Thursday, October 29, 2009

MacJannet Prize 2010 Call for Nominations!


The Talloires Network and the MacJannet Foundation are pleased to announce the second annual MacJannet Prize for Global Citizenship and call for nominations of exceptional student civic engagement programs at Talloires Network member institutions.

The MacJannet Prize recognizes exceptional student civic engagement initiatives based in Talloires Network member universities around the world and contributes financially to their ongoing public service efforts. It is a program of The MacJannet Foundation, committed to building a community of global citizens, and the Talloires Network, dedicated to promoting the civic roles and social responsibilities of higher education.

Eight prizes will be awarded in 2010, one (1) First Prize of $5,000, two (2) Second Prizes of $2,500 each, and five (5) Third Prizes of $1,000 each. Prize money will be used to further the goals and strengthen the impact of the awarded programs. Winning programs will demonstrate exemplary service in addressing an issue of global significance such as threats to public health in the developing world, efforts to promote literacy, or assisting the economic development of distressed communities.

Only programs originating from member institutions of the Talloires Network are eligible for the Prize. To be considered, programs must be nominated by December 15, 2009. Nominations will be accepted from students, faculty, staff, or administrators at member institutions. Leaders of higher education institutions around the world are invited and encouraged to join the Talloires Network.

To learn more or nominate a program, visit our website>>

Tuesday, October 20, 2009

Pres. Obama and former Pres. George H.W. Bush speak at Texas A & M forum

President Obama and former President George H.W. Bush came together to promote public service on Friday at a Presidential forum at Texas A & M University. This event marked Bush's "thousand point of light" volunteer program from his time in office. Obama aims to expand and further grow the spirit of volunteerism and service in the country. In April, he signed the Edward M. Kennedy Serve America Act, tripling the size of AmeriCorps programs, and he launched the "United We Serve" campaign that ended with a national day of service on the anniversary of the Sept. 11th attacks. He vows to continue to make community service a key priority during his presidency.
See the video and transcript>>
Obama, leaders speak on service at Texas A & M>>
Presidents Obama and George H.W. Bush: Building Bridges Through Service
Obama urges people to serve their communities>>

Wednesday, September 16, 2009

Strathmore University Reaches out to Local School

11 students and three staff members from Strathmore University's Community Outreach Program (COP) traveled to Uref Primary School in Ugenya District of Nyanza Province on 19th August for a three day work camp. The objective of the camp was to construct 70 desks for the school. The camp was sponsored by students of Retamar School in Spain.

Typical of rural Kenya, Uref has no mains electricity and piped water. But students at the school were further inconvenienced by the fact that they had no desks and were sitting on the floor during class.

Work to produce the 70 desks began promptly at 8.30am on 20th August. Carpenters were at hand to direct the apprentices from COP. After a fifteen minute crash course on how to use a saw and hammer, work began in earnest. By mid-day, the team had learnt a few tricks on how to use the tools. By lunch time, the carpentry green horns had learnt a few tricks of the craft.

The first job was to saw the timber to the necessary sizes before they were joined. Fortunately, the news of the work camp had travelled far and wide and three young men materialised at the scene with a power saw. A parent of the school who owns a timber yard put the gentlemen at the disposal of COP to assist in the work at his own cost. They sawed the wood and the task was done by the end of the day.

With the timber cut, the team hammered away, first making the vertical sides, then joining them to the horizontal sitting and writing surfaces. Giuda Taddeo and Kenneth Kariuki were at hand to polish off the surfaces.

At the end of Friday, 21st August, there were 30 units ready for varnishing and a few hammered fingers. After supper, the team retired to the tents that what would be its residence for the next two days. The villagers could not understand why the campers declined offer of accommodation in their houses. They didn't understand that sleeping in tents was part of the adventure.

