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Winter 1997 Volume 11 Number 2Continuance is a quarterly newsletter funded by the Illinois Board of Higher Education. It is a collaborative project of the 34 Higher Education Cooperation Act partners in Illinois Contents
Front PageLinking Community Service and Workforce PreparationIn the children's classic, "The Lion, the Witch and the Wardrobe," four children wander into a fantasy land called Narnia where the wicked White Witch has turned everything into a cold, snow-covered land frozen into eternal winter. The children cope with the challenges of this adventure with varying degrees of success, wondering if they will be turned to stone. The world of work provides challenges very similar to the land of Narnia. Some people find they lack the skills, competencies, and abilities to cope. Others, particularly those who have been involved with service and learning experiences, find that they e world of work provides challenges very similar to the land of Narnia. Some people find they lack the skills, competencies, and abilities to cope. Others, particularly those who have been involved with service and learning experiences, find that they have been prepared. Service and learning has allowed them to "try on different careers," hone communication skills, and solve real problems. Very often older adults have been involved in this metamorphosis. And like the Great Lion who conquered the dark magic of the White Witch, students prepared for the world of work are the workplace heroes, sister, Kim Hamilton, and Tomi Loos; with dedicated teachers, Stephanie Mulholland, Darlene Shannon, and Dennis Beemer. We see the future for workforce development and service and learning in Illinois through the eyes of Diana Robinson, John Washburn, Robert Wallhaus, and Helen Schumate. Last, we look to national role models of service through the writings of Harris Wofford, Corporation for National Service, and Robert Goodwin, Points of Light Foundation. They share their belief in the power of service and its importance to America's future workforce and citizenry.--Editor Preparing for careers starts at an early ageStudents begin developing workforce skills at an early age. These students at Sojourner Truth School in Chicago arrive in the computer room with specific tasks. They read to each other, work together in a group, and take responsibility for what they need to accomplish. Adults and older adults provide role models and a supportive presence. WITS (Working in the Schools), 312-751-9487Page TwoService Program Uses--SCANSDennis Beemer, coordinator of the internship program at Wheaton North High School, says "I tell the students 'you must have experience, experience, experience because that is the way you will prepare yourself for a career.' " At Wheaton North, all students have an opportunity to choose a variety of internships with local community or business organizations. First, their "position description" is correlated with skills and competencies from the U.S. Dept. of Labor SCANS. Next the students receive a thorough "performance appraisal" from the supervisor and high school liaison every six weeks. They receive a portfolio describing the internship, the SCANS, and the appraisal which is suitable for attachment to college or job applications. Internships include Agri-Business, Business and Office, Communication and Media, Construction, Environment, Fine Arts and Humanities, health, Hospitality and Recreation, Manufacturing, Marketing and Distribution, or Public Services. Most important, the students are learning about the world of work and what is required to succeed. For further information contact Dennis Beemer, 630-682-2158. Helping Illinois' Youth Prepare for CareersOn May 4, 1994 President Clinton signed into law the School-to-Work Opportunities Act. The La94 President Clinton signed into law the School-to-Work Opportunities Act. The Law enables states and local communities to form creative partnerships to increase the potential for youth and adults to further their education toward ultimate goal of high-skill, high-wage careers' transition. Across Illinois, individuals from education, business/industry, labor and government are working together to coordinate the education-to-careers efforts of elementary, secondary and post secondary schools. At the heart of the education-to-careers initiative is the recognition of the need for youth to be able to understand how their interests, abilities and aptitudes relate to the future pursuit of a career. In a series of focus groups conducted across the state, participants have suggested that a large number of students do not have the appropriate knowledge and skills to identify, select and prepare for a suitable career. Sometimes, students participate in a career search in a haphazard and ineffective manner because they lack simple information and understanding about the work world. In addition, students may lack information about the nature and