Since I started leading a tutor/mentor program in 1975 I've searched for ideas that I could learn from to constantly improve my own efforts. I began to build a library of program reports, newsletters and research, that I shared with volunteers, to help them expand their own efforts. In 1993 when I formed the Tutor/Mentor Connection, I dramatically expanded this library, and in 1998 when I launched my first website, I expanded it even more. I still add new links every week.
I've learned that while our focus is on connecting kids and volunteers, there are a massive web of other issues that affect each student's future, and our own. Below are two graphics that illustrate this.
This shows that while a tutor/mentor program must overcome an on-going series of challenges to keep a student participating as they move from first grade through 12th grade (which could be in more than one program) the student, family and school face many more challenges caused by poverty and systemic racism in the United States. If you open the concept map and look at the far right, you'll see that one of these challenges is "poor elected leaders".
Below is a different graphic, created to show many of the challenges we face. I included it in this "Can't drain the swamp" article.
Note at the far left I've highlighted "Democracy under Attack". This was the third version of the climate change graphic created since 2019. It was created in 2021 following the January 6th attack on Congress.
Now that Trump and Project 2025 are now back in the White House, and many states are in the control of ultra conservative forces, the magnitude of this problem is much, much greater. Even our courts have been compromised.
Now that Trump and Project 2025 are now back in the White House, and many states are in the control of ultra conservative forces, the magnitude of this problem is much, much greater. Even our courts have been compromised.
I created the graphic below many years ago to visualize the need for daily, on-going outreach to attract visitors to my library, my list of tutor/mentor programs, and to the programs themselves.
I think a similar graphic could be created to show the on-going effort needed to draw attention and resources to each of the issues I show on the top two graphics.

My challenge now, in mid 2025, is how do I keep this attention focused, knowing that without continuous help kids fall behind in school, and in life, so that volunteer-based tutor, mentor and learning programs find the support they need to stay available to kids.
Yet, how do I also call attention to the terrible things being done to vulnerable people in this country. How do I help keep the United States from becoming a new Nazi Germany?
Yet, how do I also call attention to the terrible things being done to vulnerable people in this country. How do I help keep the United States from becoming a new Nazi Germany?
When I created the Tutor/Mentor Connection in 1993 the mission was to "gather and organize all that was known about successful non-school tutor/mentor programs and to apply that knowledge to expand the availability and effectiveness of these services to children throughout the Chicago region". Read it here.
I've often tried to explain the purpose of the information I collect, by using the analogy of a "hospital operating room" where the operation is performed in an amphitheater where hundreds of others are watching. I found this graphic in a Wall Street Journal ad, and it communicates the idea visually.
I hope you'll follow this progression of thinking, because it applies to helping cities like Chicago solve complex problems. It also may help solve the problems facing democracy and our planet, too.
1) At the start of the "operation" two people are bent over a patient (a problem like violence?). As long as the expertise they both have is enough to do the operation, they continue. (This photo is from an improvisation workshop in spring 1993, during the first year operations of the Cabrini Connections program I founded and led until 2011.)
2) However, as usually is the case, something occurs where the two doctors on the floor, don't know the answer. They say to the audience, "Do any of you know how to solve this problem?" Someone says "I do" and they join the two on the floor. As this continues to happen, new ideas are brought to the operation and the group on the floor grows.
3) At some point, no one in the amphitheater knows the answer. However, someone says, "I know someone who does know the answer. I'll find them and invite them to join the group." Once that happens, the operation continues.
4) Eventually, a problem will arise that no one knows the answer, or knows anyone else who has ever dealt with that particular problem. Someone high in the gallery says, "I'm starting a PhD course at the local university. I'll look into this and when I find an answer I'll bring it to the group." Several people, in universities, or in business, could be doing research on that problem.
I've been looking for people with experiences and information that could help people in Chicago build systems of support that help youth in high poverty areas move through school and into jobs since I launched the Tutor/Mentor Connection in 1993. I'd been doing this informally since I started leading a tutor/mentor program at the Montgomery Ward Headquarters in Chicago back in 1975.
My library and social media network now represents thousand of organizations and tens of thousands of people.
Those people, IF connected physically and virtually, represent the wide range of people who need to be in the "operating room" looking for solutions to the problems we face.
Those people, IF connected physically and virtually, represent the wide range of people who need to be in the "operating room" looking for solutions to the problems we face.
Below is a map of the information in my "knowledge" library.
