Strengthening Collaborations to Build Social Movements: Ten Lessons from the Communities for Public Education Reform Fund (CPER)

This report explores how grantmakers can help strengthen collaborations among supported groups to advance ambitious social change goals. As noted by Grantmakers for Effective Organizations in Many Hands, More Impact, grantmakers can play a number of critically important roles in supporting social movement building: investing in a broad range of organizations, change strategies, and issues; brokering relationships among groups and their allies; connecting grantees to one another in impactful ways; fostering learning to grow a field; and influencing peers and policy through these supports. We focus on grantmakers' "connector" role because we see it as a crucial -- and often underexamined -- strategyfor expanding impact. But how, specifically, can grantmakers nurture connections -- and productive collaborations that may eventually arise from them -- while remaining attuned to the strategic intentions of supported groups and the relationships they themselves want to cultivate? And how can the enhanced capacity that genuine collaboration requires be reflected and resourced in ways that meet funders' expectations of collaborative impact? Our perspective on these questions is grounded in the experience of Communities for Public Education Reform (also referred to here on as "CPER" or the "Fund"). CPER is a national funders' collaborative committed to improving educational opportunities and outcomes for students -- in particular students of color from low-income families -- by supporting community-driven reforms led by grassroots education organizing groups. Maximizing collaborative potential has always been central to CPER's DNA, and is encoded in the Fund's vision, strategy, and operational structure. In sharing lessons learned by CPER funders, staff, and grantees over the Fund's eight-year lifespan, we hope to contribute to the conversation about how grantmakers can nurture collaborations that advance building social movements for opportunity and justice

NASA Education Recommendation Report - Education Design Team 2011

NASA people are passionate about their work. NASA's missions are exciting to learners of all ages. And since its creation in 1958, NASA's people have been passionate about sharing their inspiring discoveries, research and exploration with students and educators. In May 2010, NASA administration chartered an Education Design Team composed of 12 members chosen from the Office of Education, NASA's Mission Directorates and Centers for their depth of knowledge and education expertise, and directed them to evaluate the Agency's program in the context of current trends in education. By improving NASA's educational offerings, he was confident that the Agency can play a leading role in inspiring student interest in science, technology, engineering and mathematics (STEM) as few other organizations can. Through its unique workforce, facilities, research and innovations, NASA can expand its efforts to engage underserved and underrepresented communities in science and mathematics. Through the Agency's STEM education efforts and science and exploration missions, NASA can help the United States successfully compete, prosper and be secure in the 21st century global community. After several months of intense effort, including meeting with education experts; reviewing Administration policies, congressional direction and education research; and seeking input from those passionate about education at NASA, the Education Design Team made six recommendations to improve the impact of NASA's Education Program: (1) Focus the NASA Education Program to improve its impact on areas of greatest national need (2) Identify and strategically manage NASA Education partnerships (3) Participate in National and State STEM Education policy discussions (4) Establish a structure to allow the Office of Education, Centers and Mission Directorates to implement a strategically integrated portfolio (5) Expand the charter of the Education Coordinating Committee to enable deliberate Education Program design (6) Improve communication to inspire learner

Buffalo Niagara\u27s Strategic Plan for Prosperity

The Buffalo Billion Phase II plan looks back at the extraordinary strides Buffalo Niagara has made since 2011. It describes the progress and impacts of Buffalo Billion Phase I investments; and using economic indicators, points to areas where we’ve seen progress and where there are still opportunities for growth. It gives a compelling account of why we need to continue to invest in the economic enablers and core sector strategies that we as a community developed. And, based on this momentum and additional areas of opportunity presents a concrete plan for millions in additional public investment to leverage the private sector and continue to grow Buffalo Niagara’s economy

University of Missouri, the flagship of the future

"This living document is current as of September 2018."--Introduction"As the state’s fagship university and only public institution that is a member of the prestigious Association of American Universities, MU translates the latest research into practical applications to improve people’s lives and grow Missouri’s economy. We create, develop and deliver the knowledge and skills Missourians need to thrive in the fast-changing, culturally diverse environment of the 21st century, with an eye on the opportunities that lie ahead."--IntroducationTable of contents: Statement of values -- Strength, weaknesses, opportunities & threats -- Meeting the needs of society -- Excellence in student success -- Excellence in research & creative works -- Excellence in engagement & outreach -- Inclusive excellence -- Excellent in planning, operations & stewardship --Show me the way -- Gratitud

Strengthening Grassroots Community Leadership in Detroit

Community Connections is a resident-centered grant program working to strengthen civic engagement and grassroots leadership in six Detroit neighborhoods: Brightmoor, Chadsey Condon, Cody Rouge, North End, Osborn, and Southwest. It awards grants of $500 to$5,000 to local projects that mobilize residents' energies to improve opportunities and conditions for youth. Community Connections was launched by the Skillman Foundation in 2006 as part of the Foundation's Good Neighborhoods initiative, and is operated by Prevention Network, a statewide organization experienced in running resident-focused small grants programs. Since 2012 it has also received major support from the W. K. Kellogg Foundation.Rooted in the conviction that local groups and leaders are essential if neighborhoods are to create safe environments where children and youth can grow up successfully, the program is guided by a four-fold impact framework. At its heart is a commitment to expand residents' civic engagement. Through its project support and related learning opportunities, Community Connections helps strengthen community leadership in these neighborhoods. Projects offer positive youth development opportunities to children and teens in these neighborhoods. And some projects contribute to systems change by connecting with kids in ways that larger institutional systems currently miss, by helping to create alternatives to those established institutional systems, and by engaging in neighborhood planning, policy advocacy and other efforts to reform those systems

