This seminar will be the final of three annual fall courses addressing the revitalization of Syracuse’s Near Eastside Neighborhood. Students and faculty will work hand-in-hand with Eastside Neighbors in Partnership (ENIP), a community development organization that works with a severely challenged neighborhood on the city’s east side.

The seminar is a component of the US/Brazil Design Research Consortia, which includes ESF, two Brazilian universities (the University of Brazil and Universidade Federal do Rio Grande do SuI) and Perul State. These four programs have been working together for the past three years to explore the multi-faceted topic of “Sustainable Urban Design and Community-Based Resource Management in communities of poverty” through student exchange and faculty collaboration. This semester five ESF students are studying in Brazil and six Brazilian students will participate in this seminar. As in previous years, community residents and ENIP staff will also participate as active members of the seminar.

The FLA has been working with the Near Eastside Neighborhood on a periodic basis since 1999, partnering the skills and knowledge of ESF faculty and students with the experience and hands on expertise of community residents and advocates. The Faculty of Landscape Architecture (FLA) and ENIP have developed a collaborative relationship that recognizes the necessity of community based design and planning in the revitalization and rebirth of urban neighborhoods. Recognizing that community revitalization requires a long term commitment, the FLA has pledged the resources of the CCDR and the US/Brazil Design Consortia to work for three consecutive years on developing action strategies that will help solidify the neighborhood\’s future through participatory planning, action projects and sustainable development and planning activities.

Neighborhood Context

The Near Eastside Neighborhood is located at the base of University Hill and along East Genesee Street, a major traffic corridor that connects it to downtown Syracuse. The neighborhood is bounded by Almond Street and Interstate 81 on the west, Erie Boulevard on the north, Croly Street on the east, and East Genesee Street on the south. The neighborhood has two distinct character areas. The eastern portion is composed primarily single and multi-family residences while the western portion changes fairly abruptly to commercial and parking lots where the neighborhood intersects with university-associated medical and research land uses. The neighborhood also includes four subsidized housing projects that have been cited repeatedly over the past four years by community residents as the greatest challenge to neighborhood security, stabilization and revitalization.

The Near Eastside faces the challenges associated with urban neighborhoods in many northeastern US cities. It is a remnant neighborhood, formerly populated by a multi-ethnic middle class that, in the decades after World War II, left the city to settle the expanding suburban communities that ring the city. Parts of the neighborhood have been razed for the construction of medical and office buildings and parking lots while other lots have cleared during the selective demolition of abandoned houses. The current population of the Near Eastside is primarily African American and is relatively young, with many families and individuals living below the poverty line. Home ownership rates in the neighborhood are low and residential vacancy rates are high. Drug and gang-related crimes have been on the rise over the past 15 years.

Seminar Focus

In fall 2003 the first US/Brazil Consortia participants focused on components of an urban neighborhood open space system, including front yard improvement strategies, reclamation of vacant land, creation of a community market and community garden facility, and re-creation of public housing projects. Working closely with community members and staff of ENIP, the students developed outreach strategies, workshop activities, and methods to engage neighborhood residents, in addition to developing specific design approaches to identified action project areas.

In the fall of 2004 faculty, students, and ENIP staff worked on the refinement of landscape and architectural designs for a property owned by ENIP, at Eastside Commons — with an emphasis on design that leads to construction by citizens in the community. They prepared a refined conceptual and design development plans for Lexington Park and initiated “the Healing Project” in response to local resident’s desire to address the violence and community wide loss experienced in the neighborhood.

This semester the seminar will review the experience of the past two years, consider the lessons learned, and continue to explore the social, cultural political and physical aspects of sustainable neighborhoods. During the first third of the semester the class will explore urban processes through literature and conversations with individuals and groups working in the neighborhood.

These readings and conversations will address — health, safety and welfare, housing, environmental degradation and social capacity. In week seven, students and faculty will join research and/or design teams to work with community members to implement critical programs and projects developed over the past two years. These projects will be presented in the first two weeks of the semester and together (students, faculty, and community members) we will define the scope of work and consider which of the projects are priorities at this time.

Students will have the opportunity to work at multiple levels and scales, including the design and construction of actual physical interventions with community residents, as well as the longer term planning framework to guide future decisions that promote appropriate economic development, environmental health, and improved quality of life.

Process

Initial seminar orientation will enable students to become acquainted with the neighborhood, understand the sequence of planning activities that have occurred and review the findings and recommendations of that work. Our work this semester will build on earlier planning studies, reconfirm community concerns and opportunities, build the existing community data base, further design recommendations through refined studies that will enable community implementation and interventions

The faculty will act as advisors and facilitators; however, it will be up to the class participants to develop a meaningful dialogue with the community and to consider the design strategies that you feel will best address their needs and resolve their concerns. Each of you brings unique experience, interests and motivations to the class and we see this as a real strength of this class. Immersion, inclusion and openness will be essential to the success of this seminar. We expect that each student will be an equal contributor. Remember you are accountable to your fellow class members and to our community partners.

General Course Organization

The class will meet twice a week. For the first seven weeks we will meet in 327 Marshall for presentations, and seminar discussions. In week seven faculty, students and community members will form design and research teams to take on specific studies and projects. Teams will continue to meet regularly on Tuesday and Thursday to conduct research and participate in project work. These meetings will take place in 408 Marshall to assure adequate workspace. Following week 7, the full class will come together very third class period for continued seminar discussion related to assigned readings and project activities. Since this is the one time during the week that we can all meet and work together, participation in the seminar and research teams is critical and expected. Students should notify seminar faculty of anticipated absences prior to class. Evening and weekend sessions to attend public meetings and workshops will be required and information gathering at local libraries and public agencies will be expected.

In October, the class will travel to Philadelphia to meet with community groups and nonprofit organizations working on neighborhood revitalizations projects. We will have an opportunity to visit community project sites and speak with individuals involved in the projects. We will depart late afternoon on Wednesday, October 26th and will return in the evening on Saturday, October 29th

A full schedule of class activities will be distributed separately.

Course Work and Grading

Course work will be based upon understanding real community problems and developing applied research investigations and design strategies that can lead to meaningful community outcomes. Each student is expected to contribute to the group’s ability to conduct research, design and facilitate community participation and develop research and design proposals. Students will also be required to contribute to the documentation of consortia activities and complete assigned reflective writings.
Grades for the course will be based on both individual and group efforts and will be determined using the following breakdown:

• Seminar participation 20%
• Community research and design projects 40%
• Community engagement and participation 15%
• Regular reflective writings 15%
• Contribution to consortia documentation 10%

Because of the collaborative nature of this class, we anticipate grading to result in large part from the sincerity, and commitment each student exhibits through their participation and the care that they bring to their work. Students who work diligently and earnestly, who participate and interact effectively with the group, who experiment and take risks in generating ideas, and who take both direction and initiative in developing project work, will be very successful.

Texts

There are no required texts for the seminar; faculty will provide readings as appropriate. The following selected bibliography lists books that have direct relevance to the seminar. These books will be placed on reserve at Moon Library and some will also be available from the CCDR.

• Forester, Tom, 1999. The Deliberative Practitioner: Encouraging Participatory Planning Processes. Cambridge Massachusetts: MIT Press.
• Hester, Randolph T, Jr. 1990. Community Design Primer. Mendocino, California: The Ridge Times Press.
• Kemmis, Daniel, 1990. Community and the Politics of Place. Norman Oklahoma: University of Oklahoma Press.
• Kretzmann, John P. and John L. McKnight. 1993. Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community’s Assets. Chicago Illinois: ACT A Publications.
• Mendoff, Peter and Holly Sklar. 1994. Streets of Hope: The Fall and Rise of an Urban Neighborhood. Boston Massachusetts: South End Press.
• Morrish, William and Catherine Brown. 1994. Planning to Stay: Learning to See the Physical Features of Your Neighborhood. Minneapolis, Minnesota: Milkweed Editions.
• Sanoff, Henry. 1999. Public Participation Methods in Design and Planning. New York: John Wiley and Sons, Inc.
• Schneekloth, Lynda and Robert Shilbey. 1995. Place Making: The art and Practice of Building Communities. New York: John Wiley & Sons, Inc.

