Course Description:

This course explores the balance in American life between personal happiness and civic virtue, individual freedom and community responsibilities, market capitalism and social justice, and consumerism and citizenship. The implications of these democratic (im)balances for our communities and ourselves in the 21st Century will be examined through the spatial lens of the decline of the city, the rise of suburban sprawl, and the potential for recovery of urban community. Macon will be our local case study in the civic arts and civilization, with Charleston, SC as a point of comparison. The course will require a team-based service-learning project.

You are finishing your careers as undergraduates at Mercer. This course is intended to help you reflect on the studies of the past few years and to think cogently and critically about issues that will affect you for the rest of your lives. You will bring to bear the knowledge and insight gained through your major subjects, as well as other academic and personal experiences, and through your fresh reading of the required texts. This is not a lecture course that seeks to provide right or wrong answers to the questions raised. Rather, you yourselves and the several other teachers and professionals involved in the course as guest speakers and mentors will be the primary instructors. My task is to guide you through some of the material, to keep the discussions focused and productive, and to serve as a resource for your service-learning projects. I am looking forward to a rich experience for all of us.

Course Objectives:

1. To understand the scope and complexity of the issues facing urban civilization in the 21st Century as a built environment and as a social, political, economic, aesthetic, and spiritual way of life, with a particular focus on the American city.
2. To read critically and interpret texts related to these issues.
3. To enhance research, analytical, interpretive, oral, writing, presentational, and collaborative skills.
4. To work together successfully in circumstances that mirror the demands and expectations of post-graduate study and professional practice.
5. To produce for key decision makers in Macon, Georgia, an analysis of Macon’s attractiveness as a destination for knowledge workers and strategies for enhancing that attractiveness.

Required Texts:

The Urban Reader (3rd edition), ed. LeGates & Stout
Richard Florida The Rise of the Creative Class
On Reserve:
Grace Paley The Collected Stories
John Cheever The Stories of John Cheever
Edward P. Jones Lost in the City: Stories

Attendance and Participation:

The success of a discussion class of this type depends on the active presence and prepared participation of all students. The degree and quality of your participation will determine roughly 1/3 of your final grade.

Since there is only one class meeting per week, you may not miss more than two classes for whatever reason. Exceptions may be made for University business, such as debate team, sports, Mercer Ambassadors, etc., but you still must clear these absences with me ahead of time. Each absence beyond the second one will reduce your final grade by one full letter grade.

Class Sessions:

Each class session will typically be divided into three distinct activities.

1. Class will begin with the analysis of the assigned readings from The Urban Reader. This discussion will be conducted on the model of law school classes. Each student will be expected to be able to answer any of the following questions: What is the author’s main point? What are two considerations given in support of it? What is one important secondary point made by this author? What is one consideration given in support of it? What is one critical question you would raise about the author’s argument? Why? I will conduct the examination of the subject by calling on students or asking for volunteers to answer these and other questions. Every student should also be prepared to explain why he or she agrees or disagrees with another student’s previous answer. Over the course of the semester, every student will have a number of opportunities to respond in class.

2. The second period of the class will focus either on a guest speaker, with a question and answer session following, or on short stories by the three authors on reserve at the library, with a student led discussion. Every student will have an opportunity to lead a discussion (sometimes as a team of two). Discussion should be Great Books style with the discussion leaders prepared with two opening questions to help start discussion and lead it deeply into the story.

3. The third period of the class will be devoted to the service-learning project, with teams working together to present their work as it develops.

Site Visit to Charleston, SC:

Each service-learning team will select two members to participate in a site visit to Charleston SC to interview professionals who are responsible for aspects of Charleston’s urban design and development and to analyze Charleston’s urban fabric and social history. Charleston is recognized as an exceptional example of urban renaissance. We want to know why and how it declined and recovered—and we want to bring back possible lessons learned for Macon.

The site visit will take place over fall break from Sunday, Oct. 8 through Tuesday, Oct. 10. All expenses for this site visit will be covered.

Papers:

You will write five short papers (2-3 pages) during the semester. These papers will be part of the electronic portfolio that reflects your understanding of and response to the texts, speakers, experiences, and issues of the course. They may take the form of analytic essays, critical responses, self-reflections, or summary statements. The five papers in your portfolio should reflect your best thinking and writing for the course. Two papers are due by September 29 and three additional papers are due by November 29. The earlier you submit these papers, the sooner you will have feedback from me as to their strengths and weaknesses. You will be allowed to substitute one additional paper for one of your submitted papers if you wish to improve a grade.

Service-Learning Project:

Service-Learning is a reciprocal exchange. Students should benefit by applying their knowledge and skills in a way that meets a community need. The student must benefit, and the community must benefit.

The service-learning project for this course will be set up as if we were a consulting firm working with urban communities to increase their competitiveness as good places to live, work, play, and raise children. The “firm” has three consulting teams who will each work with a different local client to analyze the competitiveness of the local community and to propose a strategy to improve that competitiveness. Each team will focus on Macon, but each team must satisfy a different client. The three clients are the City of Macon’s Economic and Community Development Department, NewTown Macon, Inc. (a nonprofit organization charged with revitalizing downtown Macon), and the Greater Macon Chamber of Commerce. Minimal deliverables for the client will include a 10-15 page report and a Powerpoint presentation of the report. You must negotiate the time and venue for your presentation to the client at their convenience—but, in any case, before the close of business December 15.

The service-learning project will determine roughly 1/3 of your final grade.

Final Exam:

As the course progresses, we will identify key urban issues. These issues will be posted as they are identified and articulated. (These issues are one possible topic for your papers in your portfolios.)

For your final exam, you will be given a choice of three issues. You will write a 750-1250 word essay on one of them during the exam period, accompanied by a 75-word abstract. The exam must be a typed, finished product. During the exam period, you will be free to write your essay at the location you choose—but you will be limited to the 3-hour block of time to complete it.

Criteria for Grading: Grading Scale:
Portfolio 30% A 90-106 points
Final Exam 10% B+ 86-89
Participation 30% B 80-85
Service-learning Project 30% C+ 76-79
C 70-75
D+ 66-69
D 60-65
F

“…the nature of the ‘overview’ changes depending upon ‘the politics of location’ of the ‘author’.”
Michele Wallace

“Yes I know my enemies/They’re the teachers who taught me to fight me/Compromise, conformity, assimilation, submission, ignorance, hypocrisy, brutality, the elite/All of which are American Dreams…”

Know Your Enemy, by Rage Against the Machine

COURSE DESCRIPTION

ARC/BWS 427/527 is part of three Thematic Sequences: “American Life and Culture Since World War Two” administered by the English Department, “Cultural Studies and Public Life” housed in Educational Leadership, and “Urban Culture and Service Learning” administered through the Miami University Center for Community Engagement as part of the Over-the-Rhine Residency Program.

Using the generic American city and its transformation since 1940, this course explores epistemological questions as they are influenced by issues of class, race, gender, culture. What do we know of the American city? How do we know what we know? What are the theoretical and ideological parameters that constrain and expand our knowledge of the city, especially as that knowledge is modified by multicultural experience? What are the experiential parameters that constrain and expand our knowledge?

Given these questions, the course weaves together three strands to interpret the text we call the City: the social construction of the Self, the social construction of the Other, and public engagement. The first strand seeks to construct a theoretical frame in order to see how culture and environment are always dialectically intertwined, and more, that built environments can contribute to progressive expressions of diversity if consciously considered. This strand critically (re)assesses what we understand as history, culture, and identity.

The second strand studies some of the city\’s major political, economic, and spatial transformations. Readings from the fields of economics, political science, sociology, cultural studies, and urban geography analyze the repercussions of suburbanization, corporate concentration and deindustrialization, urban renewal, gentrification, displacement, segregation, and homelessness. The attempt here is to understand these spatial transformations from the vantage points of class, race, gender, and culture. For example, how have the conditions of urban renewal, or gentrification, or suburbanization been experienced and taken up by women as well as men, by different races, classes, cultures? The point is to explore the world through the multiple discourses which construct our public life, with particular attention to the position of the Other.

Miami University for Community Engagement in Over-the-Rhine
The third strand of the course turns toward Over-the-Rhine in Cincinnati to conduct research and create knowledge that are socially relevant to everyday life in Over-the-Rhine. This research will represent the work of the Center for Community Engagement.

The uniqueness of the Center is its relationship with the Over-the-Rhine People’s Movement. It is a site for learning and for producing knowledge that intersects with the needs and demands of a social movement. The Center privileges human and ecological needs as leading priorities in urban development, and challenges the profit motive as the dominant arbiter in urban social policy.

The Center provides a setting for faculty and students from a variety of disciplines to work collaboratively with neighborhood organizations and residents on common projects for the community’s cultural and economic advancement. By providing such a setting, the Center creates opportunities for students, faculty, and community members, through the dialectic of research and social action, to share experiences about how the political system works, especially as it impacts the terrains of culture, education, architectural and artistic production, economic opportunity, and everyday life.

This part of the course entails students taking responsibility for developing and conducting a group, semester research project. The intent is to supplement typical classroom activities of reading and discussion by engaging the city itself. Students will collect data, interview representatives of different cultural groups, engage in oral histories, and conduct extensive library research. In short, the objective is to embrace an ethnographic method: to engage citizens and life beyond classroom walls as sources of knowledge for understanding the relation between culture and space. Just as importantly, the goal here is to advance the learning and historical understanding of the People’s Movement.

REQUIRED READINGS

Andrew L. Barlow, Between Fear and Hope: Globalization and Race in the United States (Lanham: Rowman and Littlefield Publishers, Inc., 2003).

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

Labor/Community Strategy Center, Reconstructing Los Angeles from the Bottom Up (Los Angeles: Strategy Center Publications, 1993).

Eric Mann, Katrina’s Legacy: White Racism and Black Reconstruction in New Orleans and the Gulf Coast (Los Angeles: Frontlines Press, 2006).

Course Reader: A collection of selected essays available through electronic reserve at King Library. Password: “arc-city.”

EVALUATION

All students must attend and participate actively in class discussion (20%). This class is a seminar, which means students must do the readings and be prepared to engage each other in conversation. If you do not talk in class there is no way to receive an “A” or “A-.” Two unexcused absences will result in the reduction of one letter grade.

A typed reaction paper of 1-2 pages will be due each week (10%). Be prepared that I may ask you to share your paper with the class. I do not “grade” these reaction papers, but I keep note of the fact that you do them and I gauge general progress. These reactions offer an opportunity to engage a private conversation with me over the issues of the course.

A combined book review essay of When Work Disappears and Between Fear and Hope will comprise 20%. This will be 5-6 pages for undergraduates and 7-8 pages for graduates. The intention here is to thoroughly discuss a point or two prompted by the readings. I am not looking for a summary of these books. Due date: Tuesday October 7.