requirements of different occupations, the employment prospects, and educational requirements for a career entry. There is a tremendous opportunity for older adults to provide mentoring for young people as they begin to explore opportunities for entry into a career or future education. In a volunteer capacity, older adults can help students with content focused on: looking for, applying for, or interviewing for a job; understanding employers' work-related expectations; understanding the importance of human relations at work; understanding the importance of human relations at work; understanding career decision-making processes; recognizing the importance of communication skills; and learning the economics of work. Schools might begin by establishing a volunteer resource pool to broker in the exchange and sharing of resources among older adults and young people who are making important decisions about their futures. To be successful, Illinois' education-to-careers initiative will require ongoing dialogue and communication between representatives of education, community, government, business and labor groups. People of all ages will share in the responsibility for helping young people and adults better prepare for future education or work. Page ThreeSkills Needed for the WorkforceThe Secretary's Commission on Achieving Necessary Skills (SCANS) was asked to examine the demands of the workplace and evaluate whether our young people are capable of meeting those demands. Specifically, the Commission was directed to advise Secretary of Labor, Lynn Martin, on the level of skills required to enter employment. "The message to us was universal: good jobs will increasingly depend on people who can put knowledge to work. What we found was disturbing: more than half our young people leave school without the knowledge or foundation required to find and hold a good job. These young people will pay a very high price. The face the bleak prospects of dead-end work interrupted only by periods of unemployment. We believe, after examining the findings of cognitive science, that the most effective way of learning skills is "in context," placing learning objectives within a real environment rather that insisting that students first learn in the abstract what they will be expected to apply" (William Brock, Chair). "What Work Requires of Schools, A SCANS Report for America 2000, U.S. Dept. of Labor, 1991. "Students need to understand the relevance of what is being taught in the classroom to their own lives and their future careers. These connections are often times unclear. Through service and learning and other outreach efforts the community at large, these connections can be built." Jeff Mays, vice President, Human Resource Policy, Illinois Chamber of Commerce. Workplace Know-HowThe know-how identified by SCANS is made up of five competencies and a three part foundation of skills and personal qualities that are needed for solid job performance. These include: COMPETENCIES Effective workers can productively use: Resources--allocating time, money, materials, space, and staff; Interpersonal Skills--working on teams, teaching others, serving customers, leading, negotiating, and working well with people from culturally diverse backgrounds; Information--acquiring and evaluating data, organizing and maintaining files, interpreting and communicating, and using computers to process information; Systems--understanding social, organizational, and technological systems, monitoring and correcting performance, and designing or improving systems; Technology--selecting equipment and tools, applying technology to specific tasks, and maintaining and troubleshooting technologies. THE FOUNDATION Competence requires: Basic Skills--reading, writing, arithmetic and mathematics, speaking, and listening; Thinking Skills--thinking creatively, making decisions, solving problems, seeing things in the mind's eye, knowing how to learn, and reasoning; Personal Qualities--individual's responsibility, self-esteem, sociability, self-management, and integrity. From "What Work Requires of Schools," A SCANS Report for America 2000, U.S. Dept. of Labor, 1991, p.vii. Page FourAdopt-A-Grandparent & Workforce Skills by Stephanie Mulholland and Darlene ShannonDo experiences with the Adopt-a-Grandparent help in the development of workforce skills? Future Business Leaders of America (FBLA) member Kim Hamilton responded, "In order to be successful in a career it is important to have polite and clear communication skills. Adopting a grandparent has given me great communication skills with those who aren't my age. I have also learned that people don't always understand easily and that you have to be able to explain things in more than one way." FBLA member Tomi Loos answered the same question, "Interacting with senior citizens provides me with information you can't find anywhere else. The adopted grandparents allow you to learn from their mistakes and benefit from their experiences." In preparing for their future careers, FBLA members agree that the Adopt-a-Grandparent program provides valuable experiences and opportunities through which communication skills are developed and refined. Workforce preparation opportunities often present themselves in places like the Three Springs Nursing Home in Chester. (Stephanie Mulholland and Darlene Shannon are Steeleville High School Future Business Leaders of America Advisors.) Enhancing the Connection Between Higher Education and the Workplace: A Survey of EmployersA statewide survey of 404 New Jersey employers conducted in 1995 identified some of the issues involved in connecting higher education and the workplace. The following four points describe some of their findings. 