OVERVIEW: How is history represented or effaced in the built and natural environment? What role do historical narrative and historical awareness play in public culture, so that stories about the past become expressions of present-day values and conflicts? How does social memory inform processes of city-building, and how might it inform landscape design? This seminar explores the links among place-making, historical consciousness, and public culture. It will explore such topics as cultural landscape studies, the relation of place to community identity, the role of historical narrative in public discourse, aesthetic practices of commemoration, and the ideology of historic preservation.

Equally important, the seminar will work collectively on a public cultural project involving the historical investigation and conceptual redesign of Broadway Park, a neglected riverside park in central Ann Arbor. This site-specific project is part of a longer-term effort by the University of Michigan's Arts of Citizenship Program to revivify the park and its environs in collaboration with the City of Ann Arbor's Parks and Recreation Department. There will be field trips to Broadway Park and the Bentley Historical Library, as well as presentations by faculty and community experts on various aspects of the history and potentiality of the site. Professor Caroline Constant's "gateway studio" for first-year M. Arch students will also be working on Broadway Park, and the two courses will cooperate loosely throughout the term. In sum, our seminar will ask you to pursue doctoral-level reading and discussion, locally-based archival research, and the development of conceptual proposals for the renewal of a historically-rich, neglected public landscape.

READINGS: The seminar readings explore the interrelationships between landscape, history, and public culture; they are quite voluminous but also, I think, quite interesting. All readings are required, and the success of the seminar depends on your coming to class prepared to talk, listen, and think about them. Nine books are available for purchase at Shaman Drum:

Arnold Alanen and Robert Melnick, Preserving Cultural Landscapes in America
M. Christine Boyer, City of Collective Memory
Hasia Diner, Jeffrey Shandler, and Beth S. Wenger, Remembering the Lower East Side
Kristin Hass, Carried To the Wall
Dolores Hayden, The Power of Place
Michael Kammen, Mystic Chords of Memory
James Kunstler, Geography of Nowhere
Simon Schama, Landscape and Me
Nadia Wheatley and Donna Rawlins, My Place

Other readings, marked (X) in the syllabus, will be available in a master photocopy packet in the Doctoral Program in Architecture; still others (marked W) are on the World Wide Web.

WRITING AND PROJECT ASSIGNMENTS: You will have three work assignments. The first is a brief (5-page) interpretive paper on one of the required readings. The second, due after the February break, asks you to research and assemble an annotated documentary archive on a particular aspect of the history of the project site; collectively your research projects will create a research base about the history and topography of Broadway Park that will inform your own and future design proposals. Finally you will complete a term project using the research materials to produce either scholarly analysis, a proposal for a new program, or a conceptual design for Broadway Park and its environs. Your project may be produced individually or in a team; it may be "scholarly" or "design"; but all the term projects must participate in and contribute to the Broadway Park community project.

WEEKLY SYLLABUS

Readings marked (SD) available at Shaman Drum Bookstore
Readings marked (W) available on the World Wide Web
Readings marked (X) available in master photocopy packet in Doctoral Program mailbox

Jan 8: Introduction

1. Posing the Problem

Jan 15: Theme: Place, Maps, and Stories
Nadia Wheatley and Donna Rawlins, My Place (SD)
Simon Schama, Landscape and Me, 3-36, 245-578 (SD)

Jan 22: Site: Broadway Park and the History of Ann Arbor
"The Making of Ann Arbor" Website (www.aadl.org/moaa) (W)
Jonathan Marwil, A History of Ann Arbor, chapters 1-3 (X)
Grace Shackman, "The Broadway Bridge Parks," Ann Arbor Observer
(August, 1996), and other materials about Broadway Park area (X)
David Scobey, "Putting the Academy In Its Place" (X)
There will be a field trip to Broadway Park during this week.

II. Landscape and History: An Overview of Themes and Methods

Jan 29: Urban Landscapes and the Production of Knowledge
M. Christine Boyer, City of Collective Memory (SD)
Wayne Booth, Gregory Colomb, and Joseph Williams, The Craft of Research, 1-84 (X)
There will be a trip to the Bentley Historical Library this week.

Feb 5: National Landscapes and the Production of Memory
Michael Kammen, Mystic Chords of Memory (SD)
D.W. Meinig, The Shaping of America, Vol. 2. 170-218 (X)
"Students On Site" Website, www.artsofcitizenship.umich.edu/sos, topics
and archives concerning transportation and the Great Depression (X)
The first essay is due by the end of this week.

Feb 12: The Social History of Place-Making
Hasia Diner, Jeffrey Shandler, and Beth Wenger (eds.), Remembering the Lower East Side, 1-175 (SD)
Dolores Hayden, The Power of Place, Preface and chapters 1-3 (SD)
"Students On Site" Website, www.artsofcitizenship.umich.edu/sos, topics
and archives concerning early settlement, German-Americans, and African-Americans (W)

Feb 19: The Ecology of Place-Making
Richard White, The Organic Machine: The Remaking of the Columbia River (SD)
Anne Whiston Spirn, "Constructing Nature: The Legacy of Frederick Law Olmsted," in William Cronon (ed.), Uncommon Ground, 91-113 (X)
"Students On Site" Website, www.artsofcitizenship.umich.edu/sos, topics and archives concerning the Huron River, transportation, and parks (W)

Feb 26: Midterm break – no class

Mar 5: Creating an Archive (I)
Student research presentations.
Documentary packets on research projects are due by Monday evening before class.

Mar 12: Creating an Archive (II)
Student research presentations: documents packets provided by Monday evening
Documentary packets on research projects are due by Monday evening before class.

Mar 19: Interventions: Land Development
James Kunstler, The Geography of Nowhere (SD)
Lowertown redevelopment proposals (X)

Mar 26: Interventions: Historic Preservation
Arnold Alanen and Robert Melnick, Preserving Cultural Landscapes In America (SD)
David Scobey, "Beyond Heritage" (X)

Apr 2: Interventions: Commemoration
Kristin Hass, Carried To the Wall: American Memory and the Vietnam Veterans Memorial (SD)

Apr 9: Interventions: Exhibits, Performances, and Public Cultural Work
Diner et al., Remembering the Lower East Side, 179-280 (SD)
Hayden, The Power of Place, 138-287 (SD)

Apr 16 or another time TBA: What To Do With Broadway Park?
Presentation of design and research projects

Final projects due April 24

Number of credits is most likely 3, but will be determined depending on the number in theclass and the work plan.Urban planning students must take 6 credits for this course by the end of the school year.Other students may take the course for 3 credits for one semester with an appropriate workplan and permission of the instructor.Classroom to be arranged, Art and Architecture Bldg.

This class will work as a community planning team on a variety of projects with community partners in Detroit during the year. We will begin with three projects:

1) Completing four parts of a plan for strengthening housing in the Gratiot Woods neighborhood. Our partner is the Detroit Catholic Pastoral Alliance.

2) Analyzing information collected from businesses in the West Vernor area of Southwest Detroit and laying out alternative ways for community-based organizations to strengthen the commercial district. Our partner is the Southwest Detroit Business Association.

3) Analyzing and presenting information and laying out ideas for directions for action to help with the planning for an in-place industrial park in the Grinnell/City Airport area of the Eastside of Detroit. Our partner is the Eastside Industrial Council and the steering committee for the industrial park.

Students working on different teams will meet for class at different times, to be scheduled as much as possible within the block of time reserved for this course in the class schedule.The scope-of-services statements detail the work our community partners and I expect that the projects will entail. You will revise these statements with me in the first weeks of class so that the work is consistent with our partners' needs and the background and interests that students bring to each team.