30% of the grade rests with the semester project. This project will encompass significant research that will be conducted in a team format and presented in class. Two things will accompany your presentation: 1) a written report; and 2) a visual report (i.e., poster, brochure, photographic collage, website design and/or addition, etc). In past courses, research topics have included a deep examination of the history and operation of institutions of the neighborhood, as well as provocative topics such as “black-on-black crime,” gender roles in the neighborhood, community education, and the Cincinnati Boycott.

There will be a self-assessment essay, worth 20%, which in part will examine how the theories of the course match up with your experiences of the community. Also, you will state the grade you feel you deserve.

COURSE SCHEDULE

Tuesday, August 26

C. Wright Mills, “The Big City: Private Troubles and Public Issues,” in Irving Luis Horowitz ed., Power, Politics, and People: The Collected Essays of C. Wright Mills (New York: Oxford University Press, 1969).

VIDEO: Hybrid City

Tuesday, September 2

American Apartheid
Douglas S. Massey and Nancy A. Denton, Chap. 2: “The Construction of the Ghetto,” American Apartheid: Segregation and the Making of the Underclass (Cambridge, MA: Harvard University Press, 1993).

Tuesday, September 9

Globalization and Race
Andrew L. Barlow, Between Fear and Hope, Introduction – Chap. 3.

Tuesday, September 16

Between Fear and Hope, Chaps. 4 – 7.

VIDEO: End of Suburbia

Tuesday, September 23

When Work Disappears
William Julius Wilson, When Work Disappears, Introduction – Chap. 5.

Michael Moore, “Why Doesn’t GM Sell Crack,” in Downsize This! (New York: Crown Publishers, Inc., 1996).

VIDEO: Roger and Me

Tuesday, September 30

When Work Disappears, Chaps. 6 – 8.

Robin D.G. Kelley, “Integration: What’s Left,” The Nation (December 14, 1998).

VIDEO: Tiger By the Tail

Tuesday, October 7

Cincinnati/Over-the-Rhine: Neoliberalism, Gentrification, and Displacement
Jason Hackworth, Chap. 1: “The Place, Time, and Process of Neoliberal Urbanism,” from his Neoliberal City: Governance, Ideology, and Development in American Urbanism (Ithaca: Cornell University Press, 2007).

Karla Irvine, “Over-the-Rhine: A Permanent Ghetto?” (HOME: July, 1991).

Roy Lowenstein, “Inner-City vs. Suburb: Locating New Housing for the Poor” (draft manuscript, undated).

Jonathan Diskin and Thomas A. Dutton, “Gentrification—It Ain’t What You Think,” position paper of the Miami University Center for Community Engagement in Over-the-Rhine (August 2006).

Thomas A. Dutton and Jonathan Diskin, “Rush to Judgment,” position paper of the Miami University Center for Community Engagement in Over-the-Rhine (August 2001).

McKim N. Barnes, “A Strategy for Residential Rehabilitation,” in Real Estate Review.

VIDEO: These Old Buildings Raised Our Many Children and Visions of Vine Street.

Tuesday, October 14

Cincinnati/Over-the-Rhine: Uprising
Thomas A. Dutton, “Violence By Any Other Name,” The Nation (June 18, 2001).

Manning Marable, Chap. 8 “Building Democracy from Below,” from his The Great Wells of Democracy: The Meaning of Race in American Life (New York: BasicCivitas Books, 2002).

Jonathan Diskin and Thomas A. Dutton, “Cincinnati: A Year Later But No Wiser,” Shelterforce: The Journal of Affordable Housing and Community Building (May/June 2002).

Tuesday, October 21

The Search for Theory: Domestic Neocolonialism
Robert Allen, Chap. 5 “Corporate Imperialism vs. Black Liberation,” from his Black Awakening in Capitalist America (New York: Doubleday, 1969).

Stokely Carmichael and Charles V. Hamilton, excerpts from Black Power: The Politics of Liberation in America (New York: Vintage Books, 1967.

Ron Baily, “Economic Aspects of the Black Internal Colony,” Review of Black Political Economy 3 (1973).

Michael B. Katz, excerpts from his The Undeserving Poor (New York: Pantheon Books, 1989).

Tuesday, October 28

Domestic Neocolonialism, Over-the-Rhine, and Econocide
Thomas A. Dutton, “Colony Over-the-Rhine,” The Black Scholar, v. 37, #3 (Fall 2007).

Thomas A. Dutton, “Indian Reservations, Trojan Horses, and Economic Mix.”

Thomas A. Dutton, “When Personal Responsibility Becomes Abusive.”

Robert L. Allen, “Reassessing the Internal (Neo) Colonialism Theory,” The Black Scholar, v. 35, #1 (2005).

Tuesday, November 4

Cincinnati and Corporate Hegemony
Dan La Botz, “Who Rules Cincinnati,” www.cincinnatistudies.org

Joseph Leibovitz and Scott Salmon, “20/20 Vision? Interrurban Competition, Crisis and the Politics of Downtown Development in Cincinnati, Ohio,” Space & Polity, v. 3, #2 (1999).

Tuesday, November 11

The Prison-Industrial Complex
Loic Wacquant, “From Slavery to Mass Incarceration,” New Left Review 13 (January-February 2002).

Don Mitchell, Chap. 6 “No Right to the City” from his The Right to the City (New York: The Guilford Press, 2003).

Daryl Meeks, “Police Militarization in Urban Areas: The Obscure War Against the Underclass,” The Black Scholar, v. 35, #4 (Winter 2006).

Tuesday, November 18

Hurricane Katrina and New Orleans
Saladin Muhammad, “The Black Nation’s 9/11.”

Cornel West, “Exiles from a City and from a Nation,” The Observer UK (September 11, 2005).

Eric Mann, Katrina’s Legacy: White Racism and Black Reconstruction in New Orleans and the Gulf Coast (Los Angeles: Frontlines Press, 2006).

VIDEO: When the Levees Broke

Tuesday, November 25

Los Angeles
Mike Davis, “The Hammer and the Rock,” New Left Review 170 (July/August 1988).

Labor/Community Strategy Center, Reconstructing Los Angeles from the Bottom Up (Los Angeles: Strategy Center Publications, 1993).

Mike Davis, “In L.A., Burning All Illusions,” The Nation (June 1, 1992).

The National Advisory Commission on Civil Disorders, “Summary of Report,” Report of the National Advisory Commission on Civil Disorders (New York: E. P. Dutton & Co., Inc., 1968).

VIDEO: Voices from the Frontlines and Bus Riders Union.

Work Day.

Tuesday, December 2.

Presentations

Tuesday, Dec 9

Presentations

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.

The purpose of this course is to engage students in the rebuilding process, including the principles, concepts, processes and practice related to disaster recovery currently used in the United States.

Course Objectives:
You should upon completion of this course:

• Gain an understanding of post-disaster planning;
• Understand the key elements of comprehensive planning;
• Engage in effective service-learning;
• Organize and participate in large-scale community meetings, stakeholder meetings, and meetings with individuals;
• Be able to communicate in a collaborative work team and;
• Improve your research and writing skills.

Assigned Reading
Daniels, Thomas, John Keller, Lapping, Mark, Daniels, Katherine and James Segedy. 2007. The Small Town Planning Handbook. 3rd Edition. Chicago: American Planning Association.

Zoning Ordinance. Harrison County. (copy at http://www.co.harrison.ms.us/departments/zoning/downloads.asp)

Mississippi Smart Code. http://www.mississippirenewal.com/documents/Rep_MSModelCode.pdf

Community Plans for DeLisle, Eastern, Henderson Point-Pass Christian Isles, Pineville Saucier, and Western: http://www.co.harrison.ms.us/departments/zoning/downloads.htm

Burby, Raymond J. et. al. 1999. Unleashing the Power of Planning to Create Disaster Resistant Communities. Journal of the American Planning Association. 65.

All of the readings should be complete prior to departing for Mississippi in March

Recommended Readings:

Planning for Post-Disaster Recovery and Reconstruction. By Jim Schwab, Kenneth Topping, Charles Eadie, Robert Deyle, and Richard Smith. Planning Advisory Service Report 483/484. Chicago, Illinois, American Planning Association.

Class Website
This course is using Basecamp. To log onto the class website go to http://mississippi.updatelog.com. Over the summer you will need to access the class website frequently, several times a week, to make sure that you are up to date on what is happening with the class. I will be sending e-mail notifications, asking for students to signup for tasks etc. The course website includes to do lists, whiteboard, and messages.

Assigned Projects
Participation

This is a difficult area to define, but it is crucial to the whole class's experience this quarter. I expect this class to be a major focus of your effort for the term. That means, among other things, being prepared, attending class (and other activities that we schedule), participating constructively in class discussions, volunteering for tasks that will need to be done during the quarter, being flexible, helping out wherever help is needed, and so on. The jobs that need to be done during the quarter will cover a range of skills and will also range from large to very small, so there should be plenty of options for everyone to volunteer.

Some examples of the kinds of tasks we'll need to get done during this course include:

• Scanning photos and maps and putting them up on the class and Harrison County web site,
• Helping with logistics for the Mississippi trip
• Helping with logistics for the Harrison County staff visit to Columbus
• Running errands
• Gathering information

Keep especially good notes what does and doesn't work as far as course logistics, the technology, the approach – these will go in your journal (see below). Keep track of what you contributions you have made (I may not realize all the things you've done or forget in the rush of other things going on) and include the list as a separate page with your journal when you turn it in.
In addition, any behavior before, during, or after the actual travel to Mississippi that infringes on the ability of other students to profit from the course and/or the trip will not be tolerated and will be reflected in your grades. You will be guests in another state and should act in a way so that you will be considered good representatives of OSU. You will also be sharing accommodations and should behave in a way that allows your roommate a reasonable amount of comfort in the lodging. I reserve the right to assign a lower grade (possibly as low as failing) to any student who behaves irresponsibly.

Individual Journals

Everyone in class will keep a journal for the entirety of the class (Summer – Fall). This journal is to allow you to reflect on your feelings, thoughts, ideas, concerns and experiences throughout the course. The recording of your experiences will allow you to recognize the learning that is occurring throughout the course. Your first journal entry should follow the first class session. You should write in the journal before we depart for Mississippi. You might choose to share some of your thoughts, perceptions, fears, and hopes about the coast of Mississippi and this class before we depart. During the trip to Mississippi you will need to write in your journal each day, reflecting on the events of that day. Following the trip you should write in your journal on a weekly basis.

