CLC-Conference-Proceeding-2018

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longer rule the fate of children growing up in our cities and towns. xviii At the core of spreading opportunity is and must be the fulsome engagement of local citizens, of all generations, in the anchor institution-community engagement partnerships. Not only will this provide a better avenue to sustained social change, but it is a capacity building strategy for society as well. As Ira Harkavy, Myra Burnett, and I noted in a White Paper commissioned by the National Science Foundation, the positive recursive cycle of inclusive community-engaged science not only produces better science but better more diverse scientists and ultimately a better, healthier society. xix We have seen this positive recursive cycle in action in Newark, where, for example, our university-community partnerships office organized an African-American Brain Health Initiative as a collaboration between Rutgers- Newark neuroscientists, retired Black nurses, and faith-based organizations. The collaborative effort here both promotes healthy neighborhoods and simultaneously serves as a recruiting tool for the next generation of STEM students in Newark, who in turn, serve as ambassadors spreading an inter-generational message about educational attainment to future children in their community. In other words, there is much of value in an architecture of inclusion – intergenerational, inter-institutional, and intercultural, and that it seems to me is what good university-community anchor institution work should aspire to accomplish, in a new urban movement for social justice.■ REFERENCES i Panel presentation, Integrating Research, Policy, and Practice: Reimagining the University-City Connection, Rutgers University- Camden, Camden, NJ, March 28, 2017. Appreciation is extended to Peter Englot for his collaboration and insights on this work. ii Thomas Sugrue, City Moves: Black Urban History Since 1967, Marion Thompson Wright Lecture, Rutgers University-Newark, February 18, 2017. See also, Nancy Cantor, Remarks at 37 th Annual Marion Thompson Wright Lecture Series, Rutgers University-Newark, February18, 2017. iii Editorial, “The Architecture of Segregation,” The New York Times, September 6, 2015, SR8; Sturm, S., Eatman, T., Saltmarsh, J., & Bush, A. (2011). Full participation: Building the architecture for diversity and public engagement (2006), Harvard Journal of Law and Gender, 30, 248–334. iv Anthony Carnevale, America’s Divided Recovery: College Haves and Have-Nots, Georgetown University Center on Education and the Workforce report, 2016. v Paul Jargowsky, Architecture of Segregation: Civil Unrest, the Concentration of Poverty, and Public Policy, The Century Foundation, Report: Race and Inequality, August 7, 2015. vi Gary Orfield, Jongyeon Ee, Erica Frankenberg, and Genevieve Siegel-Hawley, Brown at 62: School Segregation by Race, Poverty and State, Research Brief of UCLA Civil Rights Project, May 16, 2016. vii See The Century Foundation Task Force on Preventing Community Colleges from Becoming Separate and Unequal, Bridging the Higher Education Divide: Strengthening Community Colleges and Restoring the American Dream. Washington, DC: The Century Foundation, 2013. viii See, http://www.margainc.com/aitf/. ix Natalie Moore, How Theaster Gates is Revitalizing Chicago’s South Side, One Vacant Building at a Time, Smithsonian Magazine, December 2015. x See: Express Newark, RU-N’s Arts Incubator, Now Open in Historic Former Hahne’s Department Store, is Bringing New Synergy to Newark’s Arts District, http://www.newark.rutgers.edu. xi See: http://www.nclc2025.org/. xii See, for example, the call for economic and racial justice from Mayor Ras J. Baraka and Ryan P. Haygood, Cities Have the Power to Finally Bridge MLK’s ‘Two Americas,’ The Nation, January 16, 2017. xiii See Using Improvement Science to Accelerate Learning and Address Problems of Practice, Carnegie Foundation for the Advancement of Teaching, http://www.carnegiefoundation.org/our-ideas/. xiv See Stephanie A. Fryberg and Ernesto Javier Martinez (Eds.), The Truly Diverse Faculty: New Dialogues in American Higher Education, New York, NY: Palgrave Macmillan, 2014. xv See Meredith Kolodner, A University that Prioritizes the Students who are Often Ignored, The Atlantic, May 19, 2016; http://www.newark.rutgers.edu/tags/hllc/. xvi See http://imaginingamerica.org/. xvii Nancy Cantor and Peter Englot, Civic Renewal of Higher Education through Renewed Commitment to the Public Good, In Jill N. Reich (Ed.), Civic Engagement, Civic Development, and Higher Education, Bringing Theory to Practice, Washington, DC., 2014, pp. 3-11. xviii Raj Chetty, Nathaniel Hendren, Patrick Kline, Emmanuel Saez, and Nicholas Turner, Is the United States Still a Land of Opportunity? Recent Trends in Intergenerational Mobility, NBER Working Paper 19844, January 2014. xix Harkavy, I., Cantor, N. and Burnett, M. 2014. Realizing STEM Equity and Diversity through Higher Education- Community Engagement, White Paper supported by National Science Foundation under Grant No. 121996, University of Pennsylvania.
