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Home , Community college, Community studies, Postgraduate education, Undergraduate education

University for Change: A Vital Strategy for Progress on Poverty, Race and Community-Building

By Andrew Mott

1301 Connecticut Ave. NW, Suite 500 • Washington, DC 20036 • [email protected] • 202/822-6006 Community Learning Partnership

The Community Learning Partnership explores ways of building a stronger infrastructure for learning in the field of community and social change. It works to expand writing, , evalu- ation, teaching, training and learning opportunities which give grassroots community groups and their supporters easier access to helpful and provocative lessons from the extraordinary efforts and experience of their peers. Community Learning Partnership Andrew Mott, Director 1301 Connecticut Ave. NW Suite 500 Washington, DC 20036 202/822-6006 www.communitylearningproject.org Education for Community Change: A Vital Strategy for Progress on Poverty, Race and Community-Building

By Andrew Mott Table of Contents

Introduction to Second Edition ...... 5 Foreword ...... 15

Chapter I: The Growing Challenge ...... 17 The Crisis in Leadership ...... 18 The Need for Action ...... 20 Background on This Search for Solutions ...... 20 The Role of ...... 21 Universities – The Broad Landscape ...... 22 Three Responses to the Crisis ...... 25 Conclusion ...... 25

Chapter II: Undergraduate Level Education ...... 26 The Current Status of on Community Change ...... 26 Undergraduate Programs Designed Specifically to Prepare for Community Change Work ...... 26 Other Exemplary Undergraduate Courses and Placements ...... 30 The Service Learning Movement and Preparation for Community Change Work ...... 31 Placements, and the Relationship Between the University and the Community ...... 33 • 0 Growing Concern About Civic Engagement and Democracy – Its Relationship to Preparing People for Community Change Work ...... 34 • 0 Undergraduate Programs Which Focus on Neighboring ...... 35 • 0 Undergraduate Programs Which Focus on and Organizational Development ...... 36 Conclusion on the Potential for Developing Community Change Studies for Undergraduates . 37 Developing a Model Community Studies ...... 37 Moving Forward on Undergraduate Education ...... 38

Chapter III: ...... 41 One Vision – An Innovative Program in Mexico ...... 42 A New International Curriculum on Participation, Development and Social Change ...... 44 What is the Status of Mid-career Education on Community Change in the US? ...... 45 What Components Are Needed in a Mid-career Education? ...... 47 A.0 Graduate Education for , Organizing and Broader Change . . . 47 B.0 of Planning and Urban Studies ...... 50 C.0 Schools of ...... 53 D.0 and Social ...... 55 E.0 Schools of ...... 56 F. 0Schools of , and Public Service ...... 57 G.0 Democracy, Participation, and ...... 59 H.0 Schools ...... 60 I. 0 Divinity Schools ...... 62 J.0 Leadership Studies ...... 63 K.0 Education ...... 64 L.0 ...... 65 Conclusion on Postgraduate Programs ...... 66 Moving Forward on Postgraduate Education ...... 67 Conclusion ...... 70 Introduction to Second Edition

hen this report was published two programs are of incalculable value in helping years ago, it hit a responsive chord in the next generation learn how to play these Wthe and internationally. roles with skill, broad knowledge, and sophisti- Comments on the report and our experience cated strategies. They thus contribute greatly since its publication have shown the pattern it to the success of efforts to involve grassroots described to be universal. people as leaders in transforming their own communities and expanding opportunities. There are three interwoven strands in that pattern. First, in the US and throughout the Since writing the report, the Community world, there is a desperate shortage of people Learning Partnership has had an opportunity who are expert at bringing poor people together to concentrate heavily on these issues with to build strong and movements others in the US and internationally. This for tackling the immense issues they face experience has surfaced important additional daily – society’s most fundamental issues examples of highly creative Community Change of entrenched poverty, prejudice, and people Education programs which are tailored to meet being left behind. local needs. As with the programs profiled in this report, they vary tremendously, from mid- Second, domestically and internationally, career Masters programs in Tanzania and rural pitifully few or universities have creat- Uganda to organizing programs ed educational programs to address that often and new courses on community organizing and crippling “pipeline” crisis. This difficult work is civic education in the US. Collectively they left almost entirely to nonprofits. offer valuable lessons for us all.