The journal may include text, photos, drawings, materials you pick up on the trip and so on. The journal should go beyond pure description and include commentary and discussion. In writing about a meeting with citizens for example, students would tell what happened, but then go on to talk about why it happened, who it happened to and why, implications of the meeting, suspicions, doubts, and so on. I suggest that you keep the journal very honestly and completely for yourself, and then edit it if you feel the need for more privacy before you hand it in. At different times in the quarter I will give you lists of questions I'd like you to think about and answer in your journal. The purposes of maintaining a journal are to:

1. Help you create a record of your experiences in class and on the trips so you can remember details. Finding time to write may be difficult during the time in Mississippi, but you should make every effort anyway. These are the things you will most want to remember.
2. Help you recognize the system in which things happen and not conclude that incidents are merely isolated events.
3. Increase the amount of information I glean from the class – every one of you will learn things that I don't during the term and this will give me a chance to pick up on those things too.
4. Improve the class the next time it is offered. Keep a record of things that worked or didn't work ideas you have to improve things, readings or videos you come across, etc.

Below are some guiding questions that you may choose to incorporate as you share your experiences.

• How would you describe the problem? How might others describe the problem?
• Who are the key players/stakeholders?
• What are some things that come to mind when thinking about this problem?
• What has caused the problem?
• What are possible solutions? What are the pros and cons to each solution?
• How would you implement your determined solution? What challenges might you face in implementation? How will you address those challenges?
• What skills are you developing that will be useful in your professional career?
• How has your involvement in this project changed your views of the community?

The journals will be due May 31, 2008. This can be deferred until June 20th if you will be traveling with the group back to Mississippi in June.

Surveys

At various times during the term, you will be asked to complete a survey. There are 2 or 3 in total and don't take very long to fill out. These are part of a study to determine your experience in this course.

Team and Individual Projects

Each person in the class will be assigned to prepare one or more elements of the comprehensive plan. In addition students will be organized into teams to focus on detailed research and development of a plan chapter.

In order to develop a quality plan it is necessary to develop a strong factual basis upon which decisions can be made. This is combined with substantial citizen engagement to determine what the citizens of Harrison County want for their future. By having a thorough understanding of what the citizens want and a strong factual basis this will lead to the development of a quality plan.

As part of the travel to Mississippi students will be responsible for setting appointments with key contacts, organizing a stakeholder meeting with key organizations, and organizing two forums for citizens to offer their ideas and opinions.

Course Outline by Date and Topic

Thurs., Jan 9, Introduction and Background on Harrison County
Fri., Feb 8, First Draft of Background Research Due
Sat., Mar 1, Second Draft of Background Research Due
Fri., Mar 7, 8:30 am ? Noon, Discussion of Travel to Mississippi – All readings should be complete by this date
Sat., Mar 15 – Fri., Mar 21, Travel to Mississippi
Thurs., Mar 27, Trip Debriefing: Define Timelines and Tasks; Conference Call with Team Leaders start
Thurs., Apr 10, Project Management Meeting
Thurs., Apr 17, Project Management Meeting
Thurs., Apr 24, Formal Review by Pat Bonck with Harrison County
Thurs., May 1, American Planning Association Conference (team work day)
Thurs., May 8, Project Management Meeting
Thurs., May 15, Project Management Meeting
Thurs., May 22, Project Management Meeting
Thurs., May 29, Project Management Meeting
TBA – June 9th, Travel to Mississippi

Course Prerequisites: ECON 200 and FmResM 340

Objectives
When finished with this course, the successful student will be able to (1) Understand importance of housing in US society; (2) Identify institutions and special interests involved in the production, maintenance, regulation and distribution of housing; (3) Compare and evaluate alternative solutions to housing problems; (4) Collect, interpret, and report housing data.

Course Reading Materials
Medoff, P., & Sklar, H. (1994). Streets of Hope: The fall and rise of a Boston neighborhood. Boston: South End Press.
The Encyclopedia of Housing. HD7287.E53 1998. EHS Library reserve.
Solove, R. (2002). The use of oral and written history to build community identity and pride in the Weinland Park neighborhood. A Senior Honors Thesis, The Ohio State University. Packet, Neil Avenue COP-EZ.
University District Code Enforcement: An Assessment and Recommendations for Improvement. (http://facweb.arch.ohio-state.edu/jevanscowley/crp852/crp852.htm)

Course Grade

Daily assignments

The course grade will be determined according to the following scale:

Student Responsibilities

Class Attendance: Attendance is a non-negotiable requirement. The course is built around weekly discussions and activities, and participation is essential. Students are expected to remain for the entire class period and to participate fully in class discussion. Any announcements, handouts, or course material are the responsibility of the student.

Assignments: Each reading assignment should be completed prior to the date assigned. Students are expected to be prepared to discuss the reading assignment in class.

Written assignments should be typed. Written assignments should be turned in at the beginning of the class period. Assignments are to be submitted in class on the due date. Late assignments will not be accepted.

DATETOPICREADINGS/ASSIGNMENTS

Class 1
WHAT IS HOUSING? WHY AND WHEN IS HOUSING A PROBLEM?
Overview of course ? content, activities, service
Description of service-learning project
Read Medoff & Sklar, Introduction, pp. 1-6.
Introduction to Course and Text
Movie about Dudley Street
Weinland Park Slides

Class 2
HISTORY OF A NEIGHBORHOOD
Read Medoff & Sklar, Ch. 1, pp. 7-35.
Scan Solove report and University District Code Enforcement Report.
Submit written definitions of the following terms and describe specifically how the term is used in the reading (e.g., what were causes and effects of white flight in Dudley Street?)
- White flight
- Federal Housing Administration
- Urban renewal
- HUD
- Unemployment rate
- Redlining
- Blockbusting

Class 3
Orientation Meeting with BREAD Staff
What is BREAD?s mission? Who are BREAD members? What strategies are used to accomplish goals? What has BREAD accomplished?Read handout from BREAD

Class 4
INVESTING IN A NEIGHBORHOOD: NEIGHBORHOOD RESPONSE
Read Ch. 2
Define the term coalition and describe how the term is used in the reading–what coalitions were formed, how, with what result?
Submit two questions for class discussion.

Class 5
Meeting with BREAD Staff
Discussion of Project (purpose, timeline, process)
Discussion of content for interviews and preliminary development of questions

Class 6
ORGANIZING A NEIGHBORHOOD
Read Ch. 3, pp. 67-87.
Write two-three paragraphs describing the concept:
- community organizing (e.g., how is community organizing accomplished, what actions were taken to organize Dudley Street? What were the results/benefits?). Provide specific examples.

Class 7
Meeting with BREAD Staff
Practice interview techniques
Interview assignments and schedules

Class 8
Continue development of Interview questions
Practice interview techniques

Class 9
Midterm Exam

Class 10
PLANNING
Read Ch. 4, pp. 89-113
Submit written definitions of the following terms and describe how the term is used in the reading (give very specific examples from the reading, e.g., description, causes/effects):
- bottom-up planning
- community assets
- community agencies
- moratorium
- comprehensive plan

Class 11
Time allotted for interviews
First Reflection Paper Due

Class 12
CONTROLLING THE PLAN
Read Ch. 5, pp. 115 -144
Submit written definitions of the following terms and write two paragraphs about how the term is used in the reading (what happened, why, with what effect?):
- eminent domain
- displacement
Submit two questions for class discussion

Class 13
Meeting with BREAD Staff
Discuss findings from interviews
Plan structure and content of final reportRead all interview reports

Class 14
FINANCING THE PLAN
Read Ch. 6, pp. 145-167
Submit written definitions of the following terms and describe how the term is used in the reading:
- land trust
- homeowners classes
- Community Investment Coalition

Class 15
Meeting with BREAD Staff
First draft of interview reports due

Class 16
COMMUNITY DEVELOPMENT
Read Ch. 7, pp. 169-201
Write 3-4 paragraphs about the concept. Community development ?with people in mind? , and discuss economic trends that undermine community development.

Class 17
Meeting with BREAD Staff
Work on Final Report

Class 18
LESSONS IN COMMUNITY DEVELOPMENT
Read Ch. 9, pp. 245-288
Discuss the following quote: ?Community development must begin by recognizing and reinforcing resources within the community.? (P. 254).

Class 19
Class discussion and work on Final Report

Class 20
FINAL REPORT DUE

Class 21
Final Exam ? 3:30 p.m.

FINAL REFLECTION DUE BY JUNE 10

Service-Learning Project in FRM 611

1. Service-learning is a way of teaching and learning that emphasizes active learning, reciprocity with community groups, and reflection on connections between service and learning. Active learning means that students learn and develop through active participation in organized service activities in the community. Students devote structured time in reflection or analysis of the connection between the service activity and concepts taught in the course.
2. The service-learning project for this course is to collaborate with the BREAD organization to collect stories from eight to ten typical workingclass and workingpoor households representing a range of household (single parent; single, no children; married parents; immigrant families; and senior citizens) and employment characteristics and housing needs. The purpose of the project is (1) to gain understanding of how the difficulties they have in securing housing have affected their lives in terms of job opportunities, access to health care, access to child care, transportation, and overall quality of life; and (2) to connect housing needs with Affordable Housing Trust supply characteristics (based on financial data from interviewees in order to determine whether any of them could afford AHT housing).
3. Students will work in pairs to interview families selected by the BREAD organization. Preparation for the interview process will be provided in class. Interviews will be taped and the contents transcribed in preparation for development of an interview report. Students will use the content from the interview to answer questions posed by BREAD about housing needs and to identify themes in the responses.
4. After initial interview reports are completed, the class will read and analyze results of all interviews, looking for common themes and differences. Students will identify themes related to housing needs, barriers to housing, AFT supply and need. The final report (one report prepared by all students) presents case studies representing family/household types, problems encountered, and solutions as well as summaries of problems and observations about housing problems. BREAD will use this report as support for their analysis of the effectiveness of the Affordable Housing Trust Fund in addressing housing needs of the working poor.

Final Reflection Paper
Write an essay on your reflection on the topics addressed and community project addressing the following questions:

1. What did you learn about problems of low-income, disinvested neighborhoods ? include course reading and discussion and interactions with families and with BREAD staff.
2. Outline a proposal for discussion with Weinland Park residents regarding possible collaborative projects with OSU that could contribute to Weinland Park?s capacity for planning and organizing and implementation. Your proposal should be wholistic and draw on materials provided in class as well as your discussions and observations and reading about other neighborhoods.

Department of Sociology Georgetown University

Project D.C.: Urban Research Internship
Fall 2001

Professor Sam Marullo
Office: ICC 596
Phone: 687 3582
Email: marullos {at} georgetown(.)edu
Office Hours: T, Th 2:30 4:00 and other times by appointment

The Project D.C. course is designed as a community based research seminar. The central feature of the course is that each student will work in a research internship with a community based organization (CBO) or a D.C. government agency in order to undertake a collaborative research project of value to the organization. The student, site supervisor, and faculty member will collaborate in the design of the project to which all three parties will agree which will be carried out by the student over the course of the academic year. The research process and product are intended to help advance the work of the CBO and the student's academic and personal development.