The third day went pretty much the same as the second and by 5.30pm, there were 72 complete desks. A treat was in order after the task was completed. Cornelius Odhiambo, a village elder took the team to River Nzoia and explained the plans to build a hydro power plant there. The team then drove to Busia, and spent time in Uganda.

The team returned to a feast set by the school board which was very appreciative of the assistance. Speaking on behalf of the board, Mr Dickson Odhiambo gave credit to the students of Strathmore who he said were learning to be true leaders.

This article by Brian Njoroge originally appeared on the Strathmore University website>>

Thursday, August 6, 2009

Disarmament Movement Needs Youth Involvement to Counter Cynicism

The following article argues that it's youth-- especially those on college campuses-- that can make a difference in the disarmament movement.

Written by Johan Bergenas. World Politics Review, July 30 2009.
http://www.worldpoliticsreview.com/article.aspx?id=4136

President Barack Obama's lofty pursuit of a world without nuclear weapons is off to a peculiar start. But the main reasons are not Kim Jong-il's nuclear saber-rattling on the Korean peninsula, the centrifuges continuing to spin in Iran, or even the political and technical reasons that skeptics highlight to mock President Obama's decision to recommit the U.S. to eliminating nuclear arsenals around the world.

Instead, the twin Achilles' heels of the "no nukes" quest are that patience, rather than urgency, is the prevailing attitude, and that the disarmament community has failed to engage youth movements as an antidote to the cynicism that permeates the entire debate.

While stating "clearly and with conviction" America's commitment to ridding the world of nuclear weapons, President Obama has stressed "patience" as a key component moving forward. But patience is a weak guiding principle when trying to achieve great things, and emphasizing it vis-à-vis nuclear disarmament is in stark contrast to the president's rhetoric as a White House candidate. On the campaign trail, then-Sen. Obama spoke of "the fierce urgency of now" in addressing the most pressing national and international challenges.

To ask for urgency in moving toward zero nuclear weapons is not to say that the path from where we are today to a world without these destructive arms will be short and pain-free. But if the end goal really is to eliminate global nuclear arsenals, then to accept that it will be achieved "perhaps not in my lifetime," as Obama has said, is not so far from the fatalism he warned against in his April 2009 Prague speech.

Passivity about a world without nuclear weapons is a chronic condition and often results in cynicism, which Joseph Cirincione, president of the Ploughshares Fund, calls the greatest obstacle to the goal of eliminating nuclear weapons. Cirincione recently called youth "the counter to cynicism," but the disarmament community, to a great extent, currently lacks a strong, broad and engaged youth constituency to support their work.

Cirincione is not the only high-profile authority in the field to recognize the value and need for a youth infusion. During the international Weapons of Mass Destruction Commission's concluding session in Washington this spring, Hans Blix -- former chairman of the United Nations Monitoring, Verification and Inspection Commission -- looked out over the half-empty room and noted that had the meeting been about global warming, it would likely have been teeming with younger people. Marching against global warming is fine, Blix said, but realizing that there is more then one "inconvenient truth" is crucial, he urged.

The lack of involvement by young people is a significant problem because, although the leaders and experts who were born, raised and socialized in the Cold War environment possess knowledge and experience, pushing back against political inertia and fighting cynicism have historically been achieved by the world's youth.

Fueled by their optimism and even opportunism -- much to gain, little to lose -- youth populations have defied tyrants, overthrown oppressive regimes and torn down theoretically impenetrable walls. In the last few years, youth groups have been essential to put the genocide in Darfur and climate change on the political map, and most recently the cohort helped America reject the cynical assumption that an African-American would never make it to the White House.

President Obama, too, stressed the power of youth in his recent Cairo speech, where he said that "if we choose to be bound by the past, we will never move forward. . . . [Youth] more than anyone, have the ability to re-imagine the world, to remake this world." There is no reason to believe that the disarmament community -- fueled by moral conviction, confronted with a significant national and international security threat, and powered by a sitting U.S. president who himself has benefited greatly from youth movements -- cannot capitalize on this obvious source of energy to raise awareness, create political pressure and reject errant policies of the past. The success of the "zero nukes" movement is tied to its ability to reach this group.

