Ginsberg Center 2023 Annual Report

The word Ginsberg Center appears horizontally at the left hand margin. The words Annual Report appear beneath, the number 2023 below these words. Beneath the words is a row of light blue arrows pointing to down.

Our 2023 Annual Report is available as a PDF here

Ginsberg Annual Report 2023 – Text Only


Graphics: The word Ginsberg Center appears horizontally at the left hand margin. The words Annual Report appear beneath, the number 2023 below these words. Beneath the words is a row of light blue arrows pointing to down. 


From the Director

My first full year as Director has been one full of growth, transformation and promise. As we continue to move forward from the pandemic and other tumultuous political and economic events, I am struck by just how resilient our team and partners are, and how committed they are to cultivating and deepening relationships with our communities.

This year’s report, in addition to highlighting some of our programs and partnerships, features many student stories. A key aspect of our work is supporting students’ leadership development. Students’ contributions to the Center and our communities are fundamental to helping us create social change and a more equitable and just world. Their successes are our successes, and I hope you will draw inspiration from the experiences and learning they have gained through the Center. 

This year has also been a time of transition and opportunity for the Center as we look towards the future. Our team moved into a new space in the Michigan League in anticipation of an even bigger change. In December, the Board of Regents approved construction on a new building for the Center, at the site of the current building. This new facility slated for completion in 2025, will be more environmentally sustainable and enhance our focus on university-community partnerships and student learning. 

In the years ahead, I am excited about the many ways we will align and measure progress towards our new strategic priorities as we continue to work toward our vision of inclusive democracy, strong and diverse communities and an equitable world. 

In partnership,

Neeraja Aravamudan, PhD


Our Mission

The Ginsberg Center’s mission is to cultivate and steward equitable partnerships between communities and the University of Michigan in order to advance social change for the public good. Based upon this mission, our vision is for inclusive democracy; thriving, diverse communities; and equity and social justice.

Our work centers around translating our principles into action through:

Partnerships: We cultivate an expansive network of community partners (nonprofits, local governments, and K-12 schools), surface community-identified priorities, and connect them with students, faculty, and staff who are invested in positive social change.

Preparation: We prepare and support students and faculty and staff to create socially just community engagement experiences through advising, consulting, trainings and grants.

Pathways: We offer multiple pathways to civic engagement & community change to encourage the development of lifelong habits of civic learning.

Image: Ginsberg staff


Ginsberg by the Numbers

Who We Served

Through our various programs and services, we support students’ civic learning and leadership development, academic partners’ teaching and research, and our community partners’ efforts to build just and thriving communities.

Graph: The Center supported 340 academic partners. 347 community partner organizations are currenrly a part of our network. 166 students of the 1639 students supported by Ginsberg were involved in our internal programs. 

Supporting Community Partners

This year, we made 108 matches between community and unviersity partners. We highlight some of our most requested and most met categories of support.

Graph: 108 matches total. Top requests: internships, assessment and evaluation, direct service, implementation & product creation, and adolescent support. Top matches: data evaluation, fellowships & internships, educational & cultural planning, events support, and inform community understanding on critical issues. 


Ginsberg by the Numbers

Support for Students

We worked with 1639 students this year through our Center programs, our advising and grants for student organizations, and our course-based and co-curricular workshops that prepare students for community engagement. While fewer students than before the pandemic, we are focusing our outreach efforts to strengthen our connections and presence this coming year.

Graph: 1002 students participated in a Ginsberg Center workshop. 471 students recieved support and advising for their Student Organization. 166 students participated in a Ginsberg program. 

Ginsberg Program Participation Breakdown

Ginsberg Center staff worked closely with 166 students through our Center-sponsored programs. Learn more about each program as well as participating students in this year’s report.

Graph: 166 students participated in a Ginsberg program. 84 were America Reads tutors, 25 CTAC students, 20 Democratic Engagement student leaders, 16 Storytelling for Social Change students, 13 Graduate Consultants, 6 Community Leadership Fellows, 2 MAC-ASB Lead Team students.