Goals and approach:
This course aims:

1. To allow you to use the range of skills gained during graduate study in helping to resolve urban problems;
2. To produce work that helps our community partners in their work to strengthen their neighborhoods;
3. To give you experience in working with clients/partners on issues that are at the heart of much urban redevelopment: finding ways to provide and reinforce affordable housing; planning ways to strengthen neighborhood-oriented retail and services in lower income areas; strengthening existing, often declining, industrial areas that can be an important source of jobs for residents of the city.
4. To help you gain experience in organizing and working in teams;
5. To give you experience in using written graphic, and oral communication to convey information effectively.

This course differs from most other courses you have taken because of the work on a project with a community partner:

–Faculty, students, and community partners will work together in a style that enables everyone to bring his or her different skills and talents to the projects. None of us has single "right" answers, but we will collaborate to discover ways to do excellent work. Our community partners will teach us a great deal in this process.

–The course will be complete when you deliver a very good final product to the community partner. Unlike the writing of a term paper dashed off the night before, completing a high quality product will involve numerous drafts and revisions. Planning the work so that you are finished with that excellent final version at the end of the semester or the school year is one of the challenges of the course.

–We will often be working with people with quite different life experiences than some of us, and, therefore, addressing issues of multicultural communication will be a theme throughout the course.

–To the greatest extent we can, we will be doing "community-based" planning. This means that the agenda and the definition of need comes from our community partners. The scope of services statements are a result of my work to define needs with the community partners. Throughout the year, we will decide choices among alternative directions through consultation with our partners. We work with our partners as colleagues with complementary skills and resources rather than as technical experts who have the final answers.

–We will expect and adapt to considerable change in the scope and definition of our work through the semester. Our community partners' situations will change for numerous reasons–for instance, their funding will fluctuate, city policies and regulations will change, the membership of their community-based boards will turn over, staff will resign and new staff will join the organization. As a result, what they need from us will also change, and we will respond to this need as much as we can.

Initial schedule:

Student teams will meet with our community partners during the next week:
September 13: Gratiot Woods group will meet with Cleophilus Bradley of Detroit Catholic Pastoral Alliance for a tour and background information on the neighborhood. We will leave at 1:30 p.m. from the southeast corner of the building and will return by 5:00.
(The Gratiot Woods group needs to make sure that someone in the group attends the Housing Committee meeting on the fourth Monday of each month at 7 p.m.)

September 15: Vemor group will meet with Kathy Wendler of Southwest Detroit Business Association for an overview and background and discussion of the needs. We will leave at 1:30 p.m. from the southeast comer of the building, and we expect to be back by 5:00.

September 17: Grinnell/City Airport group will meet with Linda Stingl at the Eastside Industrial Council for a discussion of the in-place industrial park and the group's needs. We'll leave at 1:30, from southeast comer of the building, and return by 5 o'clock.

September 20: Chris Bray, director of housing for DCPA, will meet with the Gratiot Woods group in Ann Arbor to discuss the needed work and to offer more background.

After the orientation meetings, the first task will be to develop a work plan for the fall semester based on the scope of services, additional input from the client/partner, and the skills and interests of the students. This plan will be as detailed as we can make it, with the dates products are due and with steps in completing products.

October 1 (optional): Urban planning students are organizing a tour of Detroit, which you can join for a more general view of the city. In addition, we can organize a broader tour for the class for a Saturday, if that context would be helpful.

Beginning about a month into the project, you will have meetings and presentations with the clients/community partners. We will plan the meetings in detail and do "dry runs" or "rehearsals." We will give each other extensive feedback on the dry runs. After the presentation/working session, we will have a "debrief" session to discuss what went right and what could have gone better and how better outcomes might have been achieved. At the meetings we will likely get extensive feedback from the community partner that will lead to revisions and determine next steps.

Grades:
For written and graphic materials to be presented to the community partners, you will do drafts, often several drafts, on which I will provide feedback. Before drafts, we will work on outlines and plans for graphics. Drafts, dry runs, and interim presentations are learning experiences and will not beGrades will be determined primarily by the quality of the final products, the work you ultimately deliver after the processes of feedback and revision to respond to faculty's, other students', and community partners' input:

Final product quality – 75 % of grade.
The written products, the oral presentations of final products, and any other forms of final products are included. I will assess this with input from our community partners. My views about the quality of the work will be heavily influenced by how well you have addressed the needs the community partners have expressed throughout the work period. Your views about the quality of products, both of your own and others' are also welcome. A major difference between this and other courses is that the coursework will only be complete when it is of quality that will meet the community partners' needs.

Team and class participation – 25%.
This relates to the extent of your involvement with your team's work and with the class. I may ask for your views on this through a form I will distribute. I will also be interested in your assessment of your own contribution and others', if you wish to give it.

Expenses:
Your expenses that exceed those of a normal course will be paid by funds from grants to the Urban and Regional Planning Program. See the written policy on cost reimbursement. The Gratiot Woods project is part of a much larger, two-year University of Michigan/Detroit Eastside Community Collaborative partnership to strengthen the capacity of nonprofits to do large-scale development of affordable housing. This is funded by a grant from the Fannie Mae Foundation.

Resource materials and readings:
We will collect readings and reference materials as needed and will place them somewhere that the class agrees upon. These materials will often be someone's personal property and are available for you to borrow for your convenience. We will add to the reference list throughout the year.

Library-owned books will be on reserve, as needed, at the Media Union.

DRAFT
Scope of Services
Urban Planning 634
8/23/99
STRENGTHENING HOUSING IN GRATIOT WOODS

The Detroit Catholic Pastoral Alliance works to strengthen housing in the Gratiot Woods neighborhood. Most of the organization's work in the past has involved the rehabilitation of individual houses. DCPA has developed a plan for affordable housing development, current as of March 1999. The "target area" is the Gratiot Woods neighborhood, bounded by Gratiot, 194, Cadillac, Rohns, and Warren (see attached map).

The plan that DCPA developed identifies five strategies: expand community involvement in affordable housing development activities; build organizational capacity by expanding and diversifying funding sources and obtaining training for staff and committee members; increase the quantity of quality, affordable housing through rehabilitation and infill construction for resale or rental; increase the quality and value of owner occupied homes by coordinating home repair; and coordinate demolition of houses that cannot be rehabilitated.

DCPA would now like to develop the plan further. The needs include looking at traffic problems and how to deal with them; examining commercial opportunities, especially on Gratiot; and analyzing how to phase development to achieve certain goals.

Students will work closely with Chris Bray, Housing Director of the Detroit Catholic Pastoral Alliance, on the following tasks:

1. Plan ways to address traffic problem . Residents feel that heavy traffic, moving at high speeds, is a major problem for the strengthening of the neighborhood. McClellan, which runs through the middle of the neighborhood, is a connector between Warren and 194. Students will collect information on traffic volume and speed and other issues to analyze the traffic problems and will develop alternative ways to solve the problems, including the calming of traffic on McClellan.

2. Assess commercial development opportunities. Gratiot, once a thriving commercial corridor, now has much less activity, although it carries a high volume of traffic. Gratiot is not pedestrian-friendly. Students will address the question of where neighborhood-oriented commercial activity might be encouraged and why. They will consider opportunities on Gratiot as well as other neighborhood streets.

3. Develop a plan for the phasing of infill housing development and housing rehabilitation The DCPA housing plan lays out several strategies for strengthening housing. The plan needs to be extended to detail the phasing of activities. The questions to address are where the efforts should focus and why and what order of activities will have the greatest impact and why.

4. Satisfy ways to develop neighborhood identity through the nature of the physical fabric of the area and the character of the housing and other structures. The DCPA details numerous guidelines for housing design and community design. However, these are not yet detailed enough to be implemented. The plan will be extended to illustrate concepts of architectural design and to map and illustrate alternative ways to create a neighborhood identity through physical design.

