Academic Quality

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The Washington Center recognizes that institutions awarding academic credit for student participation in its programs expect, at a minimum, the same level of quality that the institution provides its students on campus. To ensure the quality of offerings and to meet accreditation standards, the senior vice presidents, director of academic affairs and Academic Council of The Washington Center keep abreast of campus requirements and expectations and review its programs accordingly.

TWC also adheres to academic policies and standards developed by its national Liaison Advisory Board, a group composed of faculty and administrators from affiliated campuses. Further advice on academic matters is provided by the Council of Presidents, composed of the presidents of some of our leading institutions. A complete membership list of The Washington Center’s advisory boards [17] is available, as is a list of program staff and their academic degrees.

Faculty and other campus representatives from prospective affiliates are invited to visit at any time for a full orientation to our program—internships, academic courses and the Leadership Forum—and to tour our facilities, including our new headquarters building, state-of-the-art academic center, and residential and academic facility. If you would like to visit, TWC may be able to help with the expense.

National Society for Experiential Education (NSEE)

As an institutional member of the NSEE, The Washington Center adheres to the principles of good practice specified by this organization, as well as the guidelines for internship programs adopted by the Council for the Advancement of Standards in Higher Education (CAS).

Substantive Work Experience

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Internships are individually tailored to offer each student a substantive work experience in Washington, D.C. TWC’s internships are supervised by professional program advisors, most of whom have master’s or doctoral degrees and extensive experience in their fields.

The Washington Center maintains ties with more than 1,000 placement sites, many of which are longtime partners. All internships are substantive and challenging, and at least 80% of the student’s work is non-clerical.

Every student’s program advisor visits the work site to ensure that the university’s, as well as the student’s and the organization’s, expectations are being met. If any problems are encountered and cannot be resolved, TWC will find the student a more appropriate placement.

Academic Credit Models

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The Washington Center requires that students earn academic credit. This credit is granted not by The Washington Center, but by the student’s home institution. The Washington Center provides professional supervision and evaluation of the students’ work (in the form of written evaluations and suggested grades), but the college or university retains full academic control. It determines which students may attend our program, and the types and amounts of credit—as well as the grades—they receive.

To enable student participation during the semester, an institution should put together a package of credits that will allow students to retain full-time status and thus receive full financial aid and other considerations.

• Credit packages vary widely among affiliated institutions; two common ones are shown below.
• Some institutions choose to fold credit granted for the internship, academic course and the Leadership Forum (or any combination of those three) into one large block.
• Others institutions layer an additional requirement on top of those of The Washington Center (see models below).
• Many affiliates also find it helpful to create a specific course or set of courses for which The Washington Center’s participants register.

Financial Arrangements

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The Washington Center’s program fee (tuition) is set between the average tuition of public and private institutions nationally. Students’ actual net costs vary greatly according to additional aid received from any of several sources, including their institutions, states, internship sites and The Washington Center’s own substantial financial assistance program. More than 75% of Washington Center students receive some form of financial assistance.

_{Private Institutions}

Since students remain enrolled on the home campus, most private colleges and universities collect their usual tuition, pay The Washington Center’s program fee from the amount collected, and retain the difference on campus. At some institutions, where tuition far exceeds The Washington Center's program fees, the institution pays both the program and housing fees. Students are usually able to continue to receive their regular financial assistance (which sometimes can be recalculated to account for the increased expense of being off-campus) as well as request consideration for additional assistance administered by TWC.

_{Example 1}

The private institution charges the student tuition and forwards the program fee to The Washington Center. The institution retains the balance, in this case, $6,790. The institution also collects the $4,550 housing fee from the student and forwards it and the program fee to The Washington Center.

Example 2

The private institution collects tuition and forwards both the program fee and the housing fees to The Washington Center, retaining the difference of $2,240. In this case, the student doesn't pay for housing because the tuition covers both program and housing costs.

Example 3

The private institution charges the student tuition and forwards the program fee only to The Washington Center. The institution retains the balance, in this case, $6,790. The Washington Center bills the student separately for the housing costs.

_{Example 4}

The private institution collects tuition and standard room cost for on-campus housing and forwards both program and housing fees to The Washington Center. (In this case, students pay the same amount they would to stay on campus and the institution retains a variable amount.)

_{*Source for average tuition costs taken from www.collegeboard.com: four-year private yearly tuition $26,273, semester rounded to approximately $13,135.}

_{Public Institutions}

Most public affiliates establish billing arrangements to favor student participation—often waiving or forwarding tuition (perhaps after retaining some fees) to help minimize costs or assisting with institutional support (for example, honors or grant funding). Since students remain enrolled on their home campus, the institution is still credited with their FTEs, and the students are usually able to continue to receive their regular financial assistance (which sometimes can be recalculated to account for the increased expense of being off-campus) as well as request consideration for additional assistance administered by TWC.

_{Example 1}

The public institution waives tuition, possibly after taking out appropriate fees, and allows the student to pay The Washington Center directly for program and housing fees. In this case, the student pays the $6,345 and $4,550 directly, less any applicable scholarships (which may be awarded from TWC or forwarded by the institution).

Example 2

The public institution charges regular tuition, then forwards it to The Washington Center in partial payment of the student’s program fee. The rest of the program fee, in this case $2,835, is paid by the student, as is the fee for housing at The Washington Center. The student pays $3,510 to the institution and the institution pays $3,510 to The Washington Center. Either The Washington Center bills the student directly for the remainder of the program and housing fees (less any applicable scholarships) or the institution, as the billing agent, collects this additional amount from the student and sends it to The Washington Center.

_{Example 3}

The public institution charges regular tuition and pays The Washington Center program fee, making up the difference with institutional funds, in this case $2,835 (for example, with honors funding or grant support). The full program fee is then forwarded to The Washington Center. Either the students are billed separately for housing or, as the billing agent, the institution collects the tuition and housing fees and passes them to The Washington Center.

*Source for average tuition costs taken from www.collegeboard.com: four-year public yearly tuition $7,020, semester rounded to approximately $3,510.

Academic Credit Model

Academic seminars are short-term participatory learning programs that involve influential speakers, site visits, small group discussion sessions, workshops and other planned activities allowing students to explore specific topics under the guidance of qualified faculty. Some programs have additional components, such as fieldwork assignments, mentors-for-a-day or a simulation.

Academic credit is awarded by most institutions based on the evaluation provided by The Washington Center, as well as the student's completion of any additional requirements that the institution deems appropriate (e.g., a research paper). Students from semester schools sometimes register for these credits in the fall or spring semester preceding or following the academic seminar.