Ginsberg by the Numbers

Support for Academic Partners

Uniquely situated to support faculty and staff across all 19 schools and colleges, Ginsberg Center works across disciplines to advance our academic partners’ community-engaged teaching, research, scholarship and programs. Ginsberg Center’s academic partners are faculty (all ranks and titles), deans, department chairs, university administrators, academic and co-curricular program staff, post-doc scholars and others in professional roles whose work at Michigan engages with communities. This year, we supported 340 academic partners through consultations, faculty and staff workshops, grant awards, and matchmaking with community partners.

Our support extends beyond traditional academic departments and encompasses a broader spectrum of campus units, as well as various non-academic areas, represented by the “Central Admin & Campus Units” bar in figure 1. Our support is tailored to the unique needs and goals of each specific unit, rather than a one-size-fits-all approach. The chart below shows the variety of central units our staff supported through matches, workshops, grants, and consultations.


Highlights from the Past Year

Changing the juvenile justice system through data analytics

In March 2022, the Michigan Center for Youth Justice approached the Ginsberg Center with a support request emerging from a recent tragedy. In April 2020, an incident at a youth residential treatment center in Kalamazoo caused the death of 16-year-old resident Cornelius Frederick. Cornelius was restrained and held down by at least six staff members for more than ten minutes after throwing a sandwich. He died two days after admission to the hospital. The Michigan Supreme Court then imposed new limits on the use of handcuffs, shackles and other restraints on juveniles in September 2021.

The Michigan Center for Youth Justice (MCYJ) works to advance equitable youth justice policies and practices that protect young people, and they contacted Ginsberg with the goal of gathering and analyzing data on how the new policy has actually impacted restraint use in juvenile centers.

Ginsberg’s Community Technical Assistance Collaborative offered exactly what MCYJ was seeking. CTAC matches community-driven projects with undergraduate and graduate students skilled in quantitative and qualitative data collection and analysis.

CTAC’s first task was to figure out how to gather and organize data to identify patterns in the use of restraints. To tackle this initial obstacle, the Ginsberg team contacted STATCOM (Statistics in the Community at Michigan), a graduate student organization connected to the Departments of Biostatistics, Statistics, and the Program for Survey Methodology.

STATCOM was able to generate a program that could automatically gather data from MCYJ’s individual incident reports into a single database. CTAC students could then develop and implement a system for identifying patterns in the data, allowing the teams to cross-learn from each other.

Using tools developed by STATCOM and CTAC, MCYJ plans to gather annual data on the use of restraints in juvenile justice centers in the hopes of advocating for further restrictions on this practice. They will share their findings with a national repository for data related to youth, allowing CTAC’s and STATCOM’s work to become a widely-accessed resource for anyone seeking juvenile justice data.


2023 Dewey Dialogues created space to reflect about nature & society

The 2023 Dewey Dialogues, hosted by the Edward Ginsberg Center in partnership with Matthei Botanical Gardens & Nichols Arboretum with the University of Michigan Museum of Art, was held on April 8, 2023.


This year's theme of Unquestioned Beauty?: Negotiating Space, Power and Connection brought together a diverse audience of U-M staff, faculty, students, and Ann Arbor community members who were eager to explore important questions about natural beauty, conservation, cultivation, inclusion, and environmental justice.


The Matthaei Botanical Gardens & Nichols Arboretum Conservatory served as the backdrop for attendees to connect with each other and engage in meaningful dialogue around the prompts displayed on posters with art from UMMA’s collections related to nature, agriculture, and gardens. 


As one participant shared: 


“You created a safe, welcoming environment for us to ‘play’ with ideas….[W]e were each encouraged to share our own personal interpretations of the art work and the Nature around us. You let us, at our own speed, put our toes in the water, encouraging  explorations both as individuals and voluntarily as groups. I really appreciated  the comfortable environment you created which was both reaffirming and gently stretched us, sparking our curiosity and deepening our humility, our reverence for life. We moved beyond ourselves to wondering about others, both human and the more-than-human worlds.”



