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Contents
The role of Social Networks Impact of Poverty Purpose of building Network Map Network Growth Ideas Network Growth Process Using the Internet to network and learn Network Growth of T/MC Ning Site Review of T/MC Ning Site Network Future opportunities to help
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http://www.bobpearlman.org/Articles/Student_Success.htm
Along with fewer positive influences, there are far more negative influences in communities with high concentrations of people in poverty.
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http://tutormentor.blogspot.com/2011/10/economic-inequality-real-cause-of-urban.html
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Maps showing demographics, boundaries and services are needed in planning comprehensive strategies.
Using Geographic Information Systems (GIS) maps can be created showing where poverty is concentrated. Overlays showing poorly performing schools, health and violence patterns, crime, re-location of exoffenders, etc. can show how poverty neighborhoods have more of these indicators than do more affluent and more diverse neighborhoods. These are the places where mentor-rich tutor/mentor and a wide range of learning programs are most needed.
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Building networks of people who provide time, talent and dollars to help inner city kids through school and keeping them involved for decades is a huge task.
Organizations in the middle like the Tutor/Mentor Connection are community organizers and network builders. Finding new ways to demonstrate the impact of such groups can lead to more consistent financial support.
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A good idea is only valuable when more people learn about it and begin to apply the ideas in their own efforts.
Tutor/Mentor Connection has been operating informally since 1975 and formally since 1993. Its the vision of Daniel F. Bassill, who began leading a Chicago volunteer-based tutor/mentor program in 1975 while holding retail advertising jobs with the giant Montgomery Ward retail store company. Bassill shares his ideas with maps and visualizations published in on-line essays http://tinyurl.com/TMI-Network-growth
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Each year since 1995 the T/MC helps programs in the Chicago region recruit volunteers in Aug/Sept. and helps programs train those volunteers and convert them into leaders as each program moves through the School year. This strategy seeks to help each program ends the year with more people helping it build capacity and quality for the following year. By repeating this call to involvement each year for the past 18 years, T/MC has created greater public awareness of tutoring/mentoring in the Chicago region, and greater traffic to web sites of the Tutor/Mentor Learning Network. View video showing year-round strategy. http://www.tutormentorexchange.net/cabrinivideos/191-year This strategy could be duplicated in every urban area resulting in greater visibility and a greater flow of volunteers and dollars to poverty neighborhoods in each city.
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Using visualizations we can create better understanding and navigation of T/MCs social media net http://tinyurl.com/TMC-DanNetwork
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This image is created using Gephi.com social network analysis tool. It shows Daniel Bassill who is founder of T/MC, plus two others who joined in 2007. Bassill created http://tutormentorconnection.ning.com site in July 2007. The information shown in this analysis shows membership as of May 2012. Thus, other people may have joined in 2007 who are no longer in the group.
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D Bassill
While everyone in the Ning.com site is there because Daniel Bassill of the T/MC created the site, the Red dots are people connected as friends with Dan. The Yellow dots are people who are friends with people who are friends with Dan. Light Green dots are people who joined in 2008 and connected with each other. Light Blue dots are individual members.
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D Bassill
The Red dots are people connected as friends with Dan. The Yellow dots are people who are friends with people who are friends with Dan. Light Green dots are people who joined in 2009 and connected with each other. Light Blue dots are individual members.
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Names can be added making it easier to see who has larger networks within the community.
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A large number of members come from This map show three other members Africa and one of the sub-groups on the who have built connections with many Ning site seeks to help the Tutor/Mentor others. Connection process duplicate in Africa. By the end of 2009 more than a dozen members were interns from IIT, Loyola, Michigan and Northwestern who worked with T/MC for a week up to a full year.
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The Red dots are people connected as friends with Dan. The Yellow dots are people who are friends with people who are friends with Dan. Light Green dots are people who joined in 2010 and connected with each This map shows that several other members have multiple other. Light Blue dots are individual members. friends by the end of 2010.
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D Bassill
The Red dots are people connected as friends with Dan. The Yellow dots are people who are friends with people who are friends with Dan. Light Green dots are people who joined in 2011 and connected with each other. Light Blue dots are individual members.
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Abdule Kude
D Bassill
Deana Wilkerson
Within the larger network map we can create maps showing networks formed around individual people.
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Bradley Troast
Melenie
PSI Tutor
Abdule
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D Bassill
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Mapping OHATS More than 1500 actions have been documented in the Organizational History and Tracking System (OHATS) since 2000. A network analysis would provide a richer understanding of who T/MC connects with and why. http://www.tutormentorexchange.net/ ohats
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Thank you!
Become a volunteer, intern, researcher, partner and/or investor and help us build the capacity of mapping networks using GIS and SNA tools. Email tutormentor2@earthlink.net or join http://tutormentorconnection.ning.com Connect on Twitter @tutormentorteam and on Facebook at http://www.facebook.com/TutorMentorInstitute
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