Dan Bassill, founder of Tutor/Mentor Connection in 1993 and Tutor/Mentor Institute, LLC in 2011, first created this visual essay in the mid 2000s.
It shows how volunteers who become involved in organized tutor and/or mentor programs learn more about poverty, racism and inequality the longer they stay connected to kids. It also shows that benefit to business, as workforce development.
Take a look. Create your own version with maps of your city, and share with your network.
Intermediary and Consulting Role to Support Youth Programs in High Poverty AreasDaniel Bassill
This presentation focuses on a role that consultants and others can take to help build mentor-rich systems of support that reach youth in the school and non-school hours and in a greater number of high poverty areas of Chicago and other cities.
This can be virtual volunteering as well as hands on.
This and other presentations created by Dan Bassill, founder of the Tutor/Mentor Connection (1993) and Tutor/Mentor Institute, LLC (2011) are based on his 35 years experience leading volunteer-based tutor/mentor programs in Chicago, as well as 17 years working in the retail advertising department at the Montgomery Ward Corporate Office in Chicago, along with 4 years serving as a Loaned Executive for the United Way Crusade of Mercy in Chicago.
These experiences convinced Bassill of the benefits of volunteer-based tutor/mentor programs and the need for a system that support hundreds of individual programs located in different places, which is exactly what teams at the corporate office of big companies do on a daily basis.
As you browse this and other T/MI essays, ask "Is anyone doing this in my city?" If the answer is no, create your own version of the presentation, with maps of your city, and begin to recruit a team to help you build the strategy.
Building Support for a Cause. Borrow from history of Tutor/Mentor ConnectionDaniel Bassill
The Tutor/Mentor Connection idea was created in the fall of 1992, following the shooting death of a 7-year-old boy in the Cabrini-Green area of Chicago, where Dan Bassill had been leading a volunteer-based tutor/mentor program since 1975.
While media editorials were "demanding action" Bassill knew that no one had a master database of Chicago volunteer-based tutor/mentor programs, thus no one was able to lead a long-term campaign to help such programs get the volunteers and dollars needed to constantly improve, or to help new programs start where more were needed.
Bassill had led his program while holding full-time retail advertising jobs with the Montgomery Ward Corporation, so he know how virtual teams in the central office were working to help hundreds of retail stores located in 40 states.
He borrowed this strategy when forming the Tutor/Mentor Connection and since 2011 has led it via Tutor/Mentor Institute, LLC.
This essay focuses on a key part of t he strategy. How do we enlist others to take on roles that spread our message and call to action so we reach more people, more often, when we don't have million dollar advertising budgets?
This PDF shows actions individuals and leaders can take to build support for a social cause that they are committed to. This can be helping kids through school, ending environmental problems, finding a cure for a disease. Apply the ideas in any city or state.
As you view this and other presentations of the Tutor/Mentor Institute, LLC consider how the ideas might be applied in your own city or state. Then create and share your own versions of these essays.
Just include a link showing where the ideas originated.
Intro to Tutor/Mentor Institute - Version 1DanielFBassill
Since 1993 the Tutor/Mentor Connection, now led by Tutor/Mentor Institute, LLC, has created a vast information based, a set of strategies, and a library of ideas, that others can use to fill a city like Chicago with high quality, tutoring, mentoring and learning organizations.
This is one of several presentations intended to help others understand the T/MI and its goals.
As you review these presentations consider how the ideas might be applied in your own city. Then create your own versions of these essays, using maps of your city instead of maps of Chicago.
Introduction to Tutor/Mentor Institute, LLC Daniel Bassill
Chicago, like every other big city has large areas of concentrated poverty, surrounded by areas of different levels of affluence.
Youth from high poverty areas seldom connect with the resources and people from surrounding areas, thus have fewer people "who they know" who can help them from birth to work.
Organized, volunteer-based tutor, mentor and learning programs can build these connections for youth, if such programs are available, and sustained over many years.
The Tutor/Mentor Connection (T/MC) was formed by Dan Bassill and six other volunteers in Chicago in 1993 to help volunteer-based tutor/mentor programs grow in every high poverty neighborhood. At the same time the organization was creating it's own new program, aimed at helping teens from the Cabrini Green area move to high school graduation and beyond.
Dan created the Tutor/Mentor Institute, LLC in 2011 to keep the T/MC available in Chicago and share it with leaders in other cities.
This presentation describes what the T/MC is, why it was created, and ways others might duplicate it in other cities.
Follow the links to learn more.
The Big Question: What Are All the Things We Need to Know to Help Kids from B...Daniel Bassill
What are all the things we need to know and do to assure that more kids born in high poverty are successfully moving through school and into adult lives, with jobs that enable them to raise their own kids free of poverty? Who is aggregating and sharing this information on the Internet?
This is another Tutor/Mentor Institute, LLC essay intended to stimulate thinking and promote long-term, mentor-rich strategies that help youth through school and into jobs.
The ideas in this presentation are based on Daniel F. Bassill's own experience leading a volunteer-based Tutor/Mentor Program in Chicago from 1975 to 2011, where he asked and tried to answer these questions each week.
They also show how the Tutor/Mentor Connection, formed by Bassill and six other volunteers in 1993, has been trying to help volunteer-based tutor, mentor and learning programs reach K-12 youth in every high poverty area of Chicago.
As you view this, think of your own city. Imagine how the ideas and strategies might apply. Is someone already doing this? Does a similar strategy need to be created?
Feel free to create your own version to share these ideas. Just show where the inspiration came from.
Success steps Strategy to Help Youth Through School and Into CareersDaniel Bassill
This presentation outlines strategies developed in a tutor/mentor program I led in Chicago from 1975 to 1992, and a second program that I led in Chicago from 1993 to 2011.
The steps are sequential, and concurrent. For instance, as an out-of-school-time program, youth are volunteers, as are tutors and mentors. A program must continuously work to attract and retain student and volunteer participation.
These are the first two steps. If students don't attend regularly, and return for multiple years, the other steps don't reach them.
This and other presentations created since the 1990s are intended to help leaders, volunteers, donors and policy-makers build and sustain, comprehensive, long-term, mentor-rich youth learning programs in every high poverty area of Chicago and other places.
Year Round Strategy to Draw Resources to Youth Programs throughout cityDaniel Bassill
This presentation describes a strategy of quarterly events -- built by the Tutor/Mentor Connection between 1993 and 1997 -- to support the growth of volunteer-based tutor/mentor programs in all high poverty areas of Chicago.
While the last conference was held in 2015 the Tutor/Mentor Institute, LLC continues to follow these steps on social media.
Any city could duplicate this strategy, borrowing from what we've tried to do in Chicago.
The presentation shows an animation created by interns from South Korea in the late 2000s. Since Flash Animation is no longer available, the slides and a video are now the only way to view this.
As you view this and other essays from Tutor/Mentor Institute, LLC, consider ways youth in your own community could create their own versions, adopting the ideas to help youth in high poverty areas of your own city.
Forming Hospital Tutor/Mentor Connection - vision Daniel Bassill
Inner city hospitals are anchor organizations, often the biggest employer and most influential leader in its neighborhood.
Many hospitals struggle to provide continuous services due to the high costs of poverty.
Since late 1990s Tutor/Mentor Connection (Tutor/Mentor Institute, LLC since 2011) has tried to enlist hospitals, universities and professional groups as strategic partners, using their own resources to help youth and families living in high poverty areas surrounding their organizations.
In 2001 grad students from DePaul University created strategic plan templates, which I've updated since then, to be used as starting points for hospital and university leaders interested in adopting the Tutor/Mentor Connection strategy as their own.
This is a vision. It could be a reality in cities across the world.
It just takes a small group of leaders to get it started.
Take a look.
Intermediary and Consulting Role to Support Youth Programs in High Poverty AreasDaniel Bassill
This presentation focuses on a role that consultants and others can take to help build mentor-rich systems of support that reach youth in the school and non-school hours and in a greater number of high poverty areas of Chicago and other cities.
This can be virtual volunteering as well as hands on.
This and other presentations created by Dan Bassill, founder of the Tutor/Mentor Connection (1993) and Tutor/Mentor Institute, LLC (2011) are based on his 35 years experience leading volunteer-based tutor/mentor programs in Chicago, as well as 17 years working in the retail advertising department at the Montgomery Ward Corporate Office in Chicago, along with 4 years serving as a Loaned Executive for the United Way Crusade of Mercy in Chicago.