The Washington Center does not require students to enroll for academic credit for our seminars, but given the significant work involved, many like to have the option available to them. Regardless of the credit arrangement, students are required to attend and participate in seminar sessions, complete reading requirements, complete a structured academic journal, prepare an essay or even conduct an informational interview.

Faculty Opportunities

Bring a Class or Group

It is common for faculty to organize a group of their own students to attend an academic seminar at The Washington Center.  Professors find many incentives for organizing their own group seminar:

• TWC’s Academic Seminars are an ideal professional development opportunity for faculty.
• Leading a group is an easy way for your institution to ensure that the work completed is sufficient for the number of credits being awarded for students’ participation.
• Cohorts are a way for you to help fully integrate what students learn with a particular course or curriculum offered on their campus.
• A full scholarship is awarded by TWC for every 10 fully paid students who accompany the faculty leader.  This amount can be given to an 11th student or distributed among the 10 paid students to reduce the overall cost per student.

Customized Programs

You can bring a student group to Washington, D.C., over spring break for a customized program through the Washington Connection [23] opportunity. TWC will help you create and design an invaluable, once-in-a-lifetime experience that your students and you will always remember, leveraging 35 years worth of Washington-based experience and connections on your behalf. Build a program to suit your course material, degree program or special events. Learn more about Washington Connection in these seminar description pages. [23]

_{Faculty Leaders}

Faculty leaders are chosen for their exceptional teaching skills. They are assigned to work with 10-15 students for the duration of the seminar. Responsibilities include:

• Facilitating small group discussions.
• Serving as advisors and mentors for seminar participants.
• Recommending a grade for each student.
• Working with their own students if they bring a minimum of 10 students from their school.
• Leaders receive a stipend for their work during the seminars. Additional information is available here. [24]

_{Faculty Fellows}

College faculty and secondary education teachers are eligible to be involved in program activities as a participant, without the responsibilities associated with being a faculty leader.

_{Faculty Directors}

For each seminar, a faculty director oversees the academic component of the seminar. Faculty directors select readings, advise on speakers and present lectures on relevant topics. Faculty directors are selected for their unique expertise and experience and provide analysis and insights into the various topics presented.

Recent faculty directors have included:

• Ross K. Baker, Ph.D. professor of political science, Rutgers, The State University of New Jersey (Presidential Inauguration 2009; Inside Washington 2002-2010; Congress and the Obama Presidency)
• Steve Bell, professor emeritus of telecommunications, Ball State University, former news anchors on Good Morning America (Presidential Inauguration 2009, Politics and the Media1998-2010: Politics and the Media)
• Thomas E. Cronin, Ph.D. McHugh Professor of American Institutions and Leadership, Colorado College (2008 Democratic National Convention)
• Hon. Mickey Edwards, J.D., Former Member of Congress (R-OK), Executive Director, Aspen Institute-Rodel Fellowships in Public Service (2004, 2008 Republican National Convention)
• Juan Zarate, J.D., Senior Adviser, Transnational Threats Project, Center for Strategic and International Studies, former Deputy National Security Advisor (2005-2009) (2010: Top Secret: Challenges to National Security in a Global Environment)

Scholars-in-ResidenceScholars-in-Residence are national or international experts on topics related to a particular seminar who are invited to give periodic lectures and presentations during a seminar program.  Often Scholars-in-Residence are chosen to be a part of the national political convention seminars.  Among those recently involved were:

• Meena Bose, Peter S. Kalikow Chair in Presidential Studies, Hofstra University (Republican National Convention 2008)
• Michael A. Genovese, Ph.D., Professor of Political Science and Loyola Chair of Leadership Studies, Loyola Marymount University (Democratic National Conventions 2000-2008)

The Washington Center Advantage

Today’s students and their parents increasingly turn to colleges and universities to provide exceptional off-campus study and internship opportunities. Institutions turn to The Washington Center to provide their students unparalleled learning opportunities in Washington, D.C., and abroad. Among the reasons why affiliates partner with TWC:

• The Washington Center is recognized here and abroad for offering high-quality experiential education programs.
• A staff of 140 professionals, associate faculty and Alumni in Residence staff supervises and supports students throughout their participation in TWC programs.
• Our alumni number more than 50,000 graduates, including leaders in a wide range of professional fields.
• Financial assistance of over $5.6 million is awarded each year from a variety of states, corporations, foundations, internship sites and individual contributors.
• Students are provided a peer group that is academically strong (average GPA over 3.3) and socially diverse (students come from across the U.S. and many other countries and are of a wide range of backgrounds).
• We have a distinguished and engaged Board of Directors, Liaison Advisory Board and Council of Presidents.
• We maintain a broad and well-established network of more than 1,000 potential internship sites and substantive, non-clerical positions are assured.
• Housing is guaranteed in conveniently located, furnished apartments staffed by student services professionals. The Washington Center has 2 housing facilities; the Residential and Academic Facility at NoMa in Washington D.C., and the Residential Facility at Solaire in nearby Silver Spring, MD.
• We offer the option of institutionally-branded programs.
• Full control of application approvals, academic credit and grading is retained by the home campus.
• The Washington Center’s headquarters—a turn-of-the-century mansion just north of the White House—is available to affiliates for social functions by special arrangement.

Why and How to Affiliate

Affiliation offers an immediate enhancement to a college or university’s educational programs. But it can also be an asset for your institution’s admissions, public relations and advancement efforts.

• It can help attract and retain academically talented, motivated students.
• It helps further position the institution as one connected to the larger world and supportive of public service and other forms of civic engagement.
• Affiliated colleges and universities can include their TWC program in their admissions catalogs and recruitment materials, course listings, alumni newsletters and other publications, and on their websites.
• Feature articles about student experiences in Washington, D.C., offer compelling examples of the educational opportunities open to students at those institutions.
• The Office of Institutional Relations is available to answer any questions you may have as you consider establishing a relationship between your college or university and The Washington Center.

_{How to Affiliate}

TWC provides an Institutional Preferences Form [27] that details the steps for affiliating; the president or chief academic officer need only send a completed copy of this form. Alternatively, the president or chief academic officer may send a letter to the President of The Washington Center. In either case, the document should:

• Designate a campus liaison with contact information.
• Include the number and type of credits that will be awarded for successful completion of programs.
• Identify who should receive invoices for program and housing fees for both internship and academic seminar participants.

Billing, credit, and liaison arrangements may be modified at any time by notifying The Washington Center.

The Role of Campus Liaisons

The campus liaison plays a vital role in the success of an institution’s participation with The Washington Center. This person:

• Helps publicize and explain TWC’s programs to students using resources provided.
• Approves all applicants through a signature on program applications.
• Receives evaluations and recommended grades from TWC for all students.
• Coordinates credit awards either directly or in cooperation with faculty in different departments.