Students will work with Bray, members of the Housing Committee, and others as appropriate to lay out alternative ways to address the four topics. They will meet intermittently with Bray and others for presentations and feedback.
At the end of the students' work on this project, the students will deliver a report that details the plans they have developed with Bray and community residents.

Contact information:
Chris Bray, Housing Director, Detroit Catholic Pastoral Alliance (DCPA). Cleophilus Bradley, Housing Coordinator, DCPA. Sister Cathey DeSantis, Executive Director, DCPA.
Office address: 5807 McClellan. Phone: 313-922-1435 Fax: 313-922-8888 Mailing address: DCPA, 1641 Webb, Detroit, MI 48206.

DRAFT
Urban Planning 634 Scope of Services
9/3/99
STRENGTHENING NEIGHBORHOOD-ORIENTED RETAIL AND SERVICES

The Southwest Detroit Business Association is involved in planning and encouraging the redevelopment of Southwest Detroit in ways that improve the quality of life for people who live and work there. Its major focus is on strengthening the commercial areas along West Vernor from Dearborn to the former train station near Corktown and the old Tiger Stadium.

Our work will relate to two distinct areas that SDBA serves, the Vernor/Junction area and the Vernor/Springwells area. Vernor/Junction is one of the most active commercial areas in the Detroit Empowerment Zone. It serves a residential area with a large Latino, population; its dominant physical feature is the Holy Redeemer Church and School. Vernor/Springwells is the last commercial node on Vernor before one reaches Dearborn. It is an even busier retail area than Vernor/Junction, serving a diverse residential population.

A year and a half ago, I began working with students on a community-based research and planning project to assess the effects of the Detroit Empowerment Zone on employers and to make recommendations for strengthening the Empowerment Zone efforts. Although we were working most closely with the Empowerment Zone leaders at the time, I also worked with leaders of community-based organizations to make sure the interviews with employers included questions for which they needed answers and reflected their knowledge of the commercial and industrial areas. I worked with Southwest Detroit Business Association on the plan for the work in the two West Vernor areas. The interviews are complete, and the data, combined with other information, can now be used to give SDBA considerable information on the status of the area and to build on employers' suggestions for making a range of recommendations for SDBA's action.

Students will work on three related tasks:

1. Analyze the data from the interviews and other information to detail the characteristics of each of the two areas. The analysis will address questions such as: What kinds of businesses operate in each area? How many people work there? Why are the businesses located there? What changes have they made in the way they operate in the last four years or so? How many offer jobs for low-skilled, inexperienced workers? What are these jobs like? What are the characteristics of the workers and where do they live?

2. Analyze the employers' views about the changes most needed in the area. Write out alternative ways that SDBA might address these needs, if the are not already doing so. These recommendations should draw on information from cases of community-initiated commercial revitalization around the country, on understanding the nature of the market the commercial area serves, and on knowledge of what SDBA already does.

3. Assemble and present all information directly related to SDBA from each site so that SDBA knows the views expressed. Some interviews include statements about SDBA, and these need to be collected and interpreted.

The data cover interviews with 36 employers in the Vernor/Junction area and 56 employers in the Vernor/Springwells area. In addition, we have photos of the street face, aerial photos, Sanborn maps, CAD versions of the Sanborns, and data on employee zip codes to use to map the geographic distribution of workers' residences using GIS.

We will work with Kathy Wendler, the director of SDBA. The final products for Wendler will be a presentation of the findings and recommendations and a report that details these.

Contact information:
Kathy Wendler, director of the Southwest Detroit Business Association, 7752 West Vernor, Detroit, MI 48209. Phone: 313-842-0986; fax: 313-842-6350.

DRAFT
Urban Planning 634 Scope of Services
9/3/99
PLANNING FOR AN IN-PLACE INDUSTRIAL PARK ON DETROIT'S EASTSIDE

The Eastside Industrial Council's mission is to strengthen industry on the Eastside of Detroit. The organization's major current program is the creation of in-place industrial parks. In-place industrial parks are areas of older, already existing industry within cities. The businesses in the in-place parks organize themselves to work together to improve the environment for the businesses and to address common needs.

The director of the EIC, Linda Stingl, is now working with a steering committee to do a plan for an in-place industrial park in the Grinnell/City Airport area. The City Airport part is within the Detroit Empowerment Zone; Grinnell is outside the EZ. Renaissance Zones, where businesses are exempt from state and local taxes, are nearby.

Over the last year and a half, I have worked with students to interview as many of the employers in the Grinnell/City Airport area as possible. Although the main purpose of the interviews was to learn about the effects of the Detroit Empowerment Zone, I also worked closely with the leaders of community-based organizations in the areas where we interviewed so that we could incorporate questions that they needed and so that the questions reflected their knowledge of the area. Linda Stingl was one of those leaders, and the information from the interviews and other sources can now be useful to her in planning the in-place industrial park.

Students will work on three major tasks:

1. Analyze the data from the interviews and other information to detail characteristics of the area. Explain who the employers are, why they are in the area, what they do, whom they employ, the kinds of entry-level jobs available, and any other important findings from the interviews and other available information.

2. Analyze the employers' views about changes most needed in the area and lay out the recommendations for EIC that come from the interviews. Lay out the major challenges the employers face in operating in this area.

3. Recommend ways to strengthen an industrial area through an in-place industrial park, other than the ways EIC is already using. To do so, draw on case studies and information about ways to strengthen existing, old industrial areas and to enable them to benefit neighborhoods as they themselves become stronger.

The final products for the project will be a presentation to Linda Stingl and/or the steering committee and a report detailing the findings. We may have interim presentations with Linda as well because she may need information as soon as it is ready.

Other preparation already completed in connection with this project are: Sanbom maps and aerial photos acquired, some photos taken of the Grinnell area, zip codes entered in a file ready for ArcView, and–soon–CAD versions created of the Sanbom maps.

On Detroit:

Joe T. Darden, Richard Child Hill, June Thomas, and Richard Thomas, Detroit: Race and Uneven Development (Philadelphia: Temple University Press, 1987).

Thomas J. Sugrue, The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit(Princeton: Princeton University Press, 1996).

June Manning Thomas, Redevelopment and Race: Planning a Finer City in Postwar Detroit (Baltimore: Johns Hopkins University Press, 1997).

On community development planning:
Peter Medoff and Holly Sklar,Streets of HgM: The Fall and Rise of an Urb Neighborhood (Boston, MA: South End Press, 1994).

John P. Kretzmann and John L. McKnight, Building Communities from the Inside Out(Evanston, IL: Center for Urban Affairs and Research, 1993).

Jim Rooney, Organizing the South Bronx (Albany: State University of New York, 1995).

On industrial and retail/service areas:

Bennett Harrison and Marcus Weiss, Workforce Development Networks: Community-Based Organizations and Regional Alliances (Thousand Oaks, CA: Sage, 1998).

William Julius Wilson, When Work Distances: The World of the New Urban Poor (New York: Knopf, 1996).

Harry Holzer, What Employers Want(New York: Russell Sage, 1996).

Katherine Newman, No Shame in My Game: The Working Poor in the Inner C4 (New York: Knopf, 1999).

UP634/Integrative Field Experience
Initial Resource List

For Gratiot Woods:The DCPA neighborhood housing plan.
The City of Detroit's Community Reinvestment Strategy plan for this area.
Traffic circulation plans for the Eastside by Kami Brown

For West Vernor: Background on Southwest Detroit Business Association. Livernois and Vernor commercial development plan from Auerbach class. City of Detroit Community Reinvestment Strategy plan for this area.

For Grinnell/City Aims: Background on the Eastside Industrial Council. Report from an architecture/planning studio on the Grinnell area. East Williamsburg In-Place Industrial Park. Background on another in-place industrial park plan in the city–Islandview industrial area. Plan for industrial redevelopment in Delray, by Jackson, Robinson, et al. Delray industrial development plan from Laura Auerbach's class. City of Detroit Community Reinvestment Strategy plan for this area.