Highlights from the Past Year

National Humanities Alliance highlights collaborative Rackham-Ginsberg program

The Engaged Pedagogy Initiative (EPI), recently renamed the Community Engaged Course Design Workshop, was highlighted as an exemplary public humanities program by the National Humanities Alliance (NHA) in its training report, Approaches to Training in the Public Humanities.


Begun in 2014, the Community-Engaged Course Design Workshop is a partnership between Rackham and the Edward Ginsberg Center. A semester-long workshop for graduate students, the program allows participants to work in an interdisciplinary cohort to develop syllabi for community-engaged courses with input and guidance from faculty and teaching staff. Once completed, participants have the opportunity to teach their course during the winter term at the U-M Residential College. Program participation also counts toward a CRLT's Graduate Teaching Certificate progress.


The workshop is one of several programs offered by RPPS and the Ginsberg Center to support the professional development of Rackham students who seek to use their scholarly skills and expertise to impact the public good.

Read the full report from the National Humanities Alliance.

Michigan Journal of Community Service Learning receives IARSCLE’S Publication of the Year Award

In recognition of exemplary contributions through research on service-learning and community engagement, the International Association of Research on Service Learning & Community Engagement (IARSLCE) honors those whose research contributes significantly to understanding and advancing community engagement, across all approaches and all educational sectors. The Michigan Journal of Community Service Learning (MJCSL), published by the Edward Ginsberg Center, received IARSLCE's 2022 Publication of the Year Award, for its special issue, “Centering Social Justice in the Scholarship of Community Engagement.” 

The special issue of the journal was produced in partnership with the National Center for Institutional Diversity, and edited by Tania D. Mitchell, Associate Professor of Higher Education at the University of Minnesota, and Tabbye Chavous, U-M's Vice Provost for Equity and Inclusion & Chief Diversity Officer, with support MJCSL from the editorial team. The issue features seven articles that challenge readers to recognize opportunities and confront barriers to enhance social justice through community engagement, and was viewed over 79,000 times. A subsequent webinar featuring the authors attracted over 300 participants. 

In addition to this exciting honor, we are pleased to announce that Nicole Springer is the new Editor-in-Chief of the Michigan Journal of Community Service Learning. Nicole brings with her decades of experience as a community engaged professional and deep knowledge of the field of community-engaged scholarship. She will continue as Campus Compact's Director for Strategic Initiatives as she takes on this new role with the MJCSL. 


Developing Leaders for Social Change

M-LEAD is a collective of leadership educators who connect students to opportunities that empower them to create change on campus and in their community. This mission is rooted in a vision that all University of Michigan students will have access to leadership education and opportunities that empower and prepare them to create positive, sustainable change on their campus and in their community. Ginsberg Center serves as one of the 3 guiding units for M-LEAD, along with Center for Campus Involvement, and Multi-Ethnic Student Affiars.

Read more about M-LEAD on our blog:

Ginsberg Center offers numerous leadership opportunities for students that allow them to explore and deepen their skills. To demonstrate the impact of these opportunities, we share a brief overview of the M-LEAD leadership competencies and then highlights from our current students and alumni, signalling which competencies each program supports. M-LEAD has identified a CORE set of leadership competencies that we believe are important for students to develop in order to enhance their abilities to lead change. The competencies are focused in the four main areas of communication, organizational development, reflection and 
emotional intelligence.

Image: M-LEAD Competencies 


M-LEAD Competencies


  • Adaptability: Quickly, positively, and smoothly transitioning oneself and / or others in response 
    to a known or unknown change.
  • Facilitation: Effectively managing group process during a meeting, presentation, or gathering 
    without inputting one’s opinion by directing the flow of the discussion/dialogue, 
    asking prompting questions, and keeping the group on track.
  • Feedback: Evaluating feedback from others and implementing appropriate change in an effort 
    to develop one’s own capacity and effectiveness with others.

