and ongoing community service opportunities. The Center focuses on creating and maintaining relationships with organizations in the Baltimore area that mutually benefit the student body and the community. One such partnership is that between Notre Dame of Maryland University student volunteers and Sisters Academy of Baltimore.

“My experience with community service at Notre Dame can be summed up in one word: inspirational. I used to always feel as though I am only one person and what I do will not really matter to the world in the long run, but now I realize that it does matter. Everyone can contribute something to the world, even if they are only one person.”

The Sisters Academy of Baltimore Enrichment and Mentor Program was created in August 2009 with the onset of the Maryland Campus Compact AmeriCorps*VISTA grant received by the University. Since then, it has developed into a project that Sisters Academy and Notre Dame look forward to each semester. Sisters Academy is an independent Catholic middle school (grades 5-8) for girls from low-income neighborhoods in Baltimore, Maryland. The Enrichment Program provides one-on-one academic support to current Sisters Academy students and the Notre Dame mentors simultaneously serve as positive role models– showing the young ladies that they too can one day be successful college students. The program culminated last spring when members of Sisters Academy’s first graduating class (now high school seniors) traveled to NDMU for a college visit. The shared mission of transforming lives through education has made this partnership– that now involves over fifty students, faculty, and staff each semester–something truly special. As the AmeriCorps*VISTA grant is in its last year, the program will continue into the future through the leadership of two current Notre Dame mentors and the continued support of the Center for Campus Ministry and Community Service.

- NDMU Student Mentor

“My student made remarkable progress…that I would tie very strongly to her work with her Notre Dame mentor. There was a comfort level that helped her develop confidence. The steady and consistent follow through of the mentor provided a real support to the student in her learning.”

- Sisters Academy of Baltimore 8th Grade Teacher

| 2011-2012 Maryland-D.C. Campus Compact |

Empowered Students! Empowered Communities! In spring 2011, Prince George’s Community College launched Students Consulting for Non-profit Organizations, which provides students the opportunity to gain professional experience by working on projects to support non-profit organizations. These projects include, but are not limited to website development, graphic design, social media, art, editing, business plans, accounting systems design, and marketing plans. Faculty members support this student consulting initiative by serving as advisors to the project development teams and may integrate these projects into course activities or support independent teams. Non-profit organizations attending the initial information session enthusiastically welcomed the opportunity to work with student consultants. Prince George’s Community College students, in collaboration with Operation Hope, provided financial literacy education workshops to middle school students at Drew Freeman Middle School. Students received training on financial topics such as budgeting, savings, credit, and investments.

2011 Bellwether Award Prince George's Community College was a 2011 Bellwether Award Winner for the service activities of PGCC’s Community Financial Center, which supports the economic improvement of Prince George’s County residents through its Finance 411 education program, year-round free Volunteer Income Tax Assistance (VITA) program, and financial information network.

Service-Learning Faculty Institute and Fellows Program The Service-Learning Faculty Institute and Fellows Program began in fall 2008 to train instructors to successfully integrate service-learning into their courses. Twenty-three faculty members have been enrolled in the Fellows Program. Participating faculty are from a wide range of academic disciplines, such as nursing, computer information systems, educational development, english, biological sciences and others. Upon completion of the program, participating faculty are able to: • • • • •

Demonstrate the application of service-learning as a teaching methodology Explain the importance of reflection as a necessary component of service-learning and to develop appropriate reflection activities that support their service-learning course activities Revise and/or develop syllabi integrating service-learning into the course activities Identify appropriate community partners to service as volunteer sites for the service-learning activities Assess service-learning activities as a component of the course.

| 2011-2012 Maryland-D.C. Campus Compact |

Service Corps Stevenson University (SU) has a long history of service to the community. The core values of the University embody integrity, service, and excellence. These values are translated into all areas including: academic, social, cultural, athletic, and residential. One of the areas where these values are most evident is in the student club, Service Corps that was developed by a Maryland Campus Compact VISTA member. This club embodies the values and culture of Stevenson University in many ways.