]]> http://www.compact.org/syllabi/architecture/art-and-architecture-integrative-field-experience/3783/feed/ 0 http://www.compact.org/syllabi/architecture/community-service-workshop/3976/ http://www.compact.org/syllabi/architecture/community-service-workshop/3976/#comments Tue, 08 May 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3976 Department of City and Regional Planning
College of Architecture, Art, and Planning

CRP 479 Community Service Workshop (3 Credits)
Fall 2000

Class Meetings
Thursdays, 7:00 pm – 9:50 pm
208 West Sibley Hall

Instructor: Kenneth M. Reardon, Ph.D. Associate Professor in City and Regional Planning
Office: 202 West Sibley Hall
Office Hours:Mondays, 1-3 pm ; Wednesdays, 1-3 pm

Teaching Assistant: Kristin Rosacker
Office: 202 West Sibley Hall

Course Description:
CRP 457 Community Service Workshop is a service-learning course offered by the Department of City and Regional Planning in cooperation with Cornell University's Public Service Center. The course offers students the opportunity to deepen their understanding of local democracy and citizen participation through engagement in a participatory action research program focused on low voter registration and turnout in Ithaca's low-income communities of color. This class is being carried out in support of the Campus Compact's Project Smart Vote.

Course Objectives:

CRP 457 Community Service Workshop has been designed to assist students in achieving the following educational objectives:

1. Expose undergraduate planning and design students to the critical environmental, economic, and social problems confronting residents of Ithaca's low-income communities of color;
2. Enhance student understanding of the basic principles, practices and challenges of contemporary service learning and civic engagement within higher education;
3. Introduce students to the core theories, principles and practices of participatory action research; and
4. Offer students the opportunity to deepen their understanding of and commitment to participatory local democracy through their involvement in an ambitious community education program.

Course Structure:
CRP 457 will meet every Thursday evening for three hours. These classes will feature lectures by the instructor, presentations by various local officials, and classroom discussions related to the assigned readings. Members of the class will also be involved in the design and implementation of an ambitious community education and neighborhood outreach effort aimed at increasing voter registration and turnout within Ithaca's minority neighborhoods.

Course Schedule

#1 Rebuilding Local Democracy 8/24
Rimmerman, Craig A. 1998. "Civic Indifference in Contemporary American Politics," and "Civility, Stability, and Foundations for the New Citizenship," in The New Citizenship: Unconventional Politics, Activism and Service. Boulder: Westview Press, pp. 29-72.

#2 Declining Social Capital 8/31

Putnam, Robert D. 2000. Bowling Alone: The Collapse and Revival of American Community. New York: Simon and Schuster, pp. 1-64.

# 3 Service Learning 9/7

Stanton, Timothy. 1990. "Service-Learning: Groping Toward a Definition," in Combining Service and Learning: A Resource Book for Community and Public Service, Jane C. Kendall (eds.), Raleigh, NC: National Society for Experiential Education, pp. 65-67

Mintz, Suzanne D. and Gary Hesser. 1996. "Principles of Good Practice in Service Learning," in Service Learning in Higher Education: Concepts and Practices, Barbara Jacoby (eds.), San Francisco: JosseyBass, pp. 26-52.

Pollock, Seth S. 1998. "Early Connections Between Education and Service," in A Movement's Pioneers Reflect on Its Origins, Practice, and Future, Timothy K. Stanton, Dwight E. Giles, Jr. and Nadinne I. Cruz (eds.), San Francisco: Jossey-Bass, pp. 12-32.

#4 Participatory Action Research 9/14
Reardon, Kenneth M. 1994. "Undergraduate Research in Distressed Communities: An Undervalued Form of Service-Learning," Michigan Journal of Community Service Learning, Volume 1, pp. 45-54.

Park, Peter. 1990. "What is Participatory Research? A Theoretical and Methodological Perspective," in Voices of Change: Participatory Research in the United States and Canada, Peter Parks, Mary Brydon-Miller, Budd Hall and Ted Jackson (eds.), Westport: Bergin and Garvey, pp. 1-20.

Greenwood, Davydd J. and Morten Levin. 1998. Introduction to Action Research: Social Research for Social Change, Thousand Oaks: Sage Publications, pp. 12-32.

# 5 Preparing for Field Research 9/21
Kolb, David A. 1984. Experiential Learning, Englewood Cliffs, NJ: Prentice Hall Publisher
Whyte, William Foote. 1989. Lessons from the Field, Thousand Oaks, CA: Thousand Oaks

# 6 Systematic Reflection9/28
Eyler, Janet, Dwight E. Giles, Jr., and Angela Schmiede. 1996. Practitioner's Guide to Reflection in Service-Learning, Nashville, TN: Vanderbilt University, pp. 47-162.

# 7 Civic Engagement in Higher Education 10/5

Boyer, Ernest. 1994. "Creating the New American College," The Chronicle of Higher Education, 67, A48.

Cisneros, Henry G. 1996. Universities and The Urban Challenge, Washington, DC: U.S. Department of Housing and Urban Development, pp. 1-21.

Boyte, Harry and Liz Hollander. 1999. Presidents' Declaration on the Civic Responsibility of Higher Education. Providence: Campus Compact, pp. 1-10.

#8 The Obstacles Confronting Higher Education's Civic Engagement Agenda 10/12

Goldsmith, William W. 1998. "Fishing Bodies Out of The River: Can Universities Help Troubled Neighborhoods," Connecticut Law Review, Volume 30, Summer 1998, Number 4, pp. 1205-1246.

Boyte, Harry C. 2000. Public Engagement in a Civic Mission: A Case Study. Washington, DC: Council on Public Policy Education

#9 Citizen Participation in Urban Planning and Policy-Making 10/19

Arnstein, Sherry B. 1988. "The Ladder of Citizen Participation," Contemporary Urban Planning, John M. Levy (eds.), Englewood Cliffs: Prentice Hall.

AICP Code of Professional Ethics. Chicago: American Planning Association Website.

Krumholz, Norman, 1999. "Urban Planning, Equity Planning and Social justice," in Urban Planning and The African American Community: In The Shadows. June Manning Thomas and Marsha Ritzdorf (eds.), pp. 109-126.

Reardon, Kenneth M. 1998. "Enhancing the Organizational Capacity of Community-Based Development Organizations," Journal of Planning Education and Research, 17-4, pp. 323-333.

#10 Community Organization, Social Movements and Social Change 1: The Dudley Street Initiative 10/19

King, Mel. 1981. Chain of Change: Struggles for Black Community Development. Boston: South End Press, pp. 27-128.

Medoff, Peter and Holly Sklar. 1994. Streets of Hope: The Rise and Fall of an Urban Neighborhood Boston: South End Press, pp. 7-66.

#11 Community Organization, Social Movements, and Social Change 11: Harold Washington and the Neighborhoods10/26

Abkalimat, Abdul and Doug Gills. 1989. Harold Washington and the Crisis of Black Power. Chicago: Twenty-First Century Books and Publications, pp. 51-102.

Giloth, Robert, "Social Justice and Neighborhood Revitalization in Chicago: The Era of Harold Washington, 1983-1987" in Revitalizing Urban Neighborhoods edited by W. Dennis Keating, Norman Kxumholz and Philip Star. Lawrence: The University Press of Kansas, pp. 83-95.

#12 Community Organization, Social Movements, and Social Change III: Communities Organized for Public Service (COPS) and the Industrial Areas Project in San Antonio, Texas 11/2

Cortez, Ernest C. 1993. "Reweaving the Fabric: The Iron Rule and the LAF Strategy for Power and Politics," in Interwoven Destinies: Cities and the Nation. Henry G. Cisneros (eds.), New York: W. W. Norton and Company, pp. 294-318.