How can this be done in practice?

Besides trying to widen and deepen nonproliferation, arms control and disarmament education on college campuses, initial practical steps that are in the hands of the disarmament movement can be taken to mobilize students.

First, George Shultz, William Perry, Henry Kissinger and Sam Nunn, who through their January 2007 Wall Street Journal op-ed revitalized the disarmament debate, could embark on a college lecture tour, bringing their message to students at college campuses all across the U.S. Their status and prestige would generate significant buzz at universities, and help move beyond the all-too-familiar political bickering currently poisoning the debate. While on the road, the four statesmen should encourage students to start local disarmament chapters and discussion groups and, in so doing, create a national network of committed activists.

Similar outreach campaigns can be carried out in other parts of the world -- for example, in Britain, where Douglas Hurd, Malcolm Rifkind, David Owen and George Robertson, wrote an op-ed on the same subject for the Times of London in June 2008. Russian leaders, including former President Mikhail Gorbachev, have also spoken out in favor of eliminating nuclear weapons worldwide and can play an analogous role to energize youth in Russia and beyond.

Second, the disarmament movement must increase youth representation -- currently largely absent -- at disarmament events, to make sure that this vital group gets a voice and a seat at the table during political, policy and educational forums. Policymakers, experts and educators must make a concerted effort to make sure the younger generation is not shut out of this process, lest it become as disillusioned about the end goal as their predecessors seem to be.

In short, the unconditional and urgent commitment to a world without nuclear weapons is the sine qua non of achieving it as a goal. Only a grassroots youth movement, one free from Cold War-era assumptions about nuclear weapons' centrality to national and international security, can power such an effort.

Wednesday, July 29, 2009

Student Discussion Series: Summary of Discussion 2

The Talloires Network hosted another successful discussion among students from around the world, including our Student Peer Advisors. Participants read excerpts from two texts:
The Community Tool Box: Developing a Strategic Plan
The Citizen's Handbook: Planning

This provided a common framework and a good starting point for the discussion. Discussion participants offered their definitions of strategic planning, and suggested using frameworks such as a SWOT analysis to ensure that a project’s goals are clear and its activities sustainable.

Several students agreed that strategic planning is crucial for ensuring that a project is successful, and emphasized that the planning process works best when it is inclusive. This can be accomplished by dividing into committees, for example. Strategic planning can also be made into a fun and dynamic process by including games and group activities.

In addition to determining your organization’s vision, mission, and objectives, our Student Peer Advisors recommended:
• Conducting a needs analysis
• Setting an agenda for strategic planning meetings
• Ensuring that volunteers feel a sense of ownership over the project
• Dividing up tasks and giving volunteers responsibilities
• Creating clear objectives with deliverable outcomes and deadlines
• Collaborating with other organizations
• Asking professors for assistance and expertise

Participants found that the approaches to strategic planning suggested by the readings, such as the VMOSA strategy, are helpful. Several noted, however, that the results of strategic planning are not set in stone. Organizations and their leaders need to be flexible and willing to adapt their objectives and approaches. Using such analyses as VMOSA and SWOT is helpful, but it is the interest and dedication of the people involved in the project that are the driving forces. Planning is important, but so is action!

Thursday, July 2, 2009

MacJannet Prize for Global Citizenship Honors Innovative University Service Programs

On June 6, eight innovative higher education programs were recognized by the MacJannet Foundation and Talloires Network for their positive university and community impact. Leaders of universities and student representatives gathered in Talloires, France, to award these extraordinary programs the MacJannet Prize for Global Citizenship. The winners were previously announced on April 16 after careful review by a selection committee of leaders in higher education civic engagement. Video of the prize winners can be seen here. And the eight programs are listed here.

