CLC-Conference-Proceeding-2018

Recommendations

Info

institution plan and its commitment to highimpact scholarship with policy and advocacy implications for urban communities. For example, through our institutional Chancellor’s SEED grant program, we have supported several interdisciplinary initiatives with direct implications for urban education specifically and metropolitan community development more generally. These include research using GIS methodologies to map resources in cities (and their suburban rings), such as supermarkets, free pre-K, job training centers, transportation, social service agencies, crime hot spots, and cultural institutions – all part of a municipal opportunity index that forms the context for successful schooling. And, as David Troutt, the faculty director of the Center on Law in Metropolitan Equity (CLiME) notes, this tool then becomes a platform for asking questions like: “do people follow assets or assets follow people?”, as we think about supporting strong, healthy, safe neighborhoods that promote educational and economic justice. Similarly, we know that educating children in integrated (rather than racially homogeneous) schools presages better individual and societal outcomes, but how do we achieve integration without disrupting communities in ways that backfire? Elise Boddie, Paul Tractenberg, and other Rutgers- Newark faculty are asking just such questions, ultimately informing both advocacy campaigns and collective impact work like that of the Community Schools South Ward Initiative in Newark. Moreover, Charles Payne, the incoming director of the Cornwall Center, is embarking on a program of public information and community dialogue across a range of topics from local control of schools to best practices for parent engagement in schooling, with an eye toward community capacity building so that the mutuality of anchor institution work on the ground can best flourish. Anchor Institution Investments: Changing Ourselves to Effect Change As our universities mobilize for anchor institution engagement and evidence-based assessment and advocacy, we also need to improve our own institutional goals, practices, and investments. At Rutgers-Newark, we have experienced this mandate for institutional assessment in each of the collective impact domains in which we operate, from figuring out new ways to support the engagement of local artists in Express Newark, to adapting our procurement and hiring practices in support of a city-wide, jobs initiative and the live-work-buy anchor coalition in Newark. Whereas some of this institutional assessment involves changing operational practices, other aspects go perhaps more deeply to the core of our scholarly and educational mission and commitments. This is certainly true as we think about the specific institutional role that Rutgers-Newark needs to play in achieving educational opportunity for Newark residents and students from NJ’s underresourced communities across the State, clearly at the heart of N<strong>CLC</strong> and our public university mission more broadly. It is also true as we
consider how to best support the engagement of a new generation of scholars who often have broad interdisciplinary and community-engaged interests and personal commitments to diverse social identities that can be reinforced by and contribute to this anchor work. xiv As one example of creating more inclusive environments for students and faculty alike, our new Honors Living Learning Community, dedicated to local citizenship in a global world, xv brings students who come to us both straight out of high school and as countycollege transfers. They have taken many paths in life, as veterans, parents, formerly incarcerated, homeless, or from foster care, to name a few of their paths to college. They bring knowledge and insights perfectly suited to take the mantle in a new movement for social justice, locally and beyond. Moreover, as they interact with a very broad group of publicly active scholars and citizens in an interdisciplinary, communityengaged curriculum, they teach our faculty in turn and improve our anchor institution work. Moreover, as we build on the strength, talent, and experience of this next generation, we also need to put in place innovative pedagogy, professional development for graduate students, and rewards for publicly engaged scholarship to nurture a diverse “new professoriate” for the work of our anchor institutions. For us, this has meant creating a P3 Collaboratory on campus to study and support: collaborations across disciplines and in community, engagement with national groups studying everything from gateway courses to new evaluation rubrics for publicly-engaged scholarship, fostering conversations about the life and work of the “new professoriate,” including those publiclyactive graduate students xvi looking ahead to innovative career paths. There is little doubt that university-community collaboration is both rewarding and very hard, and like everything else in the academy we had better study it well, accumulating both best practice knowledge and the necessary modesty to make it most likely to succeed out in the world beyond the ivory tower. xvii Moving Beyond the Ivory Tower Speaking of moving beyond the ivory tower, the ultimate aim of good anchor institution-community collaboration is to proliferate opportunity – social, cultural, economic, civic, educational – throughout the city, from downtown business districts to university campuses to the neighborhoods in which people live, children grow up, and generations take shape. When this happens well, there will be fewer isolated clusters or hotspots of opportunity, be they geographic (downtown business and cultural hubs versus isolated and degraded neighborhoods), racial (an architecture of segregation), or economic (rampant inequality), disparities that divide populations and hold individuals back. We need the impact of anchor institution engagement to be broadly (geographically, socially, and economically) shared such that what Raj Chetty and his colleagues called the “birth lottery” will no
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: A central focus of NCLC’s program
Page 101 and 102: University-Community Partnerships i
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?