The Brown University News Bureau
38 Brown Street / Box R
Providence, RI 02912
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Fax: 401 / 863-9595
Distributed November 29, 1995
Contact: Tracie Sweeney
Six-university Venture Consortium names Peggy Chang its new director
- Peggy Chang, who has worked with Venture Consortium programs as
coordinator of Brown's Resource Center, will become the Consortium's director
Dec. 15. The Venture Consortium, based at Brown University, offers leave-taking
students the opportunity to engage in work that can enhance their future
education and career directions.
PROVIDENCE, R.I. -- The Board of Directors of the Venture Consortium has
named Peggy Chang as the Consortium's new director effective Dec. 15. Chang has
been the coordinator of Brown University's Resource Center since 1994.
The six-university Venture Consortium, based at Brown University, develops and
operates programs that offer students a variety of opportunities away from
college to engage in both work and study that can enhance their future
education and career directions. The member schools are Bates College, Brown
University, College of the Holy Cross, Swarthmore College, Vassar College and
Chang, a 1993 graduate of Brown, previously worked for the New York Theatre
Workshop and Doubleday Book Shops before coming to Brown as coordinator of the
Resource Center. The Resource Center, used by nearly 1,000 Brown students a
year, promotes student-initiated and community-based learning, including
Venture Consortium programs.
The Venture Consortium
For many students, the college experience means following a traditional
path: four years of lectures, labs, libraries and campus-based events before
heading into the "real world."
But an increasing number of students opt for alternative routes to a college
degree and may seek to incorporate applied experience or take time off to test
career options or clarify personal priorities before completing their
education. What the Venture Consortium has tried to do since its inception in
1973 "is remind students that there are ways to explore and be creative with
their education," Chang says.
Schools that are members of the Venture Consortium understand the value of
learning that takes place outside the classroom and recognize that by helping
students from Consortium schools construct meaningful leaves of absence, 95
percent of the students will return to campus reenergized and with clear goals
Programs of the Venture Consortium include:
- The College Venture Program, which for more than two decades has
placed thousands of college leave-takers in short-term, full-time work. Jobs
and internships, the majority of which are paid positions, are listed at each
Consortium-member campus. The positions range from working in an orphanage in
Guatemala or coordinating a community health program in rural North Carolina to
video production interning in Los Angeles or serving as a case assistant with a
public legal service in Washington, D.C.
- Venture II, which began in 1987 to help graduating seniors find
entry-level paid work at nonprofit organizations. The program encourages
students to enter public service and was developed in part because few
nonprofit organizations have the resources to support extensive recruiting
efforts. Positions listed in the Venture II job bank include homeless shelter
staffperson, immunology researcher, farmland caretaker and mental health
- The Urban Education Semester, an academic program for students with even
the slightest interest in teaching. Participants get credit for the
semester-long program, which combines supervised fieldwork with a mentor
teacher in public-school classrooms in New York City with courses and
advisement at the Bank Street College of Education, one of the nation's leading
graduate schools of education.
- Teachers for Tomorrow, a one-year postgraduate fellowship that helps
outstanding graduates from the Venture colleges enter the urban teaching
profession. This project is conducted in partnership with the Center for
Collaborative Education, a network of innovative New York City public schools.
Fellows work as full-time teaching apprentices with mentor teachers in these
alternative public schools.