“Service Corps has helped shape my vision of the world I live in – and that vision has become much more comprehensive and compassionate because of my experiences in Service Corps.”

Service Corps seeks to serve the community in ways that promote the well being of surrounding neighborhoods and helps to make our students civically and socially aware. Composed of approximately 70 students, Service Corps identifies areas that can use the knowledge, skills, and enthusiasm of students who are interested in making a difference in the world. Students from Service Corps work in shelters, homes, local neighborhoods, humane societies, schools, and other community organizations every other Saturday. Their service is focused on the promotion of wellness, social justice, and civic engagement. Community organizations such as Villa Maria, Project Oliver, Habitat for Humanity, and the Humane Society, benefit from the hard work, care and skills of SU students.

- Stevenson University Student

“Service Corps has changed the lives of many of our SU students because of the impact on the people whose lives they have touched.” - Stevenson University Student Most importantly, Stevenson students benefit from the connection they make with people from all different walks of life. They learn about life, and the hardships and struggles of people in the communities around them. This transforms them to be better citizens as they are more aware of the world they live in and are able to navigate the environment around them.

| 2011-2012 Maryland-D.C. Campus Compact |

Anthropology by the Wire Anthropology by the Wire is a multi-media research project on urban and visual anthropology in Baltimore that is part of a National Science Foundation Research Experience for Undergraduates grant at Towson University. In this project, students conduct research on neighborhoods in Baltimore utilizing anthropological methods through the lens of a public anthropology with a variety of digital media. Data is in the form of videos, photos, audio, links, and text that is posted to a project website and represents the outcome and mediation of those endeavors. For the first iteration of the project in the summer of 2011, we recruited a diverse group of students drawn primarily from area community colleges for anthropological research projects on neighborhoods in Baltimore. Over the course of six weeks, 15 students attended seminars held at Towson University and engaged in collaborative, empirical research on peopleâ&#x20AC;&#x2122;s self-representations of Baltimore communities by using a common set of qualitative research methodologies related to the new sub-discipline of media anthropology. While working on their own ethnographic projects they utilized diverse methodologies and forms of data gathering, including visual anthropology, participant observation, and interviews. Students simultaneously undertook collaborative media projects using the visual, textual, and audio data they gathered.

â&#x20AC;&#x153;Student engagement in the community provides students with a hands-on educational experience, helping them connect theoretical classroom learning to practical applications in the community, encouraging them to make a difference in their communities. Student engagement is an important part of our work at Towson University.â&#x20AC;? -Dr. Marcia G. Welsh Interim President

These projects take many forms, but all include web-based, multimedia representations of the lives of people in Baltimore city that can be utilized by people in their own efforts to develop their communities. Since the students left Towson, they are spending the next eight months analyzing data and completing their projects for presentations to various communities, faculty members, and the next group of students in May 2012. During this time, they maintain a virtual community with other participants, including faculty and community associates, for additional collaboration and mentorship. After their research experience has ended, faculty will remain in contact with student cohorts guiding their transition to four-year university settings and graduate school. For more information on this project, check out the website: www.antrhropologybythewire.com.

| 2011-2012 Maryland-D.C. Campus Compact |

Central Baltimore Walking Tour Made up of four distinct neighborhoods–Old Goucher, Barclay, Charles North, and Greenmount– West-Central Baltimore features diverse neighborhoods, community organizations, lively art, music and cultural experiences. The Henry and Ruth Blaustein Rosenberg Center for Student Involvement, through its leadership and community engagement program, offers guided tours of Central Baltimore that highlight local neighborhoods, businesses and organizations. Central Baltimore Partnership, a local organization that marshals the talents and resources of numerous stakeholders, assists in developing these tours and offers tours of its own. Students, faculty and staff can also obtain a Walking Tour brochure and take a self-guided tour. The brochure offers highlights about Central Baltimore, along with contact information for a variety of area organizations and businesses. In spring 2012, a new web site will be launched as a companion piece to the brochure that offers an interactive map and quick links to areas of interest.