_{Choosing a Liaison}

Choosing the right campus liaison is an important step. Liaisons have a variety of positions;  they include faculty members, career services professionals, deans and honors directors, among many others. When the liaison is part of an academic department, participation tends to be highest among students in that department; if the liaison is in an office like Career Services, access to students in all majors may be greater but granting credit can be more difficult. When making this decision, institutions should consider a person’s:

• Ability to publicize and administer an off-campus program.
• Accessibility to students.
• Ability to arrange credit.
• Enthusiasm for connecting students with special opportunities.

Institutions can designate a sole liaison for the entire school or a primary liaison with one or more co-liaisons in different departments. Additional details and information for liaisons is available here. [5] Institutions may change their liaison(s) at any time by notifying The Washington Center.

Liaison Quick Links

This page is designed to provide some quick links within TWC's website so that you can refer to them while counseling prospective students. Let us know if there are other key items that you struggle to locate and suggest that we add here!

Washington, D.C. Internship Program

• Sample Internship Sites [29]
• Program Areas [30]
• Scholarships for U.S. Students [31]
• Sample Academic Courses [32]
• Student Blogs [33]

Washington, D.C.-London Internship Program

• Sample Internship Sites [34]
• Scholarships for U.S. Students [35]
• Academic Courses Abroad [36]
• D.C. Seminar [37]
• Blogs from Abroad [38]

Academic Seminars

• Upcoming Seminars [39]
• Faculty Resources [22]

Generating Student Interest

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_{Distribute Promotional Materials}

At the beginning of each academic year you will receive a package of our annually updated materials. The package includes:

_Viewbook

TWC’s most engaging brochure, which features student, faculty, and alumni profiles and provides an overview of the programs.

_{Washington, D.C., Internship Program Guide}

A companion piece for the viewbook, which contains complete descriptions of program offerings, cost and financial assistance, application procedures, dates and deadlines, and more.

_Poster

For display on bulletin boards and in common areas on campus, this piece has a space for liaison contact information.

_{Tri-fold Brochure}

A tri-fold brochure to distribute widely, highlighting the many program options that TWC offers and providing them with ways to follow up for further information.

_{Intern Abroad Brochure}

Another companion piece for the viewbook, this brochure provides an overview of our offerings in London and Sydney.

_{Seminar brochures}

Promotional materials available for individual seminars offered each year.

To receive additional materials please write to info@twc.edu [41].

_{Direct Students to TWC’s Website and Request for Information Form}

TWC’s website and email newsletters are effective means for educating interested students about available programs. TWC recruiters collect student email addresses when they visit campuses by inviting students to sign up for newsletters, and students can also request information online.

_{Host Information Sessions}

Many liaisons find it helpful to hold an information session or two during each semester to introduce the program and answer questions from students. If you provide students’ contact information, TWC recruiters will be sure to follow up on their interests.

_{Engage Students Through Campus Email Newsletters}

It’s often effective to send a mass email to students and/or faculty and include the link to the prospective student section [42]of TWC’s website. The Institutional Relations staff would be happy to tailor and draft student-ready messages for you at any time.

_{Promote Relevant Programs to Student Organizations}

You can publicize The Washington Center to various student organizations such as your College Democrats/Republican chapters, student government association, honors societies, Model UN or other groups.

_{Develop a TWC Webpage and/or Link from Existing Sites}

Many liaisons also find it helpful to develop a page on their website for information on The Washington Center, or, at the least, make sure The Washington Center is represented on pages that describe internships and other off-campus opportunities. These sites allow you to direct students to institution-specific information about how the program operates at your institution, including credit arrangements/registration procedures, costs, examples of past internships, etc. Please contact us if you’d like to request photos or a copy of our logo for use on your site.

Examples from affiliates

• University of Iowa [43]
• Wake Forest University [44]
• University of New Hampshire [45]
• University of San Diego [46]

Host a TWC Recruiter

The Washington Center visits approximately 200 affiliated campuses each semester. Visits are typically made in the fall and spring. All visits can be tailored to meet your specific needs and limitations. The best way for TWC representatives to connect with students tends to be visiting classrooms and giving very brief, five-minute presentations highlighting available opportunities. Students are then invited to a campus-wide information session.

These information sessions are most successful if they are widely publicized, centrally located and provide enough time for a presentation and Q&A period (45 minutes to an hour is typically an ideal amount of time).

While on campus, representatives also enjoy meeting with any members of the faculty and staff who would like to learn more about The Washington Center’s programs. Occasionally, TWC representatives attend internship or career fairs and participate in panels or other career-orientated events. Campus liaisons are instrumental in organizing a schedule for the campus visit but TWC representatives are willing to assist in any way possible. Often, recent TWC alumni are happy to help out, as well.

Liaison Roles & Responsibilities

Liaisons with The Washington Center hold positions in a wide variety of academic departments and offices on campus. Liaisons are vital partners in TWC’s efforts to make the opportunities available to students known across campus. Some colleges or universities appoint one liaison; others divide responsibilities for the role between two or more staff or faculty members. Typically, roles are divided as follows:

Sole Liaison

At institutions that designate a single liaison, that person will approve all student applications [47] and receive all student reports, grades and portfolios. TWC will direct prospective students to this person; all liaisons receive the Liaison Newsletter and ad hoc informational emails.

_{Primary Liaison}

When multiple liaisons are designated at a given institution, the primary liaison is authorized to approve applications [47], and is the only one to whom TWC should send reports, grades and portfolios for all students. Prospective students will be directed to the primary liaison but may also be given contact information for co-liaisons. All liaisons receive the Liaison Newsletter and ad hoc informational emails.

_Co-Liaison

When an institution has two or more liaisons, the co-liaison(s) may approve applications [47] but will not receive student reports, grades or portfolios. Prospective students may receive co-liaisons’ contact information. All liaisons receive the Liaison Newsletter and ad hoc informational emails.

Liaisons are identified on the Institutional Preferences Form [27], but the role may be reassigned at any time by notifying The Washington Center. If you are assuming the liaison role, we look forward to working with you and are happy to clarify the central duties involved if you have questions.

Application Approvals

_{Washington, D.C. General Internship Programs and Intern Abroad Programs}

Liaisons are central to the application process. [48] You support and guide students and approve them for admission into the program. All prospective interns must secure the approval of their campus liaison before they will be admitted to the program. By approving applications, you are:

• Verifying that the appropriate individual(s) on your campus have reviewed the application and endorse the student’s candidacy for The Washington Center internship program.
• Certifying that the student will be receiving academic credit for the internship experience.
• Certifying that you are serving as campus liaison for the student for the duration of the program.
• Confirming that you (or the primary liaison [49]) will receive all evaluations for the student.