1. Graduates may not be highly prepared for the skills most valued by employers. 2. Employers overwhelmingly support experienced-based learning programs, such as internships and cooperative education; they also would like to have greater input in the design of college-level curriculum and more information about students entering the job market and easier access to that information. 3. Employers are not very interested in formal testing of college graduates. 4. Three out of four employers provide training for their college-educated employees. Problem-solving, decision-making, writing, and listening skills are the skills clusters where most training dollars are invested. The report, "Enhancing the Connection Between Higher Education and the Workplace: A Survey of Employers." was written by Carl. E. Van Horn and is available from The State of Higher Education Executive Officers and the Education Commission of the States, 707 Seventieth St., #2700, Denver, CO 80202, 303-299-3686. "Human beings are active learners. We learn by doing, by interacting with others, by experiencing life at first hand, not solely conceptually and through abstractions. Service-learning and school-to-work assert that education and experience build on and reinforce each other." Samuel Halperin, American Youth Policy Forum. Page FiveAcquiring Work-Place Skills While Making Use of the Full Scope of PossibilitiesEmployers are placing a high priority on what they commonly refer to as "workplace skills" or "basic skills." Employers want assurances that potential employees have acquired capabilities such as leadership, reliability, communication skills, the ability to function effectively in an ambiguous, complex and rapidly changing environment, and to relate well with co-workers. A recent study of the Business-Higher Education Forum suggests that business leaders feel college and university graduates have deficiencies in meeting some critical workforce needs. According to a corporate CEO interviewed for the study, "technological skills appear to be getting better, but I think deficiencies in composition, reading, writing, logic and clarity of thought processes are becoming more pronounced. Graduates are not strong in influencing, negotiating, listening, teaming, and interpersonal skills" ("Higher Education and Work Readiness: A View from the Corporation," 1995) It is clear that employers see a better integration of education and work, achieved primarily through work-based learning experiences, as an important means of addressing their concerns about deficiencies in workplace skills. One of the basic premises of the federal School-to-Work Opportunities Act is that school-based and work-based learning are both essential. Certainly, many of the same competencies are essential to success in education and in work. Work-place and "school-place" competencies appear to be mutually inclusive, and according to employers need to be made mutually supportive. Many employers are fully committed to the concept of work-based learning, But, the extent to which employers are willing to devote resources to support large scale work-based learning systems has been largely untested. Youth apprenticeship programs, for example, are based upon individualized, mentored learning experiences that can place heavy demands upon employer personnel. Further, it is questionable whether all students, both at the secondary level and at the post secondary level, can make productive contributions to their employers in the way that trade apprentices and medical residents do. Will inadequate numbers of employers that are willing to support work-based programs be a new dimension of "school inequities?" Under what conditions will employers support, or not support, work-based learning? If work-based learning and the development of work-place skills to become pervasive at all levels of education and training, it appears that resources and commitments that extend beyond on-the-job experiences will be needed. Schools, colleges and universities, and employers should consider a broader range of resources as they attempt to meet these demands. Clearly, one possibility is to draw upon retired adults who understand the challenges of work and who have experienced "success on-the-job." Many such individuals