evaluationoftheinitiative forisraelonillinois campuses · this campus-centered programming is...

Evaluation of the Initiative for Israel on Illinois Campuses A Report to JUF’s Jewish Community Relations Council and the Hillels of Illinois August 2009 Prepared by Jennifer Avers, Consultant

Israel Initiative Avers’ Evaluation Report 2009

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Table of Contents

I. Executive Summary............................................................................................................. 3

II. Background of the Initiative and Evaluation ............................................................ 6

III. Findings................................................................................................................................ 8

A. Initiative Resources ............................................................................................................ 9

B. Successful Strategies ........................................................................................................13

C. Outcomes ..............................................................................................................................15

IV. Conclusion .........................................................................................................................19

V. Appendix: Campus Profiles ...........................................................................................21

VI. Consultant Profile ...........................................................................................................36


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I. Executive Summary The Initiative Since 2002, the Jewish Community Relations Council (JCRC) and Hillels of Illinois have partnered to support hundreds of programs on college campuses in Illinois to educate and mobilize support for Israel. Leveraging Hillel directors’ existing campus relationships and access to the Jewish community (students, faculty, and larger campus communities), JCRC has invested nearly $2.5 million to fund a wide range of social, cultural, educational and political activities. In 2007, to bolster opportunities for college students to learn about the history of Israel and equip them with information, resources, and experiences to advocate on behalf of Israel, JCRC added IsraLimmud (Israel Studies) to the mix of Initiative programming. IsraLimmud offers a series of seven facilitated discussion sessions to groups of students on campuses across the state. The program culminates in an opportunity to participate in a community Washington Fly-In where students join JCRC staff and lay leaders as they meet elected officials and share a unified message of support for pro-Israel legislation. Moreover, in academic year 2008-2009, JCRC and Hillels have provided ongoing guidance, training, and oversight to ten Israel interns who are hired to coordinate, organize and implement events throughout the academic year at eight of the participating schools. This campus-centered programming is just one prong of JCRC’s multi-pronged approach to engage both Jews and non-Jews in learning about Israel and advocating on its behalf. While the focus of this evaluation is on the Israel Initiative’s campus work during the 2008-2009 academic year, it should be recognized that the Initiative offers and supports complementary activities in different settings, through different institutional partnerships, for different age groups and through other funding sources. Designed to engage youth in opportunities to deepen their knowledge of Israel, these experiences include:

• Camp Ramah (grades 7 – 11) • JCC Camp Chi (grades 9 – 11) • Shorashim’s Club Israel (public high schools) • Write On for Israel (grades 11 -12) • Taglit-Birthright Israel (ages 18 – 26) • Reach Across Illinois Campuses for Israel targeting 7 non-Hillel campuses • Graduate Students/Interfaith Programming

Collectively, these opportunities provide a robust array of experiences throughout a young person’s growth and development. The benefits of these offerings impact other areas of participants’ lives as well as the lives of others who are connected to these young people (e.g., their families, their Jewish and non-Jewish peers, other adults in their lives, and other networks and communities). The Evaluation During 2008, JCRC staff and evaluators made the decision to focus evaluation resources and efforts on qualitative data collection – prioritizing interviews with key stakeholders (students, faculty, program staff, and Hillel directors) and telling the unique stories of how the Initiative has made a difference on several campuses. The evaluation report and campus profiles that follow are the result of interviews and focus groups, including student, Hillel, faculty, and JCRC staff perspectives. The independent evaluator collected insights from 24 individuals, reviewed intern


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documentation of events (i.e., marketing and recruitment materials, essays, etc.) and reviewed campus websites for additional information about local contexts and public opinion regarding the Initiative, Hillel, and Israel (as available). The Evaluation Findings The 2008-2009 academic year was a difficult one for Jewish students and the Initiative. The Gaza War spurred a barrage of anti-Israel protests and programming that required constant attention and engagement by Hillel, interns, JCRC and JUF. Some of Hillel’s alliances with other student groups were tested when Jewish students felt compelled to take proactive, sometimes defensive, positions in response to events in the Mideast and the way they were represented on campus. The evaluation reveals that Initiative campuses rose to the challenge and presented high quality, informative, and diverse programs that were educational, celebratory and, in some cases, meditative, providing opportunities for Jews and non-Jews to share their concerns about the consequences of war and focus on solutions for peace. The key evaluation findings from 2008-2009 include the following:

• Hillel has embraced the Initiative as an integral part of its work on college campuses and has become more accessible because of it.

o Hillel is increasingly seen as a resource and institutional home for those who are pro-Israel (including non-religious Jews, non-Jews and others.)

“We are seen as a major resource on campus for Israel programs. If Hillel (the Initiative) were to disappear, people wouldn’t have anywhere to go.” Student Participant

• Students have a deeper understanding of Israel’s culture, history and current events

because they participated in Initiative programs. o Students shared that they learned more about the diversity of Israelis and Jews

through Initiative programs. o Students say they feel informed about events in Israel, and that this was a

particular advantage during the Gaza War.

• Student interns report transformative experiences and a tireless commitment to advocating on behalf of Israel.

o The Initiative has sustained interest in Israel and provided opportunities for interns to engage with their peers, build community and transition their interest from general awareness into deeper knowledge and passion for Israel.

o Israel interns develop lifelong advocacy skills and passion that is reflected in their desire to engage with JCRC/JUF beyond their college tenure.

“The Initiative gave me a lot of support for being a leader…I learned how to plan well and work with other student organizations. This has been more of a life lesson than any of my

other classes.” Israel intern

• IsraLimmud has been critical in bolstering students’ ability to proactively engage others in discussions about Israel and defend Israel when necessary.


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o Students have more confidence about their understanding of issues related to Israel and are prepared to discuss and defend Israel.

o Students know more about how to advocate for Israel effectively, from presenting information and planning programs to communicating with school administrators and elected officials.

o Students know how to work within the Jewish community and government to advocate on behalf of Israel.

“I have the content to tell people about the war, the history, religious background and

terms…Before [IsraLimmud}, I could not speak one word about Israel’s government, so when I was asked questions, I felt truly terrible about not knowing what exactly to say,

and now I do, which is great.” IsraLimmud Participant.

• There is an opportunity to further deepen the engagement of faculty and administrators in Initiative programming and to harness their support of pro-Israel students.

o Successes reported through the Initiative’s recent launch of Reach Across Illinois Campuses (RAIC) on non-Hillel campuses should inform these efforts.

o Steps taken by some campuses to create faculty advocacy groups (to support students) may serve as models for other campuses.

This evaluation underscores the fact that the Initiative has a positive impact on students, the Jewish community, and campus communities at-large. The Initiative has been particularly successful in educating participants about Israel through IsraLimmud. In the last academic year, the Initiative played a particularly crucial role as Jews and non-Jews sought to understand the Gaza War and each other.


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II. Background of the Initiative and the Evaluation Overview of the Israel Initiative Since the establishment of the Israel Initiative in 2002, the Jewish Community Relations Council (JCRC) and Hillels of Illinois have partnered to support hundreds of programs on college campuses in Illinois to educate and mobilize support for Israel. Leveraging Hillel directors’ existing campus relationships and access to the Jewish community (students, faculty, and larger campus communities), JCRC has invested nearly $2.5 million to fund activities ranging from social and cultural to educational and political. In 2007, to bolster opportunities for college students to learn about the history of Israel and equip them with information, resources, and experiences to advocate on behalf of Israel, JCRC created IsraLimmud (Israel Studies), a series of seven facilitated discussion sessions culminating in a Washington Fly-In where students participated in meetings with JCRC staff and elected officials and shared a unified message of support for pro-Israel legislation. Moreover, in academic year 2008-2009 JCRC and Hillels have provided ongoing guidance, training, and oversight to ten Israel interns who are hired each year to coordinate, organize and implement events at eight of the participating schools. This campus-centered programming is just one prong of JCRC’s multi-pronged approach to engaging both Jews and non-Jews in learning about Israel and advocating on its behalf. While the focus of this evaluation is on the Israel Initiative’s activities on campuses over the 2008-2009 academic year, it should be recognized that the Initiative supports complementary opportunities and activities in different settings, through different institutional partnerships, for different age groups and through multiple funding sources. Designed to engage youth in opportunities to deepen their knowledge of, and commitment to, Israel, these experiences include:

• Camp Ramah (grades 7 – 11) • JCC Camp Chi (grades 9 – 11) • Shorashim’s Club Israel (public high schools) • Write On for Israel (grades 11 -12) • Taglit-Birthright Israel (ages 18 – 26) • Reach Across Illinois Campuses for Israel targeting 7 non-Hillel campuses • Graduate Students/Interfaith Programming

Collectively, these opportunities provide a robust array of experiences throughout a young person’s growth and development. The benefits of these offerings impact other areas of participants’ lives as well as the lives of others who are connected to these young people (e.g., their families, their Jewish and non-Jewish peers, other adults in their lives, and other networks and communities). Overview of the Evaluation In 2005, JCRC contracted with external evaluators to assess the quality and outcomes of the campus portion of the Initiative. The survey and interview tools which were developed have been used since then to capture perceptions and insights from students, faculty, Hillel directors and JCRC program staff. While survey and interview data have been informative and led to a range of program enhancements (e.g., increased intern training, development of IsraLimmud), evaluators and program staff soon realized that the customized nature of the programs as well as the limited resources available to administer and motivate individuals to complete surveys and interviews rendered aggregate and frequent data collection too resource-intensive and ultimately response-rate-deficient to justify continued efforts at this level. Therefore, in 2008, program staff and


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evaluators made the decision to focus evaluation resources and efforts on qualitative data collection – prioritizing interviews with key stakeholders (students, faculty, program staff, and Hillel directors) and telling the unique stories of the Initiative’s impact on a sample of campuses. This evaluation report is the result of interviews and focus groups conducted with students, Hillel staff, faculty, and JCRC staff members. In total, the independent evaluator collected insights from 24 individuals, reviewed intern documentation of events (marketing and recruitment materials, essays, etc.) and reviewed campus websites for additional information about local contexts and public opinion regarding the Initiative, Hillel, and Israel (as available). The primary purposes of the evaluation are to:

• Document and report on the campus environment (context and culture relating to Israel) and the sorts of activities implemented and perceived results (outcomes) of these activities for four participating campuses: DePaul University, Northern Illinois University, University of Illinois at Chicago, and Loyola University (campus profiles);

• Extrapolate common findings from the four campuses and use additional data collected from IsraLimmud participants to report on the overall quality and results of the Initiative (evaluation report);

• Share findings with JCRC and Hillel partners and other stakeholders (funders) in support of continuously improving the Initiative and ensuring it is resourced accordingly (evaluation report and conversations).