Course Overview
You are expected to work as an intern for 6-8 hours per week for the CBO or local government agency, in addition to the time spent on class assignments. Some of the research work you undertake for your project may take you away from the site for example, conducting interviews in the community or researching materials in the library. This work may be counted as part of your hours toward the project. At the beginning of your internship experience, however, it is likely that the bulk of your time will be spent on site at the CBO/agency, as you learn about the organization's activities. Even when you are off site, you are still responsible to the site supervisor to keep him/her posted as to the location and nature of your work and your schedule

In addition to the research internship work, there will be regular class readings and discussion, presentations to the class based on your work, and short papers related to the larger project to be turned in. You will be responsible for creating a work plan during the first month of the course and updating it throughout the process. The work plan will include a description of the work that you will be doing at the site, the nature of the research project to be undertaken, a timeline for the tasks to be done and who will do them, a preliminary bibliography of readings on your topic, a description of the form the project report will take, how it will be used, and your thoughts on how you should be evaluated on it. In addition, I will ask you to keep an ongoing journal throughout the course in accord with particular guidelines, which will serve as your field notes, your analysis, and your reflection medium.

The core readings for the course are designed to give you an overview of the community based research methodology and some background about urban problems on which you will be working. We will use as our core text a draft of a book that I am co authoring, Community Based Research: Principles and Practice for His/Her Education. We will also read Leedy and Ormrod's Practical Research, to provide you with a brief introduction of applied research methods. You will be expected to do additional readings relevant to the substantive topic as well as the research methods that you employ in your CBR project. As a writing resource, I will have you read A Guide to Writing Sociology Papers, which provides you with the essentials of a good research paper and a primer on how to use various data sources. To help us with our reflection and critical analysis, I will ask you to read Paul Loeb's Soul of a Citizen, which poses the tough questions and offers inspirational answers for those of us engaged in social justice transformation work.

After the first 3 weeks, as you are settling into your site and establishing the outlines of your research project, I will meet with you on a one to one basis to discuss your projects and review your work plans. During these periods of faculty student meetings, we will meet only one time per week as a full class.

The research project will serve as the major component of your course work (and grade). Along the way, you will be asked to turn in progress reports, components of the overall project (e.g. literature review, summary of "best practices," methodology report, policy analysis), journal entries, and auxiliary materials (e.g. issue papers, newsletter articles, or fact sheets that you have prepared). In addition, you will be making periodic presentations to the class about your project and presenting case study summaries. I expect you to attend class and to participate fully in all class discussions. Although there is no weekly mandatory number of hours to be worked at your site, I expect you to put in at least 80 hours per semester of work related to your CBR project. This should be a major and regular commitment in your schedule of at least 6-8 hours per week. Failure to work the minimal number of hours will result in a failure for the course. Your site supervisor will be asked to evaluate your work on the project and to provide me with an estimate of the amount of time worked on it.

Your work on the project will continue throughout the entire academic year, so I do not expect a "completed" project by the end of the first semester. Your internship work will continue in the spring semester in conjunction with SOCI 438. If you are not planning to continue the course during the spring semester, or should your situation change abruptly during the fall semester so that this is not possible, please see me at once to discuss how you will arrange for your project to be completed.

Course Goals
The goals of this course are:

1) to provide you with an experiential learning process through which you will understand and learn how to undertake sociological research;
2) produce a sound research design.
3) create a practical timeline for undertaking the research.
4) gather and analyze data, resulting in a written report.
5) produce supporting documentation and elements of a research report.
6) to provide you the support, guidance, and fruitful site opportunities to ensure that your research results are of value to the community;
7) provide lists of opportunities with pre screened partners and meet with you to create an appropriate partnership.
8) work together (student, faculty, community partner) to create a research plan and carry out the process.
9) develop a plan so that the results will be utilized by the community organization.
10) to provide you with the opportunity and experience of working collaboratively in the community, as part of a diverse team, to contribute to an ongoing social change initiative; work at the site, with its staff, volunteers, and constituents, undertaking work valued by the organization.
11) write and reflect on how your work contributes to larger social policy issues and/or social change initiatives.
12) produce resources (e.g. op ed pieces, issue papers, newsletter articles) that are of value to the CBO and/or its constituents.
13) to provide the reading and background materials about community based research, methodology, and theory to enable your research results to be of high quality;
14) produce abstracts and literature summaries contributing to the success of the project.
15) contribute to the growing body of literature on CBR pedagogy, research, and campus engagement.
16) produce work that can be presented publicly and/or published in various formats.

I believe that this CBR internship over the course of the school year provides you with the time to concentrate on this activity, to develop a valuable project, and to produce a high quality report. The small number of students in the course, the ongoing partnerships that we have with community organizations, and the special guests that will contribute to the course will provide you with the intensive support you will need to make this project valuable. I am very excited about the potential contributions this course can make, the high quality educational experience that you will have, and our ability to work closely together throughout the year. This course is a collaborative project and both I and the community partners are open to hear your input. Let's work together to make this the most memorable educational exercise of your undergraduate career!

Grading
Grades for the course will be based on your research project, your workplan, journal entries, abstracts, bibliography, and short papers produced throughout the semester; your contributions to the class (attendance, participation, shared insights and experiences); your presentation of material during one on one meetings with me; an evaluation by your site supervisor; and a self evaluation.

Required Readings
The readings listed below are required. You will need to do substantial amounts of additional readings related specifically to your project. You should complete the reading assignment PRIOR to the class for which it is assigned and come to class prepared to discuss it. The required texts for the course are:

The Sociology Writing Group, A Guide to Writing Sociology Papers
Leedy, Paul, and J. E. Ormrod, Practical Research (7th ed.) (PR)
Loeb, Paul, Soul of a Citizen: Living with Conviction in a Cynical Time (SC)
Strand, Kerry, S. Marullo, R. Stoecker, N. Cutforth, and P. Donohue, Community Based Research: Principles and Practices for His/her Education (CBR).

Recommended Readings
In addition to the required readings, there are several other excellent resource books you may wish to consult. By area of specialization, these are:

Action Research and Community-based Research:
Andranovich, Gregory and Gerry Riposa, Doing Urban Research;
Greenwood, Davydd and Morten Levin, Introduction to Action Research;
Hope, Anne, and Sally Timmel, Training for Transformation;
Maurrasse, David, Beyond the Campus: How Colleges and Universities Form Partnerships with Their Communities;
Murphy, Danny, et al. (eds.), Doing Community Based Research: A Reader;
Nyden, Philip, et al (eds.), Building Community;
Project South, Popular Education for Movement Building: A Project South Resource Guide;
Smith, Susan, et al (eds) Nurtured by Knowledge: Learning to Do Participatory Action Research;
Stringer, Ernest, Action Research: A Handbook for Practitioners;

On Community and Urban Sociology:
Kleniewski, Nancy, Cities, Change and Conflict;
Kretzmann, John, and John McKnight, Building Communities from the Inside Out;
Macionis, John, and V. Parrillo, Cities and Society;
McKnight, John, The Careless Society: Community and Its Counterfeits;

Sociology Writing:
Mills, C. Wright, The Sociological Imagination;
Johnson, William A., Jr., et al., The Sociology Student Writer's Manual;

Research Project Partnerships
On the first day of class, I will distribute a list of possible research projects. These projects have emerged as a result of ongoing relationships with the CBOs and Georgetown University. I urge you to take on one of these projects, so that you may contribute to the good works of the organization and make a positive contribution to the developing institutional relationship between Georgetown and the CBO. You are also free to present to me a proposal for a research collaboration with another community organization with which you already have an ongoing relationship. Please let me know that you are considering such an option immediately. I strongly discourage you from seeking to develop a new relationship on your own, apart from the institutional partnerships already listed, for the purposes of this course.

Let me impress upon you that you are an "ambassador" and representative of the university in your relations with these organizations. We will discuss the appropriate perspectives, demeanors, and characteristics that you should exhibit in your relationships with community members. Please keep in mind that others have gone before you, investing tremendous time and energy to establish and develop these relationships; and that others will come after you to further, advance them. Please do not dishonor or misuse the trust that has been grown over time, and do your utmost to nurture and develop it further.

Guiding Principles of Service Learning and CBR
There are two sets of principles that guide how we will operate in this course. The first is a set of principles of service learning pedagogy, to insure that your professional research service and learning is combined in ways that benefit both your learning and the community's desires. The second is a set of CBR research principles, guiding how the research should be done.

The first set of principles is derived from a meeting convened by the National Society for Experiential Education (NSEE) and the Campus Compact in 1989, gathering together service-learning practitioners at the Wingspread Conference Center in Wisconsin. The group formulated a document, "Principles of Good Practice for Combining Service and Learning," known as the Wingspread Principles, which articulates the principles to which we would like to adhere in our activities in this course. I enumerate them here in order to introduce you to these principles and to establish the foundation upon which you will undertake your community based research project. We will conduct the entire course in accordance with these principles, and I encourage you incorporate this mode of thinking with respect to all aspects of this course.

The second set of principles draws on a tradition of participatory action research and activist research, through which scholars have attempted to use their intellectual resources to promote social justice objectives. In particular, a group of seven universities have collaborated in establishing local CBR networks over the past four years, with the support of the Corporation for National Service and the Bonner Foundation. Georgetown is one of these institutions. The directors of these projects have met together on several occasions to document and assess their learnings from these experiences. The CBR principles specified below are our attempt to crystallize the highest values that guide this work. The summary below is drawn from the first chapter of the CBR book, where these principles are explained.

Wingspread Principles

1) An effective [service learning] program engages people in responsible and challenging actions for the common good. [Given the Catholic, Jesuit mission of
Georgetown, we note our institutional "preferential option for the poor."]

2) An effective program provides structured opportunities for people to reflect critically on their service experience.

3) An effective program articulates clear service and learning goals for everyone involved.

4) An effective program allows for those with needs to define those needs.

5) An effective program clarifies the responsibilities of each person and organization involved.

6) An effective program matches service providers and service needs through a process that recognizes changing circumstances.

7) An effective program expects genuine, active, and sustained organizational commitment.

8) An effective program includes training, supervision, monitoring, support, recognition, and evaluation to meet service and learning goals.

9) An effective program insures that the time commitment for service and learning is flexible, appropriate, and in the best interests of all involved.

10) An effective program is committed to program participation by and with diverse populations.

CBR Principles

1) CBR is a collaborative enterprise between researchers (professors and/or students) and community members.