These experiences convinced Bassill of the benefits of volunteer-based tutor/mentor programs and the need for a system that support hundreds of individual programs located in different places, which is exactly what teams at the corporate office of big companies do on a daily basis.
As you browse this and other T/MI essays, ask "Is anyone doing this in my city?" If the answer is no, create your own version of the presentation, with maps of your city, and begin to recruit a team to help you build the strategy.
Building Support for a Cause. Borrow from history of Tutor/Mentor ConnectionDaniel Bassill
The Tutor/Mentor Connection idea was created in the fall of 1992, following the shooting death of a 7-year-old boy in the Cabrini-Green area of Chicago, where Dan Bassill had been leading a volunteer-based tutor/mentor program since 1975.
While media editorials were "demanding action" Bassill knew that no one had a master database of Chicago volunteer-based tutor/mentor programs, thus no one was able to lead a long-term campaign to help such programs get the volunteers and dollars needed to constantly improve, or to help new programs start where more were needed.
Bassill had led his program while holding full-time retail advertising jobs with the Montgomery Ward Corporation, so he know how virtual teams in the central office were working to help hundreds of retail stores located in 40 states.
He borrowed this strategy when forming the Tutor/Mentor Connection and since 2011 has led it via Tutor/Mentor Institute, LLC.
This essay focuses on a key part of t he strategy. How do we enlist others to take on roles that spread our message and call to action so we reach more people, more often, when we don't have million dollar advertising budgets?
This PDF shows actions individuals and leaders can take to build support for a social cause that they are committed to. This can be helping kids through school, ending environmental problems, finding a cure for a disease. Apply the ideas in any city or state.
As you view this and other presentations of the Tutor/Mentor Institute, LLC consider how the ideas might be applied in your own city or state. Then create and share your own versions of these essays.
Just include a link showing where the ideas originated.
Intro to Tutor/Mentor Institute - Version 1DanielFBassill
Since 1993 the Tutor/Mentor Connection, now led by Tutor/Mentor Institute, LLC, has created a vast information based, a set of strategies, and a library of ideas, that others can use to fill a city like Chicago with high quality, tutoring, mentoring and learning organizations.
This is one of several presentations intended to help others understand the T/MI and its goals.
As you review these presentations consider how the ideas might be applied in your own city. Then create your own versions of these essays, using maps of your city instead of maps of Chicago.
Introduction to Tutor/Mentor Institute, LLC Daniel Bassill
Chicago, like every other big city has large areas of concentrated poverty, surrounded by areas of different levels of affluence.
Youth from high poverty areas seldom connect with the resources and people from surrounding areas, thus have fewer people "who they know" who can help them from birth to work.
Organized, volunteer-based tutor, mentor and learning programs can build these connections for youth, if such programs are available, and sustained over many years.
The Tutor/Mentor Connection (T/MC) was formed by Dan Bassill and six other volunteers in Chicago in 1993 to help volunteer-based tutor/mentor programs grow in every high poverty neighborhood. At the same time the organization was creating it's own new program, aimed at helping teens from the Cabrini Green area move to high school graduation and beyond.
Dan created the Tutor/Mentor Institute, LLC in 2011 to keep the T/MC available in Chicago and share it with leaders in other cities.
This presentation describes what the T/MC is, why it was created, and ways others might duplicate it in other cities.
Follow the links to learn more.
The Big Question: What Are All the Things We Need to Know to Help Kids from B...Daniel Bassill
What are all the things we need to know and do to assure that more kids born in high poverty are successfully moving through school and into adult lives, with jobs that enable them to raise their own kids free of poverty? Who is aggregating and sharing this information on the Internet?
This is another Tutor/Mentor Institute, LLC essay intended to stimulate thinking and promote long-term, mentor-rich strategies that help youth through school and into jobs.
The ideas in this presentation are based on Daniel F. Bassill's own experience leading a volunteer-based Tutor/Mentor Program in Chicago from 1975 to 2011, where he asked and tried to answer these questions each week.
They also show how the Tutor/Mentor Connection, formed by Bassill and six other volunteers in 1993, has been trying to help volunteer-based tutor, mentor and learning programs reach K-12 youth in every high poverty area of Chicago.
As you view this, think of your own city. Imagine how the ideas and strategies might apply. Is someone already doing this? Does a similar strategy need to be created?
Feel free to create your own version to share these ideas. Just show where the inspiration came from.
Success steps Strategy to Help Youth Through School and Into CareersDaniel Bassill
This presentation outlines strategies developed in a tutor/mentor program I led in Chicago from 1975 to 1992, and a second program that I led in Chicago from 1993 to 2011.
The steps are sequential, and concurrent. For instance, as an out-of-school-time program, youth are volunteers, as are tutors and mentors. A program must continuously work to attract and retain student and volunteer participation.
These are the first two steps. If students don't attend regularly, and return for multiple years, the other steps don't reach them.
This and other presentations created since the 1990s are intended to help leaders, volunteers, donors and policy-makers build and sustain, comprehensive, long-term, mentor-rich youth learning programs in every high poverty area of Chicago and other places.
Year Round Strategy to Draw Resources to Youth Programs throughout cityDaniel Bassill
This presentation describes a strategy of quarterly events -- built by the Tutor/Mentor Connection between 1993 and 1997 -- to support the growth of volunteer-based tutor/mentor programs in all high poverty areas of Chicago.
While the last conference was held in 2015 the Tutor/Mentor Institute, LLC continues to follow these steps on social media.
Any city could duplicate this strategy, borrowing from what we've tried to do in Chicago.
The presentation shows an animation created by interns from South Korea in the late 2000s. Since Flash Animation is no longer available, the slides and a video are now the only way to view this.
As you view this and other essays from Tutor/Mentor Institute, LLC, consider ways youth in your own community could create their own versions, adopting the ideas to help youth in high poverty areas of your own city.
Forming Hospital Tutor/Mentor Connection - vision Daniel Bassill
Inner city hospitals are anchor organizations, often the biggest employer and most influential leader in its neighborhood.
Many hospitals struggle to provide continuous services due to the high costs of poverty.
Since late 1990s Tutor/Mentor Connection (Tutor/Mentor Institute, LLC since 2011) has tried to enlist hospitals, universities and professional groups as strategic partners, using their own resources to help youth and families living in high poverty areas surrounding their organizations.
In 2001 grad students from DePaul University created strategic plan templates, which I've updated since then, to be used as starting points for hospital and university leaders interested in adopting the Tutor/Mentor Connection strategy as their own.
This is a vision. It could be a reality in cities across the world.
It just takes a small group of leaders to get it started.
Take a look.
Help Youth in High Poverty Areas Move Through School and Prepare for WorkDaniel Bassill
Thousands of organizations around the country spend millions of dollars trying to help clients and youth prepare for jobs/careers.
When BUSINESS is strategically using its resources to help pull these people to jobs and careers we will have more success in this effort.
This is visual essay part of a collection of PDF essays created by Daniel F Bassill, Founder, CEO of Tutor/Mentor Connection in Chicago in 1993, and Tutor/Mentor Institute, LLC in 2011. Bassill bases these ideas on his own leadership of a volunteer-based tutor/mentor program from 1975 to 2011.
These essays are intended to stimulate thinking among business leaders and youth organization leaders.
Create your own versions and use them to mobilize support for an intermediary strategy link what the Tutor/Mentor Connection piloted for more than 20 years in Chicago.
Defining terms: Tutoring. Mentoring. Same Words. Different MeaningDaniel Bassill
The words tutoring and mentoring are used by many people, but have different meaning based on who is being tutored or mentored.
This has a huge effect on public policy, as funds are distributed based on unclear expectations.
This presentations shines some light on this. It is based on the author's, Daniel F. Bassill, personal experience of leading two volunteer-based tutor/mentor programs working with inner-city Chicago youth from 1975 to 2011 and his leadership of the Tutor/Mentor Connection since 1993.
Apply the ideas in your own community and it's efforts to help kids born or living in high poverty areas move through school and into adult lives.
Tipping points - Actions Helping Youth in Poverty Move Safely from Birth-to-WorkDaniel Bassill
Mentoring and volunteer involvement are strategies that can expand the aspirations and range of support available to youth living in high poverty areas, if organized programs are available to support the on-going connections of youth and volunteers. This PDF shows some of the "tipping points" that could lead to more and better volunteer based tutor, mentor and learning programs reaching k-12 youth in more places. It's intended to stimulate thinking, innovation and leadership actions. While the ideas were piloted in Chicago between 1993 and 2015 they can be applied in any city.