Overview of the Report and Theory of Change The work of the Israel Initiative is guided by the Theory of Change that was developed in 2005 and expresses the strategy for its campus work. According to the theory of change, if Hillel and JCRC combine resources (inputs) and implement a range of activities (strategies), participants will be affected positively (outcomes) and collectively foster the promotion of Israel on campuses and beyond (impact). The graphic below further details this theory. This evaluation measures the Initiative’s success in working in accordance with the Theory of Change, and poses the following questions:

• How and in what ways has the Initiative promoted Israel? • What evidence exists that the Initiative is attaining its objective(s)?


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III. Findings As in previous years, this evaluation finds that the Initiative continues to make a positive difference on college campuses. The key findings for academic year 2008-2009 include:

• Hillel has embraced the Initiative as an integral part of its work on college campuses. Up until 2006, there remained some apprehension about how to balance Hillel objectives with those of JCRC. As of 2008-2009, this apprehension has subsided and among the campuses profiled, Hillel directors and students see the partnership as strong, necessary, and viable. This may be attributed to the natural maturity of the partnership as well as the advent of IsraLimmud as a resource for addressing Israel, particularly in a year that was especially challenging due to the Gaza war. Hillel is eager to provide Israel programming and is grateful to JCRC for its resources. Likewise, JCRC is grateful to Hillel for its guidance of interns, its intimate knowledge of campus communities, and its dedication to supporting Israel programs along with other religious and cultural programming.

• IsraLimmud has been particularly effective in bolstering students’ ability to proactively engage others in discussions about Israel and defend Israel when necessary. The program has helped students who know and care about Israel advance to the point where they are confident in their ability to act on behalf of Israel (e.g., writing responses, attending lectures and responding to anti-Israel sentiment, leading group discussions, monitoring pro-Palestinian/anti-Israel events).

• The Gaza War fueled anti-Israel sentiment on campuses and increased anxiety among Jewish students and, in some cases, among Hillel directors. JCRC, JUF, and Initiative


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Israel educator are credited with supporting Hillel directors and students (other than interns) in responding to negative demonstrations and programs as well as verbal and written attacks. Moreover, as a result of campus participation in IsraLimmud, directors and students reported feeling better equipped and ready to respond to attacks– both with and without support from JUF resources.

The following sections provide greater detail in support of these findings and others, as well as recommendations for enhancing the Initiative. A. Initiative Resources (staff, funding, preparation, etc. that support programmatic strategies) JCRC and Hillel invest staff time and program dollars to ensure that interns are able to carry out Israel programming on their campuses (e.g., training, supervision, etc.). In turn, interns invest their time developing programs, reaching out to faculty and student organizations for partnering and co-sponsorship opportunities, recruiting attendees for programs, and, overall, developing and nurturing relationships that support Israel programming. Many Hillel boards are engaged formally in Israel programming (through an Israel Chair or Israel Culture Committee); some schools have standing faculty committees that provide advice and sponsorship, (e.g., Jewish Studies, Middle Eastern Studies faculty, etc.), and at a number of schools other Jewish student organizations also provide programmatic support in the form of speakers and monetary resources (e.g., AEPi, Students for Israel, etc.). The following present key findings related to resources supporting Initiative programming: Staff turnover at Hillel and JCRC negatively affects interns. While turnover happens in all organizations, interns require dedicated support from both Hillel and JCRC during staff transitions—particularly given the interns’ youthfulness, lack of experience, and concerns about pre-existing campus relationships and ways of working with their superiors.

• While interns report that both Hillel and JCRC are overwhelmingly supportive of them, some interns mentioned a desire for greater clarity (particularly during staff transitions) about roles and responsibilities across the partnership.

• Interns rely on guidance from their supervisors to move forward with programming. If they feel unsure about lines of authority or the degree to which they are supported in their efforts, they are less likely to follow through with programming or take initiative in other ways (e.g., reaching out to new student groups for co-sponsorships, brainstorming new/different programming).

Interns benefit from training in event planning. Interns and Hillel directors say they want more formal and informal training opportunities to help interns prepare for and implement events. This includes group-based intern training provided by JCRC and Hillel, one-on-one meetings with Hillel supervisors, and opportunities for interns to interact with their peers from different campuses to share best practices.

• Interns who attended JCRC training sessions appreciated guidance about how to organize, coordinate, and implement events.

• Interns who reported learning about event planning through JCRC and Hillel staff and resources also reported feeling better prepared and being more successful in their events than those who did not complete such training.


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• Hillel directors feel strongly that interns would benefit from additional or more targeted training on the “nuts and bolts” of event planning. This includes marketing and recruiting students for events, seeking co-sponsorships from academic departments and other student groups, introducing speakers/special events and preparing less-experienced speakers for various audiences.

• Interns who had the opportunity to learn from previous interns at their campuses or at other campuses report being more able to successfully design and implement programs

• One Hillel director summarized sentiment among other directors, noting that, “students need to know more about budgets, using facilities, creating agendas for meetings and [content] for programs.”

Interns view IsraLimmud as a critical component of their training and development that supports them in being advocates and responding to attacks on Israel.

• Interns who participate in IsraLimmud are more excited about Israel and able to address negative attacks. Through IsraLimmud, interns see themselves as advocates (actors) and not just Israel program planners

“IsraLimmud is one of the best classes I have ever taken. I took it twice.

It’s the basis of my knowledge. What I knew before is what I thought and based on my experience in Israel and that’s good, but [because] I took the class, now in conversations I bring

more intelligence when I speak with people.“ Israel Intern Graduating interns believe that incoming interns would benefit from shadowing them or engaging in training (before the beginning of an academic year) to prepare these new interns for their positions.1 Interns and Hillel directors believe they would benefit from more opportunities to come together to share program ideas, socialize, and become a stronger network. Loyola appears to be well positioned to work with other Hillel directors (and JCRC) to plan these get-togethers and Loyola staff is willing and interested in leading some discussions and sharing what they have learned over the years.

• Interns say they would benefit from learning from each other about program development and what has worked and not worked on various campuses and why. There is a desire to enhance and replicate programs that seem to work on a variety of campuses, not “reinventing the wheel” and to leverage intern knowledge and experience.

• Hillel directors want to learn from their peers about what works on different campuses – e.g., commuter campuses, small campuses, large university settings, etc.

• Hillel directors and interns believe that there is power in creating a stronger network of interns – in terms of supporting each other when attacks on Israel arise, attending each other’s events, and developing lifetime bonds in support of Israel.

• Beyond using time together for program planning and best-practice sharing, some directors believe it would be worthwhile to allocate time for socializing and recognizing of interns’ hard work (e.g., special dinners, recognition awards).

1 Both JCRC and Hillel staff are interested in supporting shadowing opportunities but recognize that new interns are often not in place (identified and hired) in time for shadowing to take place.


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• Hillel directors and students are interested in sharing program ideas more easily and readily throughout a cross-campus network (through Facebook, an ongoing convening of interns, shared social events, even joint Israel programming across campuses).2

Directors and interns want to explore partnering and convening opportunities with other Israel advocacy groups. This is a change from previous years when Hillels were tentative about engaging in Israel advocacy and being aligned with different perspectives. It should be noted that a number of Hillels already partner with these organizations to promote Initiative events; comments were more geared toward deepening the partnership and exploring other opportunities more formally (e.g., funding, convening, etc.). Hillel directors and interns voiced interest in exploring ways to work more closely with other Israel advocacy organizations, sharing materials, sharing insights, exploring sponsorship opportunities, attending each others’ events, and creating a stronger cross-campus community focused on raising support for Israel. JCRC already seeks and nurtures these relationships and has worked with and through Hillel to establish more formal partnerships. In the past, it convened a Midwest Conference on Israel advocacy. The stakeholders recognize the importance of continuing to nurture broad-based partnerships with non-Jewish organizations as well, so that neither Hillel nor the Initiative are perceived as narrowly focused or representing one dominant perspective. There may be opportunities to leverage other Hillel/university resources for Israel programming and in support of interns.

• UIC recently hired an Engagement Associate tasked with reaching out to students not typically involved with Hillel. This individual is interested and able to work with the intern to enhance general Hillel outreach as well as Israel programming.

