From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

In Colorado, the Community College of Denver has responded to this reality by offering programs specially designed to meet the needs of community members who are on welfare. Through some modifications of the educational programming that it already offers, the college is able to provide the access, support, and individual attention that help meet the needs of this population.

The programs are offered at three of the college s technical education centers, each of which is located in a neighborhood with a high concentration of welfare recipients. Each year, the centers serve 2,000 welfare clients. The particular needs of the centers students demand a nontraditional method of instruction. Each center has been designed as a learning laboratory, a place where students work at their own pace according to their own schedule. Since participants often need to take breaks from their education in order to accept offers of immediate temporary employment, the program has been designed to allow them to leave and re-enter without disrupting the certification process.

Empowerment often requires more than just education. Basic job training is augmented with individual support and attention. Each student s program is designed to meet individual needs, and each student is assigned a case manager, who works with that student throughout the program.

After students complete the program, the college maintains a supportive role. If students choose to seek employment, they are offered assistance through the technical education centers. In some cases, the technical education center has identified local employers who have agreed to hire a certain number of graduates from the program. Job coaching is also available for students as they begin their new jobs. Students who wish to continue their education are given the option of enrolling at the college to pursue an associate s degree.

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

Fitchburg, Massachusetts, like many small cities around the United States, has a downtown that looks more like a ghost town; the growth of the suburbs has come at the expense of the inner city. Two years ago, the Fitchburg Safe and Healthy Neighborhood Coalition came to Fitchburg State University, asking for their assistance to build and revitalize the community of Fitchburg. The two organizations joined together to apply for funding from the U.S. Department of Housing and Urban Development s Office of University Partnerships an office developed to recognize the potential of such partnerships to address urban problems.

With this funding, the Fitchburg partners have embarked on a series of initiatives that highlight the variety of ways in which campuses across the country have engaged in community development. These include: initiating neighborhood planning; improving public health; supporting economic development; and changes within the structure of the university as a result.

The first and foremost role of the university in community development is as a support system for neighborhood residents to discuss how they want to change their community. Community development simply cannot occur if the community itself is not the central figure in all planning. Faculty and staff at Fitchburg State participate in meetings with neighborhood associations and community residents to discuss the residents plans and vision for the community. Through these meetings, ideas are shared and planning for specific projects begins. The university also helps leaders of community organizations to build their skills through the Citizens Leadership Institute, which provides training for leaders of community organizations.

A number of community development efforts focus on the health of the community. In Fitchburg, the neighborhood coalition had already conducted a health needs assessment before the university began working with them. When the university joined the partnership, the neighborhood association found that they were able to re-assess what they could accomplish. Working together, the university and community agencies developed an information referral system for community residents to more easily access health services. Plans now call for the development of a community health clinic over the next year. Economic development is key to bringing back the jobs and commercial life that enhance community development. Fitchburg State and the local community development corporation are attacking this issue on two fronts. First, they have developed an entrepreneurial training program for small business owners and residents with entrepreneurial aspirations to learn effective business practices. Second, they have developed the Main Street Business Support Center, a building which houses the training program and also serves as a place for community members and associations to meet downtown.

These efforts have led to introspection and change at Fitchburg State, as various departments re-envision how they can support the community. The university has provided release time for the chairs of the nursing and business departments to support efforts in the community. The nursing department is revising its curriculum to integrate service-learning and community engagement. Various other faculty members, students, and staff have begun to commit their time and university resources to community activities that support the community development effort.

Through community development, Fitchburg State has begun to redefine its role in the community, and the community s role in higher education.

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

For more information: http://www.fsc.edu/community/aboutus/partnership/

From

Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

Contact: Matthew J. Pantera, chairperson of the Recreation and Tourism Department, at (413) 748-3693 or the Admissions Office at (800) 343-1257.

1) strengthen the capacity of residents to build and maintain a strong urban environment;

2) provide community based learning opportunities for students;

3) develop the capacity of the university to serve as an institutional resource in partnership with the community.

Created an extensive partnership with Dayton s Bluff Elementary School that combines services-learning and curriculum enrichment programs (e.g. the America Reads program, Family Literacy, Peer Mediation, Philosophy for Children, Environmental Education, and College for Kids an on-campus college awareness program) with social service, parent education, and affordable housing initiates focused on involving low income parents in addressing issues of concern to themselves and their families.

Co-organized a comprehensive planning process to identify priority development projects for the community with an emphasis on creating more affordable housing and neighborhood businesses, and enhancing the physical and natural environment of the neighborhood.

Conducted ongoing community based research projects, both individually and in cooperation with other area colleges and universities, including a major study of the neighborhood economy; a community capacity inventory featuring interviews with over 100 community residents on contributions they have or could make to the neighborhood; an inventory of “”problem properties”" and a “”tool box”" of strategies residents can use to convert these properties into neighborhood assets; and a multi-year study on issues and opportunities for members of newly emerging Asian-American, Latino, America Indian, and African American communities in Dayton s Bluff and St. Paul s East Side more generally.

Established a campus based community health clinic operated by the university s school of nursing to provide both on site and outreach health services and practicum placement opportunities for nursing students.

Created both practicums and community service field placements in the Dayton s Bluff community for students in the social work, community violence prevention, law enforcement and criminal justice, teacher preparation and accounting programs.

Adopted an institutional “”shared use”" approach that includes the creation of a joint community-university library, and the establishment of a community job resource center on university property. Having received approval (and initial funding) from the state legislature, the library will be one of the country s first joint university-community libraries. The job resource center is operated by a community non-profit, with support from the university s career placement director and student interns. It focuses on supporting public assistance recipients in the transition from welfare to work.

Contact person: Susan Giguere, Director, Center for Community-Based Learning (CCBL)

CCBL web site: http://www.metrostate.edu/ccbl/CCBLindex.htm

The growth of our Service Learning Program has created stronger collaborative efforts between the College and numerous community organizations as well as K through 12 schools. Prior to service learning, there had been a fair amount of community collaboration and problem-solving in both counties served by the College. However, the recent expansion of our Service Learning Program has fostered greater reciprocity that has altered this relationship profoundly.

The interchange between College and community has resulted in many positive outcomes. The partnerships developed have made the College a stronger voice in problem-solving and richer resource for the community, than ever before. As a consequence, many agency directors as well as educational and community leaders look to the College for assistance in meeting their goals. At a time when many social service agencies and schools are facing funding cuts, our program is an active and reliable partner assisting with their staffing needs. This has resulted in notable contributions to these organizations and provided our students with a vast array of opportunities. Each semester, a significant number of students report being offered employment because of their service learning experience. Moreover, many of the students say they have developed skills to help them with their academic and career goals and also will continue to volunteer at these same organizations after fulfilling required course hours.

Our Service Learning Program has engaged the enthusiasm and support of many students, faculty, administrators, and community leaders. It has provided community organizations and K through 12 schools with needed support and assistance. It has strengthened the role of our institution in addressing issues of civic education. Most importantly, it has offered our students a vital laboratory for the development of a life-long commitment to learning and good citizenship. As College President, I remain committed to the development of civic education and incorporating community service into the academic curriculum for colleges and K through12 schools, both locally and nationally.

Contact person: Lori Moog (Lmoog {at} raritanval(.)edu), Coordinator of Academic Outreach Programs
Service Learning Program web site: http://www.raritanval.edu/servicelearning/

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

From Service Matters 1998: Engaging Higher Education In the Renewal of America s Communities and American Democracy

Web site: http://www.hocking.edu/natural_resources/environmental_restoration.htm