“The tour is an excellent resource to provide new faculty with ideas for service-learning projects. Students explore the great social, cultural, and educational opportunities in the area, and will discover numerous possibilities for getting involved in community service.”

By educating the UB community about the vast possibilities that lie just blocks away from campus, the University will deepen its connection to these neighborhoods, offer distinctive learning opportunities, and fulfill its commitment to community stewardship.

-Anthony Butler Assistant Director of Leadership Rosenberg Center for Student Involvement

| 2011-2012 Maryland-D.C. Campus Compact |

Promise Heights Promise Heights (PH), an initiative run out of the University of Maryland, School of Social Work, aims to create a comprehensive child, family, and community-building model in the West Baltimore neighborhood of Upton/Druid Heights. This program provides children ages 0-21 with educational, social, physical, and economic opportunities that allow them to thrive and succeed in work and family life. It involves a unique partnership between the University of Maryland, Baltimore (UMB), non-profit agencies, faith-based organizations, government, and communities in West Baltimore, all with a deep commitment to find solutions to meet the needs of vulnerable families. For the past two years, UMB and PH community partners have collaborated to strengthen early childhood educational and developmental efforts for children from birth to age five – the most crucial period of learning in a child’s life – the window during which a child’s greatest brain development takes place. Early experiences, which lay the groundwork for a child’s lifelong learning and behavior, are where research indicates intervention programs are most effective but are under-funded. Programs are knitted together into a safety net for children and their families, however, it takes more than programs working together to support a child’s development – it takes an entire community working together towards the aim that every child succeeds. PH includes programs that seek to impact infant mortality, parenting, early education, elementary education, and health.

Upton/Druid Heights Neighborhood

10,342 residents 93% are AfricanAmerican 28% are children 58% of children live in poverty 53% of households have an income less than $14,999 Promise Heights continues to work on capturing more funding to sustain current programming and create new initiatives. We are working with state legislators to improve home visiting services. We next hope to tackle the issue of housing and shelter, as some residents are living in abandoned housing or housing without electricity or water and city shelters are woefully inadequate, particularly for pregnant women. Our next step is to work with the middle school in the neighborhood, Booker T. Washington, and bring them in to our continuum of services.

| 2011-2012 Maryland-D.C. Campus Compact |

Service-Learning Faculty Fellows Program In the spirit of student affairs and academic affairs collaboration, the Adele H. Stamp Student Union– Center for Campus Life at the University of Maryland, College Park coordinates the Stamp ServiceLearning Faculty Fellows Program. This program provides support for five faculty members per year to develop a new undergraduate service-learning course or to integrate service-learning in a significant new way into an existing course. The program begins each January with a full-day workshop on service-learning course design. Fellows meet monthly with Dr. Barbara Jacoby, Faculty Associate for Leadership and Community ServiceLearning, for guidance and support in the development of their courses and participants receive a $1,500 stipend. “As one of my students once told me in reflection, ‘Service-learning enables students to apply their knowledge “in real time, in real places, with real people, and with real consequences.”’ Another put it this way: ‘Service-learning takes you to the edge of what you know and who you are.’” -Dr. Barbara Jacoby “Promoting and supporting this collaboration between the University of Maryland and Northwestern High School ensures we are optimizing our efforts to serve the students of Northwestern High School while supporting their endeavors to both graduate high school and obtain a college education.” -Shane Bryan, MDCC-AmeriCorps* VISTA Community Partner Liaison

In addition to developing and teaching a new service-learning course, the Fellows collaborate with Stamp staff to enrich the co-curricular programming offered by areas throughout the Stamp. They also serve as consultants to the next group of Faculty Fellows. The purposes of the program are: • to develop a cadre of faculty who practice and promote service-learning pedagogy • to contribute high-quality service-learning courses to the new General Education curriculum • to develop partnerships between faculty members and Stamp staff to enhance educational experiences for students outside the classroom.