• Other campuses have benefitted from engagement between visiting Israeli faculty and Hillel (and particularly the Initiative.) These relationships can include mentoring of students, exciting more students about travel to Israel, supporting Hillel staff in presenting programs, etc.

Directors and interns believe that certain characteristics and competencies predict a strong and highly successful intern. Directors, faculty and students believe that the intern is the primary variable determining the success of the Initiative. The following are the key traits noted by interns, faculty and Hillel staff:

• Approachable, open and accessible—to Jews and non-Jews, to other faculty, and to other student groups.

• Committed to and passionate about Israel. • Committed to the internship and not distracted or spread too thin by other affiliations,

memberships, or job opportunities. • Creative in terms of program idea generation and recruitment strategies. • Detail oriented, organized and attentive to logistics and administrative details required to

stage an event. • Proactive – willing and able to take initiative and see efforts through. • Willing to partner with individuals and student groups of varying perspectives.

2 JCRC remains open to exploring and co-planning these get-togethers with Hillel staff. In the past, scheduling these events across different schools, Hillel directors and interns has been a challenge.


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While these characteristics are desirable and a good indicator of potential success, JCRC staff note that “interns may not possess all of the skills at the beginning (of their tenure) but need to be nurtured by their Hillel supervisor and JCRC staff. Part of the rationale for the program is to ‘build’ leaders – not to expect them to come to us fully formed.“

Hillel boards’ structure and energy are important to Initiative success.

• When the Hillel board structure includes an Israel Chair or Israel culture committee, interns report feeling formally integrated into Hillel and being more fully supported from the campus Jewish community (e.g., assistance with recruitment, more consistent attendance at events, etc.).

• When boards are engaged in Israel programming, interns and directors feel confident about their recruitment efforts and are more willing to try new things (e.g., program content, location of programs, etc.).

More pre-planning and recruiting efforts are necessary to ensure satisfactory attendance at programs -- particularly for ongoing programs like IsraLimmud.

• All interviewees (directors, faculty, interns, and students participating in IsraLimmud) noted concern about the generally low turnout for IsraLimmud. While the vast majority who participated in IsraLimmud deemed it important and successful, recruiting more students and engaging them over the seven sessions remains a challenge.

o Some believe low turnout is due to insufficient planning, recruitment, and ongoing engagement by the intern to ensure students show up.

o Some believe low turnout is due to students’ being spread too thin with schoolwork and other extra curricular obligations.

o Some believe more incentives should be provided to students who participate, including stipends and/or academic credits3

o Some believe that Hillel staff should be more actively engaged to ensure consistent attendance

In addition to IsraLimmud and the advocacy resources already provided by JUF, students are interested in having a group of faculty, along with JCRC advisors, known and available to help them address anti-Israel and anti-Semitic activities and verbal or written attacks on campus. While students and Hillel directors report that JCRC staff are accessible and have been present when support is needed on campus, students say they want additional advisors, mentors and networks from their own faculty community.

• Working with key leaders at JUF, UIC faculty convened a group in 2008 to serve as a sounding board and support to Hillel and interns. JCRC and Hillel may want to learn more about this group and determine ways to connect these faculty members to interns and JCRC. Perhaps this could serve as a model for other campuses.

3 JCRC staff note that students and Hillel staff will be best positioned to explore and achieve academic credit for IsraLimmud.


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B. Successful Strategies (Program content, activities, approaches, and efforts implemented) 2008-2009 Initiative activities ran the gamut across campuses, from conversations about peace that brought pro-Palestinians and pro-Israelis together, to prayer vigils and presentations by journalists, scholars and musicians to Shabbat dinners and Israel Independence Day celebrations, film presentations and discussions, as well as the ongoing IsraLimmud program. While the JCRC/Hillel partnership provides the greatest proportion of resources for programs, a number of campus events this year were also co-sponsored by academic departments and other student organizations. The following findings address intern, director, student, and faculty perceptions about the quality of these strategies and all related efforts supporting their implementation and success. Outreach to other academic departments and student organizations is critical to raising awareness about Israel and building good will between interns and Hillel and other individuals and entities.

• Hillel directors, interns, and faculty noted the importance of Israel programming being co- sponsored by other academic departments and student organizations. Co-sponsorship typically leads to increased attendance, a more diverse audience than if the partnership were the only sponsor and, on many campuses, ongoing relationships with other campus entities that have served the Initiative well. Of the profiled campuses, Loyola is particularly adept at developing, nurturing and leveraging relationships with student organizations. In recent years, the interns at DePaul and UIC have successfully engaged a range of academic departments, including Criminal Justice and Communications, as cosponsors.

• As interns reach out to other academic departments, a wider range of department heads and administrators vet their programs. As such, interns can learn from people outside of Hillel and the Jewish community about how program content is perceived by different audiences. Input from co-sponsors has led to adapting program ideas to better meet audience interests and/or create events that present Israel in creative and effective ways.

Hillel directors and interns unanimously report the importance of programs being customized to each campus environment (culture and climate regarding Israel).

• Hillel directors and interns believe it is critical that programming be flexible and fairly organic so that the best approach is taken and most appropriate content is developed to address local campus interests, issues, and national current events. All who were interviewed expressed appreciation for JCRC working alongside Hillel to empower interns to determine the best programmatic approaches for their campuses.

Some faculty stressed the importance of Initiative programming representing a spectrum of pro-Israel positions. They see this as particularly important for campuses deemed to be more hostile towards and/or less educated about Israel. While Hillel directors and interns, as well as JCRC, work hard to present a variety of perspectives on Israel, there is a perception among some faculty that some programs have promoted a narrow perspective on Israel’s position vis a vis the Palestinians. This is a curious finding as students noted the importance of more proactive and assertive positioning and a desire to align Hillel with other advocacy organizations; though faculty shared some trepidation.


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• Some faculty members worry that some politically focused events may be seen as promoting a narrow perspective, which negatively impacts campus perceptions about pro-Israel students and groups.

o Overall faculty sentiment is that students should have the opportunity to explore all sides of the conflict and come to conclusions on their own. Some faculty believe that some programs do not achieve this.

o One faculty member and sponsor of Initiative events noted that he views some speakers to be somewhat “inflammatory” and ideological, but that speakers like Natan Sharansky are “phenomenal and share an incredible narrative. In so far as [the Initiative] can bring in serious scholars who have a grounding and objectivity, they will do well and make a case [for Israel] more effectively.”

o It is the position of the Initiative that “these campuses offer many opportunities for students to experience other points of view, including those that are openly hostile to Israel. It is not the Initiative’s role to present the argument for the other side. However, interns are trained to be respectful of other perspectives even while vigorously disagreeing with them.”

Israel programs benefit from having Israelis on campus who participate in and lead some events.

• Interns and Hillel directors report that having Israelis engaged in Initiative programming helps to stimulate broader student interest in programs, brings increased credibility to events focusing on culture or the conflict, and also builds student interest in Israel Birthright (Birthright).

• One Hillel director shared, “We have some Russian students who lived in Israel and speak Hebrew, but they haven’t lived in Israel for many years, and that doesn’t make the same impact [on American students]. Having more Israelis on campus is important. Experiencing Israel, best through travel, but also through meeting Israelis can change students’ lives.”

Campuses report that using students who are energized from Birthright to lead and participate in other Initiative programming is a successful strategy.

• Birthright returnees are a great resource and energizing body for other students. Those returning from the Birthright trip inspire others to travel to Israel. Students who return from Israel are much more likely to be engaged in Israel programming.

IsraLimmud remains a successful strategy for educating Jewish students (including graduate students) about Israel. There is unanimous agreement among Hillel directors, interns, faculty, and participating students that IsraLimmud is a valuable program. After the pilot year, the program was enhanced to ensure that the timing of sessions was closer from one session to the next and that sessions were more participant-driven and based on topics rather than sequential sessions. The following highlight key strengths and opportunities for further improvement. Strengths:

• All respondents found the instructor/facilitator to be knowledgeable, approachable, and engaging.

• All responding students believed the DC Fly-In was a unique and important opportunity to see advocacy in action.


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• The vast majority of students found the frequency and format of the sessions to be well designed, well structured, and allowed for deep and relevant conversation.

• Students appreciated the intimate nature of the sessions and engaging with their peers. • Students reported frequently using IsraLimmud sessions to discuss campus happenings,

including anti-Israel events and, in some cases, anti-Semitic activities (e.g., swastikas on DePaul’s campus).

“ We were able to go into depth about our personal Israel experience of the week as well as discuss all the allotted topics. The format was great as was the content. The meeting times

worked just due to the natural craziness of college life.” IsraLimmud participant Opportunities:

• A minority of responding students were interested in additional structure and requirements for the sessions, including required reading lists and a syllabus.

• As noted under the resources section of this report, recruiting participants and sustaining participation remains a challenge.

• Those who participated in the Fly-In recommended that additional meetings be planned around specific congressmen and congresswomen’s schedules, to “plan to present serious issues during their [available] time when on Capitol Hill.”

• Some graduate students noted the value in offering IsraLimmud to young adults who are not currently students. A couple noted that young professionals would be interested and the focus could be geared toward community/local/state advocacy rather than campus advocacy.

• One graduate student noted a willingness to pay for the program if it were more structured like a “traditional school program.”