Investing with Purpose: A Pilot Study

This pilot study explores the practice of companies investing capital and in-kind resources to a social enterprise with the expectation of financial, social, and strategicreturns. While this practice, referred to in this paper as "impact investing" or "Investingwith Purpose," is commonly discussed and explored in research and conferences, theextent of its actual use among large corporations outside the financial sector has notbeen well understood.Together with Prudential Financial Inc., CECP sought to uncover the types and depthof large companies using investments to advance social and business goals, particularlythose outside the financial sector

New Hampshire University Research and Industry Plan: A Roadmap for Collaboration and Innovation

This University Research and Industry plan for New Hampshire is focused on accelerating innovation-led development in the state by partnering academia’s strengths with the state’s substantial base of existing and emerging advanced industries. These advanced industries are defined by their deep investment and connections to research and development and the high-quality jobs they generate across production, new product development and administrative positions involving skills in science, technology, engineering and math (STEM)

Maine EPSCoR End-to-End Connectivity for Sustainability Science Collaboration

This NSF EPSCoR C2 project allowed Maine EPSCoR to continue the state’s momentum to enhance the connectivity of the state’s research, higher education, and K-12 institutions through Maine’s Research and Education Network (MaineREN). Over the last few years, multi-million dollar investments have built networking and computing power at the state level, including: 1) the installation of 1,100 miles of middle-mile fiber optic cable; 2) investments in shared computing resources for high performance computing and cloud computing; 3) the Maine School and Library Network; 4) the Maine Learning Technology Initiative (grade 6-12 laptops); and 5) investments in high-performance visualization and videoconferencing. This C2 project allowed Maine EPSCoR to address the cyberinfrastructure gaps at the seven campuses of the University of Maine System that had still been preventing the delivery of true end-to-end connectivity between Maine’s researchers and the new advanced networking services provided over MaineREN. The research and education focus that was enabled by this C2 project is the Maine EPSCoR Sustainability Science Initiative (SSI) Rll Track 1, with the goal of providing SSI researchers and students at the seven campuses of the University of Maine System true end-to-end connectivity. Cyberinfrastructure is an important key to helping SSI to advance their sustainability science objectives to: 1) examine interactions between social and ecological systems (SES) as landscapes change in response to urbanization, forest management, and climate variability; 2) investigate how such SES knowledge affects, and is influenced by, the actions and decisions of diverse stakeholders, with a goal of strengthening connections between knowledge and action; 3) evaluate the factors that facilitate and impede interdisciplinary collaboration, with a goal of identifying and implementing individual and institutional best practices that are needed to support successful interdisciplinary research programs in sustainability science. In particular, the C2 connectivity improvements that are now in place will support the Track 1 SSI research agenda by addressing various data management, visualization, and virtual proximity challenges that were present. Except for a small amount of support towards the AAAS review, all of the C2 budget was allocated for the capital cyberinfrastructure improvements, with the goal of enabling the effectiveness of the research and education activities of the SSI Track 1 project. This then means that there is a high degree of leveraging and synergy between the two projects, and that the personnel participation, research, diversity, and workforce development activities were supported from a variety of other sources including SSI Track 1, state funds, university funds, and UMaine System funds (and therefore are not a direct part of this award). While somewhat confusing for reporting purposes, this high degree of leveraging resulted in a tightly integrated and effective manner of furthering Maine’s research and education capacity in Sustainability Science. The implementation and administration of all three NSF EPSCoR projects (Track 1, 2, C2) has been through the Maine EPSCoR office at the University of Maine, which allowed for effective coordination and leveraging of resources and investments for the maximum benefit to Maine researchers

iPASS in Practice: Four Case Studies

A range of efforts are underway to improve the effectiveness and efficiency of advising and student supports. Among these is the Integrated Planning and Advising for Student Success (iPASS) initiative. Launched in 2015, the initiative provided three years of financial, technical, and change management support to 26 two- and four-year institutions as they redesigned their advising processes and adopted and implemented new technologies. Over the three years of the grant, Achieving the Dream and EDUCAUSE provided strategic assistance to help institutions leverage both technology and human relationships to undertake a fully scaled redesign of their advising and other student support services. Concurrently, CCRC conducted a series of qualitative and quantitative research studies to understand how institutions approached their redesign and how this work affected students. This report shares the stories of the four community colleges that participated in the iPASS initiative. Each offers a unique example of how a community college chose to implement the iPASS approach, along with a discussion of the main elements of its advising redesign and its experiences with technology integration. After presenting individual case studies of the four colleges, the authors highlight cross-case lessons, which may be useful to college administrators, student services leaders, and advisors who are planning or implementing an advising redesign. As these stories illustrate, the advising redesign process is iterative, collaborative, and challenging, calling for multiple stakeholder groups across an institution to break down silos and work together to improve student outcomes