What Do Volunteers & Donors Need To See on Youth Program Web Site?Daniel Bassill
This "Shopping Guide" presentation shows different types of information that might help volunteers, parents, donors and others better understand services offered by youth tutor and/or mentor programs if it were available on a program's web sites. Few programs share this much information. It's up to donors, volunteers and parents to request it and to also provide the resources that enable programs to put this type of information on web sites and keep it updated.
Use the form at the end of the presentation to share what you feel should be shown on a youth tutor/mentor program's website.
As you find websites that provide a range of information like this on their websites, share their links on social media and help draw attention and resources to support their efforts.
Mentor Role in Larger Strategy Of Helping Youth In High Poverty AreasDaniel Bassill
How many think of the involvement of volunteers in organized volunteer-based youth tutor/mentor programs as a way to expand the number of people beyond poverty, and in the business world, who support the growth of non-school tutor/mentor programs in many locations in every big city?
That's what this essay is all about.
I led volunteer-based tutor/mentor programs in Chicago from 1975 to 2011. When I say "volunteer-based" I mean that myself, and all the leaders, were volunteers until 1990 when we became a non-profit and started raising money to hire and pay staff.
Thus, I have a deep understanding of how some volunteers who first join a program as a one-on-one tutor/mentor, often take on larger roles as they stay longer with the program.
When forming the Tutor/Mentor Connection in 1993 we recognized that we needed many people to take on leadership roles, similar to employees in a company's corporate office, to support the growth of hundreds of tutor/mentor programs, spread across all of the high poverty areas of a big city like Chicago.
This essay shows that idea and invites leaders from many cities to adopt the strategy, through their own leadership, and based on their own commitment to help kids from high poverty areas move safely through school and into jobs and careers.
Logic Model for Expanding Organized Tutor/Mentor Programs in High Poverty AreasDaniel Bassill
If we agree that connecting a youth to an adult mentor is a good thing, then we should be willing to innovate ways that more youth in big cities like Chicago, with high concentrations of poverty, have adult mentors and extra learning opportunities in their lives.
Well-organized, on-going, volunteer-based tutor, mentor and learning programs are places youth and volunteers can meet during non-school hours, and build relationships that last many years.
Leaders in business, philanthropy, government, media and other sectors need to be strategic, and proactive, in providing the resources for such programs to reach K-12 youth in more places.
If you agree with this logic, let's connect.
This is one of many strategy creations of the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present). Apply these ideas in any city.
Collaboration Goals - Helping Multiple Youth Programs Grow in Big Cities Like...Daniel Bassill
Big cities like Chicago have more than 150 non-profit youth-serving programs. Many are volunteer-based tutor, mentor and learning programs that operate in the non-school hours and connect kids from high poverty areas with adult volunteers.
The Tutor/Mentor Connection was created in Chicago by one small non-profit who recognized that the struggle they had to find resources was shared by most other programs.
The founder, Dan Bassill, had spent 17 years as a retail advertising writer/specialist and manger with the Montgomery Ward Corporation, so based the strategies of the new Tutor/Mentor Connection on how big companies support multiple stores in many places.
This presentation shows how many people who share same goal can support the growth of volunteer-based tutor/mentor programs throughout a large urban area like Chicago.
This is one of many ideas like this that are shared on the http://www.tutormentorexchange.net site.
As you read this and look at our maps of Chicago, think of ways you can apply the strategies in your own city.
Resources to to help grow effective, volunteer-based youth development programsDaniel Bassill
This presentation shows resources developed between 1993 and 2018 by the Tutor/Mentor Connection and Tutor/mentor Institute, LLC to help mentor-rich, volunteer-based, youth development programs reach K-12 youth in high poverty neighborhoods of Chicago and other cities.
These were piloted and used in Chicago and while many are now archives, they represent strategies and tools that could be used in any area with high concentrations of poverty.
These can be used by resource providers, policy makers, non profit leaders and/or intermediaries working to bring many organizations together to achieve a shared purpose, not just to develop youth serving programs.
Helping Youth: Influence Resource Providers and Youth OrganizationsDaniel Bassill
Over 35 years of leading two small non-profit tutor/mentor programs in Chicago I saw many attempts to influence how I and others used donated resources but few that attempted to influence what resources providers do to help us.
This visualization shows that to get the goals we want for youth we need to influence both service providers and resource providers.
The slides include links to many external presentations. Take time to open and read these. Make this part of a study project for people looking for better ways to help kids in high poverty areas move safely through school and into jobs and careers.
The presentation also demonstrates a use of visualizations to communicate ideas. Use these as templates, and thought-starters, then create your own versions.
Networking for Purpose - Bringing People Together to Help Inner City YouthDaniel Bassill
This is one of many illustrated essays created to support thinking of leaders who want to help inner city youth move more successfully from first grade to first job. This strategy was developed by Tutor/Mentor Connection in 1993.
The presentation shows information-based problem solving strategies that were piloted in Chicago and can be duplicated in other cities.
As you view presentations like this ask "Is something like this available in my city?" If the answer is "yes" share that information via social media. If the answer is "no" create your own version of this essay and share it with local leaders.
Creating a Tutor/Mentor Connection strategy on a University CampusDaniel Bassill
In early 2000s students from a marketing class at DePaul University in Chicago were asked to create a strategic plan guiding a university in its effort to create a strategy similar to the one the Tutor/Mentor Connection had piloted since 1993.
This presentation was created from their work. It shows what universities can do to help youth from all high poverty areas of the cities where they operate move more successfully through k-12 education, college, and then into jobs, careers and adult lives.
This presentation shows a vision of a Tutor/Mentor Connection on one or more university campuses. It can be the starting point for any college or university to begin to research this idea and build a similar strategy for their own university.
A starting point might be to invite students to look at this as part of a class project, or an independent study project. Then create their own version of this PDF, as a starting point of enlisting others from the university to support the strategy.
Steps to Start a Volunteer Based Tutor Mentor ProgramDaniel Bassill
Based on my own experiences launching two nonprofit youth tutor/mentor programs in Chicago that I led from 1975 to 2011, I've created this presentation to show the planning steps for starting and sustaining and organized, volunteer-based, youth tutor, mentor and learning program.
Initially the planning steps are sequential, starting with doing your research and building a team. However, once a program launched it's first year of operation, these actions are concurrent.
I encourage you to use this information and the resources I point to to help more well-organized, on-going, tutor, mentor and learning programs reach K-12 kids in all high poverty areas of Chicago and other places.
Total Quality Mentoring - A Mentor-Rich Youth Program DesignDaniel Bassill
I led a volunteer-based tutor/mentor program in Chicago from 1975 to 2011, which connected workplace volunteers with inner-city kids in multi-year relationships.
I've been using visualizations to describe this type of non-school volunteer based tutor/mentor program. I feel that it has the most potential to attract on-going participation from inner city youth and workplace volunteers and have a transformative impact on both.
I started using the term "Total Quality Mentoring (TQM) in the 1990s to describe this type of program, showing it to be something more than traditional community based one-on-one mentoring. The term TQM was borrowed from the business term, Total Quality Management, and is intended to signal a type of program that constantly is improving by learning from its own work, and the work of all others.
This term has not yet caught on, but could be adopted by any program in the country.
Take a look. Create your own version to describe the type of tutor/mentor program you lead, or that you feel should be available to youth in every high poverty area of your city.
Forming a Tutor/Mentor Connection on a College CampusDaniel Bassill
The Tutor/Mentor Connection was formed in 1993 in Chicago to help well-organized, volunteer-based, tutor, mentor and learning programs reach k-12 youth in all high poverty areas, with support and learning opportunities, and social capital networks, that help more students through school and into jobs.
Over 20+ years the organization piloted an information-based problem solving strategy and a capacity-building communications strategy.
It now invites others to adopt, duplicate and improve on work it started.
This presentation invites universities in Chicago and around the world to learn from the history of the T/MC and create their own student/alumni led Tutor/Mentor Connections, focused on helping K-12 youth in high poverty areas surrounding each university.
Building Planning Teams to Support Youth Tutor, Mentor & Learning ProgramsDaniel Bassill
While many non-school tutor, mentor and learning programs operate throughout the country, there are few examples of volunteer teams from business, faith groups, colleges, professional groups, etc., who are working to support ALL of the existing youth programs in a city or defined geographic area.
This presentation show role such teams might take, based on work the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present) have piloted in Chicago.
This is part of a collection of visual essays created since the 1990s by Daniel F. Bassill, Founder and CEO.