• A few students noted that the program should be expanded to include non-Jews.4 C. Outcomes (Changes in awareness, interest, knowledge, behavior) Outcomes address the change in participants that may be attributed to the Initiative (primarily participating Jewish and non-Jewish students as well as engaged faculty and administrators and the campus at large). As presented in the Theory of Change, the primary targets for change at the campus level include change in student interest about Israel, knowledge and understanding about Israel, capacity (skills) to mobilize others around pro-Israel activities, action in support of Israel (behavior change), and overall increased Jewish identity and personal connection to Israel. The following findings present the outcomes attributed to the Initiative. Outcomes for Students While the majority of students participating in Initiative programming reported pre-existing interest in Israel, they also reported that the Initiative programs sustained this interest, providing them with opportunities to engage with their peers, build community, and transition their interest and general awareness into deeper knowledge and passion for Israel. 4 Both Loyola and DePaul have opened some IsraLimmud sessions to non-‐Jews, but both campuses note that more could be done to recruit and sustain non-‐Jewish participation.


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• Students appreciated musical and cultural (film) events where they were able to experience Israeli culture and deepen their interest and overall awareness.

• Students appreciated seeing Israel through non-Jewish eyes, as part of co-sponsored programs with different student groups (Latino and African organizations, etc.); this expanded their worldview on/of Israel.

Overwhelmingly, participants reported a deeper understanding of Israel’s culture, history, and current events because of their participation in Initiative programs.

• Students shared that they learned more about the diversity of Israelis and Jews (e.g., ethnicities, and cultural versus religious identities).

• Students shared that they were more up-to-date about what was happening in Israel and Gaza as a result of interacting with the campus intern and participating in programs.

IsraLimmud deeply affects student knowledge about Israel and successfully educates students with varying levels of pre-existing knowledge.

• All interviewed students reported learning more about Israel as a result of their participation in the program.

• Many noted learning more about the electoral system and range of political parties. • Many reported learning more about key points in history. • Others reported learning more about international doctrines and policies.

“I have the content to tell people about the war, the history, religious background and

terms…Before [IsraLimmud}, I felt terrible about [not] knowing what to say, and now I do.” IsraLimmud Participant.

“I have the content to tell people about the war, the history, religious background and terms, everything…Being Jewish at a predominantly non-Jewish school, people view the Jews as a

novelty, and assume that we know everything, and before this class I could not speak one word about Israel government, so when I was asked questions, I felt truly terrible about knowing what

exactly to say…and now I do, which is great.” IsraLimmud participant Beyond knowledge about Israel, IsraLimmud educated students about how to work within the Jewish community and government to advocate on behalf of Israel. While the Fly-In was particularly eye opening for students, students participating in only the sessions also noted increased understanding of how to contact representatives, JUF, and other networks to advocate for Israel.

“The biggest takeaway was the opportunity to participate in the DC Fly-In and see first hand the power and value behind the Jewish United Fund.” IsraLimmud participant

“It is helpful to understand those who make the laws and how to address them in a more positive

and professional manner. The same could apply to those who are in charge of university policies, and it may be important to change some policies for the better.” IsraLimmud participant

IsraLimmud increases student confidence and ability (skills) to advocate on behalf of Israel.


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• Interns said that their confidence and skills increased as a result of IsraLimmud. They were more ready and able to address anti-Israel and even anti-Semitic happenings on campus.

• Non-intern participants also reported increased confidence in speaking with their peers when Israel surfaced in discussions or was under attack in classrooms or around campus.

“Lots of people have problems (discussing Israel) with their friends, so it helps to have conversations during IsraLimmud and other programs to respond.” IsraLimmud participant

Beyond increased confidence, some students reported on their actions in support of Israel. More so than in previous years, students reported on how they advocated for Israel in the campus setting.

• Interns responded to editorials in campus newspapers and wrote some of their own. • Interns attended dialogue/debate events and spoke on behalf of, and in defense of, Israel. • Non-interns attended events to support interns in their advocacy actions.

“We had an IsraLimmud session the day before a debate took place [about the Gaza War] and all students there felt the importance of showing up and making it an important event.” Israel Intern

“Students on our campus look to me to defend Israel. I never wanted events to be political, but lots

of students were very emotional about Gaza and Jewish students wanted a more aggressive response. In the end, we made the event more political, and it didn’t cause tension. We had 6 -7

Jewish students at the booth [with me] answering questions..” Israel Intern Israel interns are developed to be advocates for life.

• While more data collection is necessary to understand the level of interns’ ongoing commitment to Israel, those interviewed say they see their internship as integral to their development as Israel advocates and their identity as Jews.

“In the future, I always want to be part of a pro-Israel community in some way or another.” Israel Intern

“The Initiative gave me a lot of support for being a leader. I received the Damen Award, which is given to 10 students for their experience with student organizations. It’s an award for leadership,

planning ahead and creativity. I learned how to plan well and work with other student organizations. This has been more of a life lesson than any of my other classes.” Israel Intern

Outcomes for Faculty and Administrators The Initiative intends to engage faculty and administrators to:

• ensure balanced and fair treatment of Israel in the classroom; • serve as adult resources for pro-Israel students, and to • foster a more safe and tolerant campus for Jewish students.


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Jewish and non-Jewish faculty are more involved in programs (co sponsoring, advising) than they have been in the past. More data collection is needed to understand the level of faculty engagement and the degree to which this is attributable to the Initiative. At this time, it appears that faculty engagement in 2008-2009 is largely attributable to:

• The Gaza War and current events sparking new interest/concern; • The increasing maturity of the Initiative and more senior interns leading events who have

nurtured faculty relationships over their tenures. While this evaluation finds that there has been some increased faculty engagement in Initiative programming this past academic year, data collection also reveals that more needs to be done to engage faculty and administrators. These relationships must be nurtured to develop stronger champions for Israel and/or for pro-Israel students and pro-Israel programming. In 2008, JCRC already understood that there was a need to do more with faculty and administrators and thus launched Reach Across Illinois Campuses for Israel (RAIC), which has targeted seven non-Hillel campuses. RAIC is modeled after the Initiative, and JCRC staff is already using lessons learned from both programs to enhance all strategies used to engage faculty and administrators on all campuses. A separate evaluation report at the end of the calendar year will present findings from RAIC. Outcomes for the Jewish Community Hillel directors report that IsraLimmud has equipped them with increased confidence and resources to support interns in advocating on behalf of Israel. The network of Hillels comfortable with advocating on behalf of Israel appears to have deepened as a result of IsraLimmud.

“We are all so appreciative [for IsraLimmud]. When I had to respond to one [negative] program on campus, I called [the Initiative Israel educator] right away and he helped us

with responding to the newspaper.” Hillel director As a result of JUF/JCRC support to campuses during the Gaza War and related to specific campus happenings, students report that they have increased trust in JUF/JCRC to support them.

• Interns reported that they felt fully supported by JUF/JCRC and said that when needed, staff visited campuses to brainstorm events and support them when there was a need to advocate on behalf of Israel.

“JCRC steps in and cares a lot to implement meetings and discussions; I think their efforts showed

support for Jewish students and showed the administration that they are being watched.” Student Participant

Hillel is increasingly seen as a resource and institutional refuge for those who are pro-Israel. As a result of the Initiative and IsraLimmud, campus perceptions about Hillel are expanding.


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Jewish students see Hillel as offering a community for them, not only through religious experiences but also through Israel engagement.

• Israel programming has made Hillel more approachable to many non-religious Jews. • Israel programming has fostered stronger relationships between academic departments

and cultural groups. Israel acts as a cultural bridge between Hillel and other organizations and associations (e.g., Black Students Orgs, Latino Students, Middle Eastern Studies, Political Science, International Studies, Criminal Justice, Arts, etc.).

• Hillel is seen as a neutral/friendly entity providing a range of programs and willing to partner.

“We are seen as the major resource on campus for Israel programs. If Hillel were to disappear,

people wouldn’t have anywhere to go.” Student Participant

IV. Conclusion The Initiative positively affects students, the Jewish community, and campus communities at-large and has been particularly successful in educating participants about Israel through IsraLimmud. Interns view their roles as instrumental in their personal development and their maturing commitment to Israel. Their student peers, faculty and Hillel directors recognize interns as “paramount” in being able to offer important educational programming and defense of Israel when it is needed. With continued attention to intern training and cross-campus resource sharing among interns, Jewish students and Hillels, the Initiative is on track to continue to positively impact college campuses. In the future, there is an opportunity for Hillel to exhibit even greater leadership with regard to initiating and coordinating intern training across campuses. Moreover, there are opportunities to expand and deepen the engagement of faculty, administrators and non-Jews in Initiative programming. Efforts underway through Reach Across Illinois Campuses (RAIC) are timely and should help inform Initiative staff about promising practices for attaining the desired faculty and administrator outcomes (e.g., increased awareness, understanding, fair and balanced information in the classroom, resources for students). As much as possible, RAIC’s successes should be shared with Hillels and interns, perhaps through training but also through other online methods. Moreover, JCRC and Hillel will want to put their heads together to address student interest in being more proactive and assertive in presenting pro-Israel positions through programming, while remaining respectful of a spectrum of pro-Israel voices. It will also take patience and relationship building with some faculty who may shy away from political programming and who fail to acknowledge that a spectrum of perspectives already is available to students, including those which are anti-Israel. Finally, in so far as the Initiative’s campus-based programs are designed to motivate and mobilize young people beyond and after their campus experiences, additional program outreach and evaluation post-college may provide greater understanding about the overall impact of the Initiative. The students who were interviewed expressed interest in deepening their engagement with the Federation and the Jewish community as post-graduates and young professionals. With regard to future evaluation efforts, the evaluator recommends the following:


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• Track and profile Israel interns to further examine the lasting outcomes and impact of the Initiative on those most deeply engaged.