The first prize went to the Urban Health Program from Aga Khan University in Pakistan, which is recognized by the World Health Organization’s (WHO) grant for Universities in Solidarity for the Health of Disadvantaged Communities (UNI-SOL). This long-standing program provides health and socio-economic support to the residents of the squatter communities in Karachi, Pakistan.

Dr. Muhammed Yousuf of Aga Khan University commented that the “main objective is to provide teaching and learning that is important to medical students to learn about the community dynamics and social issues in Karachi.”

University students at Theewaterskloof International Community Development Project in South Africa design service projects addressing community needs.

University students at Theewaterskloof International Community Development Project in South Africa design service projects addressing community needs.

Theewaterskloof International Community Development Project was one of the two second prize winners. The project is a cross cultural collaboration between Cape Peninsula University of Technology in South Africa and HAN University in the Netherlands.

Students from the respective universities work together to design service projects in their own area of studies after identifying certain community needs.

Student representative Fattinald Phaka Rangango described the program as one that “creates an environment where we can interact and share experiences – cultural experiences” and it had “brought in a new perspective of how institutions approach community engagement.”

The Operation 7th Day program at Université Saint-Joseph in Lebanon began providing emergency relief following the Israel-Lebanon war in 2006 before expanding into a national scale effort.

The Operation 7th Day program at Université Saint-Joseph in Lebanon began providing emergency relief following the Israel-Lebanon war in 2006, before expanding into a national scale effort.

The other second prize winner went to Operation 7th Day from Université Saint-Joseph in Lebanon (USJ). The operation began after the Israel-Lebanon war in 2006 and provided emergency relief for surrounding communities in South Lebanon. Social Animator in USJ’s Social Service directorate Gloria Abdo explained that Operation 7th Day continues “to offer health care for the displaced and education activities and civil engineering activities.” This program in collaboration with NGOs, student and faculty has expanded the initiatives beyond South Lebanon onto national scale efforts.

Rangango from the Theewaterskloof International Community Development Project asks “Do you drop those people that you brought so much hope to and continue and get your degree and leave? Or do you actually go back and say you’re still here for them, for the purpose of sustainability?” Undoubtedly, these programs have affected students and faculty in the long-term. Dr. Yousuf said that their Urban Health Program has “laid a road to help students and expose them to community issues and problems”, and many students have been inspired to choose public health as their future careers. Student Joëlle Hobeika of Operation 7th Day commented that the program helps them in long-term studies.

Shamsh Kassim-Lakha, founding President of Aga Khan University and a member of the Talloires Network Steering Committee discussed the value of the Talloires Network and the MacJannet Prize: “It has enabled its members to learn from each other about the value, importance and methodology of engaging with the communities in which they function. Such direct engagement in the community is an important means of universities discharging their obligations to societies that have nurtured and sustained them.”

For more information, please visit the Talloires Network and MacJannet Foundation. Keep an eye out for the Talloires 24 Student Discussion Series on July 20!

This article was written by Alice Wu and first appeared in The New Service blog.

Thursday, June 18, 2009

First Talloires 24 Student Discussion a Success

One June 17, the Talloires Network hosted our first in a series of student discussions on the Talloires 24 Discussion Forum. We addressed the introductory topics “What is civic engagement?” and “How can students initiate a civic engagement project?” The discussion was open to the Talloires Network Student Peer Advisors and any other interested students, with 23 students participating in this first discussion. Members of the Talloires Network Secretariat staff also contributed.

The students had a wide-ranging discussion about university civic engagement and how to implement it. Various definitions and facets of civic engagement were suggested. Civic engagement can be both individual and collective action to address a major concern for society, or to address the needs of a particular segment of the society. It should promote peace and social solidarity, a sense of belonging, and awareness among the communities served as well as those who are undertaking the civic engagement projects. The point was made that it should not just address symptoms of social problems, but root causes. Participants agreed that civic engagement may differ in practice from region to region based on local needs and resources, but that the same factors motivate civic engagement around the world, namely a sense of commitment to society and a desire to support the development of communities.