If you're already doing the type of work described, connect with Dan on social media and share your website so he can add it to the Tutor/Mentor Library and share it with others.
Establishing Tutor/Mentor Connection-Type Planning Teams at College FraternitiesDaniel Bassill
Dan Bassill, founder of the Tutor/Mentor Connection (T/MC) in Chicago in 1993 and the Tutor/Mentor Institute, LLC in 2011, is a 1968 graduate of Illinois Wesleyan University and received an honorary PhD from IWU in 2001 for his work in helping tutor/mentor programs grow in high poverty areas of Chicago.
Bassill was a member of the Illinois Wesleyan chapter of the Acacia Fraternity and his work is supported by many of his fraternity brothers.
This 2019 presentation outlines at long-term goal of having teams of students/alumni of each fraternity chapter, on many college campuses, adopting the T/MC strategies as part of learning, leadership and public awareness goals.
While it applies to Acacia the idea can be adopted by any college fraternity or sorority.
You are encouraged to read this and other visual essays authored by Dan Bassill, then create and share your own versions, as part of your own leadership effort.
Role of Faith Networks In Building Support for Youth Tutor/Mentor Programs Daniel Bassill
Congregations of different faiths are distributed throughout the Chicago region.
What if there were study and planning groups in each congregation working to help volunteer-based, youth tutor/mentor programs grow in all high poverty areas of the region?
Such groups could be leading efforts that help youth connect with adults and learning opportunities that lead more K-12 kids through school and into jobs and careers.
This strategy applies to any city. Leaders are needed to bring it to life.
This is one of a collection of visual essays created by Dan Bassill, founder and CEO of Tutor/Mentor Connection (1993) and Tutor/Mentor Institute, LLC (2011).
As you read them and view maps of Chicago, think of this as your own city, and think of this presentation as one you have created and shared.
Then, go ahead. Create your own version and share it with your congregation!
Introduction to Tutor/Mentor Institute, LLCDaniel Bassill
The Tutor/Mentor Connection was created in 1993 to help volunteer-based tutor and/or mentoring programs grow in all high poverty areas of Chicago.
Over 18 years it piloted a variety of strategies to achieve this goal.
In 2011 the Tutor/Mentor Institute, LLC was created to continue the T/MC in Chicago and help the idea spread to other cities.
This is an introduction. Follow the links in the presentation to learn more.
As you view the presentation you'll see maps of Chicago. Consider ways the ideas might apply in your own city or country, then create your own versions, using maps of your own area.
Intro to Tutor/Mentor Institute, LLC Version 2DanielFBassill
The Tutor/Mentor Connection was created in 1993 to help volunteer-based tutor and/or mentoring programs grow in all high poverty areas of Chicago. Over 18 years it piloted a variety of strategies to achieve this goal.
In 2011 the Tutor/Mentor Institute, LLC was created to continue the T/MC in Chicago and help the idea spread to other cities.
This is an introduction and shows strategies piloted in Chicago that can be duplicated in other cities (and re-energized in Chicago). Follow the links in the presentation to learn more.
As you look at the presentations you'll see maps of Chicago. Think of how these ideas might be used in your own city or state. Then create your own versions of these essays, using your own maps.
Understanding Difference Between Vertical and Horizontal Networks Daniel Bassill
While there are countless examples of people gathering at a conferences or symposiums, or at weekly networking events, these are usually not people who are focused on a common goal or vision, or using their time, talent and dollars to solve long-term or even short term problems.
In this presentation I describe "horizontal" and "vertical" networks. See how I describe and apply this thinking to the long-term work of helping kids living in high poverty areas move through school and into adult lives, over a 12-20 year period.
Just because there are a lot of people at an event, it does not mean they are working toward a common goal.
Innovating better youth development and education practices by learning from ...Daniel Bassill
What is the role of the carrot, the rabbit, and the dogs in this graphic?
The carrot represents good ideas, or best practices.
If we can give public recognition to the good work done by different businesses, non profits, political leaders and others to help youth development, tutor, mentor and learning programs focused on economically disadvantaged youth, we can stimulate competition and constant improvement in what is done to help make high quality youth-serving programs available in more places, for more years.
Do you agree with this concept? This has been the Tutor/Mentor Connection strategy since 1993 (and the Tutor/Mentor Institute, LLC since 2011).
View the presentation and see how the T/MC web library can be used.
Note: While Tutor/Mentor Institute, LLC focuses on helping youth in high poverty areas, the role of information libraries described in this presentation applies to solving any local, global problem.
This PDF is a tour through each section shown on the home page of the www.tutormentorexchange.net website.
The site was built in 1998 to support the Tutor/Mentor Connection, which was formed in Chicago in 1993 and has been updated often since then.
Since 2011 it has been the primary website of the Tutor/Mentor Institute, LLC, which was formed to provide continued support of the Tutor/Mentor Connection in Chicago, while helping similar intermediaries grow in other cities.
It's a resource library intended to help leaders from business, philanthropy, government, media, universities, hospitals, etc. become strategic, and long-term, in how they support volunteer-based tutor and/or mentor programs and make them available in every high poverty area of Chicago, its suburbs, and in other cities.
As you go through the PDF have another screen open to the website, so you can click into each section as you view it in the presentation.
More Related Content
Similar to Tutor/Mentor Volunteering is Adult Service Learning
Help Youth in High Poverty Areas Move Through School and Prepare for WorkDaniel Bassill
Thousands of organizations around the country spend millions of dollars trying to help clients and youth prepare for jobs/careers.
When BUSINESS is strategically using its resources to help pull these people to jobs and careers we will have more success in this effort.
This is visual essay part of a collection of PDF essays created by Daniel F Bassill, Founder, CEO of Tutor/Mentor Connection in Chicago in 1993, and Tutor/Mentor Institute, LLC in 2011. Bassill bases these ideas on his own leadership of a volunteer-based tutor/mentor program from 1975 to 2011.
These essays are intended to stimulate thinking among business leaders and youth organization leaders.
Create your own versions and use them to mobilize support for an intermediary strategy link what the Tutor/Mentor Connection piloted for more than 20 years in Chicago.
Defining terms: Tutoring. Mentoring. Same Words. Different MeaningDaniel Bassill
The words tutoring and mentoring are used by many people, but have different meaning based on who is being tutored or mentored.
This has a huge effect on public policy, as funds are distributed based on unclear expectations.
This presentations shines some light on this. It is based on the author's, Daniel F. Bassill, personal experience of leading two volunteer-based tutor/mentor programs working with inner-city Chicago youth from 1975 to 2011 and his leadership of the Tutor/Mentor Connection since 1993.
Apply the ideas in your own community and it's efforts to help kids born or living in high poverty areas move through school and into adult lives.
Tipping points - Actions Helping Youth in Poverty Move Safely from Birth-to-WorkDaniel Bassill
Mentoring and volunteer involvement are strategies that can expand the aspirations and range of support available to youth living in high poverty areas, if organized programs are available to support the on-going connections of youth and volunteers. This PDF shows some of the "tipping points" that could lead to more and better volunteer based tutor, mentor and learning programs reaching k-12 youth in more places. It's intended to stimulate thinking, innovation and leadership actions. While the ideas were piloted in Chicago between 1993 and 2015 they can be applied in any city.
What Do Volunteers & Donors Need To See on Youth Program Web Site?Daniel Bassill
This "Shopping Guide" presentation shows different types of information that might help volunteers, parents, donors and others better understand services offered by youth tutor and/or mentor programs if it were available on a program's web sites. Few programs share this much information. It's up to donors, volunteers and parents to request it and to also provide the resources that enable programs to put this type of information on web sites and keep it updated.
Use the form at the end of the presentation to share what you feel should be shown on a youth tutor/mentor program's website.
As you find websites that provide a range of information like this on their websites, share their links on social media and help draw attention and resources to support their efforts.
Mentor Role in Larger Strategy Of Helping Youth In High Poverty AreasDaniel Bassill
How many think of the involvement of volunteers in organized volunteer-based youth tutor/mentor programs as a way to expand the number of people beyond poverty, and in the business world, who support the growth of non-school tutor/mentor programs in many locations in every big city?
That's what this essay is all about.
I led volunteer-based tutor/mentor programs in Chicago from 1975 to 2011. When I say "volunteer-based" I mean that myself, and all the leaders, were volunteers until 1990 when we became a non-profit and started raising money to hire and pay staff.
Thus, I have a deep understanding of how some volunteers who first join a program as a one-on-one tutor/mentor, often take on larger roles as they stay longer with the program.