If students are completing a printed application, liaisons will need to sign the application to approve the student for acceptance. It’s recommended, however, that you encourage students to complete the online application. In the online version, students will enter your contact information and be advised to consult with you before completing the application. The online system will send you an email requesting your approval containing the student’s name, contact information and the term for which he or she is applying. To approve the student, simply reply to the email stating that you approve the applicant for admission. You will be automatically notified by email when your student is accepted. Applications are accepted on a rolling basis, typically within two weeks.

Competitive Government Programs

The approval and acceptance process is different for students applying to our Competitive Government Programs. Students applying to only these programs are asking to be considered soley for federal agencies that provide full scholarships, and they do not wish to be considered for other internships. In most cases, students applying to these programs during the summer do not need to receive credit; we will, however, still request your approval. With few exceptions, students applying to these programs during the academic year need to receive credit.

Regardless of the term for which government program applicants apply, they are not accepted into The Washington Center until an internship offer is made and accepted by the student. In some cases, a student may not be accepted until after he or she passes a security clearance.

Academic Seminars

Students must also have liaison or sponsor approval to participate in an academic seminar. We do not require that students earn credit for participating in a seminar, but most institutions award credit for their students’ participation. You will be notified when a student is accepted.

Checking on Students’ Application Status

To check on a student’s application status, please contact:

Main D.C. Internship Programs: enrollment@twc.edu [50]

Postgraduate Professional Development Program: enrollment@twc.edu [50]

Intern Abroad Programs: internabroad@twc.edu [51]

Competitive Government Programs: federalrelations@twc.edu [52]

Seminars: seminars@twc.edu [53]

Pre-Arrival Resources for Students

Our website for accepted students provides vital information, including details on housing, emergency procedures, financial policies, documents and forms, course guides and more. You can direct students to www.twc.edu/accepted [54].

This information is password-protected; if you would like to review these materials and do not know the username and password for liaisons, please contact our staff. [55]

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Internship Placement Process

The Washington Center works hard to provide internship opportunities closely tailored to students’ interests. Because internship sites often wait until a couple months before a term to determine their needs, there may be a gap between program acceptance and internship placement.

Though this process maximizes students’ opportunities and overall satisfaction with their placement, the time entailed sometimes leads to some anxiety. As a liaison, you can be very helpful by explaining the process and the timelines. There are five steps to The Washington Center’s tailored placement process. Timelines are different for each student and depend on the credentials of the student as well as the needs of the internship sites.

_{Arriving in D.C. Without An Internship}

In a small number of cases (particularly in the summer), an internship site may not be confirmed until shortly after arrival in Washington, D.C. In these cases, one or more personal interviews will usually be arranged by the time the student checks in.

_{Background Checks & Security Clearances}

On rare occasions, background checks for certain agencies may not be completed in time for students to start their internships on the first day of the semester or term. A program advisor will work closely with the student and monitor the situation on a daily basis, and he or she should keep the campus liaison informed of the situation. The Washington Center cannot be responsible for these delays, and it is up to the student and you to determine how long you are willing to wait for clearance. In the rare situations where the clearance may take more than 1 or 2 weeks, we expect students to develop an active learning plan to take advantage of the resources of Washington, D.C., while they await clearance.

Grades & Portfolios

Along with a copy of the student's portfolio, TWC’s Enrollment Services will forward* you the following evaluations and recommended grades approximately three to six weeks after the end of each term:

• Internship Site Supervisor – The Internship Site Supervisor will provide a recommended letter grade and evaluation of the student’s performance at the internship.
• Academic Course – The course professor will provide a recommended letter grade and evaluation of the student’s academic performance in his or her academic course.
• Program Advisor/Program Manager – The program advisor or manager will provide a recommended final letter grade and evaluation of the student’s performance in meeting the syllabus requirements, as evidenced by the student’s portfolio.

See the 2012-2013 schedule for mailing of grades and evaluations. [57]

_{Early Grades}

Occasionally, due to special circumstances (e.g., graduation requirements), institutions may need to ensure that grades are submitted by a specific date. Whenever possible, we are happy to accommodate such requests for early grades. Students are responsible for ensuring that the liaison completes the Internship Program Early Grade Request Form. A copy of the form is provided on the website for accepted students. Early grade requests are typically managed by emailing the three letter grades to the liaison, with the hard copy evaluations mailed at a later date.

If you or your students have questions about grades and evaluations, please contact us at enrollment@twc.edu [50].

*The Washington Center will not release grades for a student with a balance remaining on his or her account.

Financial Assistance & Billing

The Washington Center works hard to make its program affordable to everyone, regardless of financial circumstances. For some students, the cost of participation is comparable to what they pay at their home institutions. For others, the cost is higher, but still within reach and reasonable for an experience of this type in the nation's capital.

The net cost will differ for each student and in many cases can only be determined once a student accepts an internship offer. Students should look into the aid for which they might be eligible, and explore having their need recalculated for the term they plan to be with us. More than 75 percent of our U.S. students receive some form of financial assistance, not counting their campus-based aid. To find out what assistance your students might qualify for, please review the scholarship information [58] in the Internships section. You can also encourage students to fill out our Financial Aid Inquiry Form [59].

If your institution is to receive an invoice from The Washington Center for students’ program and/or housing fees, it will be sent to you as liaison or the billing contact on file shortly after the regular deadline date. Any financial assistance that your students receive from The Washington Center will be deducted from the invoice (for the program or housing fees, depending on the nature of the award). If your institution pays the invoice(s) but would like to have financial assistance provided directly to the student and not credited to the balance due, please let us know.

For questions regarding financial assistance and billing, please contact a member of Institutional Relations at info@twc.edu [41] or (800) 486-8921.

An Invitation to Affiliate for Private Colleges and Universities

Learn why The Washington Center has become the largest organization of its kind, and the partner of choice for private colleges and universities. Few institutions are in a position to offer their own program in Washington, D.C. And even those that are may find that by partnering with us, they achieve their goals at a fraction of the cost, without the liability, and with far more assurance of quality.

An Invitation to Affiliate for Public Colleges and Universities

Learn why The Washington Center has become the largest organization of its kind, and the partner of choice for public colleges and universities. Few institutions are in a position to offer their own program in Washington, D.C. And even those that are may find that by partnering with us, they achieve their goals at a fraction of the cost, without the liability, and with far more assurance of quality.

