CLC-Conference-Proceeding-2018

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Anchor Institutions Advancing Local and Global Sustainable Community Development Through Teaching, Scholarship, and Research Gloria Bonilla-Santiago, PhD and Matthew Closter Universities, as anchor institutions, have a moral and just responsibility to fulfill social justice missions to improve the educational and economic wellbeing of their communities (Bonilla-Santiago, 2014). They harness incredible human, social, intellectual, and physical capital (Flora, Flora and Fey, 2004) that can be leveraged to empower neighborhoods and residents to change educational, environmental, and economic conditions. Universities have traditionally developed partnerships with businesses, schools, and nonprofit organizations to produce an ecosystem of collaborative learning and engagement, but their role has shifted to engage in the fabric of the community as agents of change. The Rutgers –Camden campus has been the leading partner with the LEAP Academy University School as the only educational pipeline from cradle to college in the country. As an institution of higher learning, we are preparing students from early ages through the K-16 system to be college and career ready for a learning and workforce environment that requires college degrees. Our campus has embraced a model of civic engagement and experiential learning for college students to volunteer, intern, and assist in community programs to get exposure to life beyond the college boundaries and to study and reflect on their impact. The purpose of this monograph and compilation of symposia proceedings is to disseminate original research papers of how faculty and entrepreneurial university leaders go beyond civic engagement and experiential learning to change the social conditions around them and fully empower communities to excel and succeed in their educational and economic paths. The Rutgers-Camden Community Leadership Center (CLC), led by Rutgers Board of Governors Distinguished Service Professor Gloria Bonilla-Santiago, has been a leader in the movement to instill a community development framework within universities to take action against the status quo in education that leaves so many children and families behind, particularly in Camden, New Jersey. It convened two conferences and a symposium from 2017-2018 to share knowledge from local initiatives in the Philadelphia/New Jersey region and from Puerto Rico and Cuba, where it has been fostering a major collaboration on sustainable community development. The following proceedings are papers presented by symposia participants on the collective responsibility of universities and communities to embrace a social justice mission and work with communities to build solidarity and shared meaning. The consensus is that universities have not traditionally been an ally of communities and have a long way to go to build trust and avenues for college resources and access. Rutgers- Camden takes much pride through the work of the CLC to highlight our pipeline model for children and families as we improve the educational and economic outcomes of marginalized populations in the City of Camden. The CLC has an accomplished history of developing sustainable university partnerships with the community through joint projects and initiatives to steer the educational landscape
towards a more balanced and just system. The CLC’s mission is to “foster understanding and acceptance of new organizational environments and strategies for building bridges and partnerships among urban communities, academia, and organizations for dealing with race relations and urban development.” Through social action research, leadership development, training and community partnerships, the Center provides a forum for the analysis, discussion, and assessment of policy issues while developing new knowledge regarding strategic approaches to meet the changing needs of urban communities. The CLC applies four main drivers to its philosophy to guide its community development outcomes: (1) Birth-16 Pipeline of Educational Investments and Innovation, (2) Academic Entrepreneurship and Applied/Experiential Learning, (3) Applied Research and Dissemination, and (4) Leadership and Community Development. These four pillars work in tandem to ensure that the community development efforts are aligned with the university’s mission of teaching and research. Since its inception, the Center has overseen local and global collaborations to share and adapt a model of universities anchoring community development strategies to empower communities through education and economic development initiatives. The Center’s first major venture was to develop a comprehensive birth to college pipeline where students and families could attend an early learning program, proceed through a K- 12 school district, and obtain college degrees, all along an educational corridor in one downtown location. The creation of the Early Learning Research Academy (ELRA) and LEAP Academy University School (LEAP stands for Leadership, Education, and Partnership) has accelerated the educational pipeline concept and is the only known model of a pipeline under the auspices of one governing system. LEAP’s Board of Trustees is comprised of senior administrators from Rutgers University, Rowan University, Stockton University, and Camden County College, amongst parents, business leaders, and alumni, so that the universities can connect directly with the students and families as a bridge for their next steps in higher education. The Rutgers/LEAP Enterprise has a record of accomplishment of 100% high school graduation and college placement since the inaugural graduating class of 2005, including student acceptances and completion at esteemed universities Brown, Princeton, the University of Pennsylvania, Howard, Jefferson, Swarthmore, Temple, Rutgers, and Rowan. Students have graduated college and established careers in law, education, engineering, medicine, nursing, finance, business, and management due to LEAP has specialized STEM curriculum and academies that focus on these prominent industries. The CLC’s groundbreaking Early College program is in its first year of placing the entire senior class in college level courses at Rutgers and Rowan to prepare them for the rigors of college and to obtain actual college credits. The CLC facilitates university and faculty placements amongst Centers of Excellence throughout LEAP, including ELRA, the Center for College Access, the Center for Health and Wellness, the STEM Fabrication Lab, and the Parent Engagement Center. These Centers serve as a way to apply academic research to build practical solutions to community-based problems, especially around the degradation of environmental conditions in Camden and the lack of social services and programs for individual family and child support. The school serves as a vehicle for
Page 1 and 2: Anchor Institutions Advancing Local
Page 3 and 4: Matthew Closter MPA, MS, Senior Res
Page 5: Table of Contents Conference Procee
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
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achievement of its goals and object
Page 59 and 60:
providing psychopedagogical care to
Page 61 and 62:
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
Page 97 and 98:
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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CLC-Conference-Proceeding-2018

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