CLC-Conference-Proceeding-2018

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where Cuban scholars presented their research in community development, STEM fields, arts and humanities, and law and engaged in roundtable conversations with Rutgers faculty to develop collaborative research projects. The following papers from scholars at the University of Havana document how the community development framework and agenda is reinforced through university scholarship and practice. Dr. María del Carmen Zavala Arguelles, Professor of the Faculty of Latin American Social Sciences (FLACSO), presents the experiences and perspectives of how Cuba has fostered community development and promotes social equity at the local/community level. Dr. Reynaldo Jiménez Guethón, also of FLACSO, discusses the growth and trajectory of agricultural and non-agricultural cooperatives that empower workers in the decision-making processes. Dr. Cristina Diaz López, Distinguished Professor in Analytical Chemistry, shares her research in how universities build an environmental culture of sustainable development to protect natural resources and use them for research and development of lifesustaining products and processes. Finally, Dr. Marta Lourdes Baguer, Professor of Mathematics and Computer Science applies nonnegative matrix factorizations as computational analytical tools to detect and treat breast cancer, symbolizing the active role that universities contribute to STEM and medical research to directly impact life-saving procedures. The final set of papers are from leading scholars from the Philadelphia/New Jersey region who presented at the <strong>CLC</strong>’s Spring 2017 symposium on “Integrating Research, Policy, and Practice: Reimagining the University/City Connection.” Rutgers-Newark Chancellor Nancy Cantor promotes universities to build an “architecture of inclusion” to harness entrepreneurs, artists, and learning networks within their spheres of influence. Dr. Ira Harkavy and Rita Hodges, Director and Assistant Director, respectively, of the Netter Center for Community Partnerships at the University of Pennsylvania, call for an integrated learning approach where universities engrain experiential learning into its curriculum as a way to build a stronger democratic and civic partnership with communities. Dr. Gregory Anderson, Dean of the School of Education at Temple University, challenges the traditional approach of community engagement of universities and encourages a more active role for universities to foster the development of early learning centers and K-12 programs so students and families in the university neighborhood receive the best quality educational services. These papers reflect the burgeoning conversations of universities actively questioning their impact and effectiveness in building and empowering the communities around them. They demonstrate that universities, as anchor institutions, can foster a social justice mission to improve the educational and economic conditions of children and families throughout their life cycle. They have a renewed mission to support entrepreneurial faculty, leaders, and students, who embed themselves in the community building process and ensure that resources are directed to better the world around them.■ __________________________________________ REFERENCES Bonilla-Santiago, G. (2014). The miracle on Cooper Street. Archway Publishing, 2014. Flora, C. and Jan Flora with Susan Fey (2004). Rural communities: Legacy and change. 2nd ed. Boulder, CO: Westview Press
Weathering the Storm – Challenges for PR’s Higher Education System Gloria Bonilla-Santiago, Ph.D., Heidie Calero, JD, Wanda Garcia, MSW, Matthew Closter MPA, MS, & Kiersten Westley-Henson, MA Natural disasters, such as hurricanes, economic disasters, bankruptcy, unmanageable government debt, and economic stagnation, present the opportunity for institutions of higher learning to assess their role as anchors of their communities (Crespo, Hlouskova & Obersteiner, 2008; Skidmore & Toya, 2002). Unfortunately, many of these institutions of higher learning are not prepared and aligned to deal with the devastation caused by widespread damage to flooded buildings, the financial impact caused by loss of tuition income, the significant disruptions on the lives of university students, faculty, and staff, outward migration, and the dysfunction of the daily business of academia. As one of the most diverse and accessible systems in the world, Higher Education performs an indispensable duty in the formation of future citizens, leaders, thinkers, and entrepreneurs; and plays a transformative role in community and economic development (Abel & Deitz, 2012). That was precisely the reason why then poor Government of Puerto Rico established the University of Puerto Rico (state university) in 1903. After 114 years, hurricane Maria reminds us that the higher learning sector in Puerto Rico must redefine its strategies and vision and reinvent itself to survive and to contribute to the future of the Island (Matos, 2017). How does Higher Education respond to the challenges resulting from an overwhelmingly massive Category Five hurricane (Matos, 2017). In 2017, Hurricane Maria devastated Puerto Rico and shattered an already struggling economy and the Island’s higher education system (Meléndez & Hinojosa, 2017; Bonilla-Santiago, 2017). Hurricane Maria killed more than 90 people and caused upwards of $100 Billion in damages in Puerto Rico. It also caused the loss of thousands of crops as well as forced thousands to leave the island, millions to lose their homes and many communities to be destroyed (Ferre, Sadurni, Alvarez, & Robles, 2017). While the loss and devastation of a natural disaster is immediately unbearable with its tremendous attack on human life and natural devastation, disasters offer an opportunity for reinvention, development and innovation (Matos, 2017). After Hurricane Maria devastated the Island of Puerto Rico in September 2017, the discourse about the impact on Puerto Rico categorized the aftermath as an economic
Page 1 and 2: Anchor Institutions Advancing Local
Page 3 and 4: Matthew Closter MPA, MS, Senior Res
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Page 7 and 8: towards a more balanced and just sy
Page 9: Dr. Santiago has also extended part
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
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educational actions, with the colla
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do this, two instruments were devel
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Figure 1 a and b: Synthesis maps of
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The social situation of Cuban child
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development of these programs and t
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and social lives. The country's soc
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with the ethical and moral values o
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unfavorable to their development an
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Role of Universities in the Creatio
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comprised of representatives of sch
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interdisciplinary master’s degree
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Nonnegative matrix factorizations:
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e obtained as the sum of matrices o
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As is usual in Mathematics, when de
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The stop function finds the zero or
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The values of the pixels of brightn
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REFERENCES i G. H. Golub and C. F.
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The Architecture of Inclusion in An
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A central focus of NCLC’s program
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consider how to best support the en
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University-Community Partnerships i
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nutritional practices in the commun
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and non-profits, and residents, cha
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When institutions openly pursue com
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home, and its home is the neighborl
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their collective expertise to evalu
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collection capacity as well as staf
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mission. Moreover, when factoring i
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the proposed Early Childhood and Co
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