The participants also discussed things to consider when initiating a civic engagement project, including: Identifying the needs of the communities and one’s resources to address those needs, working to understand the society/community you wish to engage with, being realistic about how much time one has to devote to the project, developing a plan of action with specific goals, working with existing organizations and frameworks when possible, getting community buy-in and ownership for the project, planning for project sustainability and continuity, recruiting and training volunteers, and thinking about how to work with a community as an ‘outsider.’

This first Talloires 24 discussion was an auspicious start to the series, and we are looking forward to our next chat on July 20. Students who are interested in getting involved can visit our Student Initiative pages, Discussion Forum, Student Peer Advisor page, and Student Facebook Group. You may also contact Hannah Ayers or John Pollock with any questions.

Thursday, June 11, 2009

Tapping the Greatest Resource for University Civic Engagement - Students

Until recently, the Talloires Network has focused mainly on university administrations and faculty, because it is vital that these stakeholders support civic engagement as part of the mission of higher education. However, we also recognize that the greatest resource that universities have to positively impact their communities is their students. As demonstrated by the successful first year of the MacJannet Prize for Global Citizenship, student participation and initiative is critical to the success of university civic engagement programs all over the world. Therefore, the Talloires Network is now making a concerted effort to involve students at our member institutions and become a resource for students who are active in, or wish to be active in, civic engagement activities.

One of the key roles that the Network plays is to connect people from around the world with interests in civic engagement. We recognize that there are many students at our member institutions with diverse and extensive experience founding, leading, and participating in university civic engagement programs. Therefore, we have instituted the Student Peer Advisor (SPA) program to make some of our most involved students available to their peers to give advice and support. Visit our Student Peer Advisor page to learn more about these exceptional students. These students went through a competitive application process to be selected as SPAs, and they have committed to serve in this position for one year.

Students who are interested in seeking advice or exchanging ideas with like-minded peers around the world are encouraged to contact our Student Peer Advisors. To further facilitate communication and exchange, the Talloires Network has also created a Discussion Forum. With active participation from our SPAs, other interested students, and Talloires Network staff, we hope that this Forum will become a valuable resource for students eager to connect with their peers. Through our Talloires 24 Student Discussion Series, we will discuss specific topics related to higher education civic engagement each month. The first discussion in the Talloires 24 Series will be held on June 17 starting at 13:00 GMT and lasting for 24 hours, addressing the introductory topic: “What is civic engagement and how can students initiate a civic engagement project?” We encourage all interested students to take part in the discussion!

For more information on the Student Peer Advisor Program or the Talloires 24 Student Discussion Series, please contact John Pollock.

Wednesday, June 3, 2009

MacJannet Prize for Global Citizenship to be Presented at Award Ceremony in Talloires, France

The Talloires Network and the MacJannet Foundation will present the first annual MacJannet Prize for Global Citizenship at an award ceremony on June 6 at the Tufts European Center in Talloires, France. The Prize winners were announced on April 16 after a Selection Committee of leaders in higher education civic engagement reviewed the 67 applications.

First prize is being awarded to the Urban Health Program at Aga Khan University in Pakistan. The two second prizes are being awarded to Opération 7ème Jour (Operation 7th Day) at the Université Saint-Joseph in Lebanon and the Theewaterskloof International Community Development Project at Cape Peninsula University of Technology in South Africa. The third place winners are:
• Alashanek Ya Balady (American University in Cairo in Egypt)
• Assistance Program for Local Development (Universidad Señor de Sipan, Peru)
• The Human Rights Clinic (Al-Quds University, Palestine)
• Playing for Time Theatre Company (University of Winchester, United Kingdom)
• Women Legal Leaders & Legal Feminism Clinic (University of Haifa, Israel)