• Develop a short, online survey that all known participants (in any Israel program) are asked to complete near the close of the academic year. The survey should ask participants to share their perceptions of the need for pro-Israel programming as well as their sense of the results (outcomes) of the programming, for them and for their campuses.

• Collect more data from more faculty and administrators about their perceptions of the Initiative’s programs and value. More targeted faculty and administrator data collection would help in understanding the degree to which the Initiative has identified and developed champions for continued support and engagement in Israel education and advocacy. Findings from the RAIC evaluation should be helpful here.

• Include more non-Jews in data collection to elucidate how those outside of the Jewish campus communities are engaging in and benefiting from programs. Findings from the RAIC evaluation should be helpful here as well.


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V. Appendix: Campus Profiles The following are profiles of how four campuses approached and implemented the Initiative during the 2008-2009 academic year. Campus Profile of DePaul University 2008-‐2009 DePaul Snapshot University Establishment 1898 University Type Private Catholic Vincentian University Mission Statement “DePaul pursues the preservation,

enrichment, and transmission of knowledge and culture across a broad scope of academic disciplines. It treasures its deep roots in the wisdom nourished in Catholic universities from medieval times. The principal distinguishing marks of the university are its Catholic, Vincentian, and urban character”

Hillel Establishment 1998 Hillel presence; 2002 formal establishment at the University

Hillel Structure The DePaul Hillel is part of the Campus Hillels of Chicago. It structurally falls under DePaul’s University Ministries.

JCRC/Hillel Initiative Establishment Date 2001-‐02 academic year Total Number of Undergraduates 12,7825 Approximate Number of Jewish Undergraduates

~500

Jewish Organizations Birthright Israel Alumni; Hillel/JCRC, AEP Campus Context Hillel maintains a strong reputation as a resource for Jewish students and has a formidable physical presence adjacent to University Ministry offices, in the Student Center. Hillel is seen as an important part of the religious and cultural fabric of DePaul; yet there is less campus-‐wide understanding and awareness about the importance of Israel to Jewish students and the role of Hillel and the Initiative in educating the campus community about Israel.

“ They [the University] support Hillel for sure; they view us primarily through a Christian lens of what is religious, and they are happy to support things that they can assimilate, such as service work and ceremonies. And they get behind those with enthusiasm and support it financially and as part of interfaith work. But when it comes to Israel advocacy and even

Israel education, they don’t understand why it is important, see it as causing controversy that would disappear if we didn’t push it.”” DePaul Hillel Representative

Moreover, Hillel staff and Jewish students feel that there are few champions for Israel on campus. While there have been important actions taken by university administrators in

5 http://depaul.edu/emm/facts/index.asp#ugradEnroll


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support of Jewish students and fair and balanced treatment of, both Jews and non Jews report that the campus remains largely anxious about addressing Israel and that the overriding position on campus is pro-‐Palestinian. One faculty member shared his perspective on why the campus seems less aware and supportive of pro-‐Israel positions and attributed it partly to DePaul’s demographics. “I have taught at other universities, where the Jewish community is larger. Here, there is a really large Muslim community; and not just Arabs or Palestinians, but Pakistani and people

whose parents are from South Asia. Still, the Arab and Muslim communities are both minorities at DePaul, and you have two minority communities engaging in a debate and the broader majority watching the debate and being drawn in. I would argue that the Students

for Justice in Palestine community is larger and a bit more organized than Hillel.“ Faculty Member

When the war in Gaza erupted, Students for Justice in Palestine (SJP) and United Muslims Moving Ahead (UMMA) were very active. As the intern describes it, “They had a lot of events dealing with Gaza and the conflict, everything from hate speech to trying to boycott Jewish owned goods.” To combat an onslaught of activity and even some instances of anti-‐Semitism (e.g., swastikas defacing Initiative and other marketing materials), the Hillel, the intern, JCRC and some additional JUF leaders, sponsored a number of programs and spoke with university administrators about their concerns. These efforts included:

• Lecture and Discussion with Jerusalem Post reporter Yaakov Katz, co-‐hosted with Model United Nations

• Lecture and Discussion with Natan Sharansky • Lecture and Discussion with Itamar Marcus • Lecture by a former soldier, supported by the Sderot Media Center

Students, Hillel representatives, and faculty have different opinions about the quality and success of these events. There is agreement, overall, that the Initiative should present a range of perspectives on and about Israel and that the Initiative must remain proactive in presenting Israel to the DePaul community and not be seen or positioned as on the defensive. Determining the right mix and balance of social, cultural and more political programming at DePaul remains a challenge for all engaged in the Initiative. Hillel directors and interns express that they are regularly riding a wave of current events and campus happenings, trying to be strategic in how proactive versus responsive they are with regard to advocating for Israel. As one Hillel representative who has had a long history at DePaul summed up in the quote that follows:


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“[Anti-Israel sentiment and attacks] have gone in cycles. It depends on who the students are and how organizations (SJP, JCRC, etc.) use larger supporting organizations to assist in organizing events and mobilizing communities. Over the last couple of years, there was a

Muslim student leader who was more geared towards peace, but she is leaving. And there are two sides with SJP and UMMA, which is difficult. Anytime anything offensive happens on any side, old grudges get brought up. It’s a challenge to present important pro-Israel positions and not upset others. Administrators at a Catholic school aren’t used to this argument. [While administrators have been] more reflective of what is happening between Israelis and

Palestinians [in recent years], the war in Gaza may have set the tone for this [academic] year. “ DePaul Hillel representative

Amidst this tumultuous campus environment, the Initiative also faced turnover at DePaul with its more senior Hillel director and its experienced intern. Moreover, the new director came onto campus at the peak of the Gaza war. All parties agree that this transition was somewhat strenuous, likely not affecting the quality or type of events, but engendering some additional anxiety for the intern as he took on more responsibilities and prepared for a new, younger and less experienced intern to take his position. Moreover, the new director was faced with becoming acclimated to DePaul’s environment, working to develop a relationship with the intern while nurturing existing and building new relationships within a fairly insular university structure. It is important to note that although this was a challenging year for Israel advocacy at DePaul, Hillel, interns, and Jewish students remained energized and committed to developing programs to educate the campus about Israel and combat various attacks on Israel. Promising Practices Relationship-Building and Co-Sponsorships: The Initiative has successfully partnered with a range of student organizations, departments, and university structures, including but not limited to the Communications Department, the DePaul Conservative Alliance, DePaul Democrats, Model United Nations, and even UMMA. While Hillel and student representatives believe they must be thoughtful and even careful about these relationships and how they are perceived, there is unanimous agreement that partnering and co-‐sponsorships help to lend credibility to the Initiative, position Hillel as willing to partner, and provide the Initiative with opportunities to be creative about event content and approaches. The new Director and intern are eager to explore additional partnerships, particularly leveraging the university’s predominant comfort with cultural programming and developing content that is perceived to be less controversial (e.g., co-‐sponsoring cultural/social events with the Office of Institutional Diversity and Equity). It is also important to note that the intern plays a critical role in developing relationships with faculty and students at DePaul; both Hillel and other Jewish students believe that the intern at DePaul must be fully dedicated to and adept at developing and navigating relationships and being vigilant about identifying and connecting with individuals (faculty and administrators) who are willing to learn more about the Initiative and support its mission. Continuation of IsraLimmud: Hillel and student representatives believe that IsraLimmud is important in educating students about Israel and equipping students with information and resources to advocate on behalf of Israel. A number of DePaul students are hungry for more meetings, more information, and would like to see IsraLimmud or other sessions like IsraLimmud expanded to include more Jewish students as well as non-‐Jews.


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Engagement of additional JCRC/JUF supports to connect with administrators: Hillel representatives and the intern reported the importance of having JCRC and larger organizational force of JUF support them when anti-‐Israel attacks arose on campus. Knowing that JCRC/JUF is ‘at the ready’ and able to speak with administrators, provide support to Jewish students, and take a stand for Israel at higher and often national levels is immeasurably important to those on the ground implementing the Initiative. Campus Outcomes Increased Campus Awareness of the Initiative’s Presence: Even though this academic year showcased some heightened anti-‐Israel sentiment and activities, the campus appears more aware of the presence and role of Hillel and interns in advocating for Israel. Hillel, faculty, and students report that the campus, at large, is more aware of the Initiative than ever before.

“Hillel is well regarded generally. For the most part, events are seen as beneficial. In departments, there is a positive view of Hillel, and across the board, very positive—even given

more political programming this year” Faculty member Increased Student Motivation and Commitment to Israel: Attributed partly to DePaul’s challenging environment, the intern and a number of other students report being more motivated to advocate on behalf of Israel than they were when they were admitted to the university. “I’ve seen people become more motivated. And while I knew a lot about Israel already, the

Initiative to me has been my life on campus, and I’ve put everything into it.” Israel intern

Increased Student Capacity to Advocate for Israel: Students report being more able and ready to advocate on behalf of Israel, partly because of an ongoing commitment to be proactive on campus, partly because of IsraLimmud, and partly because the intern and board became more adept at doing so over the last few years – through relationship-‐building and overall experience. It is important to note that moving into 2009-‐2010, there is less collective student experience at the intern and board level, which may require additional or at least more targeted advocacy training, through IsraLimmud and perhaps other mechanisms too. Opportunities Continue to educate leaders about Israel: There remains an opportunity to educate key leaders and those most structurally connected to Hillel (University Ministry) about the importance of Israel to Jewish identity and experience. DePaul prides itself on being diverse and tolerant. Using this mantra to promote Israel is likely important to increasing support for pro-‐Israel programs through Hillel, rather than having Hillel being pigeonholed as only a religious entity for Jews on campus. Develop and present more intimate programs: Given that during a number of large events, verbal attacks erupted and some students felt less secure, the new intern and the Hillel director are interested in exploring more intimate events and venues to share information about Israel, and set a more neutral tone and environment for doing so.


