We teach students to care actively in order to build a more compassionate culture. 

A student-led movement is changing school and community cultures.  How? Students are learning how to be more prosocial, more aware and appreciative of culture, and influential to inspire others to lead.


Developing prosocial competence requires a shift from self-centric to other-centric thinking and acting


Developing cultural humility requires people to move from cultural awareness to advocacy of multi-cultural practice


Developing leadership competence requires people to move from destructive to constructive-prosocial leadership styles


Numerous out-of-the-box and one-size-fits-all programs aim to develop students at a particular developmental stage (e.g., childhood) within a specific school setting (e.g., elementary school).  We take a broader lens, focusing on student development across every educational experience from elementary school to college/university.  

       Elementary School

     Elementary School

          Middle School

        Middle School

          High School

        High School

      College/ University

    College/ University

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Intentionally developing prosocial, cultural and leadership competencies at every level of education prepares students with the skills to succeed in life -- at school, home and eventually, at work. We envision more opportunities for students to use their prosocial strengths at work in a career of service towards others. We call this the "Student-to-Public Good" Pipeline.

The deck is stacked toward certain career aspirations because of existing structures, resources, and pathways.  COR aims to open more opportunities for a career pathway of service.  Teach for America, Peace Corps, and military service are well-established pathways from college campuses, but more pathways are possible.

Imagine if we could help all U.S. students develop the life and career skills to flourish in the 21st century and possibly select a career of service to others.  Take Sarah -- she enters Kindergarten, her first elementary school classroom, and leaves the classroom for the last time as a college graduate after 16 years of schooling.  In that time, she amassed more than courses and degrees; she left with a value to serve others, the skills to help her friends and strangers, the experiences to interact well with all a diverse group of people. Imagine if these skills of caring were quantifiable to show measurable growth in social-emotional and leadership development.  What if there were more than skills and a value to serve but real pathways to begin a purpose-driven career as public servants or leaders of a civil society (e.g., nonprofit staff members or social entrepreneurs)? Careers of service exist and thus, our vision is to build a “School to Public Service” Pipeline. 


Cor Fellows Program

The top priority of the Cor Fellows Program is to:

  1. Select emerging student leaders (sophomores and juniors in college) as Cor Fellows

  2. Develop three primary competencies so Fellows can change the world

  3. Prepare Fellows to thrive as prosocial leaders in their social, educational, and eventually, work environment.

  4. Serve and benefit their college and surrounding community by providing school-based, kindness programs.  

The primary role of the Fellow will be to lead our programming (watch our videos) by training college students at your school as “character coaches” who will train middle or high school students in their local schools.  Cor staff is outreaching to schools in your area to build partnerships, but we need student leaders who want to teach students how to care for others. Fellows will develop an actively-caring mindset, which may shift their career aspirations toward the non-profit sector. Also, they will earn a stipend to support their educational journey.



Megan Arnold

Allegheny College

Watch and listen as shares her transformation and passion for serving others through the KRL Fellowship!

What is the role of the fellows?

The three primary roles of a Cor Fellow are outreach, project management, and training of students.



Fellows will outreach to current college students in order to recruit them to the AC club on campus and connect with faculty members who might advise the club on their college campus. They will also reach out to local middle/high schools in the community.  Outreach responsibilities include connecting with relevant school staff and students to start or implement Actively Caring programs. The Fellow will learn how to review school strategic plans, school climate data, school demographics, facilitate student/staff focus groups, and generate a needs assessment to guide the development of a customized approach for schools. Fellows will develop their active listening skills, learn and apply the platinum rule when communicating with potential and existing Cor partners.


project management

The Fellow will develop a student club on their college campus, provide assistance to support school programs and organize project details with Cor staff. In addition, the Fellow will coordinate project activities and delegate tasks to other college students in the student club. Cor will provide training to develop the skills/ styles of cultural flexibility, shared leadership, prosocial problem solving, recognizing self and others’ strengths, and management.



training of students

Fellows will train college students, local high school students, and community members on Actively Caring concepts and curriculum. Throughout the fellowship, they will attend curriculum trainings and team meetings to be equipped to facilitate workshops and implement programming. Fellows will prepare presentation materials, provide train-the-trainer sessions for other coaches, organize and maintain training data, and assist in improving curricula. Fellows will build empathy skills and practice patience as a trainer and facilitator.  In addition, they will be trained as facilitators, asking high-quality questions and analyzing student answers.

Deadlines to apply:

  • Applications will be reviewed on a rolling basis. There are a limited number of positions. Please apply now!

  • Applications will be reviewed by Cor staff within 7 days and applicants will be notified by email about an interview date. 


  • August - September: Fellow Training (online or on-site orientation)
  • Sept - April: Execute Action Plan by training/ coaching peer college students

How is the Fellowship Supported?

Thanks to the generous support of the family and friends of Kevin R. Lawall.  Fellowships are named in honor of people who will be remembered for their legacy of care and compassion toward others. In Spring 2017, three college Fellows were sponsored. During the 2017 - 2018 school year, 15 KRL Fellows were supported by donors.

In Fall 2018, we will offer Fellowships at:

  • Tulane University (New Orleans, LA)
  • Allegheny College (Meadville, PA)
  • Ohio State University (Columbus, OH)
  • Lakeland Community College (Kirkland, OH)
  • George Mason University (Fairfax, VA)
  • Ohio University Southern (Ironton, OH)
  • OSU Marion / Marion Tech (Marion, OH)


Email kyle@corfoundation.us

Student-Developed Solutions at Virginia Commonwealth University

Cor Advisor Somiah Lattimore co-led a human centered design course for VCU undergraduate students who are pursuing a certificate through the da Vinci Center. This IDEO-inspired course taught the process of Design Thinking, supported a non-profit client's aspirations (i.e., Cor Foundation!) and encouraged students to develop solutions to address the continued decline of empathy in schools.


How might we spread caring in schools?  


inSIGHT Virtual reality

Students wrote the script, role played, and filmed bullying scenarios using a 360 camera. Then, they tested their program by comparing in-person role plays of bullying, standard video, and virtual reality. Their solution: InSight, an upstander program to stop bullying. 


paired pieces

Students developed a cooperative activity for friends and strangers. Their research highlights the importance of attending to group composition (strangers vs. friends), which influences bonding and prosocial actions. Their puzzle piece intervention could improve club effectiveness in high schools and beyond.