are willing to help students acquire the work-place skills that employers believe are so critical. Further, the skills that employers label as "basic" and "workplace" are also fundamental to virtually all endeavors, concluding education at all levels. They can be acquired in many different settings--through sports, social and service clubs, and extra-curricular activities in schools and on campuses. One of the greatest challenges to the principles of school-to-work and the implementation of work-based learning concepts is the question of whether these opportunities can be "brought up to scale"--that is made available to literally millions of youth and adults who are seeking to sustain or prepare for work. Surely, it will be important to capitalize upon the full range of available resources--volunteers, retired workers, peer learners and computer and telecommunications-based delivery systems, if the full extent of these needs is to be effectively addressed. Robert Wallhaus is an independent consultant. Page SixBuilding Social Capital---An interview with Robert K. Goodwin, President & CEO The Points of Light FoundationOn April 15, 1994 USA Weekend magazine included a very special story which, for me, captures the essence of service and its impact. Michael John Kelly, a 10-year-old boy, and his mother Carmen organized, as a part of Make A Difference Day, a food and clothing drive to benefit Full Gospel Ministry, a Hayward, CA soup kitchen, homeless shelter, and free clothing center. With the help of neighbors, they gathered more than two truck loads of much needed donations. Make A Difference Day is a national day devoted to encouraging volunteer service and is organized by USA Weekend magazine and The Points of Light Foundation. For their efforts Michael and his mother were selected as national winners of Make A Difference Day. They came to Washington, DC during the 1994 National Volunteer Week to be honored. After meeting Michael and his mother I learned the reason why they had decided to volunteer for this shelter. Michael's mother was homeless when he was born. In fact their home was the Full Gospel Ministry, the very shelter they had helped. Living remains a day to day struggle for mother and son and they're still very "close to the edge." Despite their circumstances, the family still finds a way to give back as volunteers to those even less fortunate than themselves. When considering the connection between service and workforce preparation, we need to look at the idea from two different perspectives. First, we should consider the perspective of the person who lacks training and job opportunities. A mentor, tutor, or life coach can help provide the basic training and entree leading to improved basic skills which are so necessary for getting and keeping a job. Likewise the person offering the assistance also gains. Teaching someone and nurturing their skills is an important skill also valuable in the workplace. An important by-product of helping others in the work-place increases our sense of worth. Volunteer service is really a form of community investment that we call social capital. All of us have a stake in America's neighborhoods and it is increasingly clear we all have a responsibility to do what we can to make our communities safer and healthier places to live, that we break down the barriers that divide us and find new ways to connect with each other. Strengthening Work-Place Skills through Volunteerism by Helen D. ShumateCommunity service gives employees an opportunity to share their time and their skills by working side-by-side with others from the company and from the community. Employees can work on group or individual projects, often targeting special needs in a community, like tutoring in a local school or serving as the chair of a local economic development group. While these employee volunteers support the company's mission, they also develop valuable skills and leadership abilities that help them on-the-job. As we look at the challenges facing our communities, the most effective way to address them is through individuals, businesses and community leaders working together as volunteers. Helen Schumate is Director, External Relations, Ameritech, and Chair, IL. Commission for Community Service. Presidents' SummitThe Presidents' Summit for America's Future, scheduled for April 27-29 in Philadelphia, will take service and volunteerism to a level of importance never paralleled in the nation's history. In a nonpartisan effort, chaired by Colin Powell, President Clinton and ex-President Bush will challenge citizens to mobilize their people and their energy to turn the tide for youth. The Summit is being organized at the initiative of The Corporation for National Service and The Points of Light Foundation. Five communities in Illinois have been invited to send teams; Springfield, Peoria, Rockford, Champaign, and Chicago. Page SevenWorkforce Skills are Citizenship Skills by Harris WoffordActive-duty citizenship