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Consider Co-internships: A number of students at DePaul and other campuses suggested the benefit of having co-‐interns, particularly for campuses where the environment is seen as more hostile to Israel. Also, given the turnover at DePaul as well as a younger Hillel board as of 2009-‐2010, a shared intern role brings more resources to programming and relationship building. If not a co-‐internship role, the prospect of having less experienced interns shadow more experienced interns has also been suggested. Provide opportunities for interns from other campuses to come together: As did other profiled campuses, DePaul representatives recognize the value in bringing directors and interns together to share best practices with one another and consider what programs and approaches work for different campuses and why. DePaul interns and Jewish students often feel fairly isolated and under attack; as such, there is interest in meeting with their peers to discuss issues and even consider implementing some programs together. Campus Profile of Loyola University 2008-‐2009 Loyola Snapshot University Establishment 1870 University Type Private Catholic Jesuit University Mission Statement “We are Chicago’s Jesuit Catholic

University—a diverse community seeking God in all things and working to expand knowledge in the service of humanity through learning, justice and faith.”

Hillel Structure The Loyola Hillel is part of the campus Hillels of Chicago. It structurally falls under Loyola’s University Ministries. Campus space for the Loyola Hillel is funded by Loyola University.


~250

Jewish Organizations UJC University Programs/Israel Mission; Birthright Israel Alumni; AIPAC; Hillel/JCRC; USD/Hagshama/WZO

Campus Context During the 2008-‐2009 academic year, Loyola maintained its reputation for tolerance, inclusion, and diversity. Moreover, faculty and students (both Jewish and non), report that when conflict arose between student groups or in lieu of current events, individuals, groups and the general campus community addressed it through respectful dialogue and proactively sought ways to come to a greater understanding of differing perspectives. Specifically, in response to the Gaza War, JCRC/Hillel students attended and also led some events to defend Israel as well as to present Jews and the State of Israel as invested in peace.

6 http://www.luc.edu/keyfacts/index.shtml


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• Hillel, the Middle Eastern Student Association (MESA), and the Latin American Student Organization (LASO) co-‐sponsored West Bank Story: An Opportunity for Dialogue, which showcased this Academy Award winning film about competing falafel stands in the West Bank. After viewing the movie and enjoying some falafel, students discussed the stereotypes, artistic commentary, the Israeli and Palestinian perspective, and the future.

As one intern stated, “I left the program after three hours of discussion with an understanding that I have never had before. Never before have I had an open and honest discussion with Palestinians, Israelis, Latinos, Jews, Muslims, Christians, and others. We discussed very tangible issues such as a one state solution or a two state

solution, the past, the present. The program definitely made me think deeply about the conflict. The film and our Israeli and Palestinian students helped us to take the step to

honestly discuss the conflict.“

Another student shared, “Our two Israeli students and two Palestinian leaders from the Middle Eastern Students Organization spoke of their experiences in Israel, and they all

helped to facilitate the group discussion.“

The intern further reflected, “There was no yelling and no insults but there was disagreement. Many people disagreed, and we will continue to disagree, but the

conversations were real. . . .We did not debate as enemies, and we did not avoid like acquaintances, we spoke like people, like friends.”

• MESA sponsored an event where three professors from three different campuses

discussed the Gaza war. Leading up to the event, the MESA student organizers asserted that the event would not defame Israel and that a vigil would be held at the end. However, during the discussion, one professor was particularly inflammatory about Israel, and was later attributed with derailing the discussion and agitating other speakers and audience members. After the event, Hillel and other students shared their frustrations about the speaker and overall tenor of the discussion with MESA leaders and also prepared statements for the school paper. While some Jewish students report that their and Hillel’s relationship with MESA was tested through this event and remains somewhat sensitive, students remain optimistic that the two groups can work together comfortably in the future and that this event may have helped to raised awareness for both Hillel and MESA about carefully screening speakers and managing verbal backlash during events (e.g., as a result of speaker statements and/or from non-‐Loyola audience members).

• Students initiated the event, Sharing Prayers for Mideast Peace, where they asked students of varied religious and ethnic backgrounds to offer up prayers for soldiers, civilians, and others affected by the Gaza War. Hindu, Muslim, Christian, and Jewish students attended the vigil, and students characterize this experience as meaningful, successful and demonstrative of the overriding Loyola campus culture.

While Loyola has not been spared from anti-‐Israel sentiment or protests, the campus culture is exemplary in its recognition of varied perspectives, acceptance of diverse ethnic and religious experiences, and dedication to respectful exchange. Hillel and the Initiative


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are an important part of fostering this culture. Administrators, faculty, and students view Hillel as accessible and highly engaged in campus life.

Promising Practices Supervision and Hillel Structure: Interns and the Hillel director report a harmonious relationship where there is ongoing brainstorming about Israel programming and shared responsibility from idea generation to marketing to implementing programs. The Hillel Board, which includes board members, social chairs, Judaica chairs, Israel Culture Chairs, Volunteer Chairs, Welcome Chair, Communication Chair, and Hillel director, has effectively provided students and faculty with a sound structure and sufficient resources that is credited with ensuring the Initiative’s success. Interns are represented on the Israel Culture Committee, and this year, a former intern served as a Judaica Chair. With strong supervision and structure, students report that they are able to be proactive. For example, one student shared: “we often meet outside of and before school. In December, we had a meeting before [school started up] to talk about what to do about Gaza. Some campuses were already having terrible things happen. We pre-‐met to prepare.” Creative Programming and Creative Partnerships: Faculty and students resoundingly recognize Hillel and the Initiative’s creativity, both in terms of the type of social and education programs promoted as well as the sorts of partnerships developed and nurtured. As one example, with Initiative funding, Hillel partnered with the Hindu Student Organization for a Kosher Indian Dinner while students viewed an Israeli movie about an Indian family who emigrates to Israel and a village of predominantly new immigrants from the rural Mideast. Interns and Hillel actively sought ways to work with such groups as MESA (described earlier), Students for the Environmental Alliance, Office of Student Diversity, OUTLoyola (the Gay, Lesbian and Transgender Group), and the Latino fraternity. As one student said, “We have so many events, we have to be creative to keep people coming. We partner with so many different entities it doesn’t give the impression that only Jews can

enter our turf.” Continuation of IsraLimmud: The Hillel director and students unanimously report that IsraLimmud is critical to educating students about Israel and equipping students with information and resources to advocate on behalf of Israel. A number of students who participated in the pilot year chose to participate again this academic year and were exuberant about their experience: “it’s very informative, touches on different topics, and helps us to understand what is going on; I’ve taken it twice and it’s the best class I’ve ever taken.” Campus Outcomes Increased Student Capacity to Advocate for Israel: IsraLimmud is credited with making the interns and other students feel more comfortable sharing facts about Israel in classes, with their peers, and initiating events that more directly target the conflict. IsraLimmud has also spurred some students to contact and join other Israel advocacy organizations. Moreover, students report being less anxious about being “put on the spot” by peers or “worried about being ignorant” when engaging in discussions about Israel. Increased Campus Recognition of Hillel and the Initiative: An intern was awarded the Loyola’s prestigious Damen Award, which “seeks to honor full time undergraduates who have committed themselves to Jesuit ideals by being a true source of inspiration and


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leadership to the Loyola community throughout the year.” Awarded to just 10 students and voted on by the entire university, the award is recognition of the intern’s unique talents and also her efficacy as a student leader through the Initiative and Hillel. The intern shared that, “the Initiative gave me a lot of support in becoming a leader, planning ahead, and creativity. I learned how to work with other student organizations. The internship has been more of a life lesson for me than my Loyola classes. The award is voted on by the

whole university.” Opportunities Increase faculty and administrator engagement: While Hillel maintains a strong reputation on campus (in name), beyond Jewish faculty and others serving as advisors, there is an opportunity to both broaden and deepen faculty engagement with Israel programming. This opportunity is not unique to Loyola but is recommended for all campuses as the Initiative seeks to increase faculty knowledge and support of Israel. Students shared that, “generally, faculty and administrators are not aware. Once we partner with them, they are [aware], know about us, but [there has] not [been] a lot of participation.” Increase non-Jewish participation: While the Loyola Hillel has been more successful in engaging non-‐Jews than a number of other campuses, the Director and students see an opportunity to do more. Beyond continuing to consider how to include non-‐Jews in ongoing programming, students would like to see non-‐Jews participating in IsraLimmud. Having seen the benefits of IsraLimmud for two years, Jewish students believe that membership could be expanded to include non-‐Jews. Provide opportunities for interns from other campuses to come together: Both the Hillel director and students agree that there is value in socializing with and learning from interns on other campuses. Interns are particularly interested in having the opportunity to share best practices with one another, consider what works for different campuses and why, and deepen the social network of interns.