2) CBR validates multiple sources of knowledge and promotes the use of multiple methods of discovery and of dissemination of the knowledge produced.

3) CBR has as its goal social action and social change for the purpose of advancing social justice.

Journal Guidelines
Your journal will serve multiple purposes, from documenting your actions in the community, to serving as a "testing" area for your analysis, to being a "safe space" for you to discuss your experiences in and response to the community, the readings, and your project. I will give you some specific guidelines for the three types of entries that you should make in your journal. I will collect them every few weeks to provide you with feedback. Your journal should be kept electronically, as you will be using it for ongoing analysis and paper presentation. Some of the entries will be shared with others, while others you may wish to keep for yourself or to share only with me. We will develop operating rules for maintaining confidentiality for your community partners as well as yourself.

Rethinking Urban Poverty: Philadelphia Field Project is an interdisciplinary service learning course offered through the Department of Geography at Penn State. The objectives of the course are to understand why existing poverty policies in the US have failed, and to develop an alternative framework for action in cooperation with residents in a poor neighborhood of West Philadelphia. Each year we select about 10 students to participate in a yearlong course of 3 to 6 hours of credit offered in three parts.

Part 1: Spring Semester (1-3 credits) – Social theories of poverty.

Readings in conservative, liberal, and radical theories of poverty. An introduction to postmodern thinking. Using postmodern thinking to seek new answers to urban poverty. Social movements of the poor. Theories of community empowerment. Foucault's theory of non sovereign power. In addition to the readings all the participants will be given a rapid introduction to interview methods, basic data processing, Geographical Information Systems, and working with the US Census

Readings:

Grenz, S. J. A Primer on Postmodernism. Grand Rapids, MI: Eerdmans Publishing, 1996.

Kretmann, J.P. and McKnight, J. Building Communities from the Inside Out: A Path Toward Finding and Mobilizing A Community's Assets. Chicago, 11: ACTA Publications, 1993.

McKnight, J. The Careless Society: Community and Its Counterfeits. New York, N.Y: Basic Books, 1995.

Poverty: Opposing Viewpoints. San Diego, CA: Greenhaven Press, 1994

Schram, S.F. Words of Welfare: The poverty of social science and the social science of poverty. Minneapolis, MN: University of Minnesota Press, 1995

West, C. Race Matters. New York, N.Y.: Vintage Books, 1994.

Yapa, L. "How the Discipline of Geography Exacerbates Poverty in the Third World." Futures: the Journal of Forecasting and Planning, Vol. 32, 2001.

Yapa, L. "How Social Science Perpetuates Poverty and What the University Can Do About It." Bulletin of Science, Technology, and Society. Vol. 19, 1999, 544 546. Guest editorial.

Yapa, L. "What Causes Poverty? A Postmodern View." Annals of the Association of American Geographers. Vol. 86, 1996, pp. 707 728.

During the Spring Semester we will do two weekend field trips to West Philadelphia. This is to acquaint the participants with Penn State Cooperative Extension Services in West Philadelphia, the Belmont Mantua neighborhood, and to conduct preliminary discussions with community residents and representatives of neighborhood organizations.

Part 2: Summer Field Project from May 10 to June 10 (1 to 2 credits)

This is a 1-2 credit unit on the fieldwork component of the course. Participants will stay in residence in a row house for four weeks researching for their project while working at a neighborhood organization and doing some volunteer work. Participants are encouraged to look at the community within the framework developed in class during the spring semester. That implies working in partnership with the residents to study, uncover, and harness community assets that already exist. In the past students have looked at issues of nutrition, urban gardening, transport options, different models of schooling, learning to access health information on the web, children's poetry, use of vacant lots, electronic marketing of inner city products, access to credit and the role of credit cooperatives, the use of Geographical Information Systems for community development, and so on.

Part 3: Fall Semester Writing Seminar (1 to 2 credits)

Most of the substantial writing of the thesis or report will be done in the fall semester. Despite the sponsorship provided by the Geography Department, the idea is for each student to work closely with thesis advisors in their respective departments. It is our hope that the research will reflect the substantive knowledge of the subjects in which the students are majoring. When appropriate, students will return to West Philadelphia to present their findings in a community setting. I also encourage the students to consider writing a publishable quality paper based on their research.

Advantages to students

1. A research and cultural experience in an inner city urban setting
2. An exposure to a range of social theories of urban poverty.
3. An opportunity to participate in a field experience, facilitating their entry into a job upon graduation
4. Training in the practical application of statistical methods and GIS.
5. A formal structure to pace the research and writing of their theses.
6. An opportunity to publish a paper in a professional journal.
7. A learning community of students from a variety of disciplines

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 resources.

The Projects Practicum: This section of UC 313 sponsors four projects, all organized by the UM Arts of Citizenship Program. Each of you will work on a single 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 and project coordinators, and all of them bring student teams together with community partners such as K- 12 teachers, theater groups, or museums. Although the projects are varied in their partners, themes, and products, all of them involve the collaborative creation of cultural resources: new public school curricula, historical exhibits, dramas, Websites. Your project work will entail using various academic skills – research, teaching, writing, interviewing, design to create public goods useful to the larger community. All the projects 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 meets twice a week, on Tuesdays and Thursdays, for ninety minutes. Thursday meetings are reserved for project team meetings and occasional training presentations. On Tuesdays, the class will meet in seminar format to discuss assigned readings, reflect on the larger themes of community-based cultural work and report on the progress and problems of the projects. These seminar meetings are essential to the educational goals of UC 313, and your attendance and participation are required. You are also required to help lead the discussion for one of the Tuesday seminar sessions.

Work Responsibilities and Credit-Hours: You may take UC 313 for three or four credits; you are expected to commit three hours per week of work time (team meetings, community work, seminar, and readings) for each credit-hour. With one-and-a-half hours a week in seminar, and two-three hours of class reading and writing, you will probably work on your project an average of 5-9 hours a week, depending on your credit-hours.

More important than the hours you put in is your commitment to be a responsible, accountable member of the project team. Your fellow students, your project leaders, and your community collaborators must be able to depend on you; in an important sense, you are representing the University in the larger community. It is essential that you attend project meetings and follow through on commitments.

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 three books available at
Shaman Drum bookstore:

Jane Addams, Twenty Years At Hull-House
Anna Deavere Smith, Fires In the Mirror
Nadia Wheatley and Donna Rawlins, My Place

Other reading assignments include online materials and a coursepack that will be available at Accucopy (518 East William Street). In addition, each project team will have a coursepack and perhaps other readings of its own; Project Coordinators will arrange for these materials.

Project and Seminar Writing: UC 313 asks you to do two, equally valuable types of writing. First of all, each project culminates in the production of some publicly useful product: for instance, a curriculum guide for a third-grade environmental education unit; a Website on the history of the Underground Railroad; or an exhibit to accompany a youth theater piece on Detroit in the 1940s. At the same time, you are asked to keep a project journal in which you write reflectively about your experience 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 I. academic' nor casual: think with it. You will be required to complete and submit four 23 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 your journal, your participation in class, and your leadership of discussion.

WEEKLY SYLLABUS

NOTE: WITH THE EXCEPTION OF THURSDAY, JANUARY 11,
ALL THURSDAYS ARE RESERVED FOR PROJECT MEETINGS, NOT SEMINAR.

Readings marked (SD) are books available for purchase at Shaman Drum
Readings marked (AoC) are available at Arts of Citizenship, 232C West Hall
Readings marked (X) are in the seminar coursepack at Accucopy
Readings marked (W) are on the World Wide Web
ALL READINGS ARE REQUIRED

Th Jan 4: Introduction

T Jan 9: The Five P's: An Overview of Project-Based Learning
These readings are a sample of work already produced for UC 313 projects:
Rebecca Poyourow, 'Ifistorical Primer: 2001 Hastings Street" (AoC)
Students On Site Website, virtual historical bus tour of Ann Arbor
(www.artsofcitizenship.umich.edu/sos/tour) (W)
"Midnight Journey," draft script of youth exhibit on Underground Railroad (AoC)
"Condition of Slaves," Signal of Liberty (May 22, 1843), to be found in Students On Site Website (www.artsofcitizensbip.umich-edu/sos) (W)
"The Underground Railroad In Washtenaw County" (AoC)
"Environmental Legacies" curriculum plan (AoC)

Th Jan 11: Practices: Doing Archival Research
Presentation at Bentley Historical Library, 1150 Beal Avenue, North Campus
PLEASE BE ON TIME – EMAIL ME IF YOU NEED A RIDE
BY NOW, YOU SHOULD VE CHOSEN A PARTICULAR PROJECT

T Jan 16: Themes: What Is a Community?
Nadia Wheatley and Donna Rawlins, My Place (SD)

T Jan 23: Practices: Collaboration and Conflict In Public
Casey Nelson Blake, "An Atmosphere of Effrontery," in Power of Culture: Critical Essays In American History (X)
Harry Boyte and Nancy Kari, Building America (X)

YOUR FIRST PROJECT JOURNAL IS DUE BY NOW AT THE LATEST

T Jan 30: Practices: Working With Teachers and School Children
Selected materials and journals from previous project teams (X)

T Feb 6: Practices: Researching Community History
Dolores Hayden, The Power of Place, 139-87 (X)
Wayne Booth et al., The Craft of Research (X)

T Feb 13: Practices: Telling Public Stories
William Cronon., "A Place For Stories: Nature, History, and Narrative," Journal of American History (March, 1992), 1347-76 (X)
Jack Kugelmass, "Turfing the Slum: New York City's Tenement Museum and the
Politics of Heritage," in Remembering the Lower East Side 179-212 (X)

T Feb 20: Works in Progress: Project Team Presentations

YOUR SECOND PROJECT JOURNAL IS DUE BY NOW AT THE LATEST

T Feb 27: No class – MIDTERM BREAK

T Mar 6: Public Culture and the Crisis of the Public Sphere
Anna Deavere Smith, Fires In the Mirror (SD)

T Mar 13: Bridging the Divide: Community Boundaries and Personal Transformation
Jane Addams, Twenty Years At Hull-House, 3-104 (SD)

T Mar 20: Bridging the Divide: The Civic University and Institutional Transformation
Ira Harkavy, " School-Community-University Partnerships: Effectively Integrating Community Building and Education Reform" (W)
David Scobey, "Put the Academy In Its Place" (X)

YOUR THIRD PROJECT JOURNAL IS DUE BY NOW AT THE LATEST

YOUR FINAL ESSAY, SUBMITTED ALONG WITH COPIES OF ALL FOUR
JOURNAL ENTRIES, ARE DUE APRIL 23. TEAM PROJECT PRODUCTS ARE DUE APRIL 23.