When forming the Tutor/Mentor Connection in 1993 we recognized that we needed many people to take on leadership roles, similar to employees in a company's corporate office, to support the growth of hundreds of tutor/mentor programs, spread across all of the high poverty areas of a big city like Chicago.
This essay shows that idea and invites leaders from many cities to adopt the strategy, through their own leadership, and based on their own commitment to help kids from high poverty areas move safely through school and into jobs and careers.
Logic Model for Expanding Organized Tutor/Mentor Programs in High Poverty AreasDaniel Bassill
If we agree that connecting a youth to an adult mentor is a good thing, then we should be willing to innovate ways that more youth in big cities like Chicago, with high concentrations of poverty, have adult mentors and extra learning opportunities in their lives.
Well-organized, on-going, volunteer-based tutor, mentor and learning programs are places youth and volunteers can meet during non-school hours, and build relationships that last many years.
Leaders in business, philanthropy, government, media and other sectors need to be strategic, and proactive, in providing the resources for such programs to reach K-12 youth in more places.
If you agree with this logic, let's connect.
This is one of many strategy creations of the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present). Apply these ideas in any city.
Collaboration Goals - Helping Multiple Youth Programs Grow in Big Cities Like...Daniel Bassill
Big cities like Chicago have more than 150 non-profit youth-serving programs. Many are volunteer-based tutor, mentor and learning programs that operate in the non-school hours and connect kids from high poverty areas with adult volunteers.
The Tutor/Mentor Connection was created in Chicago by one small non-profit who recognized that the struggle they had to find resources was shared by most other programs.
The founder, Dan Bassill, had spent 17 years as a retail advertising writer/specialist and manger with the Montgomery Ward Corporation, so based the strategies of the new Tutor/Mentor Connection on how big companies support multiple stores in many places.
This presentation shows how many people who share same goal can support the growth of volunteer-based tutor/mentor programs throughout a large urban area like Chicago.
This is one of many ideas like this that are shared on the http://www.tutormentorexchange.net site.
As you read this and look at our maps of Chicago, think of ways you can apply the strategies in your own city.
Resources to to help grow effective, volunteer-based youth development programsDaniel Bassill
This presentation shows resources developed between 1993 and 2018 by the Tutor/Mentor Connection and Tutor/mentor Institute, LLC to help mentor-rich, volunteer-based, youth development programs reach K-12 youth in high poverty neighborhoods of Chicago and other cities.
These were piloted and used in Chicago and while many are now archives, they represent strategies and tools that could be used in any area with high concentrations of poverty.
These can be used by resource providers, policy makers, non profit leaders and/or intermediaries working to bring many organizations together to achieve a shared purpose, not just to develop youth serving programs.
Helping Youth: Influence Resource Providers and Youth OrganizationsDaniel Bassill
Over 35 years of leading two small non-profit tutor/mentor programs in Chicago I saw many attempts to influence how I and others used donated resources but few that attempted to influence what resources providers do to help us.
This visualization shows that to get the goals we want for youth we need to influence both service providers and resource providers.
The slides include links to many external presentations. Take time to open and read these. Make this part of a study project for people looking for better ways to help kids in high poverty areas move safely through school and into jobs and careers.
The presentation also demonstrates a use of visualizations to communicate ideas. Use these as templates, and thought-starters, then create your own versions.
Networking for Purpose - Bringing People Together to Help Inner City YouthDaniel Bassill
This is one of many illustrated essays created to support thinking of leaders who want to help inner city youth move more successfully from first grade to first job. This strategy was developed by Tutor/Mentor Connection in 1993.
The presentation shows information-based problem solving strategies that were piloted in Chicago and can be duplicated in other cities.
As you view presentations like this ask "Is something like this available in my city?" If the answer is "yes" share that information via social media. If the answer is "no" create your own version of this essay and share it with local leaders.
Creating a Tutor/Mentor Connection strategy on a University CampusDaniel Bassill
In early 2000s students from a marketing class at DePaul University in Chicago were asked to create a strategic plan guiding a university in its effort to create a strategy similar to the one the Tutor/Mentor Connection had piloted since 1993.
This presentation was created from their work. It shows what universities can do to help youth from all high poverty areas of the cities where they operate move more successfully through k-12 education, college, and then into jobs, careers and adult lives.
This presentation shows a vision of a Tutor/Mentor Connection on one or more university campuses. It can be the starting point for any college or university to begin to research this idea and build a similar strategy for their own university.
A starting point might be to invite students to look at this as part of a class project, or an independent study project. Then create their own version of this PDF, as a starting point of enlisting others from the university to support the strategy.
Steps to Start a Volunteer Based Tutor Mentor ProgramDaniel Bassill
Based on my own experiences launching two nonprofit youth tutor/mentor programs in Chicago that I led from 1975 to 2011, I've created this presentation to show the planning steps for starting and sustaining and organized, volunteer-based, youth tutor, mentor and learning program.
Initially the planning steps are sequential, starting with doing your research and building a team. However, once a program launched it's first year of operation, these actions are concurrent.
I encourage you to use this information and the resources I point to to help more well-organized, on-going, tutor, mentor and learning programs reach K-12 kids in all high poverty areas of Chicago and other places.
Total Quality Mentoring - A Mentor-Rich Youth Program DesignDaniel Bassill
I led a volunteer-based tutor/mentor program in Chicago from 1975 to 2011, which connected workplace volunteers with inner-city kids in multi-year relationships.
I've been using visualizations to describe this type of non-school volunteer based tutor/mentor program. I feel that it has the most potential to attract on-going participation from inner city youth and workplace volunteers and have a transformative impact on both.
I started using the term "Total Quality Mentoring (TQM) in the 1990s to describe this type of program, showing it to be something more than traditional community based one-on-one mentoring. The term TQM was borrowed from the business term, Total Quality Management, and is intended to signal a type of program that constantly is improving by learning from its own work, and the work of all others.
This term has not yet caught on, but could be adopted by any program in the country.
Take a look. Create your own version to describe the type of tutor/mentor program you lead, or that you feel should be available to youth in every high poverty area of your city.
Forming a Tutor/Mentor Connection on a College CampusDaniel Bassill
The Tutor/Mentor Connection was formed in 1993 in Chicago to help well-organized, volunteer-based, tutor, mentor and learning programs reach k-12 youth in all high poverty areas, with support and learning opportunities, and social capital networks, that help more students through school and into jobs.
Over 20+ years the organization piloted an information-based problem solving strategy and a capacity-building communications strategy.
It now invites others to adopt, duplicate and improve on work it started.
This presentation invites universities in Chicago and around the world to learn from the history of the T/MC and create their own student/alumni led Tutor/Mentor Connections, focused on helping K-12 youth in high poverty areas surrounding each university.
Building Planning Teams to Support Youth Tutor, Mentor & Learning ProgramsDaniel Bassill
While many non-school tutor, mentor and learning programs operate throughout the country, there are few examples of volunteer teams from business, faith groups, colleges, professional groups, etc., who are working to support ALL of the existing youth programs in a city or defined geographic area.
This presentation show role such teams might take, based on work the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present) have piloted in Chicago.
This is part of a collection of visual essays created since the 1990s by Daniel F. Bassill, Founder and CEO.
If you're already doing the type of work described, connect with Dan on social media and share your website so he can add it to the Tutor/Mentor Library and share it with others.
Establishing Tutor/Mentor Connection-Type Planning Teams at College FraternitiesDaniel Bassill
Dan Bassill, founder of the Tutor/Mentor Connection (T/MC) in Chicago in 1993 and the Tutor/Mentor Institute, LLC in 2011, is a 1968 graduate of Illinois Wesleyan University and received an honorary PhD from IWU in 2001 for his work in helping tutor/mentor programs grow in high poverty areas of Chicago.
Bassill was a member of the Illinois Wesleyan chapter of the Acacia Fraternity and his work is supported by many of his fraternity brothers.
This 2019 presentation outlines at long-term goal of having teams of students/alumni of each fraternity chapter, on many college campuses, adopting the T/MC strategies as part of learning, leadership and public awareness goals.
While it applies to Acacia the idea can be adopted by any college fraternity or sorority.
You are encouraged to read this and other visual essays authored by Dan Bassill, then create and share your own versions, as part of your own leadership effort.
Role of Faith Networks In Building Support for Youth Tutor/Mentor Programs Daniel Bassill
Congregations of different faiths are distributed throughout the Chicago region.