Northwestern Connections Northwestern Connections, founded in fall 2010, is comprised of stakeholders from across the University of Maryland campus in conjunction with administrators at Northwestern High School. The group seeks to build a sustainable, mutually beneficial relationship by bolstering currently existing programs, researching, and initiating new programs, while establishing a formal partnership between the University of Maryland and Northwestern High School. This relationship aspires to decrease dropout rates and increase high school student preparedness for post-secondary education. One of the University programs involved in the high school is Terps for Change, a group of University of Maryland student volunteers who tutor Northwestern High School students. Beyond tutoring high school students, Terps for Change also assists in the preparation for post-secondary education by advising high school students on the application process.

| 2011-2012 Maryland-D.C. Campus Compact |

Shriver Center’s Service-Learning The University of Maryland, Baltimore County (UMBC) Shriver Center’s Service-Learning K-16 Partnership Program places university students as resources in public schools. In 2010-2011, 220 UMBC students engaged in in-school and afterschool outreach across the Baltimore region, ultimately supporting more than 3,000 K-12 youth from 17 schools. These outreach efforts focus on encouraging K-12 students from vulnerable communities to consider college as a viable option for themselves and their peers. UMBC partnerships include: •

•

OrchKids, a program of the Baltimore Symphony Orchestra, combines music and mentorship to positively impact Baltimore City youth. In 2010-2011, 25 UMBC students supported OrchKids participants at Lockerman Bundy Elementary School in West Baltimore. Let’s Go Boys & Girls Program provides after-school activities, specifically for students who are from underserved populations, that deliver fun, hands-on STEM education activities (such as robotics building and First Lego League instruction) to increase the number of students entering technical career pathways. UMBC partnered with Let’s Go to place university students at the Westport Boys & Girls Club in the southern part of Baltimore City.

What students are saying... “Service-Learning was a rewarding experience for me. I was able to change the mindset of the students from pessimistic to optimistic toward their academic goals.” - Esther Babalola, Let’s Go Boys & Girls Program Volunteer

“My placement gave me a better understanding of the world, and volunteering let me know that I can make a difference.” - Valerie Koury, OrchKids Volunteer

•

Major Inspiration (MI), founded in 2008 by a UMBC alumnus, engages UMBC students passionate about their majors in outreach to K-12 students in high need environments. More than 50 representatives across college majors encourage K-12 youth who might not be thinking about college as an option to interact with college students and learn about various areas of study, as well as the best strategies to navigate college-related systems (e.g., financial aid, admissions). MI facilitated seven events in 2010-2011, engaging nearly 700 K-12 students.

•

UMBC Department of Education Outreach Courses, including the class: Diversity, Ethics, and Social Justice in the Context of Schooling, leads first year students in exploring issues in education and diversity. Students participate in service-learning placements in which they provide educational support as tutors and mentors to school- and community-based organizations such as Arbutus Middle School and Education Based Latino Outreach.

| 2011-2012 Maryland-D.C. Campus Compact |

First Generation Ambassadors Program In the fall of 2011, Washington Adventist University (WAU) started the First Generation Ambassadors Program (FGAP). At WAU, the first generation student population is nearly 40 percent and there is a very low retention rate within this population. A group of first generation students applied to the FGAP and were accepted into the program. The MD-DC Campus Compact VISTA mentors these students, spends time helping them to overcome their challenges, and also works with their parents to better support their students. Research confirms that students who are engaged in their community have a higher rate of retention. Hence, these FGAP students will partner with Adventist Community Services of Greater Washington to support their literacy programs, feed, and clothe the community and help address a myriad of other salient community needs. These students will also galvanize the WAU community to support the overwhelming need of the surrounding community.