The Talloires Network will be flying two representatives from each of the first and second place winners to receive their awards in person at the award ceremony in Talloires. The Urban Health Program at Aga Khan University will be represented by Dr. Muhammad Yousuf, Principal Coordinator of the UHP, and Maliha Naseer, a Community Medicine Resident in the UHP. Opération 7ème Jour will be represented by Ms. Gloria Abdo, Social Animator in USJ’s Social Service directorate, and Ms. Joëlle Hobeika, a medical student at USJ active in Opération 7ème Jour. The Theewaterskloof International Community Development Project will be represented by Prof. Lineo Vuyisa Mazwi-Tanga, Vice-Chancellor of Cape Peninsula University of Technology, and Fattinald Rangongo, a student in CPUT’s Department of Entrepreneurship and active participant in the Development Project. Also participating in the ceremony will be several members of the Talloires Network secretariat staff as well as officials from the MacJannet Foundation Board.

Members of the Talloires Network secretariat staff will also participate in the ceremony. Professor Robert Hollister, Dean of the Tisch College of Citizenship and Public Service at Tufts University, Susan Stroud, Executive Director of Innovations in Civic Participation, and Elizabeth Babcock, Coordinator of the Talloires Network, will all share their knowledge of higher education civic engagement with award winners. Tony Cook, President of the MacJannet Foundation, will also engage with award winners and offer his perspective on the role of the MacJannet Foundation in promoting global citizenship.

In addition to the award ceremony, representatives of the winning programs will have the opportunity to meet and discuss ideas with one another and with the Talloires Network and MacJannet Foundation staff. The Talloires Network will be holding several capacity-building workshops on topics such as fundraising, program management, and working with students in order to help the representatives gain new ideas and skills to take back to their programs.

The Talloires Network is also pleased to be partnering with the Pearson Foundation to produce a short video of interviews with the program representatives to be shown at the award ceremony and also posted on the MacJannet Prize website. The Pearson Foundation is sending several of its staff to film and edit this video with the program representatives the day before the award ceremony. As the philanthropic arm of Pearson plc, one of the world's leading media and education companies, the Pearson Foundation extends Pearson’s commitment to education by partnering with leading nonprofit, civic, and business organizations to provide financial, organizational, and publishing assistance across the globe.

The award ceremony and the other activities for the winning programs’ representatives will take place at the Tufts University European Center, which is based at the historic Priory in Talloires, France. Located on the scenic shore of Lake Annecy less than an hour from Geneva, the Priory was given to Tufts University by Donald and Charlotte MacJannet to host students studying abroad as well as international conferences and seminars. The Priory also hosted the Talloires Conference 2005, which gave rise to the Talloires Declaration on the Civic Roles and Social Responsibilities of Higher Education and the launch of the Talloires Network.

Wednesday, May 27, 2009

Why do we care?

The following remarks were given on April 30 2009 by Lisa Anderson, Provost of the American University in Cairo, at the Gerhart Center Advisory Board Meeting

"The underlying premise of philanthropy and of civic engagement is that it is important that we care about something beyond ourselves, that we act on that concern and that we teach others to do so.

I would wager that everyone in this room thinks those propositions are self evident. But I would also bet that, although some of us have thought about how philanthropy and civic engagement should be fostered, very few of us have reflected very deeply or long on why. Most of us refer, without a great deal of thought, to religious obligations, family traditions, cultural imperatives—all of which are important. Indeed, even now I routinely do what my mother told me to do fifty years ago, and I have no doubt that I will go to my grave honoring her dictates, as I hope my own children will do.

But why does it matter? And what investment does a university have?

Well, let us start with the fact that I identified my mother as an important animator of my own concern with the well-being of others. We begin with our families—immediate, extended, fictive, proxy, metaphorical. We care about those whom we believe to be, or can describe as, related to us.