means seeking to solve significant public problems by taking personal responsibility in our lives, in our communities, the nation, and in the world. We all must believe that we can control our destiny through good citizenship and active service. What are the skills of a citizen? We learn citizenship by doing it. To say you can teach citizenship in the classroom is like a basketball coach saying to the team, "I taught foul shots last week in three lectures." Aristotle advised that you can't learn to play the harp without playing the harp, or to build a house without building a house, or to attain justice without promoting justice. similarly, you can't learn service without doing service. You can't learn citizenship without being an active citizen. The most important skills for the workforce of the future are the same as the skills for the effective and active citizenship. What makes a good citizen is the same thing that makes a good worker--initiative, team work, hard work, taking personal responsibility and looking beyond the immediate personal interest to the common good. State-of-the-art programs designed to produce higher productivity in the workforce are based on the same concepts that are effective in helping citizens get things done in the community and solving public problems. One can learn good work skills and good citizenship skills either on-the-job or in a demanding service experience. Through active service you can get the most important kind of job training, for leadership in the world of work and as a successful citizen. Harris Wofford is Chief Executive Officer of the Corporation for National Service and author of the 1980 book, "Of Kennedys and Kings: Making Sense of the Sixties." Service Learning and Education-to-Careers by Diana RobinsonService learning is a budding component of the Education-to-Careers system that gives students an opportunity to learn about careers, develop skills and competencies needed for employment, and experience life-long learning that ensures a continuous emphasis on the quality of work and life of all community members. Being a mentor is a particularly valuable activity, especially for students who have not had exposure to technical and professional careers or who do not know how to network. When youth find themselves in employment that is limited in terms of advancing career development, they need the opportunity to explore other careers. Ideally this should happen during K-12 years. Service learning presents that opportunity. The more service learning is included in an Education-to-Career system, the more students of all ages will be able to interweave work, service, and learning over their lifetimes. Too often students go through school without any chance to apply their learning until their first jobs! Service learning is an excellent way to smooth the transition. Diana Robinsana Robinson is the Associate Superintendent for Business, Community, and Family Partnerships with the Illinois State Board of Education. Page EightHearts and Hands by Angela McAllisterLast winter I participated in the Hearts & Hands program and was asked to rake the leaves for an elderly woman. I drove to her house and a Kiwanis member and Mrs. Wilson's grandson had already started. We felt a responsibility to get all of the leaves raked for Mrs. Wilson and were we surprised when we finished. She met us with hot cocoa and made us a big breakfast with eggs, bacon, sausages, and Danish. This was certainly not expected, but it was greatly appreciated. It was Mrs. Wilson's way of saying "thank you" and telling us that she valued what we did. What did I learn? No matter what king of work you do, it is necessary to cooperate with others. Sometimes that isn't easy, especially if the others are a different age or background. Hearts and Hands was an enjoyable experience for me and I came home thinking that I had done something important. I am very glad I participated. Angela McAllister was a student at Pekin Community High School when she participated in the Hearts and Hands Program and is now a freshman at Illinois Central College in Peoria. Linking Service-Learning and School-to-Work"Service-Learning and School-to-Work: A Partnership Strategy for Education Renewal" was convened on September 5-7, 1996, at the Johnson Foundation's Wingspread Conference Center in Racine, WI. At their core, service-learning and school-to-work both seek to enrich the lives of children and engage the entire community in the joys, burdens, and rewards of educating, engaging, and employing the young. Children are viewed as a resource for the community rather than a problem to be solved. The roots of both concepts are in strong curricula, school-based learning, and the traditions of apprenticeship. Their future lies in team-based organizations, operating in information rich environments. Through the intersection of service-learning and school-to-work, students have rich experiences, many out of sight and hearing of a teacher. Teachers must