What if there were study and planning groups in each congregation working to help volunteer-based, youth tutor/mentor programs grow in all high poverty areas of the region?
Such groups could be leading efforts that help youth connect with adults and learning opportunities that lead more K-12 kids through school and into jobs and careers.
This strategy applies to any city. Leaders are needed to bring it to life.
This is one of a collection of visual essays created by Dan Bassill, founder and CEO of Tutor/Mentor Connection (1993) and Tutor/Mentor Institute, LLC (2011).
As you read them and view maps of Chicago, think of this as your own city, and think of this presentation as one you have created and shared.
Then, go ahead. Create your own version and share it with your congregation!
Introduction to Tutor/Mentor Institute, LLCDaniel Bassill
The Tutor/Mentor Connection was created in 1993 to help volunteer-based tutor and/or mentoring programs grow in all high poverty areas of Chicago.
Over 18 years it piloted a variety of strategies to achieve this goal.
In 2011 the Tutor/Mentor Institute, LLC was created to continue the T/MC in Chicago and help the idea spread to other cities.
This is an introduction. Follow the links in the presentation to learn more.
As you view the presentation you'll see maps of Chicago. Consider ways the ideas might apply in your own city or country, then create your own versions, using maps of your own area.
Intro to Tutor/Mentor Institute, LLC Version 2DanielFBassill
The Tutor/Mentor Connection was created in 1993 to help volunteer-based tutor and/or mentoring programs grow in all high poverty areas of Chicago. Over 18 years it piloted a variety of strategies to achieve this goal.
In 2011 the Tutor/Mentor Institute, LLC was created to continue the T/MC in Chicago and help the idea spread to other cities.
This is an introduction and shows strategies piloted in Chicago that can be duplicated in other cities (and re-energized in Chicago). Follow the links in the presentation to learn more.
As you look at the presentations you'll see maps of Chicago. Think of how these ideas might be used in your own city or state. Then create your own versions of these essays, using your own maps.
Understanding Difference Between Vertical and Horizontal Networks Daniel Bassill
While there are countless examples of people gathering at a conferences or symposiums, or at weekly networking events, these are usually not people who are focused on a common goal or vision, or using their time, talent and dollars to solve long-term or even short term problems.
In this presentation I describe "horizontal" and "vertical" networks. See how I describe and apply this thinking to the long-term work of helping kids living in high poverty areas move through school and into adult lives, over a 12-20 year period.
Just because there are a lot of people at an event, it does not mean they are working toward a common goal.
Similar to Tutor/Mentor Volunteering is Adult Service Learning (20)
Innovating better youth development and education practices by learning from ...Daniel Bassill
What is the role of the carrot, the rabbit, and the dogs in this graphic?
The carrot represents good ideas, or best practices.
If we can give public recognition to the good work done by different businesses, non profits, political leaders and others to help youth development, tutor, mentor and learning programs focused on economically disadvantaged youth, we can stimulate competition and constant improvement in what is done to help make high quality youth-serving programs available in more places, for more years.
Do you agree with this concept? This has been the Tutor/Mentor Connection strategy since 1993 (and the Tutor/Mentor Institute, LLC since 2011).
View the presentation and see how the T/MC web library can be used.
Note: While Tutor/Mentor Institute, LLC focuses on helping youth in high poverty areas, the role of information libraries described in this presentation applies to solving any local, global problem.
This PDF is a tour through each section shown on the home page of the www.tutormentorexchange.net website.
The site was built in 1998 to support the Tutor/Mentor Connection, which was formed in Chicago in 1993 and has been updated often since then.
Since 2011 it has been the primary website of the Tutor/Mentor Institute, LLC, which was formed to provide continued support of the Tutor/Mentor Connection in Chicago, while helping similar intermediaries grow in other cities.
It's a resource library intended to help leaders from business, philanthropy, government, media, universities, hospitals, etc. become strategic, and long-term, in how they support volunteer-based tutor and/or mentor programs and make them available in every high poverty area of Chicago, its suburbs, and in other cities.
As you go through the PDF have another screen open to the website, so you can click into each section as you view it in the presentation.
Master plan for saving Chicago youth - 1997 versionDaniel Bassill
News stories have highlighted inequity, violence and poverty for decades with occasional periods of outrage when editorial writers demand action from everyone. This PDF shows a plan created by a small Chicago non profit to address this problem with consistent, on-going marketing and program development. While the plan has never been well-supported in Chicago, it could be a brand new idea in any other city.
This presentation shows materials that were used in 1997 to create a video that was shared by the Tutor/Mentor Connection at the 1997 Presidents' Summit for America's Future, held in Philadelphia.
Dan Bassill, founder of the Tutor/Mentor Connection, was one of 10 people representing Chicago, and the Tutor/Mentor Connection was one of 50 Teaching Examples invited to have booths at the Summit.
The video created from these slides shows a strategy developed from 1993 to 1997 and that was led by Tutor/Mentor Connection until mid 2011. Since then it has been led by Tutor/Mentor Institute, LLC, but with limited resources.
Take a look. See if it fits what needs to be done in your city. Then contact Tutor/Mentor Institute, LLC and let Dan help you develop it.
Planning Steps to Fight War on Poverty (and help youth tutor/mentor programs ...Daniel Bassill
This strategy visualization makes a comparison to steps the military uses in planning campaigns to fight wars to the steps communities need to take to mobilize needed resources to help high poverty neighborhoods in big cities build and sustain volunteer-based tutoring, mentoring and learning organizations aimed at helping kids escape poverty through education, jobs, and the help of expanded networks of adults.
This strategy was piloted by the Tutor/Mentor Connection in Chicago, beginning in 1993 and has been led by the Tutor/Mentor Institute, LLC since 2011.
It can be duplicated in any city with large areas of concentrated poverty.
How Tutor/Mentor Institute, LLC grew from single Chicago youth programDaniel Bassill
In 1992 there was no Tutor/Mentor Connection in Chicago. Dan Bassill and six other volunteers who were starting a new non-profit tutor/mentor program to serve teens in the Cabrini Green neighborhood decided to create the T/MC to fill a leadership void, and help similar programs grow in all high poverty neighborhoods. This PDF shows this history.
Bassill had led a volunteer-based tutor/mentor program, based at the Montgomery Ward Corporate HQ in Chicago, since 1975.
Since 1976 he had been building a list of Chicago tutor/mentor programs and inviting them to connect and share ideas regularly.
In his corporate retail advertising job with Montgomery Ward, Bassill saw how different teams of employees took specific roles to help over 400 stores in 40 states. He saw how weekly advertising drew attention and customers to each store.
Bassill recognized that while Chicago media occasionally gave front page attention to gangs, poorly performing schools and urban violence, they did not do this as part of an on-going effort to help high quality tutor/mentor programs reach K-12 youth in all high poverty areas of the city.
Bassill also recognized that without a master list of existing tutor/mentor programs no leader could lead a marketing plan intended to help each program get volunteers and dollars needed to operate.
It was with this understanding that he launched planning for the Tutor/Mentor Connection in 1993 and the first citywide survey in January 1994.
Bassill led the new youth program until 2011 and is still connected to many alumni on Facebook where he sees them talking about their own kids finishing high school and c college.
He continues to lead the Tutor/Mentor Connection (in 2023), but as part of Tutor/Mentor Institute, LLC, which he formed in 2011.
As you look at this presentation, follow the links to external websites and blogs. Ask yourself, "Do we have an organization doing this in our city?" If the answer is "no" then use this and other PDF essays and resources provided by the Tutor/Mentor Institute, LLC to duplicate this strategy.
Building Networks to Solve Problems - Youth As LeadersDaniel Bassill
Every day news stories point to tragedies in our communities and around the world. This PDF shows a role youth can take to follow those stories with network-building activities that use maps to focus attention on places where people need more help and to bring people and resources together to try to solve these problems.
This is one of many visual essays created since the late 1990s by Daniel F. Bassill, who led a volunteer-based tutor/mentor program in Chicago from 1975 to 2011. Bassill created the Tutor/Mentor Connection in 1993 and Tutor/Mentor Institute, LLC, to try to help similar tutor/mentor programs reach K-12 youth in all high poverty areas of Chicago.
With the Internet he has been sharing these ideas with people throughout the world.
As you view this ask "Is anyone in my city doing this?" If yes, share their website on social media so others can learn from their work.
If the answer is "no", create your own version of this presentation, with maps of your city, and begin to recruit a team of people to help you build your own Tutor/Mentor Connection type strategy.