Institutional Preferences Form

[70]

Institutional Preferences Form

This form enables a college or university to set out the terms on which it wishes to work with The Washington Center. As a current indication of the institution’s intentions with respect to billing, credit and liaison arrangements, it enables TWC staff to describe these arrangements accurately to interested students and provides the standardization needed for an effective on-going relationship. The form is a non-binding document, and its terms may be changed at any time. If more information would be helpful, please call the Institutional Relations department at 202-238-7900.

2012 Recipients

Photos from the Civic Engagement Awards

On Monday, October 1, 2012, at the National Press Club, several academic partners were recognized at our annual Academic Affairs and Higher Education Civic Engagement Awards Luncheon.

[78] [79] [80] [81] [82] [83] [84] [85] [86] [87] [88] [89] [90] [91] [92] [93] [94] [95] [96] [97] [98] [99] [100] [101] [102] [103] [104] [105] [106] [107]

View photos of the Civic Engagement/Academic Awards Luncheon [108]

[109]

California State University, San Bernardino

A public, Hispanic-Serving Institution, California State University San Bernardino [110] (CSUSB) demonstrates a strong commitment to welcoming, serving, and engaging veterans. The university connects its student population with opportunities to support men and women returning from military service while also supplying outlets for student veterans to continue making contributions to their communities. CSUSB provides leadership in adaptive sports through a DisAbility Sports Festival, which gives athletes with disabilities (including veterans) the chance to learn about and participate in a wide range of events. Students are among the athletes and volunteers for this annual event. Kinesiology and nursing students assist with a Veterans’ All Star Swim Program, another initiative that addresses the fitness needs of local veterans and assists them in regaining strength and stamina following injury. CSUSB also is committed to helping student veterans translate their military work experience to the civilian workforce. The university has developed and funded a service-learning internship program with a variety of schools, hospitals, nonprofits, and government agencies; it is institutionalizing this program despite the challenging economic environment that it faces. A partnership between the CSUSB Student Veterans Organization and the San Bernardino Disabled Americans Veterans Chapter 12, along with assistance from the Home Depot Foundation, led to the creation of the Veterans Exploration garden, which provides support to veterans in recovery and self-discovery. G.I. Jobs magazine has named CSUSB a Military Friendly School—a distinction honoring the top 15 percent of over 7,000 of institutions surveyed nationwide.

[111]

Columbia College

A private, liberal arts, women’s college with selected coeducational programs, Columbia College in South Carolina [112] uses service learning to attend to the needs of its local community. The college has designed a signature program, embedded in service-learning courses and a required Junior Seminar, to address the problem of diabetes—a leading cause of death in Richland County. Now funded by the Center for Disease Control (CDC), the program aims to improve residents’ dietary choices, promote healthy lifestyles, and provide more frequent health screenings. Among the low-income population, Columbia College and its partners identified widespread distrust of nurses, clinics, and doctors in the region. They found that partnering with local faith-based organizations helped overcome this barrier. The Benefit Bank, one notable initiative, alerts residents to unclaimed resources, including federal funds and low-cost health plans, for which they qualify. Square Foot Gardens educates children and their families about growing and utilizing fresh produce in a cost-effective way, while crockpot workshops inform residents about healthy cooking options. Hamilton Beach donated crockpots for the program and a cookbook was developed with easy recipes, nutritional information, and estimated costs. Columbia College has worked with community partners to encourage walking, mapping routes by distance that start and end at faith-based organizations, as well as gathering groups that are led by walking captains. Students who have been certified offer free health screenings, provide training on reading cholesterol and blood glucose numbers, and help participants to monitor their own progress.

[113]

Roosevelt University

A private, comprehensive university with campuses in downtown Chicago and northwest suburban Schaumburg, Roosevelt University [114] was founded in 1945 on the principles of inclusion and social justice. Its Mansfield Institute coordinates civic engagement on campus by promoting service learning, sponsoring the scholar-activist research fellowship program, and facilitating social action through programmatic and policy work. Service learning is incorporated throughout all of Roosevelt University’s six colleges. Students use problem-based learning in the classroom and service learning to address a wide array of social challenges, including urban education, environmental toxins, immigration, homeless youth, literacy and domestic violence. The Mansfield Institute also engages undergraduates in applied research under faculty direction, investigating inequalities in education, employment, and the criminal justice system that perpetuates a “cradle to prison pipeline.” Data collected through this research help neighborhood organizations obtain grant funding, validate their work in the community, and improve their services. Roosevelt University has partnered with Morrill Elementary School to implement restorative justice practices that promote greater communication, support and respect. Undergraduates have facilitated conflict resolution sessions that address disciplinary issues without immediately suspending or expelling students. Roosevelt was also responsible for coordinating a discussion with parents, students, security, and community representatives to discuss strategies to address violence after the recent shooting of a first-grade student.

[115]

Tulane University

A private, research university in New Orleans, LA, Tulane University [116] integrated required public service into its core curriculum for undergraduates in 2006. Its Center for Public Service (CPS) oversees the process of incorporating service-learning pedagogy and community-based research into the academic curriculum. Every academic department offers at least two service-learning courses that have been approved by faculty serving on the CPS Executive Committee. Through training seminars, workshops, and one-on-one course coordination, CPS staff members support professors in the design and implementation of their courses. CPS further supports faculty with special funding, including Community-Based Participatory Research Grants that give partner organizations co-ownership over a specific research issue with a Tulane faculty member. Tulane University has forged partnerships with hundreds of local organizations, hosting a number of workshops, seminars, and events to engage the university in dialogue about pressing issues and best practices in nonprofit management. CPS facilitates public service internships and connects students with direct service and leadership development opportunities. The University’s For the Children and Upward Bound programs run by CPS, for example, provide PK-12 tutoring and college preparation resources for first-generation and low-income college candidates from local high schools. Studies that the university commissioned to formally assess the impact of its public service graduation requirement have shown that service learning benefits extend beyond students’ personal development to their academic development. Students have reported that their service experiences have a positive impact on their understanding of course concepts, time devoted to studying, and persistence in college.