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Campus Profile of Northern Illinois University 2008-‐2009 NIU Snapshot University Establishment 1895 University Type Public Mission Statement “The central mission of the university is the

transmission, expansion, and application of knowledge through teaching, research and artistry, and public service”7

Hillel Establishment 1968 Hillel Structure Part-‐time Rabbi acts as supervisor to intern

with faculty advisor support; Hillel board and intern operate out of the synagogue that is blocks from campus; university offers free use of campus facilities for large events

JCRC/Hillel Initiative Establishment Date 2006 Total Number of Undergraduates ~19,000 Approximate Number of Jewish Undergraduates

~250-‐400

Jewish Organizations Hillel/Initiative, Ape, Huskies for Israel Campus Context Hillel and the Initiative operate out of the Beth Shalom Congregation, a small synagogue serving DeKalb and Sycamore and located just blocks from campus; the congregation is predominantly comprised of NIU faculty. A part-‐time Rabbi serves this congregation and provides guidance and supervision to the Hillel board and Israel intern. The Rabbi has lived in Israel and is deeply committed to raising student awareness about the culture and history of Israel and notes that the intern and Hillel board were particularly active and successful this year in hosting a number of creative events. Sample events included:

• Tel Aviv Café where students viewed a slide show presenting diverse images of the area and where Israeli students and locals shared information about Israel;

• A Jewish comedian performed in the basement of the Synagogue; • Yaakov Katz spoke to an audience of over 300 people, representing the campus and

larger community; • Israel Electoral System informative session, where students learned about different

parties and voting process. Both the Rabbi and students note that there have been no blatant anti-‐Israel or anti-‐Semitic demonstrations on campus.8 However, the Israeli Independence Day celebration was protested by Palestinians who stood in an area of the King Memorial Grounds, away from the festive Independence Day celebration, and quietly displayed protest signs. Also the Departments of Philosophy, History and Communication and the DeKalb Interfaith Network for Peace and Justice sponsored a speaker, Kathy Kelly, who “decried -‐ on humanitarian grounds -‐ the actions of the Israeli military “ (May 2009). The NIU Hillel board and intern wrote a letter to the school newspaper in which they rebutted many of Kelly’s assertions.

7 http://www.niu.edu/provost/about/mission.shtml 8 Both interviewed students and Rabbi have been on campus less than 5 years.


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Both faculty and students shared that there is a fair amount of “Christian proselytizing” on campus, and faculty often don’t understand or always allow students to miss class for High Holidays. In short, the consensus is that the campus is largely unaware and uneducated about Israel and Judaism. Some students found this ignorance particularly poignant in the aftermath of the shootings in February of 2008, “where speeches and prayers for students were always focused on Jesus and there was not recognition that there were Jews, Muslims and Hindus affected and also mourning.” Finally, although there is a Muslim Student Association on campus whose members are described as a mix of pro-‐engagement with Jews and not, this group is seen as less organized than Hillel and fairly inactive. Overall, this last academic year at NIU is marked with impressive student energy and frequent events, increased clarification of board roles and intern functions, and intentional building of the Hillel infrastructure through deepening the relationship with AEPI (a group that is also growing) and the development of a third group, Huskies for Israel. Promising Practices Energetic and Proactive Student Leaders: Both the outgoing and incoming interns shared both their zeal for Israel and the internship and described an overwhelmingly active and excited group of core students participating in Israel programming this academic year. While some of these students were seniors and have since graduated, the incoming intern is working hard and closely with AEPI to connect early on with remaining students and also incoming freshman to ensure the momentum continues. Without a full time Hillel director and a campus described as “pretty lackadaisical and commuter,” student energy is critical to the Initiative’s success. The incoming intern demonstrated her excitement by sharing some of the following: “We are meeting over the summer, and we are very excited. We need to get more people engaged with each other and with programs. I want to build the reputation of Hillel; right now it’s not bad or good because no one, except Jews, know about us; we want to do things every week and we

need to plan [well] so that these are successful.” Enhancing Organizational Structures and Integrating Resources: As noted earlier, great effort was made this academic year to build the capacity of the Hillel board, position the intern on this board, and deepen the alliance between Hillel and AEPI while also creating a third student group, Huskies for Israel. Huskies for Israel was created as a third entity for supporting Israel that would not be aligned with Hillel or the Greek system, with the vision that this group may be seen as inviting to a larger group of students – both Jews (non religious and non-‐Greek) and non Jews – while still drawing on the resources of Hillel and AEPI. As the outgoing Intern stated, “Hillel is very strong. We incorporated the JCRC intern into the Hillel Board – that’s the number 5 role in line for the Presidency. And there is a very strong

relationship between Hillel and AEPi. “ Campus Outcomes Increased Jewish student engagement in Israel programming: Attributed largely to the energy of the intern and Hillel board, more Jewish students participated in more programs at NIU than ever before. Those interviewed recognized a growing interest in Israel. The campus is seen as ripe for more Israel programming.


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Increased Organizational Capacity to Address Israel: As a result of strong student leadership and the enhancement of Jewish organizational structures on campus, there is a stronger grounding and pool of student and organizational resources available for programs and other pro-‐Israel activities. Moreover, students and the Rabbi appreciate the funding and guidance afforded by JCRC and look forward to building this relationship further (e.g., learning about other promising programs such as IsraLimmud, considering ways to leverage JCRC dollars further, etc.). As one student shared, ”We were about building infrastructure this year. We figured that we

are so small that everyone needs to know what we’re doing to function properly. The connection with AEPi is helpful and having the intern on the Hillel Board works well given the

intern function.” Opportunities Capitalize on the Synagogue’s Media Center: The Hillel faculty advisor is the Associate Dean of Educational Technology, Research and Assessment and is noted to be very knowledgeable about technology and how to use it for programming and outreach. Moreover, the Synagogue received a grant for a media center, which boasts state of the art technology, and is to be used for programming and connecting students to one another, while keeping them abreast of campus happenings (e.g., safety notices, etc.). There is an opportunity to use the media center further for presenting exciting Israel programs, sharing and broadcasting this programming, as well as potentially opening the center up to other student groups through co-‐sponsorship arrangements. Increase training provided to interns and other students: Students and Hillel staff agree that the intern and Hillel Board would benefit from training on event planning as well as basic administration and budgeting. Moreover, some students are interested in participating in some form of IsraLimmud to learn more about Israel advocacy – particularly for a campus that is largely ignorant about Israel. Finally, students are eager to learn strategies for building relationships with the school newspaper and other media outlets, in terms of sharing information about the Initiative and Israel. Increase outreach to non-Jewish Student Groups: Students have begun to explore relationships with the Black Student Association, College Republicans and Democrats, Latino groups, and also Campus Missions International, among others. Jewish students feel strongly that more effort needs to be made to build alliances with other groups, to increase non-‐Jew participation in Israel events and develop more advocates and champions for Israel across the campus. Increase outreach to faculty (within the congregation and at large): There is little faculty involvement in Israel programming. Moreover, some congregation members are unwilling to help publicize Initiative events or share some synagogue resources with Hillel students. While students are not overly concerned about this and believe the guidance they receive from advisors is sufficient, the degree to which Israel is understood and accurately presented within and outside of classrooms requires increased faculty awareness about the Initiative as well as deeper faculty engagement in programs.


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As one student shared, “We’ve helped to build the Jewish community and the Initiative brought in the Israel component; we are trying to galvanize the community. While there are some pro-Palestine faculty and groups, they aren’t organized. The Jewish community [is in a position] to

have the upper hand. We are small but we are growing.” Campus Profile of the University of Illinois at Chicago 2008-‐2009 UIC Snapshot University Establishment 1961 University Type Public Research Mission Statement “UIC’s mission is to create knowledge that

transforms our view of the world and, through sharing and application, transform the world”

Hillel Establishment 1965 Hillel Structure The Levine Hillel Center is a freestanding

institution that is approved by the University to function on campus.


~1000

Jewish Organizations JAMS (Jewish Arab Muslim Students), Hillel, AIPAC, Jewish Health Professional Society

Campus Context UIC is extremely diverse, with a large ethnic and racial minority representation among students as well as faculty members. Faculty and students describe the campus as generally open to different cultures and different ideas. One student noted that it’s “a place where you have a chance to share your side of the story and share your culture” and a Hillel representative similarly observed that the apolitical tenor of the campus provides “the opportunity to help Jewish and Muslim students learn in the language of the campus to disagree civilly and listen to one another’s narratives, valuing what others bring to the table.” While Hillel, student, and faculty representatives largely agree that civil dialogue between student groups was maintained over the course of the 2008-‐2009 academic year, the Gaza war certainly brought increased campus scrutiny to the State of Israel and Jewish and Muslim relations. More specifically, there were a number of events on campus in which the intern, Hillel, Jewish students, and other faculty participated to ensure a fair and balanced treatment of Israel. Two of these events included:

• Students for the Public Exposure of Academic Knowledge (SPEAK) hosted an event where Bill Ayers, who is a professor of education at the school, was moderator and the Israel Intern was asked to respond to a facilitated dialogue with a student representing Students for Justice in Palestine (SJP). The intern noted that he was concerned about the event and had a number of discussions with his Hillel supervisor and other Jewish students about whether or not and how he should participate. In the end, the intern met with the Initiative Israel educator and other


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IsraLimmud participants to prepare for the event and Hillel staff supported his involvement after this preparation—though there was the decision that he not present himself as a voice of or representative of Hillel or JCRC. The intern noted that the dialogue was well attended by Jewish students and that the discussion unfolded thoughtfully and without any pointed attacks. The decision that the intern speak for himself (and not on behalf of Hillel and JCRC was deemed appropriate by most UIC representatives, though was viewed by some students as concerning in terms of the degree organization support afforded to an intern and/or individual student defending Israel.