Boyte, Harry C. 1989. "Reconnecting Power With Vision," in Common Wealth: A Return to Citizen Politics. Boston: The Free Press, pp. 81-99.

# 13 Developing a Direct Action Campaign 11/9

Bobo, Kim, Jackie Kendall and Steve Max, 1991. Organize! Organizing for Social Change: A Manual for Activists in the 90s. Chicago: Seven Locks Press, pp. 20-32.

Service-Vote 2000: Voters Toolkit. 2000. Providence: Campus Compact, pp. 3-63

# 14 Confronting Racism 11/16

Hacker, Andrew. 1992. Two Nations: Black and White, Separate, Hostile and Unequal, New York: Ballantine Books, pp. 31-64.

Hoch. Charles. 1993. "Racism and Planning," Journal of the American Planning Association, Autumn, pp. 451-460

Reardon, Kenneth M. 1998. "Combating Racism Through Planning Education: Lessons From The East St. Louis Action Research Project," Planning Research and Practice, 14-4, pp. 421-432.

#15 THANKSGIVING BREAK 11/23

#16 Participatory Evaluation 11/30

#17 Future of Community/University Partnerships 12/1

Course Texts:

Two copies of the readings are available at the Reserve Desk of the Fine Arts Library located under the Sibley Dome, 2nd floor.

Course Requirements:

1. Regular attendance and active participation in each workshop class.
2. Timely completion of all assigned readings and preparation for classroom discussion of these items.
3. Consistent contribution to the workshop's field-based research and outreach activities.
4. Completion of the following written assignments:

A. Literature review on specific voter registration topic
B. Voter registration/ turnout drive plan
C. Preparation of one piece of outreach literature
D. Contribution to voter registration/ turnout drive manual


Course Grading:

1. Workshop attendance and participation 15%

2. Literature review paper/ presentation 15 %

3. Individual contribution to Ithaca field research community outreach effort 30%

4. Quality of voter registration/ turnout plan 20%

5. Quality of individual contribution to manual 20%


Research Partners:
Leonardo Vargas-Mendez, Interim Director, Public Service
Center, Cornell University
Susan Davis, Ithaca Representative, Tompkins County Board

Other Important Sources of Course Information:

Tompkins County Board of Elections www.tompkins-co-org

New York State Board of Elections www.elections.state.ny.us

Project Vote Smart www.vote-smart.org

Service Vote 2000 www.SERVEnet.org

Campus Compact www.compact.org

First Foundation www.libertynet.org/ ~first

League of Women Voters www.lwv.org

National Civic League www.ncl.org

]]> http://www.compact.org/syllabi/architecture/community-service-workshop/3976/feed/ 0 http://www.compact.org/syllabi/architecture/community-projects-in-the-arts-and-humanities/3931/ http://www.compact.org/syllabi/architecture/community-projects-in-the-arts-and-humanities/3931/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3931 This course is an experiment in community-based teaching and learning. On the one hand, it is a practicum for collaborative public projects in the arts and humanities; on the other hand, it is a seminar that explores the significance of culture in community life and the promise and problems of collaboration between universities and communities to create new cultural goods.

The Projects Practicum: The course will sponsor eight projects, all organized or supported by the UM Arts of Citizenship Program. Each of you will work on one project of your choosing for the whole term; project teams will typically have from two to five students on them. All the projects have faculty supervisors or project coordinators, and most have both. In addition, Rebecca Poyourow will help me to coordinate the logistics of all the projects in the course. All the projects bring student teams together with community or professional partners, and many involve graduate student and staff co-workers as well. Although the projects are varied in their partners, themes, and products, all of them involve the collaborative creation of cultural resources: new K-12 curricula, radio documentaries, historical exhibits, dramas, Websites. Your project work will require you to combine various academic skills—research, teaching, writing, interviewing, design—to create public goods useful to the larger community. Nearly all the projects will require you to travel to off-campus sites, but you do not need to have a car or van-training to take the course. The projects are described in the last part of this syllabus.

The Weekly Seminar: The course will also meet as a whole for a two-hour weekly seminar; the seminar is essential to the goals of UC 312, and your attendance and participation are required. These meetings will both reflect on the larger themes of community-based cultural work and discuss the progress and problems of the projects. You will have short assigned readings for the seminar meetings, and the teams will occasionally be asked to report back on their work.

Credit-Hours and Work Expectations: You may take UC 312 for either three or four credits, and my expectation is that you will commit three hours a week of work time (including seminar meetings and readings) for each credit-hour. With two hours a week in seminar, and one-two hours a week of class reading and writing, my expectation is that you will be working on projects for 5-9 hours a week, depending on your level of credit-hours.

Readings: The seminar readings average 50-75 pages a week; they are meant as brief but significant explorations of the themes of the course. Please come to class having read and thought about them and prepared to talk about them. The readings include four books available at Shaman Drum bookstore:

Jane Addams, Twenty Years At Hull-House
Harry Boyte and Nancy Kari, Building America
Dolores Hayden, The Power of Place
Nadia Wheatley and Donna Rawlins, My Place

Other reading assignments include Website materials and photocopied materials that will available at the Arts of Citizenship office, 232C West Hall.

In addition to the seminar readings, each project will have some reading of its own. All project teams will receive an introductory packet of materials in the first weeks of the term, and Julie Ellison·s Poetry of Everyday Life project has two additional required books available on the UC 312 shelf at Shaman Drum.

Project and Seminar Writing: UC 312 asks you to do two, equally valuable types of writing. First of all, each project is oriented toward the collaborative production of some sort of publicly useful product: for instance, a curriculum guide for a third-grade environmental education unit; a traveling exhibit on the history of the Underground Railroad; or a script for a radio piece on coming of age in Detroit in the 1960s. At the same time, I would like you to keep a course journal in which you write reflectively about your experience on your project and your engagement with the themes of the course. The journal will work best for you as a tool for exploration if you make the writing straightforward but analytically serious, neither ’academic· nor casual: think with it. You will be required to complete and submit four 2-3 page journal entries over the course of the term—although you may write as much as you like, of course–and to culminate the journal with a 6-8 page "think-piece" analyzing and assessing your project work at the end of the term.

Grading: Both your project work (60%) and seminar work (40%) will be taken into account in your grade. My assessment of your project work will include the effectiveness of your work with your team, your collaboration with other project partners, and the quality and timeliness of the product you create. My assessment of your seminar work will include both your journal and your class participation.

WEEKLY SEMINAR

Sept 6: Introductions

Sept 13: Community, Culture-Making, and Place: A Model
Nadia Wheatley and Donna Rawlins, My Place
By the end of this week, you should be firmly committed to a project team

Sept 20: How? Community Projects As a Way of Learning
Introductory reading packets for project teams

Sept 27: Why? The Crisis of Public Life
Harry Boyte and Nancy Kari, Building America, 1-32, 78-94, 112-147
By the end of this week, your project should have finished its orientation and training

Oct 4: Who? Boundary Crossing, Social Change, and Personal Transformation
Jane Addams, Twenty Years At Hull-House, 3-76

Oct 11: Where? Building Bridges Between the University and the Public
"Wingspread Declaration On Renewing the Civic Mission of the American Research University"
David Scobey, "Putting the Academy In Its Place"

Oct 18: Where? The Contested Terrain of Community Life
Addams, Twenty Years At Hull-House, 77-104
Dolores Hayden, The Power of Place, 14-43

Oct 25: Works in Progress
Reports from project teams about progress and problems

Nov 1: How? The Politics of Collaboration
Guest speaker: Liz Lerman, Artistic Director, Liz Lerman Dance Exchange

Nov 8: Projects: Community History and Research
Hayden, Power of Place, 139-87
By now your project team should be planning or working on your final term products

Nov 15: Projects: Writing With and For the Public
Guest speaker: Tamar Charney, reporter, Michigan Radio