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University of San Francisco

A Catholic Jesuit institution in Northern California, the University of San Francisco [118] (USF) has a longstanding history of service to the local community and the world. USF was one of the first universities is the nation to implement a service-learning graduation requirement, and facilitates a wide variety of sustained community-based learning projects. Through its Leo T. McCarthy Center for Public Service and the Common Good, USF integrates classroom learning with direct experience addressing such issues as homelessness and housing policy, health-related issues among the poor, and environmental justice. The Center for Child and Family Development operates a school-based family counseling program in public and Catholic schools in the Bay Area, serving at-risk children in low-income neighborhoods. The Architecture and Community Design Outreach Program’s (ARCD) Bridgeview Teaching and Learning Garden in one of the poorest neighborhoods of San Francisco. This garden is an initiative advanced by USF faculty and students, as well as local residents, and has been recognized as a model project. Likewise, ARCD faculty and students have traveled to Zambia to construct a library that improves orphaned children’s literacy and language skills, developed an urban plan for an impoverished area of Mexico, and constructed a community center for a rural farming village in Nicaragua. USF President Stephen A. Privett, S.J. has personally led international immersion experiences for the trustees and leadership team, and in summer 2012 directed a week-long trip to California’s Central Valley to explore the plight of Latino and Asian migrant workers, many of whom are underserved, unprotected by labor laws, and undocumented.

2011 Recipients

Photos from the Civic Engagement Awards

On Monday, October 3, 2011, at the National Press Club, six universities were awarded the distinction of the Higher Education Civic Engagement Awards.

[119] [120] [121] [122] [123] [124] [125] [126] [127] [128] [129] [130] [131] [132] [133] [134] [135] [136] [137] [138] [139] [140] [141] [142] [143] [144] [145] [146] [147] [148]

View photos of the Civic Engagement/Academic Awards Luncheon [149]

[150]

Augsburg College

A private, four-year college in Minneapolis, MN, Augsburg College educates students for democracy through civic work and service to their neighbors [150]. On the day before the fall semester begins, undergraduate students, faculty, and staff participate in service projects in the neighborhoods surrounding campus. Many continue these relationships through the remainder of their academic careers. In the Bonner Leader program, students address policy issues such as affordable housing and financial literacy through work with community partners. The Campus Kitchen program, which served more than 23,000 meals last year, provides additional opportunities for faculty, staff, and students to volunteer in the community. President Paul Pribbenow chairs a partnership that unites community organizations and other area institutions to promote investment in the neighborhood. Both students and staff use the Public Achievement model, which empowers individuals to solve problems, in working with middle school students and to change organizational culture.

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Benedict College

A historically black institution in Columbia, SC, Benedict College has developed a noteworthy Service-Learning and Leadership Development Program [151]. Benedict historically has woven service learning into its curriculum, and the College adopted a graduation requirement to ensure widespread participation in service activities in 1995. Among other national and international initiatives, Benedict seeks to address the many challenges associated with widespread poverty in local Richland County, particularly the issue of low academic achievement among primary school children. Key projects include an after-school enrichment program run by honors students, the Halloween event “Kids Scared Straight” for community children unable to trick-or-treat, and a competition that exposes school children to the fields of science, technology, engineering, and mathematics. Students from all disciplines find their own ways to contribute, as business majors prepare tax returns for low-income families, social work majors assist nonprofits in providing services to abused women, and physical education students assess the safety of playground equipment. Service-Learning and Leadership Development Program staff members organize a biannual meeting and orientation for community partners, a Service-Learning Expo, and an institution-wide annual day of service, along with other events.

[152]

DePaul University

The largest Catholic higher education institution in the United States, DePaul University has campuses in Chicago and several suburban locations. Civic engagement is a central focus of undergraduate and graduate programs at DePaul, as students, faculty and staff take advantage of the institution’s urban location to assist underserved populations. The Steans Center for Community-based Service Learning [152] facilitates collaboration between faculty and partner organizations, supports scholarships based upon service and internships, manages a fellowship for faculty involving locally beneficial research and houses a minor in Community Service Studies.  The Vincentian Community Service Office at University Ministry coordinates student organizations that serve community partners addressing issues that range from animal rights to homelessness. These local efforts are complemented by winter and spring break immersion trips and service days for the DePaul community. The Monsignor John J. Egan Urban Center seeks to build capacity at the grassroots level within community organizations. It has undertaken projects in partnership with the Chicago Public Schools, seeks to build bridges between members of the African-American and Latino communities in the city, and administers a Community Engagement Certificate program that prepares non-profit and public sector employees to work with the populations they serve.

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Duke University

A private research institution in Durham, NC, Duke University launched a large-scale service-based program called DukeEngage [153] in 2007. Approximately 425 undergraduates take part in the program each summer, engaging in communities around the world to address local challenges. DukeEngage fully funds participants and ensures that students receiving need-based financial aid are able to take advantage of the program. DukeEngage has sustained partnerships with communities across the United States, as well as in more than 50 nations spanning five continents.  To date, more than 1,400 students have taken part.  In many cases, students are led or mentored by Duke faculty and staff members who have expertise related to the region or problem confronted. Students have repaired medical equipment, served refugee communities, developed social entrepreneurship opportunities, and tackled environmental challenges. All participants benefit from pre-departure training to orient them to the cultures they will encounter and the unique issues they will face in contributing to various communities. Post-experience, DukeEngage organizes civic engagement-themed events, provides reflection opportunities, connects students to related academic resources, and encourages students to maintain relationships with community partners.

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Florida Gulf Coast University

A public institution in Fort Myers, Florida Gulf Coast University has stressed the importance of civic engagement and service learning since its doors opened in 1997. It immediately established an Office of Service Learning and Civic Engagement [154] and instituted a service requirement that each student must complete in order to graduate. FGCU’s University Colloquium, which introduces students to service learning and incorporates the institution’s environmental focus, is part of the curriculum for every student pursuing a Bachelor’s degree. Through this course, students have organized campus and community clean-ups, assisted local non-profits, and encouraged efforts to address climate change. Service learning is also integrated into the curriculum for the College of Arts and Sciences through a course entitled “Foundations of Civic Engagement,” while the Honors Program has a comprehensive training program focused on volunteerism, team-based service, and social entrepreneurship.  After the freshman year, FGCU offers service labs, which are courses designed to help a group of students complete a major service project. One such lab, “Cities of Refuge,” has raised awareness about censorship and freedom of speech and now plans to sponsor an exiled writer.

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San Francisco State University

A very racially and ethnically diverse campus, San Francisco State University (SF State) has long been a strong producer of Peace Corps volunteers. It has also taken a leading role in addressing asthma, a common cause of children’s hospitalization and missed school days, and has worked to inspire public school students to attend college. This public institution’s Office of Community Service Learning [155], which helps to coordinate and assess civic engagement initiatives, has been embraced by faculty in a wide range of colleges, departments, and courses. SF State instructors, staff and students have contributed to job-readiness programs, neighborhood service centers, English language classes for immigrants, and many other initiatives. SF State has recently revised its graduation requirements to emphasize “Social Justice, Civic Knowledge, and Engagement” as an essential field of study. In partnership with the city and county of San Francisco, as well as other area institutions, SF State has also developed the NEN University (NENu) network, which will help to link college and university partners with neighborhood stakeholders and organizations. One project involved the design and development of an online volunteer database that is accessed by all institutions.