• Students for Justice in Palestine (SJP) sponsored “Israel apartheid week” and brought in Norman Finkelstein as well as students from other campuses. SJP presented negative images of Israel as an aggressor along with a series of inflammatory speeches. The intern, Hillel, and a number of Jewish faculty and students monitored the events and responded to the attacks by presenting positive images of Israel through posters and cultural events, booths on campus to share more information about Israel, and through addressing some of the content of these events in Jewish Studies classes. UIC representatives believe the event was well monitored and that the attention it drew was primarily because of and through “outside agitators” with more hostile positions than the student body at UIC.

As the Hillel director shared, “It was a complicated year in terms of Israel. There is an energy that emerged second semester. One doesn’t wish these kinds of situations, but it brought the

community together in particular ways.“ Hillel representatives and the intern acted proactively too, bringing Yaakov Katz to campus, presenting engaging films, inviting other student groups to Shabbat dinners, and working with an Israeli post-‐doc fellow and Jewish Studies to offer a course on mysticism. The mysticism course presented information about Sufism, the Kabala, and drew connections between Jewish and Muslim mysticism. These courses were well attended by Arab Christians and Arab Muslims and contributed to a more positive tone on campus—particularly given the apartheid week – where students acknowledged points of connection between Islam and Judaism and as one faculty member stated, “There were inroads being made there.” Moreover, UIC again participated in IsraLimmud, which students credited with improving their knowledge and building a stronger base of peers available and ready to advocate for Israel. Also emerging this year was a group of pro-‐Israel faculty committed to coming together to monitor and/or address attacks on Israel and support Jewish students in their defense of Israel. While the role and function of this group is still being firmed up, students, faculty and Hillel hold great promise that this will serve as an additional resource for advocating for Israel and helping Hillel connect more expansively to different departments and identify additional champions for Israel. Promising Practices Integrating Israeli Scholars: Hillel, faculty and student representatives unanimously agree that having Israeli scholars on campus dramatically enhances Israel programming. Infusing events and courses with a native perspective on Israel excites students and provides additional insight and energy to faculty and Hillel staff working to support their students.


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Enhancing Intern and Hillel Staff Training: At the close of the 2008-‐2009 year, Hillel reexamined how their staff are trained and have planned to launch a more comprehensive training series that is modeled after some national programs geared toward recruiting more Jewish students for programs and events, equipping student leaders with guidance regarding planning and coordinating events, etc. Of particular note is that the intern will be included in this training, and efforts are underway to include the Initiative Israel educator as a presenter/trainer regarding Israel advocacy. Integrating its resources and programming, UIC Hillel may be in a position to serve as a model for training for other Hilllels on other campuses. Accessing the Emerging Faculty Group: Although still emerging, the faculty group that formed to support students, Hillel and defend Israel, may be well positioned to assist in recruiting and retaining additional students (Jewish and non) and faculty to Israel-‐focused events, courses, and experiences. As one Hillel representative stated, “These faculty can serve as role models to our students, [teaching them] how to do deal with [attacks on Israel], seeing that there is a larger community committed to dealing with these things.” Nurturing Strong Working Relationship with Jewish Studies: Hillel continues to maintain and nurture a strong relationship with Jewish Studies. Both structures see great mutual benefit in co-‐developing programs, co-‐advertising for one another, connecting Jewish students to campus resources, and educating non-‐Jews about Israel. In fact, the relationship with Jewish Studies may be the primary link to non-‐Jews.

As one Jewish Studies faculty member stated, “We educate more students who are not Jewish than are Jewish – and that’s a positive thing. So many non-Jews have so little info. We offer Jewish Studies and Israel Studies. I invite my students to Hillel activities during class. When I was teaching Esther at the time of Purim,

I invited non-Jews to a Purim Party, and they enjoyed it. They are not aware unless we talk about it in class.”

Campus Outcomes Sustained Positive Positioning of Israel: UIC has been particularly adept at balancing social and cultural programs with more political or advocacy-‐based programming. More specifically, the Initiative dollars and resources have led to strategic targeting of Hillel and intern responses to Israel attacks and supported the intern in developing events and creative programs that educate Jews and non-‐Jews about Israel. Increased Faculty Engagement in Support of Israel and Jewish Students: Faculty are becoming more engaged in Hillel and pro-‐Israel activities. With Gaza erupting this year, faculty recognize the importance of being available to Jewish students and advocating for Israel. Hillel and JCRC have an opportunity to capitalize on the faculty group formed in 2008-‐2009 – from using these faculty to further support Jewish students in their defense of Israel to using faculty as connectors to other departments, campus organizations and structures, etc. –using this group wisely will likely ensure greater, positive campus outcomes in the future. Increased Student Capacity to Advocate for Israel: With IsraLimmud and more direct attacks on Israel due to Gaza, the intern and other students have stepped up to defend Israel, in terms of participating in campus-‐wide dialogues and addressing inaccurate information through other positive events. Students report feeling better equipped to play this role.


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The intern shared, “IsraLimmud is like a committee, with people who are more reserved and others who are more passionate, and we discuss different perspectives. It’s a good resource,

and people become more interested and engaged and active through IsraLimmud.” Opportunities Create an Israel Chair or culture committee through Hillel board: Some students believe that having an Israel Chair and/or Israel culture committee as part of the Hillel board would further support the intern in his/her efforts and structurally integrate Israel into the board’s shared responsibilities. As one student shared, “A strong [bigger] Jewish community gives you more support, more people; there is lots of stress on the intern. More infrastructure is needed at bigger schools

where there is a small Jewish community.” Expand Outreach Efforts: All stakeholders agree that there is an opportunity to expand and improve outreach to Jewish students as well as non-‐Jews. UIC is a largely a commuter campus and engaging and retaining students in events, programs and various membership groups is thus a challenge. As such, Hillel must continue to be creative as well as targeted in its outreach, recruitment and program retention efforts. A number of students and faculty have been dismayed by the low turnout for IsraLimmud and the spotty attendance at more intimate events. In 2008-‐2009, an Engagement Associate was hired for a separate program not related to the Initiative. Even so, both the Israel intern and Engagement Associate recognized an opportunity in the coming academic year for improved partnering and collaboration to identify and recruit both Jews and non-‐Jews for pro-‐Israel programming. Provide opportunities for interns from other campuses to come together: Even though scheduling and logistics present some challenges when providing cross-‐campus events, the intern believes there is great value in sharing experiences, ideas and best practices with interns from other campuses. UIC students are particularly interested in learning from other interns about the challenges and benefits of offering events at different locations, both on campus and closer to students’ homes (e.g., suburban locations). Students are interested in participating in opportunities to share lessons learned both prior to the start of the academic year and throughout.


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About the Independent Evaluator Jennifer Elise Avers For eight years, Jennifer Avers worked as a consultant for a mid-sized management-consulting firm. During her tenure with this firm, she conducted a range of program evaluations for museums, educational systems, foundations, and management support organizations, and provided training and advice to corporate clients around grants management, as well as assisted in a range of strategic planning assignments. Jennifer is particularly versed in program development, evaluation (programmatic and systems), needs assessments, and policy decision-making. She has applied these skills to clients such as NPower, the Peggy Notebaert Nature Museum, Hostelling International, the Kansas Health Foundation, and the Shedd Aquarium. In 2006, she received a certificate in Capacity Builders with Nonprofits from Alliance's Cultural Competency Institute and led the firm’s organizational culture committee and co-led an ad-hoc cultural competency workgroup. In May 2009, Jennifer became an independent consultant and continues to provide these services to nonprofits. Prior to her work as a consultant, Jennifer served as a Program Manager at the Chaddick Institute for Urban Affairs and Metropolitan Development, where she implemented a multitude of urban planning activities and forums and helped connect students with various research opportunities. As the director's assistant, she worked with local governments and private foundations from across Northern Illinois to present pertinent planning workshops, with topics ranging from zoning ordinances to sustainable, economic development. At Lutheran Family Mission, formerly a human services agency on Chicago's Westside, she served as both a Program Coordinator and Communications Manager. Facilitating needs assessments, evaluation activities, and other research for the Development and Programs Departments, she vied for and managed numerous grants, while also designing literacy programs for after-school programs, overseeing fine arts programming, and developing advisory boards and community partnerships. In addition, Jennifer is very active in her community, working with grassroots organizations, community foundations, and partnering with government agencies. She has worked with local Aldermen, the United Way, neighborhood associations, and the YWCA to bring programs and resources to local communities. Education: DePaul University, Chicago, Illinois, M.S., Public Services Management, with distinction, June 2001 Augustana College, Rock Island, Illinois, B.A. Magna cum Laude, May 1998 (Major in English with writing emphasis and Minor in Music) Content Expertise: education, youth development, cultural competency Service Expertise: program development, evaluation, capacity building, strategic planning, and grants management Sample Speaking Engagements:

• Presenter, “Building a Community Learners,” Axelson Center Symposium • Panelist, "Measuring and Reporting Community Impact," Net Impact Conference, Northwestern

University • Co-led, "Evaluation Tools You can Use: Designing and Conducting Evaluation," Association of

Consultants to Nonprofits • "Using Market Research to Develop Strategies to Engage your Audiences and Communities,"

North Park University Axelson Center Symposium • "Measure Twice, Cut Once," Alliance Conference

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evaluationoftheinitiative forisraelonillinois campuses · this campus-centered programming is...