What people are saying.... “I am so glad that this program was created. I thought I was the only person facing these challenges. I am also so happy to be a leader, working in the community.” -An FGAP Student

“There is so much need in the community and I know with the help of FGAP, more people will be served.” - Community Partner WAU is excited about the future of this program. Currently, they are planning to assemble and distribute food baskets to the community, organize a can food drive, make blankets for the poor, and refurbish computers for poor families. It is clear that the FGAP students will be positively impacted by their participation. What is even more exciting is that while these students are benefiting from being in the program they are also helping the surrounding community and the WAU community. The impact is multidimensional, salient, and far-reaching.

| 2011-2012 Maryland-D.C. Campus Compact |

Service-Learning Programs Plans are underway and Wor-Wic Community College students are being recruited to assist Habitat for Humanity in an upcoming construction project in Berlin, MD. Habitat for Humanity provides affordable housing opportunities to those in need. Wor-Wic will provide transportation for students to help frame and work on the inside of a home. Seven Wor-Wic students staffed an environmental education tent during an event sponsored by the Surfrider Foundation and the Autism Foundation. The partnership included teaching autistic children how to surf by professional surfers from California and Hawaii. During the event, Wor-Wic students provided literature and answered questions related to conservation and other issues important to coastal communities such as Ocean City, MD. Additional service-learning opportunities are currently being planned that involve anatomy and physiology classes, and an English class. The students will be partnering with area organizations including four senior centers and five agencies that offer services in the area such as housing, afterschool programs and food banks.

Beach Clean Up Wor-Wic students helped collect 250 pounds of garbage and debris from the Route 50 drawbridge leading into Ocean City, MD., at a “Bay to Beach Clean-Up” day. The students collected and disposed of litter that lined the resort bridge on a hot summer afternoon. The event was hosted by the Maryland Coastal Bays Program, Barefoot Wine and Bubbly, and Conner’s Beach Café.

Thoughts from President Hoy... “As a community college serving the Lower Shore, WorWic is committed to providing service-learning opportunities for our students–connecting them with our community in reciprocity-based partnerships.” - Dr. Ray Hoy President Wor-Wic Community College

| 2011-2012 Maryland-D.C. Campus Compact |

â&#x20AC;&#x153;I enthusiastically support the creation of the MarylandDistrict of Columbia Campus Compact and am committed to promoting service and civic responsibility as part of a strong educational experience for our citizen-leaders of the future.â&#x20AC;? ~ President Steven Knapp, The George Washington University 32

| 2011-2012 Maryland-D.C. Campus Compact |

Maryland-D.C. Campus Compact VISTA 2011-2012 Project Abstracts AMERICAN UNIVERSITY

COPPIN STATE UNIVERSITY

Supervisor: Ms. Robin Adams (202) 885-7378 radams@american.edu

Supervisor: Mr. James Smith (410) 951-1289 jsmith@coppin.edu

MDCCC-VISTA: Ms. Jordan Misra

MDCCC-VISTA: Ms. Shayla Redfearn

The American University MDCCC-VISTA member coordinates the DC Reads Committee- a collaboration between six universities in DC–that sends students to tutor the city’s K-10 youth. The DCR VISTA recruits and supports American University (AU) student members by working with the Center for Community Engagement and Service (CCES) to increase program capacity in community partnerships, best practices, program efficiency and impact, leadership and sustainability. DCR at AU collaborates with seven community partners to assist them in tutoring, outreach and program coordination.

The Coppin State University MDCCC-VISTA member is responsible for coordinating the service-learning component of the Coppin HeightsRosemont Family Computer Center on campus. The Center has served over 4,000 families in the community by partnering with a myriad of community partners to provide technology instruction to residents in the community. The Center engages university students in service-learning through tutoring clients of the Center and assisting program instructors through 7,500 hours of volunteer service.

CARROLL COMMUNITY COLLEGE Supervisor: Ms. Kristie Crumley (410) 386-8408 kcrumley@carrollcc.edu MDCCC-VISTA: Ms. Kimberly McShane

GOUCHER COLLEGE Supervisor: Ms. Lindsay Johnson (410) 337-6262 lijohnso@goucher.edu MDCCC-VISTA: Ms. Emily Dowdell

The Carroll Community College MDCCC-VISTA member develops and runs the GREAT Start Program (Graduation, Retention, Excellence, Academics and Teamwork), comprised of students, a program coordinator, and peer mentors, recruited by the MDCCC-VISTA. The MDCCC-VISTA’s objectives include increasing students’ financial literacy, coordinating service projects and mentoring, and facilitating a course entitled College Success.