Community Projects

In UC 313: Community Projects in the Arts and Humanities, you will work in teams with community partners in Ann Arbor and Detroit to create history exhibits, community-based drama, radio documentaries, websites, curricula, and other cultural resources. The seminar is designed to be interdisciplinary and to include undergraduates of all levels. No previous expertise is required, only an interest in using the arts and humanities to enrich public life.

You may select UC 313 for either three or four credits; the seminar asks you to do three hours of work weekly for each credit hour. This includes work on your chosen project (which may include time on research, team meetings, community fieldwork ' and other activities) and a two-hour weekly seminar meeting for all members of the course. The seminar meetings will give you general training in community work, review the progress of class projects, and discuss short readings that explore the themes of the course. Participation in both the weekly seminar and a particular project team is required.

Each student in UC 313 will select one community project. All projects are designed for teams of 3-8 students, and all are designed to extend over the whole term. All projects have either a Faculty Supervisor or a Project Coordinator (generally a graduate student), and most have both. In short, you will work with other UM students and faculty, as well as with community partners.

You don't need to choose a particular project now–or even know which one you want to do-in order to sign up for the course. If you have any questions, please feel free to email me at scobey {at} mich(.)edu You don't need to choose a project in order to sign up for the course. In Spring Term 2001, UC 313 will offer eight different projects:

SECTION 001

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 do research and help to create a traveling exhibit.

2) Emerging Voices: Life Stories and Youth Theater: This partnership with Detroit's Mosaic Youth Theater 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 new, play about growing up in Detroit in the 1940s and develop, exhibit, and curricular materials for the play's May debut.

3) Students On Site: A Community History Curriculum: This team of UM students will teach a multi-week, local-history curriculum to several 3rd and 4th, grade classrooms, in the Ann Arbor -schools, as well as help to revise and complete a curriculum guide for the unit.

4) Students On Site: A Community History Website: 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 technical expertise is required.

5) Environmental Legacies: This is a four-week pilot curriculum, aimed at 3rd graders in Ann Arbor, that combines local history with environmental education. Students will work Ann Arbor teachers and local environmental educators to revise and complete a pilot curriculum, aimed at 3rd graders in Ann Arbor, that combines local history with environmental education. Students will complete a curriculum guide and test the unit in one or two classrooms.

SECTION 002 (Note: No dance or performance experience is needed.)

1) Dance/Politics: Working with a team of students from Marygrove College, this project will do research about the links between dance and community politics in Detroit's history, culminating in an exhibit or performance piece. This partnership with Detroit's Mosaic Youth Theater 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 produce a play about Detroit in the 1940s, as well as researching and creating an exhibit to accompany the production, slated for the Detroit 300 celebration this summer.

2) Afterschool Arts: This team will work with two Detroit neighborhood centers to create afterschool dance, writing, and arts programs.

3) Video Storytelling: This team will document the larger collaboration with Liz Lerman Dance Exchange, involving four classes and a wide range of Detroit arts and community groups.

San Francisco Urban Institute
San Francisco State University

Instructors:
Dr. Brian Murphy, Political Science, Urban Institute
Mr. Hadley Roff, former Deputy Mayor, San Francisco
Mr. Calvin Welch, San Francisco Information Clearing House
Ms. Sharen Hewitt, San Francisco Housing Authority
Mr. Gordon Chin, Chinatown Community Development Corp

.Introduction: This course offers San Francisco State University undergraduates an opportunity to study the recent political history of San Francisco, with a particular focus on the economic and social context within which policy debates and political engagement have emerged. More critically, the course offers students an opportunity to combine academic study with practical experience, as all students are placed in local community-based non-profit social and economic development agencies as interns. SFSU students are joined in the course by non-profit staff, who attend the course through the university s extension program. Finally, the course is taught by a team that includes a university professor, three community activists, and a former deputy mayor (for five mayors).

San Francisco is blessed with a wealth of non-profit community organizations, whose services provide essential elements of the city s social service, health, and affordable housing infrastructures. These organizations are chronically understaffed, and look to the university for new sources of staff and organizing leadership. But most university student lack any exposure to community work, or to the concrete realities of staff work in the service of social and economic justice. San Francisco State students are a potential source of new community-based staff, were they to be engaged in the work of nonprofits, and see it as valuable and viable career option.

Political Science 475 is organized to provide such an opportunity for SFSU students, as well as provide critical services to local community-based non-profits. The course is part of the San Francisco Urban Institute s Urban Curriculum Project. This Project grew out of the need to provide engaged learning for SFSU students, and at the same time provide local communities groups access to the educational and intellectual resources of one of the nation s premier urban universities.

Course Design:

Political Science 475 meets one evening a week, for 3 % hours, for the duration of a fifteen week semester. There is one required text: a source book combining academic analyses, historical accounts, planning and analytic documents, demographic and economic data, and an extensive bibliography. Additional text materials are distributed throughout the semester.

The course takes as its main topic the post-war economic and social transformation of Francisco and examines the often volatile mix of community politics and economic power which determined so much of the contemporary landscape. The course explores several major policy debates, particularly involving land use, development, employment and housing, and searches for continuities and discontinuities with contemporary issues.

The course is unique in that many of the issues under study directly involved persons teaching the course. Indeed, three of the instructors were major participants in the land use and development struggles of the past twenty years, often sharply at odds with one another. The course thus allows students to revisit these debates through the eyes and analyses of the actual participants, and forces students to confront the clash of what we might call decent opposites.

The course typically enrolls between 35 and 55 students, no more than half of whom are regularly matriculated university students. The others are community-based staff, typically mid-level administrative and front line community organizers, and mid-level staff from city and county agencies. The community-based students are provided enrollment and registration through the university College of Extended Learning, and earn four units of upper division university credit. The cost to non-matriculated students is $25/unit (compared with the usual extension fee of $650/course). The agencies and non-profits have included housing and social service providers, as well as health, youth, and community development organizations.

Each university student is expected to secure an intern placement with an agency whose staff are enrolled in the course. Thus, university students share the class with men and women with whom they work in their intern placement. Intern responsibilities vary enormously, as do the number of internship hours.

The course operates through a lecture/seminar format, with assigned readings in advance. Each class has a major presentation by one or more of the instructors. The class often divides up into discussion sections, in addition to the normal lecture questioning.

Each student is required to participate in a research/action project as a member of a working group organized through the class. Each course had had three or four such working groups, whose goal is to complete a collaborative research project aimed at producing a body of written and presentational material. Each group is expected to produce both an analytic piece and a public presentation of their work. Topics always include a data analysis component – typically of demographic, economic, or public opinion data-linked to a current planning or political issue. The topics are chosen with a view to their usefulness in facilitating public debate, and their success depends as much on the accessibility of the analysis as its methodological purity.

Past projects have included analyses of the major economic and social issues in selected electoral districts prior to district supervisoral elections, the demographic analysis of neighborhoods required for local planning initiatives, and the analysis of public perception of selected issues prior to a community congress process. All projects have combined the analytic skills of university students with the organizing skills (and access) of the community students.

One explicit intention of the projects is to introduce university students to the neighborhood realities of community organizing, build enduring relationships between the team members, and bridge gaps of race and language that often divide neighborhoods. Each working group thus includes community staff from both inside and outside the selected neighborhoods, and engages them in teaching university students how to understand the complexities of the city. Conversely, the students find themselves teaching the utility and power of applied social science methods, when appropriate.

Outcomes: The course has three explicit goals: to educate university students through a process of engagement linked to course work, to open the university up to community based and city staff, and to provide enduring links between the university students and the community groups.

These explicit goals serve several more elusive – but critical – purposes. We aim to engage students sufficiently that they learn the joys of working on public affairs, while not being romantic about how hard or contradictory such work can be. We aim to break down subtle distinctions of status between university students and their community partners, many of whom are formally uneducated but remarkably gifted in both analysis and organizing skill. At the same time, many community students are extremely well educated, and it serves the currently enrolled students well to see the career and life choices made by other university graduates.

Finally, we aim to confront the cynicism of university students by bringing them into collaborative work with men and women who fight to change the world of poverty and inequality every day. The course legitimates the hard demands of political engagement, and validates the impact of political organizing, through an encounter with San Francisco s rich political history. This is a city in which politics matters, where ordinary citizens have helped determine the city s future.

At the same time, the men and women who devote their lives to community work long for an intellectual life, and for a free space in which they can debate and learn.

We do not have longitudinal studies of students in the first three offerings of this course. We do know that virtually every university student expressed satisfaction (through end-of-semester surveys), with both the content and the personal impact of the course. We also know that a number of former students now work for community-based nonprofits, often in the organizations with which they interned. One former student is now an elected Supervisor of the City and County of San Francisco, and several others worked on the campaigns of supervisoral candidates.

With regard to the community impact, we might quote from an interim report delivered to the Rockefeller Foundation, who funded the initial courses:

…the courses have generated a critical buzz in San Francisco s non-profit environment. They have achieved-in very short order-the reputation as an almost unique environment within which community activists can learn matters of great substance, share their own experiences and knowledge with one another, and discuss matters of dispute or disagreement. The courses and the Seminar provide a safe environment in which critical research can be done collaboratively, sharp disagreements can be aired, and policy options debated. This reputation for civility, intelligence, and engagement have drawn new students, visitors, and repeated requests for expanding the program.

Our successes are simple and singular, at one level: the two students who have been awarded the California State University s prestigious Panetta awards to intern and learn in Washington, at no cost; the Mayor who visits and tells the class he knows several politicians who would die for the detailed community-based research he just saw presented; the three housing authority activists who have gone back to school, one of whom was awarded the nation s highest community service award; the two community organizers who were inspired to run for city office (and both might win); the combined staffs of two community development organizations who now collaborate regularly in their work; the redevelopment staff who provided detailed Geographic Information System mapping for the community groups organizing neighborhood congresses.

Broader Program Elements:

Political Science 475 is one of several courses offered through the Urban Curriculum Project, a program jointly sponsored by the San Francisco Policy Center (itself a joint venture of the San Francisco Urban Institute and the San Francisco Information Clearinghouse). Beyond the courses, this project has three additional elements:

First, the university will offer admissions, financial aid, and academic assessment services to community program participants who seek to further their formal education.

Second, the Project will develop a series of contract education offerings in specialized professional development areas (contract management, non-profit organizational development, financial and fiscal management, as examples), for community organizations wishing these services for their staff.

Third, each cohort of university students and community staff will be offered membership in a Community Leadership Seminar, which will provide on-going opportunities for participants to work together, receive periodic policy briefings, and receive specialized training in community organizing, advocacy, and coalition building. This Seminar is intended to provide an on-going bridge between university students and community workers often separated by neighborhood, issue, race, or language.

