CLC-Conference-Proceeding-2018

Recommendations

Info

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,
Page 1 and 2:
Anchor Institutions Advancing Local
Page 3 and 4:
Matthew Closter MPA, MS, Senior Res
Page 5 and 6:
Table of Contents Conference Procee
Page 7 and 8:
towards a more balanced and just sy
Page 9 and 10:
Dr. Santiago has also extended part
Page 11 and 12:
Weathering the Storm - Challenges f
Page 13 and 14:
from 2001- 2016. For the 2016-2017
Page 15 and 16:
This will require rethinking on how
Page 17 and 18:
The expansion witnessed in particip
Page 19 and 20:
viable contributor to community and
Page 21 and 22:
illion to provide relief to Puerto
Page 23 and 24:
Puerto Rico Higher education system
Page 25 and 26:
Hernandez, J. C., Roman, W., Blas,
Page 27 and 28:
The sustainability of the higher ed
Page 29 and 30:
2) Universities as a place for acce
Page 31 and 32:
4) Education and Infrastructure. Th
Page 33 and 34:
service facilities, a lake, a golf
Page 35 and 36:
There is a considerable skills mism
Page 37 and 38:
A Partnership for the Empowerment o
Page 39 and 40:
expand their knowledge and practica
Page 41 and 42:
Although vast experience is gained
Page 43 and 44:
It is easy to appreciate the comple
Page 45 and 46:
Cooperatives and Local Development
Page 47 and 48:
Continuing in the search for new wa
Page 49 and 50: espectively by the Ministerio de la
Page 51 and 52: The establishment of cooperatives m
Page 53 and 54: the citizen’s new situation, a ne
Page 55 and 56: Díaz, B. (1998). El Enfoque Partic
Page 57 and 58: achievement of its goals and object
Page 59 and 60: providing psychopedagogical care to
Page 61 and 62: educational actions, with the colla
Page 63 and 64: do this, two instruments were devel
Page 65 and 66: Figure 1 a and b: Synthesis maps of
Page 67 and 68: The social situation of Cuban child
Page 69 and 70: development of these programs and t
Page 71 and 72: and social lives. The country's soc
Page 73 and 74: with the ethical and moral values o
Page 75 and 76: unfavorable to their development an
Page 77 and 78: Role of Universities in the Creatio
Page 79 and 80: comprised of representatives of sch
Page 81 and 82: interdisciplinary master’s degree
Page 83 and 84: Nonnegative matrix factorizations:
Page 85 and 86: e obtained as the sum of matrices o
Page 87 and 88: As is usual in Mathematics, when de
Page 89 and 90: The stop function finds the zero or
Page 91 and 92: The values of the pixels of brightn
Page 93 and 94: REFERENCES i G. H. Golub and C. F.
Page 95 and 96: The Architecture of Inclusion in An
Page 97 and 98: A central focus of NCLC’s program
Page 99: consider how to best support the en
Page 103 and 104: nutritional practices in the commun
Page 105 and 106: and non-profits, and residents, cha
Page 107 and 108: When institutions openly pursue com
Page 109 and 110: home, and its home is the neighborl
Page 111 and 112: their collective expertise to evalu
Page 113 and 114: collection capacity as well as staf
Page 115 and 116: mission. Moreover, when factoring i
Page 117 and 118: the proposed Early Childhood and Co
show all

CLC-Conference-Proceeding-2018

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?