Third, the university educational programs Recent experience has fortified our earlier which do help people learn how to be effective conclusions on the urgent need to develop community change agents suffer from being concerted strategies for strengthening current isolated, marginalized, and held back from Community Change educational programs and developing the breadth and depth which would establishing new ones. In the US it is also pro- maximize their value. This pattern is as com- viding us with exciting opportunities to work mon in Asia, Africa, America and Europe with others in creating new programs which as in the United States. focus specifically on educating people of color and others from low-income and working-class The people who have pioneered important neighborhoods for important roles as commu- programs in the emerging academic field we nity leaders and change agents. call Community Change Studies deserve enor- mous credit. They have struggled against great As a result, the Community Learning odds, meeting resistance from traditional edu- Partnership is now pursuing a three-part strat- cators who look askance at multidisciplinary egy for expanding University Education for practice-based education. They have also Community Change. This strategy includes – faced skepticism from grassroots groups which are not convinced that academics can help 1.0 Developing and enriching pilot educational them tackle the tough practical challenges of programs which are tailored to provide preparing people for careers in community and young and midcareer people with new social change. opportunities to develop their knowledge, skills, effectiveness and impact as organiz- These pioneering efforts include impressive ers and leaders of community and social examples of the pay-off which can result when change efforts; practitioners and academics work together to create learning opportunities for the commu- 2.0 Developing new ways of encouraging others nity organizers, developers and leaders who to learn from these programs and to launch are sorely needed throughout the world. These new initiatives which respond to local needs

A Vital Strategy for Progress on Poverty, Race and Community-Building 5 and opportunities for expanded education vision is remarkably similar despite the rich and training for community change agents; variations in our programs, each of which is and deeply grounded in local needs and circum- stances. 3.0 Developing new networks to enable now iso- lated academics and practitioners to learn A number of key concepts and strategies from and collaborate with each other in have emerged as we have combined on-the- building this important new field of study. ground program development with exploring theory and practice. These should be useful Some of this work has been focused inter- to others who share our interest in expand- nationally, bringing together leaders in the ing education and training for people seeking field of Community Change Studies for peer to create significant community and social learning and collaboration across the globe. change. Through the International Working Group on University Education for Community Change, One central point of consensus emerged a number of us are collaborating to provide during a two-day meeting at educators and activists from different countries University. All the participants agreed that with new opportunities to learn from the highly three areas of study should be combined in creative programs which are emerging in differ- education and training programs on commu- ent parts of the world. Our goals are to help nity change so students have the full range them use this knowledge to broaden current of knowledge and skills they will need. These programs and develop new ones, while also are depicted in the Venn diagram below. They helping generate the recognition and resources include mastery of – their programs need to expand and succeed. • 0 the tools of collective action – getting people Through this international collaboration we involved and participating, organizing them are learning that we share a common vision of for action, and helping them build move- the key components and values for any pro- ments and organizations through which gram of Community Change Studies. This they can have a growing impact;

Areas of Knowledge and Competency

Analysis, reflection and strategic thinking (Economic, social, and political analysis, research, assessment, organizational learning, etc.)

Issues of integration and synergy Specialized field of knowledge Strategies for collective action (e.g. CD, rural development, (participatory techniques, organizing, public health, or developing and sustaining organizations, ) networks, coalitions, etc.)

6 University Education for Community Change • 0 strategic thinking, analysis and reflection in programs which are developed in the future. (or STAR) – helping people understand We find that Community Change Studies is the environments in which they are work- most successful when it combines these three ing, including analyzing trends, power, key elements in an integrated program within and potential allies, and developing their a framework which reflects the strong common skills in strategy and reflection so they can values and vision which are central to commu- become increasingly effective; and nity change.

• 0 knowledge of the specific issue(s) they are We have fleshed out each of these three most concerned about, including under- areas of competency. The tables at the end of standing the root causes, current policies, this introduction highlight the full set of skills how decisions are made, and alternative and knowledge which are needed by people strategies for creating significant change. who are seeking substantial improvements in their communities and major policy and insti- The values and vision behind community tutional reforms. change work are also consistent from country to country. They provide a guiding framework The Partnership sees knowledge of the which underpins all our thinking and plan- “tools of collective action” as being funda- ning. The principal values which unite us are mental to any significant change strategy. – Democratic change requires the involvement of large numbers of people in setting the agen- • 0 a bedrock commitment to democracy, to da, taking the leadership, and making major strengthening democratic practice, and to decisions. Creating this level of involvement helping ordinary people create social and requires skill in fostering people’s participation community change from the bottom-up; and channeling it into action. and How deep must a person’s collective action • 0 an equally strong commitment to justice skills and knowledge be? That depends upon and to helping community leaders and the roles he/she plays and the strategies their grassroots organizations and movements organizations follow. Professional “organiz- build the strength, vision, and practical ers” organizing large numbers of people to programs and policies which are needed to build power and press major institutions for significantly reduce poverty, discrimination reforms need extensive skills in every aspect and exclusion. of collective action, including leadership devel- opment and sophisticated campaign strategy Members of the Working Group are candid development. Those who concentrate instead in acknowledging that most of their own pro- on service delivery or community development grams do not yet offer this breadth. Instead programs or on community change education they focus on developing only one or two of need a basic grounding in participatory tech- these forms of expertise. One key reason is niques to ensure their approach is democratic that -- because the importance of Community and their programs are responsive to com- Change Education is not yet widely recognized munity needs, accountable to the people they -- they find it extremely difficult to garner the serve, and successful in accessing resources resources and bring together the and from recalcitrant public agencies or other insti- practitioners needed to broaden their programs tutions. The following diagram illustrates the to offer a full range of courses and field experi- different levels of depth of knowledge of the ence. “tools of collective action” which are required Despite this reality, the Working Group’s by different types of community workers – members strongly desires to achieve that bal- developers, organizers and service providers. ance and richness in their own curricula and