review these experiences with he students, drawing out the lessons and analogies to help prepare students for the next learning opportunity. The teacher remains the primary educator, but is also a "coach," the connecting tie for the student between the school and real life experiences. The participants of this conference take seriously John Dewey's reminder that "A school is not preparation for life, it is life." Through the intersection of school-to-work and service-learning, we seek to make that life rich, realistic, practical, and exciting. We believe the partnership represented within the intersection we propose can provide all students with the opportunity to achieve the learning goals of the 21st Century life. The Report, Service-Learning and School-to-Work: A Partnership Strategy for Education Renewal, was produced by the National Association of Partners in Education (NAPE) and authors: John Briscoe, Visions Youthworks, Jim Pitofsky and James Willie, NAPE, and Laurie Regalbrugge, Hitachi Foundation. Comments from National Leaders"What service learning and school-to-work have in common is a connection between classroom learning and practical applications in the real world. Service learning's emphasis on civic responsibility nicely complements the work-ethic goals of school-to-work or school-to-career programs. Programs that emphasize these interrelationships provide work and thinking skills that are crucial to success in our local communities and the complex world beyond." Dave Pierce, Executive Director, American Association of Community Colleges. "Adults become coaches and facilitators as students take responsibility for their own learning. Schools and communities become cooperative learning environments as communities become significant partners in the educational process." Barbara Gomez, Director, Council of Chief State School Officers' Service-Learning Project. Page NineThe Future for Education-to-Careers--A Top Down. . . Bottom Up VentureSchool to Work is being implemented in Illinois by the public/private Education-to-Careers Steering Committee, a subcommittee of the Human Resources Investment Council. The Human Resources Investment Council was convened by Governor Jim Edgar in April 1996 to "chart workforce preparation in Illinois." Lt. Gov. Bob Kustra defined their goal "State government needs the input of business and industry in establishing effective education and training programs." At the local level, great strides are being taken in communities through the commitments of educators, business people, and older adults. Business/School Partnerships, Learn and Serve, AmeriCorps, Vista, and RSVP programs are helping young people develop work skills, assume responsibility, and understand their value to the community. Intergenerational DialogueTogether for Tomorrow: Building Community Through Intergenerational Dialogue is an impressive new resource! It is really two books combined. The first book helps the reader understand the importance of why we need more intergenerational thinkers and actors in an aging society (Chapters 1-4). The second book (Chapters 5-12) provides the reader with practical suggestions for improving intergenerational relationships, including how to organize intergenerational dialogues. Contact Elder Eye Press, P.O. Box 142, Crystal Bay, MN 55323 or 612-472-3379, FAX 612-472-4155 or 1-800-586-9054. Resources for Workforce PreparationAlliance for Service-Learning in Education Reform, "Standards of Quality for School-Based and Community-Based Service-Learning," March 1995. Angelis, Jane, Carol Tice and Susan J. Poulsen, "Opening the Doors of Lifelong Service," Wingspread Journal, Volume 18, Issue 1, p.17. Baccus, R. Eileen, "Community Colleges' Role in the School-to-Work Movement," NSEE Quarterly, Nat'l Society for Experiential Education, 919-787-3263. Brynelson, Wade and Furco, Andrew, "School-to-Work and Service-Learning: An Issue Paper," CA Department of Education, 1994. Building Communities from the Inside Out, A Path Toward Finding and Mobilizing a Community's Assets, John P. Krestmann & John L. McKnight, 773-271-1030. Citizenship Through Service. Pathways To Success for America's Youth and Young Families. The William T. Grant Foundation Commission on Work, Family and Citizenship, 1001 Connecticut Avenue, NW, Suite 301, Washington, DC 20036-5541. Education-to-Careers (Materials for the Implementation of the School-to-Work Opportunities Act). Illinois State Curriculum Center, University of Illinois at Springfield, Springfield, IL 62794-9243. 