2010 Recipients

Photos from the Civic Engagement Awards

On Monday, October 4, 2010, at the National Press Club, we honored our academic partners for their many contributions to students’ learning experiences and recognized six institutions for their civic engagement efforts at our annual Academic Affairs and Higher Education Civic Engagement Awards Luncheon.

[156] [157] [158] [159] [160] [161] [162] [163] [164] [165] [166] [167] [168] [169] [170] [171] [172] [173] [174] [175] [176] [177] [178] [179] [180] [181] [182] [183] [184] [185]

View photos of the Civic Engagement/Academic Awards Luncheon [186]

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Miami Dade CollegeServing a multicultural population at 8 different campuses in South Florida, Miami Dade College (MDC) is one of the largest institutions of higher education in the country—and the first community college to be presented with this award. MDC's Center for Community Involvement (CCI) coordinates civic engagement on campus, encouraging partnerships with local agencies and working with faculty and staff to ensure that service-learning is widely incorporated into the curriculum. Specific initiatives with which the institution is involved include operation of a clinic at the Miami Rescue Mission Homeless Shelter, preparation of tax returns for low-income members of the community, organization of an organic food co-op, registration of voters and provision of tutors for elementary school children, among others. The CCI oversees a number of innovative efforts, including bi-annual community partner workshops, a service-learning student ambassador program, and a web-based tracking system to document student service and match agencies with volunteers. Despite limited financial resources, MDC has reserved significant internal funding for civic engagement efforts and infrastructure. Its president, Eduardo Padrón, has provided leadership for several national initiatives-including America Reads and Campus Compact-and has challenged the institution to live up to its reputation as "democracy's college."

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Indiana University – Purdue University IndianapolisAn urban public research university, Indiana University – Purdue University Indianapolis (IUPUI) has long emphasized civic engagement in its mission and vision and more recently introduced structural changes to support community involvement. The Center for Service and Learning Research Collaborative (CSLRC), an IUPUI Signature Center, was designed to integrate the Offices of Service Learning, Community Service and Neighborhood Resources. It now coordinates service learning, facilitates co-curricular service as well as campus-wide service events and strengthens partnerships between IUPUI and local neighborhoods. Faculty development, promotion, tenure and recognition are closely aligned with civic engagement; for example, professors may be appointed as “Public Scholars” and this title is used alongside their primary title. Student financial assistance—including Federal Work Study funds and institutional scholarships—is often connected to community service. In addition to serving and providing facilities and resources—from cultural and library services to leadership in education and business development—for the Indianapolis area, IUPUI has built strategic partnerships internationally. These include relationships with universities in Kenya, and Mexico focused on increasing access to health and dental services.

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Santa Clara UniversitySanta Clara University, a Catholic, Jesuit institution situated in California's Silicon Valley, is committed to cultivating "competence, conscience and compassion" within each graduate.  In 2009 Santa Clara introduced a new core curriculum requiring all students to complete one classroom experience focused on civic engagement, as well as one course involving community-based learning or other forms of face to face contact with marginalized communities. Through Santa Clara's Arrupe Partnerships Program, faculty members are supported in building relationships with local organizations and matching students with placements that meet course goals while also benefiting the community. Civic Engagement is also integrated into Santa Clara's Residential Learning Communities (RLCs), which link residence life with coursework and often engage students in the organization of programs related to social justice. The Kolvenbach Solidarity Program connects students with experiences at a greater distance from campus, providing extended immersion trips in the U.S. and abroad during break periods in the academic calendar. Students have become involved with homeless shelters, multilingual/ESL education programs, urban gardens, and health care agencies, among other curricular and co-curricular efforts.

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The College of New JerseyThe College of New Jersey (TCNJ), a public liberal-arts college in Ewing, created The Bonner Community Scholars Corps (BCSC) to advance the institution's overall civic engagement efforts while investing in individual students and promoting their development. A diverse group of 70 undergraduates identified as Bonners in high school and assisted with scholarship funding commits to serving the campus and larger community for four years. They form issue-based teams at the start of each academic year, work with community partners to identify and address unmet needs and ultimately mobilize other TCNJ students to assist. For example, BCSC students organize and motivate all freshmen as they fulfill their First-Year Community Engaged Learning (CEL) requirement through co-curricular days of service and class-based projects co-led by faculty members. CEL programs have involved hosting a youth conference, developing a database and web system for a local nonprofit, coordinating support for Haiti's post-earthquake recovery, planting a community garden on campus to provide vegetables to a local soup kitchen, and delivering writing/reflection workshops to juvenile offenders. BCSC students elevate their participation in civic engagement to the regional, national and international level by taking enrichment trips and compiling issue-briefs to inform local partner agencies about larger political developments.

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Wagner CollegeA private liberal arts college in Staten Island, NY, Wagner College has for the past decade worked to implement and refine its Wagner Plan for the Practical Liberal Arts. The Wagner Plan emphasizes experiential learning and reflection as key elements of liberal arts and professional education. It has evolved to include a model—called Civic Innovations (CI)—for promoting mutually beneficial and sustainable relationships with community partners. Through CI, academic disciplines (Community Connected Departments or CCDs) are connected with specific local agencies (Department Connected Agencies or DCAs). They then collaborate on syllabi and outcomes for a sequence of service-learning courses. Within the Port Richmond community—an economically distressed area that has recently seen enormous growth in its immigrant population—the Civic Innovations Program has been expanded to also include a steering committee comprised of residents and college personnel. The committee has identified “clusters of need”—including health, education, environment and economy—that future strategic partnerships will seek to address in a still more coordinated way.

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Western Carolina UniversityWestern Carolina University, located in Cullowhee, NC, is a member of the University of North Carolina system. Each academic year since 2007, a substantial majority of WCU students have engaged in curriculum-based service learning and co-curricular community service. The prominence of this kind of activity results from sustained efforts at the University to ensure that civic engagement is recognized as having academic legitimacy and is incorporated into the WCU culture. The institution has adopted the “Boyer Model” of scholarship and emphasizes the scholarship of application in its decision-making processes related to faculty rewards and promotion. WCU’s 2007 Quality Enhancement Plan articulates an expectation that students will practice civic engagement and includes developing an “Education Briefcase” – an electronic repository in which students will document their learning. The University’s Center for Service Learning develops campus–community partnerships, monitors engagement initiatives and assesses project outcomes. It hosts a yearly Symposium on Service Learning & Civic Engagement that welcomes participants from across the country. Civic engagement efforts by WCU students, faculty and staff have included planting a garden to help reduce regional food insecurity, assisting the municipality of Dillsboro with economic recovery and participating in post-hurricane revitalization efforts in nearby Canton.