Organizational Change

  • Action: The process of doing, creating, or implementing with an individual, group or community.
  • Building Relationships: Cultivating connections with others that contribute positively to the well-being 
    of those involved.
  • Vision: Being able to develop strategies that define the aspirations and direction of an 
    individual, organization, or community and how to use it to guide actions and decisions.


  • Authenticity: The degree to which one understands and is true to one’s own personality, spirit, 
    or character, despite external pressures.
  • Meaning Making: Understanding the importance of making sense of experiences, people, and 
    surroundings by placing “things” into some type of framework that enables people 
    to comprehend, understand, explain, attribute extrapolate and predict.
  • Self Awareness: Enhancing one’s own personality, beliefs, capacities, and interests.

Emotional Intelligence

  • Empathy: Demonstrating a deep understanding of others by attempting to experience their 
    thoughts and feelings.
  • Humility: Taking responsibility for one’s own behavior by admitting mistakes, apologizing, 
    rectifying the situation, and accepting the consequences of one’s actions.
  • Resilience: Is tolerant of stressful situations and adapts effectively to them; remains persistent 
    under difficult situations and is able to recover from setbacks.


Our Student Leaders

America Reads Tutoring Corps 
Our workstudy literacy program pairs U-M students with K-12 students to: 
Enhance kids' literacy skills, provide greater access to books to develop a home library, and offer opportunities for kids to read and develop a relationship with a caring young adult. 

M-Lead Competencies: 
Facilitation, adaptability, feedback, action, empathy, humility, self-awareness.

Jenna Doll, America Reads & Student Advisory Board

“Ginsberg has changed how I view community engagement. I feel lucky to have been a part of groups that were thoughtful in approaching partnerships because I realize now how important it is to be responsive to community needs and knowledge rather than acting first. 
Community members are experts on their own situations and experiences. Before stepping in to ‘help’ or ‘support,’ we should always listen to those who know best. Everybody has this valuable, niche expertise in their own communities, and there are some experiences that can’t be fully understood without living it.”

Josie Silver, America Reads Alum

“As a teacher, I have had so many students who have fallen behind in their reading or would have greatly benefited from additional assistance. Now that I am back in the classroom teaching, I have been able to refer my students to America Reads tutoring and I have had so many parents share stories about how it has positively impacted their child.”

Community Leadership Fellows 
This year-long fellowship for University of Michigan undergraduate juniors and seniors that provides students an opportunity to apply their existing leadership experience, community-based work, and classroom learning within a local community organization that directly addresses community impact areas. 

M-Lead Competencies: 
Action, building relationships, vision, empathy, humility, meaning-making, self-awareness.

Nifemi Awosika , Community Leadership Fellow

“Working with 826michigan mattered to me because I could see the positive impact my work had on the students I worked with, as well as for the organization as a whole. Over the course of the semesters, the students I worked with showed improvement in their writing skills which made me feel very fulfilled. And the development and communications work I was doing for the organization was clearly going to benefit them in the long run.”


Kayla Thomas, Community Leadership Fellow, Alum

“As this was my first time getting the opportunity to oversee the execution of a project, this fellowship challenged my management skills. Through working for Black Men Read, I was able to improve my ability to demonstrate many of the skills that are needed for a management position–communication, initiative, and organization being just a few. Leadership is about being willing to do what is necessary in a given moment in order to achieve the desired objective, and challenging/encouraging others to do the same. Leadership is more about initiative than it is position.”

Carolina Jones Ortiz, Community Leadership Fellow, Alum

“My goal had always been to combine my art skills with my passion for social justice, and the MacDonald Fellowship allowed me to do just that. Without collaboration, without listening, and without humility, my art would have not served what it needed to. It made me eternally grateful to have a community that was honest with me so that my work could improve and so that I was actually helpful, and not just driven by good intentions.