The Goucher College MDCCC-VISTA member works with Goucher’s Latino Center that acts as a bridge between the Baltimore County Hispanic community’s needs and the available resources, some of which come from city organizations that are difficult for county residents to access. The Center has launched a successful culture program for young people, a basic computing class for adults, and ESL classes to come, staffed by student volunteers and faculty members, thereby providing services that are local for Hispanic residents.

CHESAPEAKE COLLEGE

HOOD COLLEGE

Supervisor: Mr. Rohry Flood (410) 827-5826 rflood@chesapeake.edu

Supervisor: Ms. Nancy Hennessey (301) 696-3583 hennessey@hood.edu

MDCCC-VISTA: Ms. Amanda Roman

MDCCC-VISTA: Ms. Monique Sledd

The Chesapeake MDCCC-VISTA Habitat for Humanity project expands a multi-year partnership serving two counties on Maryland’s Eastern Shore. In conjunction with Habitat Choptank, the MDCCC-VISTA focuses on capacity building, increasing financial literacy, coordinating local service projects, and volunteer recruitment and recognition. Through the partnership with Habitat Choptank, the MDCCC-VISTA also focuses on retention of students at Chesapeake College.

The Hood College MDCCC-VISTA member helps to develop and coordinate the partnering of Hood College students with Centro Hispano de Frederick. Centro Hispano has served over 1000 clients most of who live below the poverty line in Frederick County. The MDCCC-VISTA encourages Hood students to support this agency through English for Speakers of Other Languages (ESOL) classes, parent outreach, employment skill development, legal assistance, translation, and childcare support.

| 2011-2012 Maryland-D.C. Campus Compact |

Maryland-D.C. Campus Compact VISTA 2011-2012 Project Abstracts JOHNS HOPKINS UNIVERSITY Supervisor: Ms. Gia Grier-McGinnis (410) 516-6773 ggrier2@jhu.edu MDCCC-VISTA: Ms. Lena Denis The Johns Hopkins University (JHU) MDCCC-VISTA serves as a Sustainable Food and Nutrition Coordinator and advises several studentrun initiatives, including the Campus Kitchen at JHU (CKJHU) and a food recovery program that recoups local surplus food to address food scarcity in Baltimore city. The MDCCC-VISTA advises CKJHU student coordinators and a student leadership team. The coordinators and team oversee the daily operations of the program, monitor a small scale garden and nutrition program, advise a student initiative that provides evening parent workshops on nutrition and diabetes, and continue to be a resource for other institutions interested in establishing campus food recovery programs. LOYOLA UNIVERSITY MARYLAND Supervisor: Dr. Karyl Leggio (410) 617-2301 kbleggio@loyola.edu MDCCC-VISTA: Mr. Jonathan Hourcade The Loyola University Maryland MDCCC-VISTA member helps build, grow, and promote businesses along the York Road corridor. The MDCCC-VISTA works directly with the businesses on self-identified needs such as web site design, marketing plans, competitive analyses, and financial analysis. Also, the MDCCC-VISTA partners with the Govans Business Association (GBA) and the York Road Partnership (YRP). He assists with the recruitment, selection, and training of business student volunteers who work on projects to support existing businesses, as well as projects to attract new business. MORGAN STATE UNIVERSITY Supervisor: Dr. Tiffany McMillan (443) 885-3651 tiffany.mcmillan@morgan.edu MDCCC-VISTA: Ms. Tawana Banks The Morgan State University MDCCC-VISTA works with the Office of Student Retentionâ&#x20AC;&#x2122;s Access Orientation Program (AOP), which provides first-generation, at-risk students and their parents with financial aid assistance including information about FAFSA, residence life, placement testing results and academic advisement. In partnership with PNC Bank, the MDCCC-VISTA helps to implement a financial literacy program for the freshmen and their families who participate in the AOP. NOTRE DAME of MARYLAND UNIVERSITY Supervisor: Ms. Melissa Lees (410) 532-3651 mlees@ndm.edu MDCCC-VISTA: Ms. Gabrielle Hurley The Notre Dame of Maryland University MDCCC-VISTA member coordinates placement of Notre Dame student volunteers to provide educational outreach, tutoring and leadership education for the Sisters Academy students. Also, the MDCCC-VISTA works to create a culture of civic engagement by developing a tracking and validating system for student service hours; enhancing volunteer recruitment, training and retention; providing multiple additional community service opportunities per month; creating an electronic weekly newsletter; promoting service-learning among students and faculty; coordinating Notre Dame and Sisters Academy events; and evaluating volunteer programs and services.

