CLC-Conference-Proceeding-2018

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community-identified local problems functions as a curriculum, text, and performance test for a truly engaged university’s research, teaching, and learning activities. No urban university, as far as we can tell, presently meets these criteria. Nonetheless, progress has occurred over the past 30 or so years with an increasing number of universities taking meaningful, if insufficient, steps in the right direction. Because we know it best, we will focus on the University of Pennsylvania, which has been recognized as a leader for its involvement with West Philadelphia, its local geographic community. 3 TOWARDS AN INTEGRATED DEMOCRATIC ANCHOR INSTITUTION- COMMUNITY PARTNERSHIPS APPROACH: PENN AND THE NETTER CENTER The Netter Center for Community Partnerships The Center for Community Partnerships (renamed in 2007 as the Netter Center for Community Partnerships) was established in 1992 by then Penn President Sheldon Hackney as a university-wide center that would identify, mobilize, and integrate Penn’s vast resources in order to help transform West Philadelphia, particularly by improving the public schools while helping to transform teaching, research and service at the University. The Center’s work was building on efforts begun in the early 1980s, particularly the development of two core concepts: academically based community service and university-assisted community schools. Through Academically Based Community Service (ABCS) courses, service is rooted in and intrinsically tied to research, teaching, and learning, and the goal of these courses is to contribute to structural community improvement. University-Assisted Community Schools educate, engage, empower, and serve not only students, but also all other members of the community, providing an organizing framework for bringing university programs, including ABCS courses, to West Philadelphia schools. We have come to view ABCS and UACS as core to a comprehensive anchor institution strategy in which universities engage in sustained, mutually beneficial partnerships with their communities. We will first provide further background on ABCS. Over the past few decades, an increasing number of faculty members, from a wide range of Penn schools and departments, have revised existing courses, or have created new ABCS courses, providing innovative curricular opportunities for their students to become active learners, creative real-world problem solvers, and active producers (as opposed to passive consumers) of knowledge. In 2016-2017, the Netter Center helped coordinate 70 ABCS courses taught across 31 departments and programs in 8 of Penn’s 12 schools, engaging approximately 1700 Penn students (undergraduate, graduate, and professional). The Agatston Urban Nutrition Initiative is an example of an evolving Netter Center program that was catalyzed through ABCS. In 1991, Professor Francis Johnston, a renowned expert on nutritional anthropology who had recently concluded a lengthy tenure as chair of the Anthropology Department decided to redesign a course, Anthropology 210, to address the community-identified problem of poor nutrition, with the initial work at Turner Middle School. It became the prototype for Academically Based Community Service courses. A widening circle of Penn faculty and students began working with Johnston over the next few years in collaboration with local middle school teachers and students to understand the
nutritional practices in the community. The course also sought to address the problem through a series of projects aimed at encouraging better nutrition. These included an educational program, a school-based garden, an in-school market that provided healthy snacks, and a nutritional outreach program for the community. Anthropology 210’s success not only influenced the anthropology department (which went on to develop an academic track on Public Interest Anthropology), but it also inspired other Penn departments and schools to become involved.4 Furthermore, it led to the development of the Agatston Urban Nutrition Initiative (AUNI). Today, AUNI integrates research, teaching, learning, and service in an approach that brings together a range of Penn’s social science, health, and medical resources, as well as the resources of community partners at the Netter Center’s university-assisted community schools (UACS) sites in West Philadelphia, at more than a dozen other Philadelphia schools, and at various West Philadelphia community centers and locations, to improve health and nutrition and reduce obesity. As noted above, another major component of the Netter Center's work is mobilizing the substantial resources of the University to help traditional public schools serve as innovative university-assisted community schools (UACS) that educate, engage, empower, and serve not only students, but also all members of the community in which the school is located. ABCS courses, internships, and work-study and volunteer opportunities bring hundreds of Penn students into the schools, where programming occurs during the school day, after school, evenings, and summers. As of fall 2017, the Netter Center’s work has grown to include children and families at nine university-assisted community schools in West Philadelphia. Netter Center site directors collaborate closely with each school and its community to determine activities that best serve their specific needs and interests. In addition to coordinating the programs, UACS site directors serve as liaisons between the University and the school, as well as between school day teachers and the after school program. Staff from the Center’s thematic-based programs such as the Agatston Urban Nutrition Initiative and Moelis Access Science (described below) are also regularly working in the schools. Moelis Access Science is an example of a sustained, mutually beneficial partnership that Penn has developed through ABCS courses and University-Assisted Community School programming. Begun in 1999 with initial support from the National Science Foundation, Moelis Access Science works to improve science, technology, engineering, and math (STEM) education of both K-12 students and undergraduate and graduate students at Penn. Faculty and students from across campus provide content-based professional development for teachers and direct classroom support for implementing quality hands-on and small group activities. Undergraduates in Moelis Access Science–affiliated ABCS courses provide content-based professional development for teachers and direct classroom support for implementing high-quality, hands-on laboratory exercises and small-group activities. Approximately a dozen ABCS courses related to the program are now offered each year in the Departments of Biology, Mathematics, Environmental Science, Physics, Education, Chemistry, Electrical and Systems Engineering, and Computer and Information Science, among others. “Community Physics Initiative,” taught by Professor Larry Gladney, associate dean for
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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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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 and 100: consider how to best support the en
Page 101: University-Community Partnerships i
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
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