Before working at the Ginsberg Center, I didn’t quite understand how art could serve others. I always saw it as a personal means of expression, but now I see it as a collaborative process that can be shared. Art now, to me, means translation.”

Community Technical Assistance Collaborative 
As Ginsberg’s in-house data analysis and evaluation program, CTAC supports nonprofits, schools, and government organizations in building capacity to carry out their work, tell their stories, and secure funding. To date, CTAC students have collaborated with almost 50 community organizations in southeastern Michigan – helping them to identify and understand data related to the questions that matter to them.  

M-Lead Competencies: 
Facilitation, Feedback, Adaptability, Vision, Action, Meaning Making.


Hillie Teller, CTAC & Student Advisory Board

“Youth who are wrapped up in the juvenile justice system need supportive and safe residential settings that prioritize their wellbeing, health, and education. Working alongside MCYJ on this effort has deepened my understanding of Michigan’s unique setting, barriers, and opportunities to achieve this. It is so important to listen and act promptly on community stakeholder feedback, requests, and ideas. I also came to appreciate that as students, prioritizing regular and responsive communication with our community stakeholders and each other is essential for accountability and quality work, especially through times of academic stress or periods of limited team resources.”


Sarah Gallagher, CTAC & AmeriCorps VISTA, Alum

“My work with AmeriCorps was my introduction to community engagement and service learning that extended beyond a one-day activity. Learning about and working on the root causes of social issues impacted my worldview, and was part of what led me to apply to a master’s program in public health. CTAC was my introduction to program evaluation, and all of the benefits it has for society. My newfound love of evaluation led me to apply for an Evaluation Fellowship at the Centers for Disease Control and Prevention, and I began my post-grad life in Atlanta working on a variety of evaluation projects, all with a special equity focus, for the Division of Violence Prevention at CDC. I recently talked on a panel about community-engaged participatory research and it’s application to military communities, where I definitely drew on my Ginsberg roots.”

Democratic Engagement
Democratic engagement–including non-partisan voter engagement, civics and media literacy, and dialogue across difference–is a crucial component within the full scope of our civic engagement work. The Ginsberg Team is part of UMICH Votes, a campus-wide coalition of departments and units committed to voter and civic engagement.

M-Lead Competencies:
Action, Vision, Resilience, Meaning-Making.

Meredith Days, Democratic Engagement & MAC-ASB, Alum

“I had to deal with the onset of the COVID-19 pandemic in the middle of my junior year. With the Democratic Engagement team, we had to think of new and creative ways to engage students who had transitioned to being online, while supporting engaging information for students who remained on campus.
With the Democratic Engagement work, I was able to get to speak to hundreds of other students on campus about voting rights, how to get involved in community action, and civic engagement of friends and peers. I loved this work, and I think it speaks to what a special place Michigan is that so many students wanted to learn how to vote and how to engage their peers and community members.”

The Detroit Partnership
The Detroit Partnership seeks to connect the students at the University of Michigan with Detroit-based community partners by facilitating service-learning opportunities and on-campus events. Beginning in 2018, the Detroit Partnership is now a student organization sponsored by the Ginsberg Center at the University of Michigan. Additionally, The Detroit Partnership is a government registered 501(c)(3) organization.

M-Lead Competencies:
Facilitation, Adaptability, Action, Building relationships, Vision, Humility, and


Amanda Putti, Community Leadership Fellow & Detroit Partnership & Student Advisory Board, Alum

“I learned how important developing relationships is and about how important listening to all members of an organization is and amplifying voices. I learned how important community is, and how much effort you must put in to work with a community that you are not part of. These communities have been around long before you and will be long after. We must put in effort and care into maintaining and developing these relationships.”

Graduate Consultants
Through a generous gift from Bill and Inger Ginsberg, the Ginsberg Center offers a leadership development opportunity for U-M doctoral students and candidates called the Ginsberg Graduate Consultant Program (formerly Graduate Academic Liaisons). Consultants work with our Academic Partnerships team (Engaged Learning) or Community Partnerships team (Community Engagement).

