MINNESOTA CAMPUS COMPACT

We support the next generation of diverse civic leaders through campus-community partnerships and inspiring educational resources like CLIO.

We support the next generation of diverse civic leaders by building the capacity of higher education institutions to fulfill their civic purpose, asreflected in the national Campus Compact 30th Anniversary Action Statement:

·         We empower students, faculty, staff, and community partners to co-create mutually respectful partnerships in pursuit of a just, equitable, and sustainable future for communities beyond the campus—nearby and around the world.

·         We prepare our students for lives of engaged citizenship, with the motivation and capacity to deliberate, act, and lead in pursuit of the public good.

·         We embrace our responsibilities as place based institutions, contributing to the health and strength of our communities—economically, socially, environmentally, educationally, and politically.

·         We harness the capacity of our institutions—through research, teaching, partnerships, and institutional practice—to challenge the prevailing social and economic inequalities that threaten our democratic future.

·         We foster an environment that consistently affirms the centrality of the public purposes of higher education by setting high expectations for members of the campus community to contribute to their achievement.

Your support is vital to allowing Minnesota Campus Compact to continue working with colleges and universities across the state in:

·         advancing the kinds of community-engaged learning that develop the knowledge, skills, creativity, courage, and persistence critical for work, life, and citizenship;

·         promoting the success of Minnesota's increasingly diverse students; and

·         developing innovative collaborations that advance educational and economic opportunity, public health, environmental sustainability, and other social goods.

WHY IS OUR WORK IMPORTANT?   

“We can tell the difference between students that have a service-learning background and those that do not.  Those that have a service-learning background know how to apply their knowledge.”  - Stacy Kennedy, regional human resources manager, Bremer Financial Services

It is clear there are multiple benefits for universities to engage in community building, problem solving and knowledge sharing with their communities. . . . Students come to St. Cloud State for their education, but a significant part of that education is gained beyond the perimeters of campus—learning how to live responsibly with neighbors and to make smart choices about their lives.”  - Earl H. Potter III, president of St. Cloud State University

 “I came here as a freshman but felt disheartened in my third year; I felt this was a good place and I was learning a lot, but I felt disconnected and wasn’t contributing much, so I considered leaving the university. . . . Then I took my first service-learning course.  It’s really empowering for students to think that they can write something and have it be appreciated, have someone besides the professor listen to your thoughts and take them seriously.”  - Laura Weldy, student, University of Minnesota Morris

“I’d never volunteered before my first day at college, but then I did, and it changed my life.  It shaped what I want to do in my career and connected me with people who are now my friends.  Hearing the younger kids I work with say that they want to go to college now is really exciting.”  - Nick Schneider, student, Normandale Community College

"I know I speak for a wide circle of colleagues at Carleton when I say the resources of Minnesota Campus Compact, not only its grant programs but also its reliable source of wisdom, has been of enormous importance in our aspirations to fully promote and support academic civic engagement at Carleton.  - Michael McNally, faculty, Carleton College


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