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/urban-planning/regional-planning/3955/ http://www.compact.org/syllabi/urban-planning/regional-planning/3955/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3955 Planning for Metropolitan Regions
This course will focus on the regional scale management of the relationships between urban land use, transportation and environmental quality. Background will be provided on local and national trends, related research findings, existing legal and institutional contexts, contradictions in currently espoused solutions, and emerging policy options. Recent work on land use, transportation and environmental quality by community organizations like 1000 Friends of Oregon will be reviewed. Then the following three activities will be implemented in successive offerings of the course to constitute the course's service learning component.

The first activity scheduled for this spring will be to engage students in a multi-media mapping" of the urban automobile wilderness. This will be done in conjunction with Future Moves, a local civic organization advocating balanced approaches to transportation and land use. The purpose is to document photographically the good, bad and ugly aspects of relationships in our urban landscape between cars, pedestrians, bikes, transit, and land use arrangements. The function of this inventory is to illustrate both the adverse implications of auto-dependency as well as instructive examples of how such matters might otherwise be organized. (Some of these photographs will likely be used by Future Moves as it complies a neighborhood visual preference survey.) In a parallel effort, students will create or capture graphic illustrations of transit villages, pedestrian malls and other auto-independent land use designs. They will also create charts and graphs to illustrate relations between vehicular traffic, energy use, suburban land consumption, travel safety and air quality. The photographs and illustrations will serve the interests of Future Moves in its participation with other civic organizations in an emerging alliance dedicated to the promotion of urban environmental quality. A photographic camera, a digital still and video camera, a scanner and a computer laboratory with multi-media software capabilities will be available for use in conjunction with this course.

The second activity scheduled for the subsequent offering of this course is predicated upon the prior development of photographs, graphic illustrations and related educational materials. It presumes that student teams will develop the ability to present to service clubs, community councils and non-profit civic organizations a 40-minute lecture on urban and regional planning issues central to the future of the Utah's metropolitan area. In this manner, student will contribute directly to the objects soon to be pursued by the community education component of the Coalition's Envision Utah project. They will also contribute, through time, to the more general need for public education and dialogue on regional planning issues.

If appropriate, a third activity will be offered. It is predicated upon prior development of community design concepts to promote improved proximity relationships within new and existing parts of the urban fabric – a problem on which Envision Utah is currently focusing. Relevant community design concepts include transit-oriented developments, pedestrian pockets, traffic-reduced commercial zones (traffic cells), and mixed-use urban activity centers. Student teams will work with community organizations like the Assist Community Design Center, Future Moves and any of several community councils, municipal planning departments and urban redevelopment agencies. Students will help define how proximity relationships can be improved at specific sites and neighborhoods within the region where improved accessibility would stimulate new and varied urban activity patterns.
Below I hope to demonstrate how a course directed toward in the first activity will meet the nine criteria for service-learning designation is several specific ways.

1. Students provide a needed service. Photographic documentation, designs, illustrations and charts pertaining to the issue of our urban automobile wilderness will help both Future Moves and the larger community confront a pressing problem and consider what it might well do about it.

2. Service experience relates to the course's subject matter. Readings and class exercises shown on the attached syllabus relate directly to the proposed service learning activities.

3. Class activities stimulate reflection upon the service learning experience and the course's subject matter. The course schedule provides an opportunity for small group discussion of this issue with reports made by each group to the class at large.

4. Learning from both the service activities and the course material is assessed. A term paper is assigned in which students address the linkage between course materials and service activities.

5a. Service recipient's needs are recognized. This has been accommodated through preliminary discussions with the service recipient and will be modified if needed through continued discussions.
5b. Service recipient is involved in service evaluation. While the Director of Future Moves will be given an opportunity to participate in grading student submissions, the more telling evaluation comes with his decision to include or not the submitted materials in his own media presentations.

6. Service is aimed at the civic education of the students. Course materials address issues in the public domain. they promote an awareness of civic values. The proposed service project instructs students in the means for improving public awareness of civic issues and engaging constructively in civic discourse.

7. Service experience is informed by discipliner knowledge. Service projects draw upon disciplinary knowledge in urban geography, urban planning and urban design as identified by the materials in the syllabus and by the instructors grounding in these disciplinary bases.

8. Opportunities for learning from classmates as well as the instructor are provided.
Presentation of course materials and service project work will be done in and through small work groups. This is a setting that facilitates learning from classmates.

9. Required service work will not violate a student's religious, ethical or political convictions. A political libertarian may find the interventionistic and communitarian assumptions implicit in this course an affront to his ethical and political sensibilities. I suspect that adequate advising and self-selection will illuminate this potential problem.

Catalog Description
Theory and problems of regional planning including the spatial organizations of regions, theories of regional development and public policy for the development of regions.

Course Description for Spring of 1998
This course will focus on the regional scale management of the relationships between urban land use, transportation and environmental quality. Background will be provided on local and national trends, related research findings, existing legal and institutional contexts, contradictions in currently espoused solutions, and emerging policy options. Recent work on the regional integration of land use, transportation and environmental quality by civic organizations like 1000 Friends of Oregon will be reviewed. The course will be offered as a service-learning course. The service activity scheduled for this spring will be to engage students in a multi-media "mapping" of the urban automobile wilderness. This will be done in conjunction with Future Moves, a local civic organization advocating balanced approaches to transportation and land use. Our purpose is to document photographically the good, bad and ugly aspects of relationships in our urban landscape between cars, pedestrians, bikes, transit, and land use arrangements. The function of this inventory is to illustrate both the adverse implications of auto-dependency as well as instructive examples of how such matters might otherwise be organized. (Some of these photographs will likely be used by Future Moves as it complies a neighborhood visual preference survey.) In a parallel effort, students will create or capture graphic illustrations of transit villages, pedestrian malls and other auto-independent land use designs. They will also create charts and graphs to illustrate relations between vehicular traffic, energy use, suburban land consumption. travel safety and air quality. The photographs and illustrations will serve the interests of Future Moves in its participation with other civic organizations in an emerging alliance dedicated to the promotion of urban environmental quality. A photographic camera, a digital still and video camera, a scanner and a computer laboratory with multi-media software capabilities will be available for use in conjunction with this course.

Texts
The courses principle text will be:

Anthony Downs (1994) New Visions for Metropolitan America. Washington, D. C.: The Brookings Institute.
James A. Moore and Julie M. Johnson (1994) Transportation, Land Use and Sustainability. Tampa: University of South Florida, Florida Center for Community Design and Research.
Parsons, Brinkerhoff, Quade & Douglas (1997) Making the Land Use, Transportation, Air Quality Connection, Technical Rpt. Vol. 8. Portland: 1000 Friends of Oregon.
These will be supplemented by articles provided throughout the spring quarter.

Evaluation Guideline
Student evaluation will be based upon the following factors: Attendance and participation (10%). Team presentation of course materials (20%). Group multi-media presentation materials submitted (30%). Summary essay on course material and service-learning experience (40%).

Course Schedule
The first five weeks of the course will be spent reviewing texts. The second five weeks will be spend developing materials for a multi-media presentation of issues in regional planning for the client agency. Summary essays will be submitted on the Monday of exam week.
]]> http://www.compact.org/syllabi/urban-planning/regional-planning/3955/feed/ 0 http://www.compact.org/syllabi/urban-planning/urban-educationurban-studies/3956/ http://www.compact.org/syllabi/urban-planning/urban-educationurban-studies/3956/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3956 James H. Lytle, Instructor Principal, University City High School
Graduate School of Education 36th and Filbert Streets
Education Leadership Division Philadelphia, PA 19104
Room C-13
University of Pennsylvania (19104-6216)

Overview:
Through reflection on one's own schooling experiences; a fieldexperience in urban schools; an examination of issues, concepts andcharacteristics of urban public school systems and urban teaching;consideration of student reactions to schooling and their lives outsideof school; and consideration of the relationships between race, genderand schooling; this course will address the questions: "whether urbanstudents are provided appropriate and/or effective education?" and"what would equal opportunity require?"

Required Reading
A bulk pack containing most of the reading can be purchased atCampus Copy Center, 39th and Walnut Streets. All articles listed beloware expected to have been read prior to the class meeting for which theyare listed.

At least one of the two books listed below; both are on reserveat Rosengarten and available at the Bookstore.
Hacker, A. (1992). Two Nations: Black and white, separate, hostile,unequal. New York: Scribner.
?Wilson, W.J. (1996). When work disappears: The world of the newurban poor. New York: Knopf.
Recommended: Various texts listed at the end of the syllabus

Course Requirements
A. A field service and study project – at least six half days at a WestPhiladelphia school [20%]
B. Bi-weekly study group reports (see below) [40%]
C. A mid-term exam (March 18) [20%]
D. Class participation (which requires presence and reading of theweeks assignments) [+/-]
E. A final paper (10+ pages on a topic developed during the course)[20%]

All writen work should incorporate references to the readings.

Study group Reports [SGR]
?[study groups will be formed the second week of class]
?Due every two/three weeks (2/4, 2/18, 3/4, 4/8)
6-8 pages typed, double-spaced, names of group members and date oncover sheet
make one copy for each study group member and one for the professor;
you will receive written comments on each report, but the copy yousubmit will not be returned
Report entries should contain the following:
1. reactions to class meetings
2. critical response to the readings
3. discussion of how the readings relate to one's personal experiencesand expectations
4. questions
5. suggestions for future classes
[please number pages and use spellcheck before submitting your reports]

Field Study and Service ProjectProject — working in an elementary,middle, or high school classroom a half day per week for at least sixweeks. The project will be discussed and planned in class. Specificschool sites and student placements will be arranged with help from theinstructor.
_____________________________________________________________

Class Meeting Dates and Topics

January 14 – organizational meeting (at McNeil 309)

1. INTRODUCTION – STUDENTS AND SCHOOL DISCONTINUITY (Jan. 21)

Farrell, E. et al. (1988). Giving voice to high school students:Pressure and boredom, ya know what Im sayin? American EducationalResearch Journal. Winter. Vol. 25, No. 4. pp. 489-502.

The Institute for Education in Transformation at The Claremont GraduateSchool. (1992). Voices from the inside: A report on schooling frominside the classroom.

Jackson, P. (1968). Life in classrooms. Chicago: Holt, Rinehart andWinston.

Motivational Educational Entertainment. (1992). Reaching the Hip HopGeneration. Princeton, NJ: Robert Wood Johnson Foundation.

Phelan, P., Davidson, A.L., & Cao, H.T. (1992). Speaking up: Students'Perspectives on school. Phi Delta Kappan. (May). pp. 695-704.


2. LIVING IN THE INNER CITY (Jan. 28)

Anderson, E. (1989). Moral leadership and transitions in the urbanblack community. Social class and democratic leadership: Essays in honorof E. Digby Baltzell (ed.) Harold Bershady, Philadelphia, University ofPennsylvania Press: 7.pp. 123-146.