University-Community Partnerships in Pursuit of Social Justice: An Anchor Institutions Approach to Advancing Teaching and Research and Improving the Quality of Life Ira Harkavy and Rita A. Hodges The extreme poverty, persistent deprivation, and pernicious racism afflicting communities in the shadows of powerful, relatively wealthy urban universities raise troubling moral issues, as well as questions about higher education’s contribution to the public good. It is essential that universities as key anchor institutions significantly and effectively contribute to radically reducing the pervasive, ongoing, seemingly intractable problems of our inner cities. 1 Conditions in our city Philadelphia, Pennsylvania are an example of a more general phenomenon of urban distress. With approximately 26 percent of its population living in poverty, Philadelphia has had the highest poverty rate among the nation’s 10 largest cities for the last decade. Over 12 percent of Philadelphians live in deep poverty (an income of $12,150 or less for a family of four in 2016). At the same time, Philadelphia (and many other cities) is home to a key resource that can help to change these conditions. It has one of the highest concentrations of anchor institutions, with “eds and meds” representing 12 of the 15 largest private employers, and the Philadelphia metropolitan area contains more than 100 colleges and universities. 2 A burgeoning higher education democratic civic and community engagement movement has developed in part as a response to these pervasive problems. Service learning, community-based participatory research, volunteer projects, and community economic development initiatives are some of the means that have been used to create mutually beneficial partnerships designed to make a positive difference in the community and on campus. But these efforts, although they are important, generally fall far short of what is required. An urban university’s interaction with its local community might usefully be placed within the following four categories: 1. Gentrification and displacement of lowincome residents, 2. Disregard and neglect, 3. Partially engaged (frequently indicated by involvement of the academic or the institutional/corporate component of the university, but not both), 4. Truly engaged (involving comprehensive, significant, serious, and sustained involvement of all aspects of the university with the community, including integration of academic and institutional resources). We argue for the development of truly engaged universities, in which a very high priority is given not only to significantly improving the quality of life in the local community, but also to working with the community respectfully, collaboratively, and democratically. In addition, helping to develop and implement solutions to strategic,
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Anchor Institutions Advancing Local
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Matthew Closter MPA, MS, Senior Res
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Table of Contents Conference Procee
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towards a more balanced and just sy
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Dr. Santiago has also extended part
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Weathering the Storm - Challenges f
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from 2001- 2016. For the 2016-2017
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This will require rethinking on how
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The expansion witnessed in particip
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viable contributor to community and
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illion to provide relief to Puerto
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Puerto Rico Higher education system
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Hernandez, J. C., Roman, W., Blas,
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The sustainability of the higher ed
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2) Universities as a place for acce
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4) Education and Infrastructure. Th
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service facilities, a lake, a golf
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There is a considerable skills mism
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A Partnership for the Empowerment o
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expand their knowledge and practica
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Although vast experience is gained
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It is easy to appreciate the comple
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Cooperatives and Local Development
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Continuing in the search for new wa
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Page 55 and 56: Díaz, B. (1998). El Enfoque Partic
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Page 93 and 94: REFERENCES i G. H. Golub and C. F.
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