Home / The MacJannet Prize / Previous Finalists / Institution-managed community outreach
Build It (2012)
University of Richmond (USA)
Build It is a neighborhood-based engagement program that brings the University of Richmond’s resources and volunteers together with residents and organizations in Northside Richmond to work toward neighborhood revitalization and community development. Build It was established in 2005 by the Bonner Center for Civic Engagement in partnership with community organizations in the Northside neighborhood. UR students work with Build It community partners to effect positive change in a variety of ways, including: tutoring and mentoring in public schools, leading and assisting with after-school enrichment programs, providing administrative support and assistance with patients at a respite facility for the homeless and at a drug-rehabilitation facility, working on neighborhood community gardens, providing nutrition and fitness education, offering computer training and GED tutoring to ex-offenders, and providing valuable administrative support to nonprofits on a variety of projects. Learn more>>
Civic Engagement Programme for Farmers (2014)
University of Veterinary and Animal Sciences (Pakistan)
The Civic Engagement Programme for Farmers was established at the University of Veterinary and Animal Sciences (UVAS) in July, 2011 with the aim of building a strong relationship between community and academia, given that livestock is the primary source of income for 70% of Pakistanis. The program hopes that through the interaction of students and community members, students will learn how to use theoretical knowledge in practical applications and become active and responsible citizens, while community members will become a part of a community with the university.
Community Health Program and Disaster Management Cell (2011)
Riphah International University (Pakistan)
The program was established in 2000 to provide medical services and to educate the community and the university’s students regarding preventive health measures. The program provides 6 to 8 free medical camps, 6 School Health Programs and 6 Community and Educational Institutions Lectures each year. Fourth year medical students are engaged in all these activities under the super vision of Faculty Members and Senior Doctors. The program also provides emergency services in the aftermath of disasters such as the earthquakes and floods that have struck Pakistan in recent years. Emergency Response Units (ERUs) are sent to the affected areas comprising of doctors, paramedical staff, University students, and volunteers from the community. Medical camps and field hospitals are also established. In addition, the Program recently launched the Riphah Village project to provide reconstruction of 40 houses for victims of the 2010 flood. Learn more>>
Community Outreach Program (COP) (2013)
Strathmore University (Kenya)
The Community Outreach Program (COP) was established in 2004 to serve society through the direct engagement of students, staff and alumni in an effort to meet the community’s varied social, economic and cultural problems. In all its work, COP emphasizes student and staff participation with the aim of equipping them for a lifetime of outreach and volunteerism. Within this context, the University is keen to engage its students, staff and alumni in volunteer projects that expose them to the realities of the community and make them agents of change in their communities. Through the COP office, Strathmore University has supported various educational, environmental, health and social projects in different parts of Kenya. Learn More>>
Eastern Cape Communication Forum (ECCF) (2012)
Walter Sisulu University (South Africa)
The ECCF was established at Walter Sisulu University in 2006 to address the challenges faced by independent community media by improving communication between local and provincial government, local media organizations, and civil society organizations. Stakeholders representing the different sectors met regularly and identified and implemented relevant projects. The ECCF became a registered NPO in 2008 and now provides resources, trainings, and consulting services to local independent media. Students are also involved in practical projects linked to the ECCF that form part of their semester courses and their work integrated learning experience. For example, journalism students run a Student News Agency (SNA) that provides reporting and articles to understaffed local newspapers. Learn more>>
Family Attachment Program (2011)
Ahfad University for Women (Sudan)
This program was initiated in 1994 to meet the need for engaging the students with the community and to provide them with first-hand experience in addressing health and illness within the scope of diverse cultural norms, attitudes, knowledge and practices towards health and illness. Pairs of medical students, starting in their second year, get attached to a family identified in collaboration with community partners. Through regular home visits, the students observe and apply the principles of community medicine (i.e. reproductive health, nutrition, and health education) and refer family members for medical services if necessary. Students and faculty hold sessions for preparations for the home visits, and group discussions are held after each and every home visit to address any particular challenges that came up during the visit. The program annually serves around 150 households.