This information has been growing for 30 years. It's been available to leaders in Chicago and other cities for that long. It went on the Internet in 1998. Yet, too few seem to value the role information has to support innovation and problem solving. That means when I go to events where people are gathering to "solve the problem" of education, violence, workforce development, health disparities, etc, few are even aware that my library exists.
The process does not effectively capture the knowledge of everyone in the room, or of others who may be in other cities and countries. Yet anyone could be building a web library, with links to ideas and resources they find valuable, and with links to other web libraries. This concept is outlined in the PDF showing the goal of a "Tutor/Mentor Learning Network" which I've been trying to build since 1993.
The critical idea in this PDF is that since few of us have advertising dollars, we need to take daily actions that draw attention to everyone in the network of information and ideas, not just to our own organization, no matter how powerful we are. As speakers have emphasized over, and over, "No one can solve this problem by themselves."
I've devoted one entire section of the library to collaboration, knowledge management, visualization, innovation, etc. You can enter it via this map. This section could be curriculum for school, or non-school, youth programs, where volunteers from business and universities help youth learn these skills, and learn to apply them in their own efforts. It can also be a training resource for organizers working on other issues.
This information has been growing for 30 years. It's been available to leaders in Chicago and other cities for that long. It went on the Internet in 1998. Yet, too few seem to value the role information has to support innovation and problem solving. That means when I go to events where people are gathering to "solve the problem" of education, violence, workforce development, health disparities, etc, few are even aware that my library exists.
The process does not effectively capture the knowledge of everyone in the room, or of others who may be in other cities and countries. Yet anyone could be building a web library, with links to ideas and resources they find valuable, and with links to other web libraries. This concept is outlined in the PDF showing the goal of a "Tutor/Mentor Learning Network" which I've been trying to build since 1993.
The critical idea in this PDF is that since few of us have advertising dollars, we need to take daily actions that draw attention to everyone in the network of information and ideas, not just to our own organization, no matter how powerful we are. As speakers have emphasized over, and over, "No one can solve this problem by themselves."
I've devoted one entire section of the library to collaboration, knowledge management, visualization, innovation, etc. You can enter it via this map. This section could be curriculum for school, or non-school, youth programs, where volunteers from business and universities help youth learn these skills, and learn to apply them in their own efforts. It can also be a training resource for organizers working on other issues.
I've devoted another concept map to social justice, race, poverty and inequality issues.
That concept map points to maps like this, and, another section that focuses on political issues, and reforms, asking what is causing people to accept what Trump and Project 2025 are doing?, and what strategies might reverse this?
One set of blog articles that I point to focuses on "online learning, cMOOCs, etc." The ideas in these sections can help enhance the information-sharing process any group is using to solve local-global problems, regardless of if they connect with me or not.
Below is another visualization that I've created to illustrate the role knowledge, or work done by others, can take in supporting the constant improvement of work everyone is doing to help youth born in poverty move through school and into jobs and careers.
One set of blog articles that I point to focuses on "online learning, cMOOCs, etc." The ideas in these sections can help enhance the information-sharing process any group is using to solve local-global problems, regardless of if they connect with me or not.
Below is another visualization that I've created to illustrate the role knowledge, or work done by others, can take in supporting the constant improvement of work everyone is doing to help youth born in poverty move through school and into jobs and careers.
Using Ideas to Stimulate Competition and Process Improvement - Concept Paper by Daniel F. Bassill
I think my role is to aggregate information that others can learn from, and to use my social media and email newsletter to draw attention to the library while trying to motivate others to share it.
And to motivate volunteers and donors to visit program websites and be proactive in offering support, without waiting for an "ask" or a "grant proposal".
In some posts I'll be calling attention to Chicago tutor/mentor programs and in others I'll be boosting posts by others who focus on broader issues, including stopping the movement toward fascism, and, not just rebuilding democratic structures, but making them do more to improve the quality of life for every person in the USA and the world.
I'll do this every day.
You can help. And, I hope I'm helping you.
Connect with me on social media (find links on this page) and share my posts with your own network.
Find time to browse my library and get familiar with what it includes. Use the ideas to expand your own efforts, to help kids and tutor/mentor programs, and to help fix our broken government.
I'll do this every day.
Connect with me on social media (find links on this page) and share my posts with your own network.
Find time to browse my library and get familiar with what it includes. Use the ideas to expand your own efforts, to help kids and tutor/mentor programs, and to help fix our broken government.
Thanks for reading. If you're able, visit this page and make a contribution to help me pay the bills.
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