Nov 29: Projects: Community-Based Teaching With Younger Students
Website, West Philadelphia Landscape Project (www.upenn.edu/wplp/)

Dec 6: Project forum

Dec 13: Project forum


PROJECTS

1) The Underground Railroad in Washtenaw County: This project explores the history of the Underground Railroad, antislavery activism, and African-American community life in the Ann Arbor/Ypsilanti area. Students will join a university/community research team, work in research archives at the Bentley Historical Library, Eastern Michigan University, and the Ypsilanti Historical Society, and help to create a traveling exhibit to be displayed in February in conjunction with a play about the Underground Railroad by Wild Swan Theater.
Faculty Supervisor: Joyce Meier
Project Coordinator: Carol Mull

2) Emerging Voices: Life Stories and Youth Theater: This partnership with Detroit·s Mosaic Youth Theater, the Charles H. Wright Museum of African-American History, and the Residential College explores what it has been like to come of age in Detroit over the past several generations. Students will help Mosaic Youth Theater create a play about growing up in Detroit in the 1940s, do interviews and research to provide supporting materials, and write an accompanying curriculum guide. Mosaic's play will be performed in summer, 2001 as part of the Detroit 300 civic celebration.
Faculty Supervisor: David Scobey
Project Coordinator: Pilar Anadon

3) Emerging Voices: Creating a Radio Documentary: In addition to the drama project, Emerging Voices will work with Michigan Public Radio to create two radio documentary pieces about coming of age in Detroit during the era of the 1967 riot. Students will work the public-radio professionals to do interviews, research, and script-drafting for the pieces, which will be broadcast in Winter Term, 2001.
Faculty Supervisor: David Scobey
Project Coordinator: Pilar Anadon

4) Southwest Detroit: A Multicultural Community: Part of a longer-term community project on the history and culture of Southwest Detroit, the city·s most ethnically diverse area, this group will do archival and oral-history research on the history of the neighborhood.
Faculty Supervisor: Robert Self

5) Students On Site: A Community History Curriculum (4-5 students): This team of UM students will teach a five-six week local-history curriculum to 3rd and 4th grade classrooms in the Ann Arbor schools, as well as helping to complete a curriculum guide for the unit.
Faculty Supervisor: David Scobey
Project Coordinator: Fiona Lyn

6) Students On Site: A Community History Website (3 students): This project will help to research, write, and complete an online collection of historical materials about Ann Arbor·s community history. You can view the Students On Site Website in its current stage of development at www.artsofcitizenship.umich.edu/sos. No computer expertise is required.
Faculty Supervisor: David Scobey
Project Coordinator: Michelle Craig

7) Students On Site: The Poetry of Everyday Life (8 students): This project combines research into the role of poetry in everyday community life with a writing and art curriculum working with 4th-grade students at Bach Elementary School. The project team will create chapbooks and design an exhibit for display at the Ann Arbor District Library in January.
Faculty Supervisor: Julie Ellison

8) Environmental Legacies (4 students): This group will work Ann Arbor teachers and local environmental educators to revise and complete a 4-week pilot curriculum, aimed at 3rd graders in Ann Arbor, that combines local history with environmental education. Students will complete a curriculum guide and perhaps test the unit with a collaborating pilot class.
Faculty Supervisor: David Scobey
Project Coordinator: Erin Gallay

]]> http://www.compact.org/syllabi/architecture/community-projects-in-the-arts-and-humanities/3931/feed/ 0 http://www.compact.org/syllabi/architecture/the-community-design-center-workshop/3782/ http://www.compact.org/syllabi/architecture/the-community-design-center-workshop/3782/#comments Thu, 25 Jan 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3782 ARC 500-2 Community Design Center Workshop. (CDC)
Advisor: Pamela Heintz, Center for Public and Community Service (CPCS)
Leadership Intern: Joseph Ho (CDC), Brian Howells (CPCS)
3 Credit Hours

SCHEDULE: Monday – 6:00 – 9:00pm
LOCATION: Room 302, Slocum Hall workshop/studio or otherwise as noted
OFFICE HOURS: Office 417A
Wednesday and Friday, 10:00am – 12:00am
(Additional hours by appointment)

The Community Design Center will operate out of room 302 in Slocum Hall. The room is outfitted with eight drawing tables, a conference table, files for research, slide projectors for presentations and a computer for word processing. The room is to be used specifically for projects undertaken within the framework of this course. No design studio work, competitions or individual investigations unrelated to the workshop will be allowed. This rule applies to the use of the computer and any of the materials within the CDC.

CLASS FORMAT:The Community Design Center Workshop has five components:

Community meetings and presentations
Workshop investigations
Group research, design and planning
Reflective journals & individual research paper

REQUIREMENTS: participation in group discussions, community meetings and design and planning investigations one verbal presentation at one community meeting, weekly submittal of reflective journal, submittal of research paper.

CRITERIA FOR EVALUATION:
- Quality of workshop design/research 50%
- Research paper 25%
- Participation15%
- Reflective journal 10%

In addition to these criteria, initiative, enthusiasm and improvement will be taken into consideration in the evaluation of a student's performance. Attendance is mandatory and punctuality greatly appreciated. I must be informed if you are to miss a class. Three absences will result in the lowering of one letter grade. All assignments are due at the beginning of the class period.

REFLECTIVE JOURNALS:
As part of the ARC 500-2 curriculum, you will be required to keep a reflective journal of your feelings, thoughts, ideas, concerns and experiences. The recording of experience of the journals will help the author to recognize the learning and development that occurs throughout the semester. In addition, this journal may provide a foundation for the topic of investigation for the final paper. Students who take the time to write quality reflective journals will find that they are better prepared to complete the course work and are more likely to take a meaningful service experience from the course.

Journals will be collected weekly and returned promptly. You need only describe one to two pages per week. Pam Heintz and not the course instructor will read journals. Comments will be added to the journal, which will help to elicit further investigation. Listed below are some qualifies of reflective journals that will ensure you create the best journal possible.

Journals should be snapshots filled with the experiences of the place: sights, sounds, concerns, insights, doubts, fears, and critical questions about issues, people and, most importantly, yourself. Honesty is the most important ingredient to successful journals. Your journal should not be just a log of tasks, events, activities and dates. Rather, it is important to expand on each experience. Write freely.

Consider approaching descriptions through:

Levels of Reflection – By examining experiences, thoughts and ideas at different "levels", Your Journal will produce a variety of useful perspectives.

The Minor – Reflection on your own involvement in the project. Who are you? What are your values? What have you learned about yourself and how has taking this course and interacting with the community changed you? Has the experience challenged your values or any stereotypes you carry? How have you challenged yourself, your ideals, your philosophies or of the way that you live?

The Microscope – Make the small experience large. Describe your experiences. What happened? What would you have done differently if you were in charge? What have you learned about the community? Do you feel your actions had an impact? How did what happened relate to what you've learned in class?

The Binoculars – Make what appears distant, appear closer. From your service experience, are you able to identify any underlying or overarching issues that influence the situation? How is the community Impacted by what is going on in the larger political/social sphere? What does the future hold?

Information adapted from: A Practitioner's Guide to revelation in Service Learning by Janet Eyler, Dwight E. Giles Jr. and Angela Schmiede and, Reflection: Getting Learning Out of Service by Mark Cooper.
ARC 500-2 Course handbook – page 4

INDIVIDUAL RESEARCH PAPER: You are required to write a research paper on your experience from the two CDC workshops. The intention of this paper is not to conduct exhaustive investigations into book research, but rather to use your particular experience as the vehicle to discuss an issue of the workshop, which you would like to elaborate on. Possible topics might include, but are not limited to, the following themes:

Advantages and challenges when collaborating with residents and community groups
Representing cultural diversity
Vertical collaborations / peer learning
Building community. through consensus
Urban renewal and/or New Urbanism
Architecture's civic responsibility
Service learning

Please meet with me to discuss your topic. Be reflective and use critical thought and reasoning for your position. We will culminate the workshop with a roundtable discussion of the topics considered. An outline for the paper will be due on Monday, October 11. The paper should be five to seven pages in length, font size 11 point. The paper will be due on Monday, November 22nd, at 6pm in Room 320.