| 2011-2012 Maryland-D.C. Campus Compact |

Maryland-D.C. Campus Compact VISTA 2011-2012 Project Abstracts PRINCE GEORGE’S COMMUNITY COLLEGE Supervisor: Ms. Betty Habershon (301) 322-0713 bhab@pgcc.edu MDCCC-VISTA: Ms. Pearl Schell The Prince George’s Community College (PGCC) MDCCC-VISTA member builds service-learning on campus via the Financial Literacy Program which provides financial mentoring, tutoring, and literacy workshops delivered by PGCC college students to local high school students. The high school students then develop their new financial skills further by facilitating financial workshops students in grades K-8 within Prince George’s County in conjunction with PGCC college students. The MDCCCVISTA member develops and coordinates the community college student and faculty volunteers and builds community partnerships to change financial skill levels of participants in grades K-12. STEVENSON UNIVERSITY Supervisor: Mr. Thomas Romanoff (443) 352-4479 tromanoff@stevenson.edu MDCCC-VISTA: Ms. Darcy Sullivan The Stevenson University MDCCC-VISTA member works towards creating career education programs for veteran communities in Maryland. Although a variety of resources are available to veterans, many veterans are not aware of the types of support available for them. Through the resource of having a full time MDCCC-VISTA member, Stevenson University will directly address one identified critical area of need for veterans: career guidance. By doing so, Stevenson University will have a measurable impact on the lives of veterans returning from deployment and leaving active duty. TOWSON UNIVERSITY Supervisor: Corinne DeRoberts (410) 704-5764 cderoberts@towson.edu MDCCC-VISTA: Ms. Katelyn Victor The Towson University MDCCC-VISTA member participates in the Cherry Hill Learning Zone Initiative that includes Towson University, Baltimore City government, the Baltimore City Public School System, and neighborhood groups. This partnership has leveraged its resources to build upon the Cherry Hill community’s strengths to meet its needs and to nurture its potential in areas related to family, community, economic, and educational development. The MDCCC-VISTA member coordinates campus efforts and service projects to support educational, social, and medical needs, as well as individual and community success in an at-risk community. The UNIVERSITY of BALTIMORE Supervisor: Mr. Anthony Butler (410) 837-5419 abutler@ubalt.edu MDCCC-VISTA: Ms. TaQuilla Martin The University of Baltimore MDCCC-VISTA member works in cooperation with the Central Baltimore Partnership and presents weekly workshops on financial literacy. The workshops are directed towards four innercity neighborhoods with the aim of reaching 500 community residents to assist them in making financial decisions via financial education. The MDCCC-VISTA member coordinates the University of Baltimore work-study student instructors who are trained by The Maryland CASH (Creating Assets, Savings, and Hope) Campaign.