Over the course of human history, and certainly over the course of individual biographies, the extent of those relations expands. From the relatively tiny families of early human history and of our youth, we have grown, individually and collectively, to see ourselves embedded in worlds beyond our homes and our localities, in vast and far-flung religious communities, in the “imagined communities” of print capitalism that produced nationalisms, and—increasingly—in social networks defined, or at least fostered, by new information technologies. The capacity to imagine ourselves related, in nontrivial ways, to people—and perhaps even things—we will never actually encounter is one of the essential features of the modern human experience, and it is the foundation of the concern—the philanthropy and civic engagement—to which the Gerhart Center is devoted.

What is interesting about this moment in history is how rapidly the societies that will both reflect and foster those networks of relation and concern are changing, both in scale and structure. Much of the last two centuries have been devoted to the construction and contestation of the state as the organizing mechanism of mutual concern. The welfare state--in Europe, North America, Egypt and virtually everywhere else—was a device for mobilizing concern, for realizing and activating mutual responsibilities. My responsibility to others as a citizen was a constitutive feature of that state and of the distribution of resources—time and money—that was one of the important foundations of social welfare.

The flaws, or limitations, of the welfare state—its bureaucratic bulk, its lumbering and clumsy suppression of the light-hearted, nimble, joyful embrace of human ingenuity—produced a backlash, and for a quarter century or more, we celebrated the isolated, individualistic and selfish “magic of the market.” Prosperity was to have been an externality of selfishness, and the rising tide, as the cliché went, would raise all boats. In fact, as the global crises of the last few years—the steep rise in commodity prices, the threat of financial collapse, even perhaps the looming pandemic—starkly illustrated, altruism and indeed, welfare are barely visible in the traces of the market.

Today, we are both released and unmoored—neither the state nor the market provides the anchor in social responsibilities without which we all become unfastened, from our societies and communities. At the same time, however, I think we can begin to see the faint outlines of an alternative—embedded in the new technologies which shape our daily interactions but not entirely defined by them. And here I think nodes like the Gerhart Center play a role even more important than we fully understand.

Our identities will increasingly be the elective families of what our children, and certainly our students, call “social networks,” and these communities will be both the constitutive elements of our identities, and the vehicles by which we express our concern for others—particularly those whom we will never actually encounter. These networks will have less hierarchy than states and more cohesion than markets, less anonymity than the faceless bureaucracy, and more autonomy than the intimate household, and more flexibility than any of these alternatives.

We care because we imagine ourselves related—and in novel ways in two dimensions, space and time. Globalization has shrunk the world geographically—distances are shorter. This is not a novel observation. But it is worth considering that the underlying theory of sustainable development has also transformed time, obliging us to care about not only those who are distant in space but those who are distant in time; future generations.

In this context, it is important to recognize that universities—particularly universities like AUC-- play a pivotal role, negotiating not only between places and cultures but between generations.

Universities, and again particularly, places like AUC, are nodes in an emerging cross-national, cross-class, cross-generational network of relationships, of “families” about whom we care. All of which is to say, that the Gerhart Center, perhaps even more than those of us in this room, than those of us who animate and invigorate the Center, from John Gerhart himself, to Barbara Ibrahim, and Dina Sherif, and the Board members, and the staff and interns—all of us—more than any of us realize, is constructing the future.

The future is about networks of concern, about philanthropy and engagement, about mechanisms and vehicles for sustaining our fellow citizens—those who are with us and those who have yet to appear-- in this new world, this third sector beside and beyond the worlds of the state and the market. It is a complicated time, but heady too, as we all consider the opportunities we have at universities to shape the public debates of the day and the values of future generations. The Gerhart Center’s capacity to identify, animate and celebrate these networks of commitment, concern and community represents in real time an important window into this rapidly changing world, and it is an elegant token of the actual and potential contributions AUC makes to its world.

It is a privilege to be associated with institutions that play such a pivotal role in their communities, and I hope all of you are as inspired by the work of the Center and its staff as I am."