QUESTIONS TO PONDER:

1. How has your involvement in this project changed the way you view the profession?
2. And/or the community?
3. How has community involvement helped to add to your learning experience?
4. What kinds of skills or abilities have you developed as a result of your involvement in the project? What do you value most?
5. How has your involvement changed the way you look at yourself? How has it
changed the way you look at others?
6. How does community interaction alter and compliment your typical classroom
7. experience?
8. Describe the ways in which comments from the community have helped you better assess the needs and desires of the community.
9 Were there problems with communication between students and community members?
10. And, if so, how did you work through them?
11. What skills did you develop that may be useful to your professional career?

These questions, together with experiences noted in the journal, should provide the point of departure for themes, which can be researched and developed for the final paper.

PEDAGOGIC INTENT:
The primary objectives of this course are to compliment the education of design professionals by capitalizing on peer, applied and service learning opportunities. The Community Design Center fosters an atmosphere where students work collaboratively both between the undergraduate and graduate levels as well as other, related disciplines. As a design professional, much of what one accomplishes in the public realm exists through the interaction with others. The workshop atmosphere also provides an opportunity for students to apply skills that they are learning in design studio, technology, theory, structures and additional courses into a real world context. In this sense, CDC participants are "interns", still developing their education but applying knowledge gained in their education to date. Finally, the CDC provides an opportunity to offer design services to the community. Particularly in neighborhoods, which do not have the financial resources to hire professionals, the CDC offers students a chance to give of their knowledge, time and talents to assist in design and planning solutions.

WORKSHOPS:
THE JOWONIO SCHOOL:
The Jowonio School is an inclusive pre-school and kindergarten currently located in the Summer School on Basset Street in the Westcott neighborhood. They have outgrown their space in this shared and inaccessible building and -the Board of Directors are considering renovating an existing structure or building anew. The parents and staff have some basic ideas about what they want to be included in the building itself and the surrounding grounds (e.g. a playground that will serve children with special needs and their peers). They now hope to create a vision of the building (interior and exterior) that they can share with architects, contractors and potential funders. The semester project will begin by a discussion lead by the School's Director, Dr. Ellen Barnes. CDC interns will visit the school in session, conduct research into school design and building codes and conduct a community charrette at the school. Follow-up meetings will take place as needed and a final presentation will display formal and spatial options for a new Jowonio School.

SOUTH SIDE GATEWAY WORKSHOP:
In conjunction with the CNY/AIA's newly created Urban Design Center and the Landscape Architecture Department at SUNY ESF, the CDC will participate in a one day charrette on the South-side of Syracuse (9/18). The objective of this design workshop will be to develop ideas, models and drawings for two areas within the neighborhood. The concept of an urban village center, based off of a programmatic survey and a gateway node will be developed in conjunction with architects, landscape architects, city officials and the residents to encourage active participation in the redevelopment process.

RESEARCH:
In addition to the two workshops, CDC interns and students not within the School of Architecture will conduct ongoing research into the following organizations. The purpose of these investigations will be to foster relationships with community organizations, the City of Syracuse and professional organizations.

Research on public and private development and non-profits (MDA, University HillCorp., TNT's, UMPA, ENIP, Habitat for Humanity, CPCS, Community Relations)
Research on the City of Syracuse (Maps, historical evolution, data and development)
Research on grants and funding sources (NEA, AIA, private corporations)
CDC contacts (press relations, Record, Post-standard, TV)
CDC outreach (web master, listserve, presentations)

BOOKS ON RESERVE

Please consult the Architecture reading roster or Check with instructor

The Death and Life of Great American Cities, Jane Jacobs (1961)

Towns and Town-making Principles, Andreas Duany and Elizabeth

Plater-Zyberk (1991)The Great Good Place, Ray Oldenburg (1989)

The Geography of Nowhere, James Kunstler (1993)

A Practitioner's Guide to Reflection in Service-Leaming, Janet Eyler, et al. (1996)

Common Place: Toward Neighborhood and Regional Design,Douglas Kelbaugh (1997)

Cities Back from the Edge, Roberta Gratz (1998)

Communication Strategies Foster Public Participation in CommunityDesign, (Representation Journal of the DesignCommunication Association, Cheryl Doble (1998)

Introduction/overview/discussion
Community service and relations: Mary Ann Shaw, Pam Heintz, Sylvia Martinez-Daloia, Westside workshop: 1998-99 interns, Jowonio workshop: Dr. Barnes, Southside workshop

Workshop lecture Southside Charrette
"An urban village and gateway node". Main auditorium
Slocum Hall 7pm. Dean Biancavilla and Bob Haley
Week 1-3: site model

Labor Day (no class) Week 2 – Site visits: Jowonio group (observation and interaction)

Site visit: South-side of Syracuse
Bus departs from in front of Slocum Hall at 6:20pm
7:30pm – Slocum 320: Jowonio Literacy Core tutors
8:30pm – Slocum 320: PBS Video: On Inclusion

SOUTH SIDE CHARRETTE
Time, 8:30am – 3:30 p.m.: location to be announced

Yom Kippur (no class) Week 5: Jowonio preparations

JOWONIO CHARRETTE time: 6:30pm – 9:30pm: Gymnasium Jowonio School 215 Basset Street in the Westcoff Neighborhood
Project development
Project development: paper outline due
Jowonlo In-house review
Project development

JOWONIO PRESENTATION
Gymnasium Jowonio School 215 Basset Street

TBA
Final papers due

Symposium
Time: 1 pm – 4pm Rotunda, Slocum Hall

Community Design Center Workshop
ARC 500-13
David Gamble
Monday 6:00pm – 9:00pm, 320 Slocum Hall
Permission by instructor
TBA

The Community Design Center Workshop is an interdisciplinary, collaborative seminar between Syracuse University and the City of Syracuse. The course is composed of "real-world" projects that involve local residents, non-profit agencies, professional organizations, community leaders and public officials in the participation of design, development, public policy and planning proposals.

Students will engage in one of the following three learn-based workshops:

I. Pioneer Homes/Wilson Park Community Center
Three phase proposal for a new community space, playground and recreation complex – in collaboration with Pioneer Homes residents and students and faculty from the Maxwell School

Il. ENACT Center-
(Eastside Neighborhood Art, Culture and Technology) at 2004 E. Genesee St.:
development of interior and exterior additions – in collaboration with faculty and students from SUNY ESF, VPA interior design and the Newhouse School of Communications

III. Chase Community Development GMC Competition:
$25,000 design/real estate competition based on CDC Fall 1999 workshop: "Jowonio – a new inclusive school" – in collaboration with students and Faculty from the School of Management and the Maxwell School.

Title: Community Design Center Workshop Course:
ARC 500-13
Instructor: David Gamble
Permission of Instructor
Reference Number.
Name:
Student Number:
Class:
College:
Major(s):
Campus Address:
Phone:
Email:

Description: The Community Design Center Workshop is an interdisciplinary, collaborative seminar between Syracuse University and the City of Syracuse. This course is composed of "real-world" projects, which involve local residents, nonprofit organizations, community leaders, professional organizations and public officials in the participation of design, development, public policy and planning proposals. One semester long investigation will be complimented with two charrettes that will focus on issues of community development and revitalization. The semester will culminate in a series of public presentations and a publication which documents the process and project.

Questions:

1. What is your motivation for participating in the design seminar?

2. What skills or experiences do you have that might help you contribute to the proposed project?

3. Is there anything else you would like us to know in considering your request to participate in this course?

Student Signature:_________________________________________

Course 500-13 Instructor Signature:____________________________

Interview required with course instructor or Center for Public and Community Service Director

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