| 2011-2012 Maryland-D.C. Campus Compact |

Maryland-D.C. Campus Compact VISTA 2011-2012 Project Abstracts UNIVERSITY of MARYLAND, COLLEGE PARK Supervisor: Ms. Alison Barlow (301) 314-7321 abarlow@umd.edu MDCCC-VISTA: Ms. Paola Hernandez Barón The University of Maryland, College Park MDCCC-VISTA member works with the Partners in Print (PIP) program for family literacy and ensures that systems are in place for the program’s longevity. UMCP student mentors conduct six bilingual workshops per year at local elementary schools on techniques that parents can use at home to help their pre-K-2nd grade children learn to read. The MDCCC-VISTA member coordinates the PIP program by assisting with recruitment, selection, advising, and training of bilingual student mentors. In addition the MDCCC-VISTA member builds the program by working with new schools to develop and maintain positive relationships with school partners. UNIVERSITY of MARYLAND, COLLEGE PARK Supervisor: Ms. Deborah Slosberg (301) 314-0068 slosberg@umd.edu MDCCC-VISTA: Mr. Shane Bryan The University of Maryland, College Park (UMCP) Community ServiceLearning MDCCC-VISTA member works with the Northwestern Connection Program and Center for Educational Partnerships program to increase educational attainment and graduation rates of underserved middle and high school students at two local schools. The MDCCC-VISTA member also provides organizational structure to match UMCP students with the tutoring and mentoring programs. WASHINGTON ADVENTIST UNIVERSITY Supervisor: Dr. Sophia Ward (301) 891-4108 sward@wau.edu MDCCC-VISTA: Ms. Jessica Harris The Washington Adventist University (WAU) MDCCC-VISTA member coordinates the First-Generation Ambassadors Program. First-generation students at WAU consist of 37 percent of the student population. The First-Generation Ambassadors Program is designed to provide support to first-generation students at WAU. The MDCCC-VISTA member helps to select the Ambassadors, recruit and coordinate peer mentors and present workshops for the Ambassadors and their parents. The MDCCC-VISTA also coordinates the Computer Literacy Service Project with Adventist Community Service of Greater Washington and identifies funding sources towards education for the Ambassadors. WOR-WIC COMMUNITY COLLEGE Supervisor: Dr. Trevor Jones (410) 334-2829 tjones@worwic.edu MDCCC-VISTA: Ms. Golda Davis The Wor-Wic Community College MDCCC-VISTA member is committed to expanding Wor-Wic’s service delivery to the community and focuses on issues of poverty, unemployment, and education. The MDCCCVISTA member works to develop a process to match community needs with student availability by identifying community entities, making contacts, defining specific community-focused needs, and matching these to available students. The MDCCC-VISTA member also works with administration and faculty to further develop the service-learning initiative on campus that yields community service participants for one of Maryland’s lowest income and employment areas.

| 2011-2012 Maryland-D.C. Campus Compact |

9 21 18 16 4 13 12 25 22 11

28 27

6 7

Maryland-D.C. Campus Compact Member Campuses 16. Morgan State University 17. Mount St. Mary’s University 18. Notre Dame of Maryland University 19. Prince George’s Community College 20. Stevenson University 21. Towson University 22. University of Baltimore 23. University of the District of Columbia 24. UDC Community College 25. University of Maryland, Baltimore 26. University of Maryland, Baltimore County 27. University of Maryland, College Park 28. Washington Adventist University 29. Wor-Wic Community College

1. American University 2. Carroll Community College 3. Chesapeake College 4. Coppin State University 5. Frostburg State University 6. Gallaudet University 7. The George Washington University 8. Georgetown University 9. Goucher College 10. Hood College 11. Johns Hopkins University 12. Loyola University Maryland 13. Maryland Institute College of Art 14. McDaniel College 15. Montgomery College

a great company, a committed neighbor Medifast ofof Stevenson University, supports Maryland-District Columbia work Campus Compact’s work tohigher connect Medifastand anditsitsExecutive ExecutiveChairman, Chairman,Col. Col.Brad BradMacDonald MacDonald(Ret), (Ret),a Trustee a Trustee Stevenson University, supports Maryland CampusofCompact’s to connect Maryland Maryland and D.C. higher education with its’ communities. Medifast is committed to supporting the educational development of its Medifast Associates, Health Coaches, and education with its communities. Medifast is committed to supporting the educational development of its Medifast Associates, Health Coaches, and franchisees, as well as public franchisees, as well as public health in our communities across the State of Maryland and region of DC.

health in our communities across the State of Maryland.

Medifast is a proud sponsor of Maryland-D.C. Campus Compact and has also contributed to the printing of this magazine.

Medifast is a proud sponsor of Maryland Campus Compact and has also contributed to the printing of this magazine.

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