217-786-6375. Furco, Andrew, "Service-Learning & School-to-Work Transition Programs: The Similarities, The Differences, The Linkages," March 1995. Furco, Andrew, "Service-Learning & School-to-Work: Making the Connections," Journal of Cooperative Education, Cooperative Education Association, Fall, 1996. Gomez, Barbara, "Connecting School-to-Work and Service-Learning," Council of Chief State School Officers, 1994. Minnesota Department of Education, Building Workers and Citizens for the 21st Century: Combining Service-Learning and Work-Based Learning, 1994. National Assoc. of Partners in Education, "Service-Learning and School-to-Work: A Partnership Strategy for Education Renewal," Sept. 1996, 703-836-4880. Rodriguez, Ester and Sandra Ruppert, "Postsecondary Education and the New Workforce," State Higher Education Executive Officers, October 1996, 303-299-3586. School-to-Work Report, A monthly on national legislation, programs, and state activities. Subscription is $245/year. Workforce Preparation System Vision and Action Plan for Illinois, in cooperation with Il. Human Resource Council, Il. Board of Higher Education, IL. State Board of Education, IL. Community College Board, and Dept. of Commerce and Community Affairs. Contact any of the above organizations for a copy. Page TenCoalition NewsGrandparents Raising Grandchildren State Task ForceGrandparents Raising Grandchildren Task Force has become an increasing force advocating for grandparents in Illinois. The advocacy focus of the program was the result of a three-year start up grant from the Retirement Research Foundation. The original grant to Family Care of Illinois in Chicago was for a direct service program and Sharon Stoltz, Project Director felt that any solution to the problem must include advocacy and change in public policy. That advocacy initiative is reflected in the action committees developed by the state wide task force: The Resource Committee examines personal legal and economic needs of grandparents and their dependents and identifies resources to help. The Policy Committee identifies and formulates a response to the public policy concerns of grandparent caregivers such as welfare reform, availability of health coverage, and statues that concern the best interests of the child. The Prevention Committee identifies strategies for promoting well being of grandparents and their dependents and addresses the causes of the increase in number of caregivers. For further information, contact Kathleen Votava, IL. Dept. on Aging, 217-785-8966. School's Out by Nicole SpitaleOn December 4-6, 1996, experts from national service, school-age child care, and education communities joined together for a working session on out-of-school time activities for children and youth. The goal was to find ways to integrate service as a strategy to expand or enhance existing school-age child care and extended day programs and to exchange valuable information on quality principles for out-of-school time programs. Specifically, the forum discussed two ways national service can expand or enhance existing out-of-school time programs by: 1) Integrating national service as a part of the infrastructure to deliver out-of-school time programming, and 2) Engaging young people in the programs in community service/service-learning activities. The forum convened teams from three states, Massachusetts, Washington, and Illinois, to discuss program implementation at a state or community level and forum convened teams from three states, Massachusetts, Washington, and Illinois, to discuss program implementation at a state or community level and to suggest ways the national team could support their efforts. Contact Michele Piel, 312-793-2156 or Nicole Spitale at the Corporation for National Service, 202-606-5000 x 484, E-mail: nspitale@cns.gov Page ElevenIllinoisMarch 10-11, "Mobilizing Communities for Youth: Opening the Doors of Opportunity," Sponsors; Attorney General and IL. Assoc. of Park Districts, Bloomingdale, 217-523-4554. March 13, Building Caring Communities Through Intergenerational Programs, Logan Hall, Lincoln Land Community College, Springfield, Illinois, The Illinois Department on Aging, 217-785-3355. March 13, Successful Intergenerational Programs in Long Term Care: Looking through the Eyes of Residents and Children, Chicago Intergenerational Network, Healy School, 12:15 to 1 p.m. Brown Bag, Meeting, 1:00 p.m. to 2:30 p.m., contact Willean Leslie, 312-633-1670 x 2053. March 14, "Transforming Illinois' Workforce and Workplace....The Role of the Community College, 9 a.m. to 4:15 p.m. 217-785-0214. March 14, Building Caring Communities through Intergenerational Programs, Robert M. Collins Center, Triton College, River Grove, Illinois, The Illinois Department on Aging, 217-785-3355. March 14-18, Vital Aging, Sponsors: The National Council on the Aging & Illinois Department on Aging, Chicago Hilton and Towers, Chicago, Also Generations United, "The ABC's of Intergenerational Program Development," and "Beyond ABC's--Addressing Issues of Experienced Intergenerational Practitioners," also networking sessions and more, 202-479-6991.eaturing Marcia Cram, Leisure and Aging Section, 217-523-4554. March 20, Absolutely Incredible Kid Day, Camp Fire Boys and Girls. March 31, "Books and Breakfast" featuring Kathleen Kennedy Towndsend, sponsored by Working in the Schools (WITS), Chicago, 312-751-9487. AprilApril 2-3, Community Action Conference, sponsored by DASA