Use of Visualizations to Share Tutor/Mentor Connection Strategies Developed s...Daniel Bassill
This presentation shows uses of concept maps and graphics to share complex ideas with learners from many different locations. These focus on Tutor/Mentor Institute, LLC strategies that others can use to provide leadership and resources that support efforts to help more inner city young people move successfully through school and into jobs and careers.
The presentation also shows how college interns have created their own interpretations of the Tutor/Mentor Institute, LLC strategies. This is a role we encourage students from every city to take to help duplicate the strategy in more places.
Using Maps to Support Distribution of Tutor/Mentor Programs in Your CityDaniel Bassill
Media stories have shown how lives have been cut short by urban violence and poorly performing schools for more than 30 years. However, very few leaders in politics, business, religion or philanthropy have used maps consistently to show where poverty is concentrated and to draw volunteers and donors to support schools and youth serving tutor/mentor programs in each of these areas.
This essay shows how maps can be used by leaders to mobilize and point resources to schools and non-school tutor/mentor programs in high poverty areas. The examples are maps created by the Tutor/Mentor Connection since 1994.
Use this and other visual essays as thought starters for creating and sustaining long-term strategies that help youth in high poverty areas gain extra adult support and learning opportunities which help them move through school and into adult lives.
Rest of the story: A Strategy to Draw Attention and Resources to Youth Servi...Daniel Bassill
The big question is "How do we keep attention focused on social organizations long enough for them to have an impact? What roles might youth and interns take?"
Few small volunteer-based tutor/mentor programs have advertising budgets to draw attention, and resources, to themselves on a consistent basis.
Yet, without a constant flow of attention most organizations cannot attract the dollars and volunteers needed to do good work and sustain it for many years.
This article shows a strategy that involves writing follow-up stories when media cover bad news (like violence, gangs, poverty, poor schools) with big headlines. It's a strategy that can engage youth, volunteers and staff.
The strategy can be applied to support youth serving organizations and other needed social services in Chicago or anywhere in the world.
Could Non-School Youth Programs Growth be a Jobs Creation Strategy?Daniel Bassill
Creating Volunteer-based Tutor/Mentor Programs in every high-poverty area of Chicago and cities throughout the country, and city-wide support systems for youth living in high poverty areas could create thousands of new jobs for American workers.
Maybe leaders should be thinking of non-school tutor/mentor programs as a jobs creation strategy. This presentation offers ideas for reflection.
As you read this and other Tutor/Mentor Institute, LLC presentations you'll see maps of Chicago. Imagine these being maps of your own city. How might the strategies apply there?
Then, create and share your own version of this presentation. Just give credit to where you found the ideas.
Is Your Elected Representative Using Maps?Daniel Bassill
This presentation was created following two November 2015 shootings that killed young people in Chicago and shows ways elected leaders and others could be using maps to draw attention and resources to these areas.
The PDF shows maps of political districts of the various elected leaders who represent the areas where the shootings took place.
For instance, the same address can fall into the Ward of a Chicago alderman, a state senator, a state representative, a Cook County Board member, a Congressman and a Senator.
They should all be working together to end violence by creating more hope and opportunity.
The presentation demonstrates how map stories can be created and calls on voters to hold elected leaders accountable for what they do to draw resources to neighborhoods to prevent violence by helping kids through school and into jobs.
It's one of many similar map stories created by Tutor/Mentor Connection/Institute, LLC since 1994.
Building a network that helps youth in poverty areas move through schoolDaniel Bassill
This article shows how one person’s idea can grow into a movement of many thousands of people. The examples are taken from the 1975-2023 experiences of Daniel F. Bassill, who led volunteer-based tutor/mentor programs in Chicago for 35 consecutive years and is founder and leader of the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present).
Since every major city has areas of concentrated poverty, just like Chicago, the ideas can be used to build similar networks in other cities, or rebuild the Tutor/Mentor Connection in Chicago.
As you review this open the links and dig deeper. Then, create a new version, with your understanding, and focused on your city.
Share these and you are taking an active role in network-building.
Tips for Operating A Successful Volunteer-Based Tutor/Mentor ProgramDaniel Bassill
This presentation draws from Dan Bassill's 1975-2011 experiences of leading successful volunteer-based tutor/mentor and learning programs serving k-12 inner-city youth in Chicago.
Once you launch your program supporting volunteers and students and recruiting leaders to help you are essential actions for any successful program.
Dan led one program that grew from 100 pairs of elementary school age youth and workplace volunteers in 1975 to 300 pairs by 1990. He started a second program to help 7th graders move through high school in 1993 with 7 volunteers and 5 students. By 1998 it enrolled 80 students and 100 volunteers.
These strategies work!
Use the ideas in combination with others shared via presentations on Tutor/Mentor Institute, LLC web sites to help well-organized, on-going, youth tutor, mentor and learning programs reach K-12 kids in every high poverty area of your city.
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
#charityforchildren, #donateforchildren, #donateclothesforchildren, #donatebooksforchildren, #donatetoysforchildren, #sponsorforchildren, #sponsorclothesforchildren, #sponsorbooksforchildren, #sponsortoysforchildren, #seruds, #kurnool
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Monitoring Health for the SDGs - Global Health Statistics 2024 - WHOChristina Parmionova
The 2024 World Health Statistics edition reviews more than 50 health-related indicators from the Sustainable Development Goals and WHO’s Thirteenth General Programme of Work. It also highlights the findings from the Global health estimates 2021, notably the impact of the COVID-19 pandemic on life expectancy and healthy life expectancy.
Preliminary findings _OECD field visits to ten regions in the TSI EU mining r...OECDregions
Preliminary findings from OECD field visits for the project: Enhancing EU Mining Regional Ecosystems to Support the Green Transition and Secure Mineral Raw Materials Supply.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Tutor/Mentor Volunteering is Adult Service Learning
1. Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
TUTOR/MENTOR
LEARNING NETWORK
Tutor/Mentor Programs are one of America’s best
forms of civic engagement and service learning.
2. • Computer generated
maps, like this, can show
where poverty is most
concentrated and were
poorly performing schools
are located.
• These are the
neighborhoods where kids
are being left behind.
Young people living in inner-city poverty
face challenges that most kids do not have.
Pg 2
See additional maps like this in 2008-2011articles on http://mappingforjustice.blogspot.com
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
3. • poverty has not changed in the past 10, 20 years
• quality of life for minorities living in segregated poverty is poor
and should be something every citizen is concerned about
• Education, and expanding social capital networks of support, are
the keys to improving quality of life and to drawing business and
families into the city
• people come out when their lives are personally affected
• if you mobilize thousands of people, you threaten (change)
existing powers
• we need to build a broader coalition, including whites and
suburbanites, not just minorities
However, many people who vote and determine
public policy do not have a personal experience, or
investment in what happens to these kids.
Pg 3
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
4. Connecting adults from diverse
backgrounds with inner-city kids in
one-on-one tutor/mentor programs is
a strategy for civic engagement.
Tutor/Mentor Programs are the only form of civic engagement
that the T/MC knows of that connects a wide range of
workplace adults with minority inner-city kids on a weekly and
monthly basis. In many cases these last for years.
These adults model a wider diversity of career possibilities for
youth than what adults in their own neighborhoods model.
They also open doors to learning and career opportunities for
youth they mentor.
Pg 4
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
The Tutor/Mentor Connection was created by Dan Bassill in 1993 based on
his 1975-1992 leadership of a volunteer-based tutor/mentor program in
Chicago, plus his 17 years of retail advertising experience with the
Montgomery Ward Corporation, and 4 years Loaned Executive experience
with the United Way of Chicago. He has led this strategy through the
Tutor/Mentor Institute, LLC since 2011. Connect with Dan on social media.
5. The Internet offers opportunities to
educate tutor/mentor volunteers
about issues of poverty.
•As we help more adults join and stick with tutor/mentor
programs, and help these adults bond with kids and learn about
poverty, we have the potential to connect volunteers from
hundreds of programs into one tutor/mentor connection learning
network.
•As the numbers grow in this movement, and as we connect
volunteers from multiple programs and multiple cities, in Internet
based distance learning and activism projects, we have the
ability to become a policy force in Chicago and throughout the
country.
See eLearning goals at https://tutormentorexchange.net/conferences-and-online-
forums/88-e-learning-goals
Pg 5
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
6. Pg 6
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
Connecting an adult with a youth in a
Tutoring/Mentoring Program
Is the BEGINNING of a
tutor/mentor program's work, not
the end.