Global Initiative on Storytelling for Peace and Renewing Community (SPARC) (2009)
University of Manitoba (Canada)
In 2006, the Arthur V. Mauro Centre for Peace and Justice at St. Paul’s College, University of Manitoba, established a global initiative on Storytelling for Peace and Renewing Community (SPARC) to promote innovative story-based approaches for peacemaking and community-building. SPARC seeks to address the problem of violence in our world and promote skills among individuals to resolve conflicts and build community. Locally, the initiative seeks to embrace Winnipeg’s diverse cultures, including the large Aboriginal population as well as refugees, and particularly young refugees affected by war. SPARC encompasses the Winnipeg International Storytelling Festival: Storytelling on the Path to Peace and the Summer Institute on Storytelling for Peace and Renewing Community. The international festival is free to the public and aims to be as inclusive as possible. The festival includes peacebuilding/ storytelling workshops and a storytelling concert. The Summer Institute is designed for university students, educators, conflict interveners, storytellers, activists, and others who are in a position to use storytelling in unique and innovative ways to build peace, strengthen and nurture community, and to promote positive social change. Learn more on SPARC’s website>>
“Health Effects of a Community near the San Roque Lake” Program (2012)
Universidad Católica de Córdoba (Argentina)
Launched in 2007, the “Health Effects of a Community near the San Roque Lake” program helps support the public health of an underserved and marginalized community located at the edge of the San Roque Lake, in the province of Cordoba, Argentina. Since they lack potable water, they use the lake water for recreational and sanitary purposes, but it is not suitable for human consumption because it contains a high content of algae that produce chronic illnesses. Students and faculty work in three key areas: 1) continually monitoring the health of the population; 2) raising awareness and disease prevention, aimed especially at children who attend school in the rural area; 3) interdisciplinary collaboration between the health center, schools, local authorities, and the University.
Human Development Program (2012)
Aga Khan University (Pakistan)
Aga Khan University-Human Development Program (AKU-HDP) was established in 2003 to support early childhood development (ECD) through a multidisciplinary and research-based approach. AKU-HDP developed a culturally-appropriate community-based ECD parenting program to support early child development. The most critical component of the home visitation program is the advice on childcare, nurture and responsive parenting given to primary caregivers by young women from the same communities who are trained in early childhood development assessment, child care and nurture through rigorous training and refreshers. A major achievement of the program is the development of an indigenous, culturally-sensitive, illustrated developmental assessment tool meant to assess and track the growth and development of children aged 0-3 years in home settings. Learn more>>
The Institute for Peace and Conflict Resolution (2010 Finalist)
Cuttington University (Liberia)
The mission of the Institute is to broaden students and participants knowledge and understanding of the major issues in the field of peace and conflict studies. It focuses on community reconciliation and peace building and moves toward national reconciliation and post conflict peace-building. It strives to strengthen the capacities of academic institutions, civil society groups, scholars, policy maker, legal experts and practitioners to prevent conflicts and establish sustainable peace in Liberia and the West African sub-region. In the aftermath of violent conflict in Liberia, the president of Cuttington launched the Institute in 2004. In addition to research on peace and conflict resolution methodologies, Cuttington students go out into the communities and villages and conduct peace workshops.
IUPUI-Moi University Strategic Partnership (2010)
Indiana University Purdue University Indianapolis (USA)
In 1989, Indiana University School of Medicine and Moi University School of Medicine agreed to join together to develop leaders in health care for both the U.S. and Africa. That mission inspired this team to provide invaluable training to future generations of health care providers on both continents. At the turn of the century, in the face of the deadliest pandemic in human history, IU and Moi responded by creating one of Africa’s largest, most comprehensive and effective HIV/AIDS control systems. The Indiana-Kenya Partnership responded to the resulting program called AMPATH: the Academic Model Providing Access to Healthcare. AMPATH treats over 100,000 HIV-positive patients at 23 sites in both urban and rural Kenya.
AMPATH has expanded at a monumental rate and now includes many programs that support the overall health of the Kenyan people. These programs include:
Kampung Kundang Ulu Community Enrichment Program (KKUCEP) (2009)
Universiti Kebangsaan Malaysia (Malaysia)
The Kampung Kundang Ulu Community Enrichment Program (KKUCEP) was developed in response to massive flooding affecting the Kampung Kundang Ulu area in December 2006 and January 2007. Immediately following the January 2007 flood, approximately 1000 Universiti Kebangsaan Malaysia (UKM) students volunteered in the relief operation. Recognizing the urgent need for a more formal and structured long-term assistance, UKM, under the initiative of the university’s Vice Chancellor, adopted the village. What started predominantly as a students’ relief project to aid flood victims has grown into a comprehensive community enrichment program. Community health services are of particular need and constitute a majority of KKUCEP’s programming. Services provided include blood screening, nutritional assessment of children and the elderly, anthropometric screening, vision and audiometric screening, speech therapy, and physiotherapy. These services have been provided to over 300 villagers. Educational assistance has also been an identified need that the program is working to address. Specific areas of assistance include computer literacy for students and educators, and improving English, science and math education in schools. Learn more about the launch of the project>>
Lazord Academy for Civic Leadership (2015)
American University in Cairo (Egypt)
The Lazord Academy was founded in 2010 as part of the John D. Gerhart Center for Philanthropy and Civic Engagement at the American University in Cairo. The main purpose of the Academy was to provide potential civic leaders in all fields with the necessary skills and tools for leading change across many sectors. Lazord’s mission is to empower select AUC students and young civil society leaders by offering them guided opportunities to expand their skills in ethical leadership, civic engagement, and strategic philanthropy. The Academy aims to provide its civic leaders with exposure to the inner workings of civil society through practical experience, workshops, and mentorship in different areas of interest. Accordingly, the participants’ academic excellence and personal growth are facilitated in a structured environment that helps them build the bridge between theory and practice.