M-Lead Competencies:
Building Relationships, Empathy, Facilitation, Feedback, Meaning-Making, and Self-Awareness.

AunRika Tucker-Shabazz, Engaged Learning Consultant & Community Engagement Consultant

“In my capacity as a liaison (consultant), I was better able to understand how material inequality interacts with spatial and social hierarchies to reproduce disparity overtime. Working in Ginsberg challenged me to problem solve within higher education, to better connect and socially network with leaders in the community. Ginsberg brought me into contact every day with local leaders, whose emotional intelligence forms the backbone of social change. I was challenged to think with and through community, rather than about community. I learned that community is a verb, something practiced and embodied; the people and organizations within Michigan demonstrated this quality more than ever.”

Elana Goldenkoff, Engaged Learning Consultant & Turn Up Turnout

“I love working with students to think about the impact of social identities and promote cultural humility in their engagement processes. Every time I have discussions with students about the intersection of identities and power and privilege, it challenges me to think about biases and blindspots in my own PhD research and activism spaces where I work outside of campus. We really need more young people to have a say in the political leadership in this country and I am so so proud that our hard work here on campus, along with the AA Clerk’s Office, helped Michigan to have the highest youth turnout rate in the country!”


Michigan Active Citizens-Alternative Spring Break (MAC-ASB)
MAC-ASB is a student organization sponsored by the Ginsberg Center, committed to sending students on service-learning based spring break trips since 1990. They have established community partnerships with 20+ sites, focus on education and training for all members, and facilitate thoughtful campus engagement. Their goal is to cultivate a community of positive social change on the University of Michigan campus and beyond.

M-Lead Competencies:
Facilitation, Adaptability, Action, Building Relationships, Humility, and Self-awareness.

Meghna Duvoor, MAC-ASB, Alum

“MAC-ASB not only works to organize direct service opportunities for students, but also creates a learning environment for them to learn more about their social justice topic. Being part of MAC-ASB and learning about Ginsberg Center’s Pathways were one contributing factor for my decision to major in Sociology. I realized I wanted to learn directly from impacted communities and conduct research that would directly benefit them. Through the sociology department, I was able to write an honors thesis exploring the relationship between gender identity, pain perception, and pain communication by interviewing patients of varying backgrounds. The decision to interview participants was partly influenced by what I learned during MAC-ASB’s education and training meetings during my first two years.”

Storytelling for Social Change
Storytelling for Social Change partnerships focus on supporting nonprofits, schools, and governmental organizations in sharing stories that illustrate the heart of their work, while creating opportunities for students to build skills in storytelling and content creation.

M-Lead Competencies:
Adaptability, Facilitation, Meaning Making, Action, Resilience

Brittany Hicks, Community Engagement Consultant & Storytelling for Social Change Pilot Program, Alum

“I believe in the power of community and collective action. By contributing to the work of community partners, I am able to exercise skills in empathy and collaboration that allow me to be a better scholar and human. True leadership is accompaniment. It is walking alongside others in the same direction. Leadership, for me, is seeking clarity through curiosity by asking questions. Questions make space for active listening and shared understanding.“


Looking Forward

New Ginsberg building will be ready in 2025

The Board of Regents on Dec. 8, 2022 authorized construction to proceed on a new, environmentally sustainable Edward and Rosalie Ginsberg Building at 1024 Hill St. The facility will replace the 7,500-square foot Madelon Pound House, the Ginsberg Center’s current home, and will enhance the Center’s focus on community engagement and student learning. 

The new, larger space will enable a more robust menu of programming, educational and service opportunities to
promote civic learning and engagement.

“Student organizations and student leaders will have a dedicated space to meet, gather, study and make the Ginsberg Center their home on campus,” said Neeraja Aravamudan, Director of the Center. “It will also allow more flexibility for our staff to collaborate with campus and community partners with the additional huddle rooms and meeting rooms, both virtually and in person.”