7. A Tutoring/Mentoring program
is where a community can launch a life-long connection
between caring adults and young people.
Programs that connect youth to adults from different
backgrounds, who model jobs and careers, and help
open doors are building bridging social capital.
Pg 7
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
8. Youth-Serving programs that
increase the pool of trained
workers, and
reduce the costs associated with
poverty, should be a priority of
any industry leader.
Pg 8
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
10. Helping volunteer-based
programs grow in high poverty
areas, where the tutor/mentor
bonds grow and have a long-term
benefit for the child and the adult
is the focus of the Tutor/Mentor
Institute, LLC and the
Tutor/Mentor Connection
Pg 10
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
11. To succeed each local program
must engage its volunteers,
youth, parents, alumni and
donors as learners and leaders.
Pg 11
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
12. School-Time Programs
3-5 PM Non-School Programs
Pre-K K-5th 5th-6th 6th-8th
High
School
Career
Track
After 5 PM and Weekend Programs
Our goal is to enlist leaders from different industries who will mobilize
volunteers and lead an on-going discussion of how to help kids get to careers.
Healthcare
Communications
Law
Government
Arts, Culture
Finance
Technology
Manufacturing
Agriculture
Hospitality,
Sports,
Entertainment
Education
Engineerin
g, Science
The arrow represents the
service learning loop
Pg 12
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
13. In each industry there are sub groups who each could be building
member understanding and support of tutor/mentor strategies.
Insurance
Healthcare
Juvenile Health
Suicide
Prevention
Child Abuse
Reproductive
Health , Parent
education
Nutrition
Education
Violence
Prevention;
handgun control
Mental Health
Depression
Pediatric Health
Substance
Abuse. Eating
disorders.
Careers in
healthcare
The HealthCare
industry has various
prevention and work-
force development
initiatives that should
be working together.
Health care needs to take the lead in
PULLING youth To careers
Pg 13
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
14. To SUCCEED
We must recruit business
leaders who will use their
resources in PULLING
Youth to Careers
To SUCCEED
We must help tutor/mentor
program leaders, volunteers,
schools and parents be more
effective in PUSHING
Youth to Careers
School-Time Programs
3-5 PM Non-School Programs
Pre-K K - 5th 5th - 6th 6th - 8th
High
School
Career
Track
After 5 PM and Weekend Programs
T/MC Goal:
Help K-12 youth in high
poverty areas of big cities
reach Careers.
Each industry has reason to
invest in this strategy:
For instance, the HealthCare
industry faces severe shortages of
healthcare professionals and a high
cost of emergency room services in
inner-city neighborhoods
Pg 14
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
15. Creating Learning Communities within each industry
These graphics illustrate a goal of
engaging members of each industry
in a on-going strategies that support
tutor/mentor programs in all poverty
neighborhoods of a city like
Chicago.
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
Pg 15
16. Tutoring/Mentoring Model of The Service-Learning Loop
A
D
C
B
A) volunteer
hears about
tutor/mentor
program
B) volunteer
meets with
youth
C) volunteer learns from
youth and program
D) volunteer
shares with co-
workers,
friends
Pg 16
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
17. C
G
G) Group of
volunteers
learn
Each week in a tutor/mentor program this model repeats
A
D
B
E) volunteer’s
friends become
involved
H) Group of volunteers
influence business support
of tutor/mentor program
H
E
F
F) volunteer
friends become
donors, volunteers,
etc.
Pg 17
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
18. C
G
If organizations support group learning….
A
D
B
H
E
F
Companies, churches
universities, can support
group learning at this
stage
…volunteers going into programs will be better prepared
to contribute to the success of a youth
The learning in a
tutor/mentor program
influences the learning
and actions at the other
end of the service
learning loop.
Pg 18
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
19. C
G
Accelerate the learning….increase the resources available
A
D
B
H
E
F
…This is the role of the Tutor/Mentor Connection
As volunteers move
through this loop we
have an opportunity
to support what they
do with kids, and
how they influence
what business does
to support these
programs.
Pg 19
20. Tutor/Mentors Can Help Youth Grow
Through Each Stage of Life
Pre-Kindergarten
Kindergarten to Elementary
School
Jr. High School
High School
College &/or Career
Pg 21
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
21. Youth living in Poverty Face Greater Barriers
to Successfully Reaching Careers
Lack of positive role models;
too many negative models
Poor nutrition,
crowded housing, teen pregnancy
Single parent families,
segregation, racism
Gangs, Drugs
Limited education or early
employment options
Pg 22
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
22. See how this concept was interpreted by
college intern working with T/MC
Interns working with
Tutor/Mentor Connection in
Chicago have been
creating new visual
interpretations of these
ideas.
Students in high schools
and colleges throughout
the country could be doing
this same work, as part of
their own learning and
service.
View video of this presentation at: https://youtu.be/5msRqzynH_c
See this and other visualizations created by interns between 2005 and 2015 at
http://www.tutormentorexchange.net/definition-of-issues/ideasanimation
Pg 22
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
23. Types of Problems and Outcomes
Addressed by Tutor/Mentors
In-School
• School Readiness
• Physical and Mental Challenges
• Classroom Discipline
• Academic Skills
• Leadership Development
• Communication Skills
Out-of-School
• School Readiness
• Job/Career Readiness
• Social Skills Development
• Injurious Behavior &
Substance Abuse
• Teen Pregnancy
• Racism
Long Term Results
Productive Citizens In a Healthy Community
Pg 23
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
24. To help quality programs reach youth
in every high poverty area...
We need to influence what
resource providers, business
and political leaders do to
support programs while
Also influencing what programs
do to learn from each other and
constantly improve their impact
on lives of youth and volunteers
who become involved.
Read articles on INFUENCE on
http://tutormentor.blogspot.com
Pg 24
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
25. All volunteer-based youth-serving programs have
same needs. Great programs are needed in every high
poverty area of Chicago and its suburbs.
These resources are
needed by every program,
every day, in every
neighborhood:
* volunteers
* public visibility
* operating dollars
* technology
* training/learning
* leadership
Chicago
area
The shaded
areas of this
map of
Chicago are
the areas of
most
concentrated
poverty.
Pg 25
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
26. Since 1994 the
Tutor/Mentor Connection
(T/MC) has been leading
communications effort
intended to help every
program get volunteers,
donors, ideas and other
needed resources.
Pg 26
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
Since 2011 this effort has
been supported through
Tutor/Mentor Institute,
LLC, which is led by
T/MC founder Daniel F.
Bassill.
Drawing resources to programs in every neighborhood.
Others need to do same as T/MC has been doing.
27. Tutor/Mentor Institute Goal:
Focus volunteers on Mentoring-to-Career concepts
Create affinity groups where volunteers from the
same industry, but different programs, can meet to
share ideas and experiences.
Link volunteers from the same industry, but different
cities
Link volunteers from different industries with each
other
Pg 27
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
28. The Internet offers opportunities to
educate tutor/mentor volunteers
about issues of poverty.
As we help more adults join and stick with
tutor/mentor programs, and help these adults
bond with kids and learn about poverty, we
have the potential to connect volunteers from
hundreds of programs into one tutor/mentor
connection.
As the numbers grow in this movement, and as
we connect volunteers from multiple programs
and multiple cities, in Internet based distance
learning and activism projects, we have the
ability to become a policy force in Chicago and
throughout the country.
This is one site where people from many places can
learn together.
http://debategraph.org/mentoring_kids_to_careers
Pg 28
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
29. Connect on-line
While we might talk to a few people every day for a
short time, we can talk to hundreds or thousands every
day if we use the Internet. This has motivated my efforts
since 2001.
Open this map and see places Tutor/Mentor Shares Ideas -
http://tinyurl.com/TMC-DanNetwork
Pg 29
Tutor/Mentor Connection (1993-present), Tutor/Mentor Institute, LLC (2011-present), www.tutormentorexchange.net
30. Learn More. Get Connected
• Additional power point essays like this are available at
https://tutormentorexchange.net/library
• Visit the Tutor/Mentor Institute, LLC web library –
http://www.tutormentorexchange.net/resource-links
• Find list of Chicago non-school programs at
http://www.tutormentorexchange.net/chicago-area-program-links
• Read blog articles at http://tutormentor.blogspot.com and
http://mappingforjustice.blogspot.com
Learn ways to provide financial support
https://tutormentorexchange.net/helptmi
Tutor/Mentor Connection
Tutor/Mentor Institute, LLC
Email: tutormentor2@earthlink.net