2009 Recipients

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Cabrini College

A small Catholic college in suburban Philadelphia, Cabrini is committed to integrating intellectual excellence with moral and social responsibility. In 2006, it adopted a new motto—Beneficium Supra Seipsum (service beyond one’s self). It is currently implementing an innovative general education curriculum, called Justice Matters, that provides students with opportunities to become civically engaged for social justice. Through the Justice Matters curriculum, students complete four years of required coursework that allows them to grow progressively in their community engagement.  Beginning with class discussions and small community service projects, students then have the opportunity to participate in an extended service project. By year three, students begin to develop in-depth community-based research and advocacy projects.  Finally, the fourth-year capstone experience helps them apply disciplinary knowledge from their majors to solve real community challenges.  Cabrini’s local efforts have focused on an intentional partnership with the neighboring community of Norristown, which faces high poverty and an increasing immigrant population. The College worked to identify collaborative needs in the community and secure large grants to support important programs for at-risk youth and prisoner reentry. Cabrini’s global emphasis has centered on its partnership with Catholic Relief Services (CRS) and its relationship with the Missionary Sisters as a way to address the issues of food security and hunger, human migration, peace building and disease. Cabrini faculty have played a leading role in initiating the Global Solidarity Network, an on-line collaborative with CRS that allows students to interact with justice advocates around the world.

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Elon University

A comprehensive private university in the Piedmont region of North Carolina, Elon’s mission is to prepare civically engaged graduates who are “global citizens and informed leaders motivated by a concern for the common good.” This preparation is grounded in an ethic of service that appreciates multiple perspectives, creates opportunities that are affirming and empowering to all, and responds to the needs of Elon’s diverse communities. Civic engagement drives many curricular and co-curricular activities at the institution, but six deserve special recognition. Elon’s Kernoodle Center for Service Learning connects an impressive number of faculty members offering service learning courses with community partners to ensure that placements are appropriate to course objectives and community needs. In addition, it helps student leaders who plan, implement and evaluate service events through Elon Volunteers! (EV!). The groundbreaking Social Entrepreneurship Scholars (SES) Program links service-learning and entrepreneurship, allowing students to work intensively with local organizations to achieve objectives such as improved health of local schoolchildren. The Elon Academy helps provide access to quality education for low-income local high school students, opening the pathways to college at no cost to students and families. The Elon University Poll is widely recognized in North Carolina as a neutral, independent operation that measures issues, policies and candidate status. And lastly, since Project Pericles was initiated on campus, the Periclean Scholars program has allowed motivated students to take a series of courses culminating in a class project on local or global social change.

[195]

Tennessee State University

A major urban land-grant institution and Historically Black University (HBCU) in Nashville, Tennessee State University has a rich history of public service and civic engagement reflected in its motto Think, Work, Serve. Founded in 2005, the Center for Service-Learning and Civic Engagement (CSLCE) has coordinated and led TSU’s service and civic engagement initiatives. In addition to directly meeting with members of student organizations that engage in public service activities to encourage their volunteer efforts, the CSLCE staff holds Service-Learning Course Construction Workshops for faculty members to give them guidance on best practices as they integrate service into their courses. The CSLCE also supports faculty through providing individual consultations, visiting classrooms, strengthening community partnerships and assisting them with reflection and assessment activities. As part of its partnership-building efforts, the CSLCE holds town hall meetings, focus groups, surveys and individual interviews, ensuring that the university’s relationships with local organizations of all kinds are mutually beneficial. In order to establish long-term, sustainable projects to meet community needs, several colleges have become “engaged departments.” Through the Engaged Department Initiative, the College of Education, the College of Public Service and Urban Studies and soon the College of Heath Sciences are committing to incorporate service-learning into the curriculum and set it as a common expectation among majors. The university has been a leader in the development of Tennessee Campus Compact (TNCC) and established an AmeriCorps VISTA Project.

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Villanova University

A Catholic university located outside of Philadelphia, Villanova’s scholarship and community are guided by the Augustinian values of Veritas, Unitas, Caritas (Truth, Unity, Love). Civic engagement is the hallmark of academic and co-curricular life across the colleges of Engineering, Liberal Arts & Sciences, and Nursing and the schools of Business and Law. For example, the Office of Service Learning within the College of Liberal Arts & Sciences is home to the interdisciplinary Sophomore Service Learning Community. This residential experience enriches students’ understanding of social justice issues through a combination of hands-on volunteerism and academic coursework. The School of Law offers pro bono legal aid to farm workers, refugees, and the homeless. In the co-curricular area, Villanova students provide community service in markedly higher numbers and at higher hours than national norms. On a daily basis, more than 100 students volunteer at various organizations in inner-city Philadelphia. Villanova hosts the largest student-run Special Olympics event in the world. Many students, faculty and staff unite to volunteer in the Philadelphia area as part of the University's annual Day of Service. Organizationally, Villanova has a distinctive policy that “encourages full-time staff with one year of service to participate in university-sponsored trips up to a maximum of five days per academic year, with full pay and benefits and no charge to their vacation benefit.” Villanova seeks to address a multiplicity of challenges through civic engagement—including urban poverty, third world poverty, illiteracy, privilege, disability, access to legal assistance and many others.

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Wartburg College

A small liberal arts college in Waverly, Iowa, Wartburg encourages students to “live their learning” beyond the classroom walls through engagement with both local and global communities. In 2002, Wartburg inaugurated the Discovery and Claiming our Callings initiative. Supported by a generous grant from the Lilly Endowment, the initiative was designed to touch every aspect of campus life by enhancing vocational discovery through leadership, service, civic engagement, mentoring and campus ministry programs. One result of the grant has been the establishment of the Center for Community Engagement (CCE) in 2005. The CCE ties together the College’s civic engagement efforts by coordinating and evaluating external relationships that are effective for community partners, and it provides opportunities for student learning, vocational development and public scholarship. The CCE has become the umbrella for multiple signature programs including partnerships with many local school districts, internships completed by more than 60 percent of students, a premedical partnership with the Waverly Health Center, service-learning and service trips. The office also works to support and collaborate with other programs and initiatives on campus including AmeriCorps, Campus Ministry, Disaster Relief, First in the Nation Scholars, the Institute for Leadership Education, Student Life, the Social Entrepreneurship Minor and Wartburg West (an experiential urban learning program in Denver, Colorado).