Anderson, E. (1994). The code of the streets. Atlantic Monthly. (May).pp. 81-94.

Bourgois, P. (1992). In search of Horatio Alger: Culture and ideology inthe crack economy. Education/Urban Studies 202, Vol. 1, University ofPennsylvania, 11, pp. 1-20.

Furstenberg, Jr., F.F. (1993) How families manage risk and opportunityin dangerous neighborhoods. from Sociology and the public agenda. (ed.) W.J. Wilson. Newbury Park, CA.

3. DEMOGRAPHICS AND THE URBAN CONDITION (Feb. 4, 11) SGR #1 due 2/4

Eitzen, D.S. (1992). Problem students: the sociocultural roots. PhiDelta Kappan. (April). pp. 584-590.

Greenhouse, S. (1991). The coming crisis of the American work force. NewYork Times. (June 7):14.

Hacker, A. (1992). Two nations: Black and white, seperate, hostile,unequal. New York: Scribner's. [on reserve at Rosengarten]

Kaufman, J.E. & Rosenbaum, J.E. (1992). The education and employment oflow-income black youth in white suburbs. Educational Evaluation andPolicy Analysis. 14: 3 (Fall). pp. 229-240.

Omolade, B. (1994). The rising song of African American women. London: Rutledge.

Philadelphia Council for Children and Youth. (1995). The bottom lineis . . . children.

Reed, S. and Sautter, R.C. (1990). Children of poverty: The status of 12million young Americans. Kappan Special Report. (June).

West, C. (1993). Nihilism and black America. in Race Matters. Boston: Beacon Press.

DeParle, J. (1992). Conversations/William Julius Wilson, Responding tourban alarm bells at scholarship's glacial pace. New York Times (July19).

Wilson, W.J. (1987). The truly disadvantaged: The inner city, theunderclass, and public policy. Chicago: University of Chicago. [onreserve at Rosengarten]

Wilson, W.J. (1996). When work disappears: The world of the new urbanpoor. New York: Knopf.


4. RACE & SCHOOLING (Feb. 18, 25, Mar. 4) SGR #2 due Feb. 18; #3 dueMarch 4

Fordham S. and Ogbu, J. (1986). Black students school success: Copingwith the burden of acting white". The Urban Review, Vol. 18, No. 3.

Foster, M. (1990). The politics of race: Through African-Americanteachers eyes. Paper presented at the American Educational ResearchAssociation Annual Meeting.

Gregory, L. W. (1995). The "turnaround process: Factors influencingthe school success of urban youth. Journal of Adolescent Research, Vol. 10. No. 1. pp. 136-154.

Gregory, S.S. (1992). The hidden hurdle. Time. (March 16). pp. 44-45.

Haberman, M. (1997. Unemployment training: The ideology of nonworkinurban schools. Phi Delta Kappan. Vol. 78, No. 7. (March), pp.499-505.

Lewis, A.C. (1992). A tale not widely told. Phi Delta Kappan, (Nov.). pp. 196-197.

Lytle, J.H. (1992). Prospects for reforming urban schools. UrbanEducation, Vol. 27, No. 2. (July). pp. 109-131.

McDougall, C. (1997). Welcome to badlands high school: Mission ofFaith. Philadelphia Weekly. (Oct. 28).

Polite, V.C. (1992). All dressed up with no place to go: An ethnographyof African American male students in an urban high school. Paperpresented at the American Educational Research Association annualmeeting.

Sleeter, C.E. (1993). How white teachers construct race. from (ed.)McCarthy, E. & Crichlou, W.. Race identity and representation ineducation. New York: Routledge.

Steele, C.M. (1992). Race and the schooling of black Americans. AtlanticMonthly. (April). pp. 68-78.

[SPRING BREAK MARCH 7-15; no class March 12]

MID-TERM EXAM MARCH 18

5. CULTURALLY RELEVANT SCHOOLING/AFRO-CENTRIC PEDAGOGY (Mar. 25, April 1]

Asante, M.K. (1991). The Afrocentric idea in education. Journal of NegroEducation, Vol. 60, No. 2. Howard University. pp. 170-180.

Asante, M.K. (1992). Afrocentric curriculum. Educational Leadership.(January). pp. 28-31.

Ascher, C. (1992). School programs for African-American males . . .and females. Phi Delta Kappan. (June). pp. 777-781.

Gilbert, S.E. II and Gay, G. (1985). Improving the success in school ofpoor black children. Phi Delta Kappan. (October). pp. 133-137.

Hilliard, A. III. (1991). Do we have the will to educate all children?Educational Leadership. (September). pp. 31-36.

Iverem, E. (1986). Ritual links Americans to African heritage. New YorkTimes. (October 6).

Ladson-Billings, G. (1995). Toward a theory of culturally relevantpedagogy. American Educational Research Journal. Vol. 32, No. 3,pp.465-491.

Ogbu, J.U. (1992). Understanding cultural diversity and learning. Educational Researcher. (Nov.) pp. 5-14, 24.

Olneck, M.R. (1993). Terms of inclusion: Has multiculturalismredefined equality in American education? American Journal ofEducation 101 (May, 1993). pp. 234-260.

Sleeter, C.E. (1992). Resisting racial awareness: How teachersunderstand the social order from their racial, gender, and social classlocations. Educational Foundations. (Spring), pp. 7-32.

Trotter, A. (1991). Rites of passage. The Executive Educator. (September). pp. 48-49.

Yarrow, A.L. (1991). Afrocentric Brooklyn school opens. New York Times.(October 6).


6. SCHOOL AND SCHOOL DISTRICT ORGANIZATION (April 8) SGR #4 due (as it contributes to and impedes effective schooling)

Corwin, R.G. & Borman, K.M. (1988). School as workplace: Structuralconstraints on administration. In N.J. Boyan (Ed.), Handbook of>research on educational administration. New York: Longman.

Hargreaves, D.H. (1997). A road to the learning society. SchoolLeadership & Management, Vol. 17, #1. pp. 9-21.

Kerr, S.T. (1996). Visions of sugarplums: The future of technology,education, and the schools. In S.T. Kerr (Ed.), Technology and TheFuture of Schooling, NSSE, 95:2.

McNeil, L. M. (1988). Contradictions of control, part 1: Administrators and teachers. Phi Delta Kappan. (January), pp. 333-339.

Oakes, J. (1992). Can tracking research inform practice? Technical,normative, and political considerations. Educational Researcher. (May).pp. 12-21.

Pennsylvania Department of Education. (1996). Charter schools: Frequently asked questions and answers.

7. EFFECTIVE TEACHING AND SCHOOLING (Apr. 15, 22)

Beane, J.A. (1991). Sorting out the self-esteem controversy. EducationalLeadership. (September). pp. 25-30.

Clune, W.H. (1993). The best path to systemic educational policy: Standard/centralized or differentiated/decentralized. EducationalEvaluation and Policy Analysis. Vol. 15, No. 3. (Fall). pp. 233-254.

Comer, J. (1984). Home-school relationships as they affect the academicsuccess of children. Education and Urban Society. Vol. 16, No. 3. (May).pp. 323-327.

David, J.L. (1991). Restructuring and technology: Partners in thecomputer age. Phi Delta Kappan. (September). pp. 37-40,78-82.

Haberman, M. (1991). The pedagogy of poverty versus good teaching. PhiDelta Kappan. (December). pp. 290-294.

Haberman, M. (1995). Selecting 'star' teachers for children and youthin urban poverty. Phi Delta Kappan. (June). pp. 777-781.

Howard, J. (1991). Getting smart: The social construction ofintelligence. The Efficacy Institute, Inc. (March 27).

Kirst, M. W. (1992). Financing school-linked services. Center forResearch in Education Finance. Los Angeles: University of SouthernCalifornia.

Kretovics, J., Farber, K. and Armaline, W. (1991). Reform from thebottom up: Empowering teachers to transform schools. Phi Delta Kappan. (December).pp. 295-299.

Slavin, R. (1989). Success for all. CREMS Report. Johns HopkinsUniversity. (February).

Sylvester, P. S. (1994). Elementary school curricula and urbantransformation. Harvard Educational Review. Vol. 64, No. 3 (Fall). pp. 309-331.

April 27-29 – Reading Days

FINAL EXAM/PAPER – DUE NO LATER THAN 6:00 PM, WEDNESDAY, MAY 6

Additional reading

School Related

James Comer and associates Rallying the Whole Village: The ComerProcess for Reforming Education. (New York: Teachers College Press, 1996)
Samuel Friedman Small Victories
Tracy Kidder Among School Children
Jonathan Kozol Savage Inequalities: Children in America's Schools(Crown, 1991)
Louis F. Miron The Social Construction of Urban Schooling. (Cresskill,NJ: Hampton, 1996)
Mike Rose Lives on the Boundary a deeply personal account of an"at-risk" teen who becomes a superlative teacher of adult "losers"
Emily Sacher Shut Up and Let the Lady Teach (Poseidon, 1991) Areporter's year teaching in a Brooklyn middle school

Poverty/Race/Social Class

Herbert Gans The War Against the Poor: The Underclass and AntipovertyPolicy (New York: Basic Books, 1995)
Andrew Hacker Two Nations: Black and White, Separate, Hostile, Unequal (Scribner's: New York, 1992)
Michael B. Katz The Undeserving Poor: from the War on Poverty to theWar on Welfare (New York: Pantheon, 1989)
Lisbeth Schorr Within Our Reach: Breaking the Cycle of Disadvantage (New York: Anchor, 1988) A comprehensive discussion of linked socialservices.
Cornel West Race Matters (Beacon: Boston, 1993)
William Julius Williams The Truly Disadvantaged: The Inner City, theUnderclass, and Public Policy(Chicago: University of Chicago, 1987)
William Julius Wilson When Work Disappears: The World of the New UrbanPoor. (New York: Knopf, 1996)

Life in the Inner City

Phillippe Bourgois In Search of Respect: Selling Crack in the Barrio(Cambridge, 1995)
Geoffrey Canada Fist Stick Knife Gun (Beacon, 1995)
James Garbarino et al Children in Danger: Coping with the Consequencesof Community Violence.(Jossey-Bass: San Francisco, 1992)
Carl Husemoller On the Edge: A History of Poor Black Children andTheir American Dreams(Basic Books: New York, 1993)
Alex Kotlowitz There Are No Children Here (Anchor/Doubleday: NewYork, 1991) The story of two boys growing up in the projects ofChicago.
Brent Staples Parallel Time: Growing Up in Black and White (Pantheon: New York, 1994)

]]> http://www.compact.org/syllabi/urban-planning/urban-educationurban-studies/3956/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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