The building will have collaborative meeting rooms, a resource library, student organization space, and areas for support and administration activities. An array of eco-friendly features — from high-performance roof and wall insulation for optimum energy efficiency to low-flow plumbing fixtures for water conservation — will make it a model of sustainable design.

A $10 million gift from William and Inger Ginsberg that was announced earlier this year will support construction of the new building.

Construction is scheduled to conclude in spring 2025.
Read more on our blog:


2023-2026 Strategic Priorities

We have identified five key priorities to build upon our current and ongoing efforts to expand the reach and impact of community engagement efforts on and off campus. These priorities reflect current trends in higher education, shifting campus and community priorities given the realities of growing health, racial and economic disparities, and our commitment to furthering U-M’s vision of developing leaders who will challenge the present and enrich the future in service to the public good.

#1: Support projects, policies and partnerships that expand student access to community engagement experiences for those who have not typically participated due to finances, identity, or academic discipline.

#2: Deepen our efforts to promote Civic Learning through Pathways to Civic Engagement and Community Change with increased emphasis across the Policy and Governance & Community Organizing & Activism pathways.

#3: Expand the number of faculty and staff who can actively participate in community engagement through support for partnership management and clearer criteria for representing and evaluating their community engaged efforts.

#4: Support the shift from individual to institutionalized university-community partnerships to consistently meet a wider range of community-defined priorities and long-term partnerships.

#5: Explore, develop, and share effective methods for tracking, measuring and improving community impact outcomes.

#6: Strengthen operational infrastructure to support organizational sustainability.

These priorities reflect our deep commitment to addressing barriers that limit access, capacity and recognition for all of our stakeholders. We know this work is ongoing, so we will turn our attention in the coming months to identify short- and long-term strategies we can implement in collaboration with our campus and community priorities in the next 3 years. We will also identify both qualitative and quantitative methods for measuring progress on these strategies.


GINSBERG IS...supporting our partners in the following ways



listen to community needs & priorities

connect with University Partners

steward ongoing partnerships across U-M



connect work to priorities of community organizations

engage through meaningful service or civic engagement

support engagement through grants, advising, and transportation

educate to prepare for engagement and positive impact



connect courses and research to community-identified priorities

design courses, programs, or research to integrate community

prepare students to thoughtfully enter, engage, and exit communities

research impact of engagement on student learning


Ginsberg Center Staff

As of June 30, 2023.

Amanda Healy, Assistant Director for University-Community Partnerships
Brendan Gallagher, Student Outreach & Engagement Manager
Brianna Christy, Technical Assistance, Evaluation & Assessment Manager
Dave Waterhouse, Associate Director
Evelyn Metric, Marketing & Communications Coordinator
Jesse Carr, Assistant Director for Student Learning and Leadership
Jessica Kane, Engaged Scholarship Manager
Juliya Wicklund, America Reads Manager
Kate Livingston, Associate Director for Teaching, Research & Academic Partnerships
Kayla Grant, University-Community Partnerships Coordinator
Kimberly Ly, Student Learning Coordinator
Maria Mora, Administrative Assistant
Neeraja Aravamudan, Director
Riley Wilson, Student Engagement Coordinator
Theresa Krueggeler, University-Community Collaboratives Manager

And farewell and thanks to these staff members that left the Ginsberg team this year:
Cecilia Morales, Engaged Scholarship Manager
Christina France, Youth Resources Coordinating VISTA
Danyelle J. Reynolds, Assistant Director for Student Learning and Leadership
Erin Byrnes, Lead, Democratic Engagement
Katie Beasley-Sriro, Marketing & Communications Coordinator
Raven Jones, America Reads & Literacy Programs Manager
Sara Saylor, Assistant Director for Community Engagement

University of Michigan Board of Regents

Jordan B. Acker, Huntington Woods
Michael J. Behm, Grand Blanc
Mark J. Bernstein, Ann Arbor
Paul W. Brown, Ann Arbor