and Prevention First, Inc. Contact Marissa Hopkins, 312-988-4646. April 4, Community Colleges: Serving the Community, William Rainey Harper College, 8:00 to 3:30 PM, Call Illinois Campus Compact, 309-438-8123. April 7, Faculty Symposium on Service-Learning: Making the Connection between Service and Academia, Illinois Campus Compact, 8:00-4:00, Southern Illinois University at Edwardsville. Call 309-438-8123. April 11, Intergenerational Workshop: "Activities Across the Ages," National Louis University, Wheaton Campus, 9:00a.m. to 12:00, Registration Fee: $5, Robyn McBroom, 630-766-5800. MayMay 15-16, Architects of Volunteer Administration: "Blueprints for the Future," Spring Conference on Volunteer Administration, Chicago, 773-880-4507. May 20, Arts for the Ages, Palatine, 7 p.m., Winston Campus, 900 E. Palatine Road, Call Laurel Feldman, 847-934-2879. Admission is free! DatesaversOctober 6: Intergenerational Programs and Technology, Palatine School District #15, contact Laurel Feldman, 847-934-2879. November 7: Intergenerational Conference, Chicago Metropolitan Intergenerational Committee, Maureen Statland, 847-364-8689. NationalMarch 12-14, Children '97, Sponsor: Child Welfare League of America, Washington, DC, 202-638-2952 or FAX 202-638-4004. March 13-16, What's Next? Putting Visions into Action, Sponsor: Campus Outreach Opportunity League 1997, COOL National Conference on Student, Community Service, Cleveland State University, Cleveland, Ohio, Contact Jason Youngstrom at 216-523-7515. March 16-19, Learning, Technology, and the Way We Work, American Association of Higher Education National Conference, Washington, DC, contact AAHE at 202-293-6440. March 19-22, Coming Together to Create a Brighter Tomorrow! Service-Learning Conference, Sponsor: National Youth Leadership Council, 864-656-2599. May 23-26, Affirming the Contact between Generations, Sponsor: American Society on Aging, Nashville, 415-974-9600. June 16-18, 1997, "Growing In an Intergenerational Field," Generations Together, The University of Pittsburgh's Center for Social and Urban Research, for info call Ann G. Mitchell 412-648-7151. June 21-24, 1997, The National Institute on the Assessment of Experiential Learning, Thomas Edison State College, Trenton, NJ 08608-1176, 609-633-8082. August 13-15, Kinship Care: A Natural Bridge, San Francisco, Child Welfare League of America/San Francisco Edgewood Family Center, 202-638-2952. October 13, National Retired Educators Day, A Celebration of Community Service, NRTA 50th Anniversary. October 22-25, National Society for Experiential Education, 919-787-3263. Back PageWhat's Happening in IllinoisHealth Intergenerational ProgramChicago State University students link with older adults and set mutual health goals to lose weight, get more exercise, reduce stress, or stop smoking. They support each other throughout the semester and the results are amazing. 773-995-3805. Line DancingStudents and senior citizens in Chicago learn about teamwork and moving together as they line dance. "We put on a students and senior citizens in Chicago learn about teamwork and moving together as they line dance. "We put on a tape and the students from the Northside Learning Center and senior citizens from North Park Village Apartments line danced together. Spiros Pissirs, Northside Learning Center, 773-534-5180. Simmons was featured on the NBC Evening News with Tom Brokaw in early February. For further information on Family History, contact Pat Bearden at 773-374-8580. Leaving a LegacyRichard Stewart, a member of Illinois State University's Senior Professionals left a wonderful legacy in his mentee, Ryan Koehl. Ryan and Richard worked together on a challenging project for ISU which was a part of Ryan's responsibility as student body president. In September, Ryan, Richard, and Norma Ashbrook attended the IL. Intergenerational Initiative conference and presented their success stories of Senior Professionals. Mr. Stewart died in early February and his mentee, Ryan Koehl attended the funeral and read a very moving tribute. The LIFELINK Intergenerational ProgramThe LIFELINK Intergenerational Program involves foster children from DCFS visiting senior citizens. One marvels at the ability of older adults to care for the children and to grow themselves. One senior said: "I am looking for creative ways to work with the students, they love to play games." For further information contact Robyn McBroom, 630-766-5800. Definitions of Service-Learning and School-to-WorkService-Learning is a method of learning through which students apply newly-acquired academic skills and knowledge to address real-life needs in their own communities. School-to-Work is an approach to learning based on the proven concept that education is most useful for careers when students apply academic skills and knowledge in real life, real work situations. From "Service-Learning and School-to-Work: A Partnership Strategy for Education Renewal," National Association of Partners in Education, Inc |