National Centre for Sustainability (2010)
Swinburne University of Technology (Australia)
NCS was first established at Swinburne in 2001 to provide leadership and promote the development of sustainable practices in the community, enterprises and with individuals. NCS provides leadership within the University ensuring that sustainability is key driver in curriculum development, teaching and learning and professional development for staff. They also support the University to make improvements to its environmental performance. NCS’s iconic community engagement activity is called “Living for Our Future (L4oF).” L4oF has been remodelled as the Sustainable Ambassadors program. Members of the community receive accredited training and implement local sustainability projects. Visit the Centre’s website>>
Programa de Educacion y Emprendimiento en CERESO de San Miguel (2014)
Instituto Tecnológico y de Estudios Superiores de Monterrey – Puebla (Mexico)
The CERESO in San Miguel program was established in 2006 in order to address two needs in Mexico: effective and successful social integration of prison inmates and decrease in recidivism due to lack of job opportunities and the stigma inmates face in society. The CERESO in San Miguel program accomplishes this through training and raising the educational level of inmates, as well as helping inmates start a family business where they can be self-employed and generate income to support their families. Since 2006, over 1,400 inmates have been served by the program and 60% of inmates who complete the course and do not have a bachelor’s degree, decide to continue their education.
Project Rebound (2013)
San Francisco State University (USA)
After he was paroled from Soledad Prison in 1957, John Irwin had a strong desire to earn a college degree. He earned a PhD in Sociology from UC Berkeley in 1969, and then became a tenured professor at San Francisco State (SF State), where he taught for 26 years, during which time he published 6 books and established Project Rebound, a program designed to improve the lives of former prisoners through higher education.
Project Rebound has flourished for more than 40 years. Its staff of formerly incarcerated individuals regularly make presentations at local jails and prisons, inspiring inmates to make college a goal. Prospective students are offered educational assessment and counseling services, are guided through the formal admittance and financial aid processes until they have matriculated, and are then offered counseling and tutoring services to ensure their retention, academic success, and graduation. It boasts a 87 percent success rate and several of Rebound students have gone on to earn Master and doctoral degrees. Learn More>>
Universidad de Santiago de Chile
Rucahueche (meaning ‘house of youth’ in the Mapuche language) is a comprehensive health intervention program for adolescents. It is based at a university-run community health center. The Faculty of Medicine takes the lead in running the program, but they integrate students from other disciplines to make their work more comprehensive. The aim of the program is to increase health care opportunities to respond to health problems and needs of socially vulnerable adolescents without access to the traditional health system. It simultaneously provides training for undergraduate and graduate students in order to enable them to serve vulnerable populations. Teenagers served by Rucahueche are at a higher risk of suffering mental health issues, pregnancies and STDs, and obesity. Therefore, Rucahueche works with local schools to develop programs addressing these particular health issues. Learn more>>
Rural Extension Program (2009)
Ahfad University for Women (Sudan)
Since 1973, Ahfad University has afforded fourth-year students the opportunity to conduct hands-on development projects in rural Sudan, contributing to the empowerment of rural community members. Students first learn background information and practical skills through coursework, and then visit rural communities to implement those skills. The university, together with the local government and NGOs, chooses a theme each year to focus students’ efforts on issues such as HIV/AIDS, women’s education, and environmental health. During the field trips, students administer questionnaires, conduct extension activities such as seminars and performances, and help form community-based organizations. Students develop practical skills and gain awareness of the realities of rural life, while helping to reach over 250,000 community members with important health, development, and education information. Learn more on the School of Rural Extension, Education and Development (REED)’s website>>
Shalimar UWI Motivated Mentors Outreach Network (2011)
University of the West Indies (Trinidad and Tobago)
The Shalimar-UWI Motivated Mentors Outreach Network (SUMMON) initiative began in 2005. University lecturers from the Shalimar Student Centre – a non-profit association of women dedicated to the development of women and families – established SUMMON to foster social responsibility among university students and to develop and nurture positive attitudes and behavior in youth in disadvantaged communities. SUMMON is run mainly by students with the assistance of staff from Shalimar who are responsible for training and assisting in the contacts with new communities requiring SUMMON’s help. SUMMON mentors visit local primary schools weekly and provide individual attention to one or two students from disadvantaged backgrounds to help them develop good attitudes toward learning and studying, to help them prepare for exams, to build their self-esteem, and to help them deal with issues like school, relationships, and domestic problems. Learn more>>