Sarah Hubbard, Okemos
Denise Ilitch, Bingham Farms
Ron Weiser, Ann Arbor
Katherine E. White, Ann Arbor

University of Michigan Nondiscrimination Policy Statement

The University of Michigan, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding nondiscrimination and affirmative action. The University of Michigan is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, height, weight, or veteran status in employment, educational programs and activities, and admissions. Inquiries or complaints may be addressed to the Senior Director for Institutional Equity, and Title IX/Section 504/ADA Coordinator, Office for Institutional Equity, 2072 Administrative Services Building, Ann Arbor, Michigan 48109-1432, 734-763-0235, TTY 734-647-1388, [email protected]. For other University of Michigan information call 734-764-1817.


Faculty Advisory Board

Bridgette Carr, Law School
Gerald Davis, Ross School of Business
Ebbin Dotson, School of Public Health
Elisabeth Gerber, Ford School for Public Policy
Ivette Perfecto, School for Environment and Sustainability
Jesse Austin-Brenneman, College of Engineering
Karen Farris, College of Pharmacy
Katie Richards-Schuster, School of Social Work
Kelly Maxwell, College of Literature, Science & the Arts
Ketra Armstring, School of Kinesiology
Lisa Kane Low, School of Nursing
Maria Arquero De Alarcon, Taubman College of Architecture & Urban Planning
Nick Tobier, Stamps Art School & Design
Sue Ann Savas, School of Social Work
Teresa Satterfield, College of Literature, Science & the Arts

Student Advisory Board

Amanda Putti, College of Literature, Science & the Arts
Ataia Templeton, School of Social Work
Avelyn Men, School of Information
Benjamin Leavitt, College of Literature, Science & the Arts
Chandra Cox, Marsal Family School of Education
Greta Hoffman, College of Literature, Science & the Arts
Hallie Younglas, College of Literature, Science & the Arts
Hillie Teller, School of Social Work
Jenna Doll, College of Literature, Science & the Arts
Jessica Culverhouse, College of Literature, Science & the Arts
Jordyn Ives, College of Literature, Science & the Arts
Julia Kassab, College of Literature, Science & the Arts
Mariam Habring, College of Literature, Science & the Arts
Melissa Arreola, College of Literature, Science & the Arts
Reginald Galanto, College of Literature, Science & the Arts
Samara Kamal, College of Literature, Science & the Arts
Seth Flynn, College of Literature, Science & the Arts
Simi Neeluru, Michigan Medicine
Sophia Morehouse, College of Literature, Science & the Arts
Tyler Simpson Pouncey, School of Music, Theatre & Dance

Community Advisory Board

Anna Lemler, Liberate! Don’t Incarcerate, Coalition for Re-envisioning
Our Safety (CROS), Freedom Teams
Annette Sobocinski, Child Care Network
Aryeh Perlman, Brilliant Detroit
Bryce Allmacher, Ann Arbor Housing Commission
Caitlin Koska, 826 Michigan
Carole Gibson, Another Ann Arbor, Inc.
Carrie Hammerman, NEW
Christine Crockett, Old Fourth Ward Association and Ann Arbor Historical Foundation
Dayna Brimley, Washtenaw County Health Department
Don Deatrick, Hire MI Vets
Gary Munce, Chelsea Senior Center
Linda Edwards-Brown, Community Leader
Jacob Singer, Jewish Family Services of Washtenaw County
Jason Frenzel, Huron River Watershed Council & Washtenaw Area Volunteer Coordinators
Leah Tessman, Habitat for Humanity
Nancy Shore, Ann Arbor Public Schools
Regan Stahl, SOS Community Services
Taryn Gal, Michigan Organization on Adolescent Sexual Health (MOASH)
Teresa Duhl, Freedom House Detroit

In addition to our advisory boards, the Ginsberg Center would like to thank the Ginsberg family, the PNC Foundation, and our other generous donors for their financial support. Finally, we continue to be grateful to all of our campus and community partners for sharing in this work.