A Vital Strategy for Progress on Poverty, Race and Community-Building 7 historical context, examine root causes and the roles various institutions play, and learn about the widely varying, often highly creative strate- CO & CD CS gies which others have pursued in addressing Reform those issues.

Experienced practitioners clearly have important roles to play as educators, bringing Tools of Collective Action great knowledge and skills to teaching in this field. However, their full involvement in uni- versity programs is still rare. While some col- lege programs involve practitioners as formal adjunct faculty-members, or in co-teaching CD CO CS with regular faculty, or as guest or “community ”, there are tremendous barriers to involving practitioners in these ways. Unlike and other fields in Community Community Community which “clinical” are understood to Based Organizing Based be essential, community change educators Development Service teach in academic departments which are leary Delivery of being too practice-based. Their reward sys- tems are usually biased against faculty-mem- bers who stress field work, multidisciplinary In addition, there is unanimity about the studies, or rather than importance of incorporating three ways of research, and promotions are contingent upon learning into each curriculum. Together they success in publishing heavily researched and reinforce each other, deepening a ’s highly academic articles in prestigious jour- mastery of the subject and his/her ability to nals. apply their new knowledge and skills in their Academics can make tremendous contri- community work. As illustrated below, these butions in developing people’s knowledge and three techniques for learning are – skills related to community and social change. • 0 reading and classroom work, including In particular, experts in learning techniques attention to theory and to learning from the and in developing people’s analytic and strate- experience of others; gic capacities can add greatly to the depth of the understanding, thinking and learning skills • 0 through field work of their students, be they traditional students with expert mentoring; and or activists, organizers, developers, research- ers, or otherwise engaged in bringing about • 0 a strong emphasis on disciplined reflection social change. which deepens each student’s learning from both theory and practice. Furthermore, anchoring practitioner educa- tion in colleges and universities can add great- Cooperative educational approaches which ly to its credibility and enables practitioners to combine study, work and reflection are par- earn credentials and the comcomitant respect ticularly powerful. Highly realistic situations and influence. Other advantages of higher create great opportunities for people to test educational institutions? Their unparalleled the theory and ideas they gain from reading, access to young people and to special funding research, and discussion. And “academic” programs enable practitioners to go beyond the immediate issues they face to analyze their

8 University Education for Community Change Experimental Learning On-the-Job with Mentoring

Study of Theory and Development of Reflective Other Experiences Practice Skills, Analyzing with Academics Theory and Experience and Practitioners with Mentoring streams from government and philanthropy for community organizers, nonprofit leaders and tuition subsidies, , program devel- academics in several American cities to build opment and other purposes. new partnerships between the nonprofit and academic sectors to tap into the talent and Leading nonprofits and nongovernmental resources each sector offers, creating ambi- organizations have, of course, created their tious new educational programs which respond own training programs, many of which are of to the talent crisis. exceptional quality. In the US, for example, some national community organizing networks Another key concept which is emerging offer 2, 5, 10 or 20 day training programs on from the Partnership’s work is the need to cre- organizing, plus additional in-service educa- ate opportunities in the field of tion. There also are nonprofit-run certificate community change. Because of the complex- programs in community economic development ity of the challenges which poor and excluded (as well as university degree programs) in that people face and the barriers to significant field. To date, however, none of these nonprof- social change, change agents need access to it-initiated programs offer their students col- additional training, education, and assistance lege credit – an especially significant benefit for at different points in their careers. This starts people who, because of income or other barri- with making young people aware that they can ers, have not had an opportunity to earn aca- have careers in which they are paid to tackle demic credentials which can help them in their issues of poverty, discrimination, and com- careers. Furthermore, these nonprofit training munity development, while also creating new programs are starved for resources: unlike col- educational pathways into those careers. It lege-based programs they do not have access includes opening up learning opportunities in to streams of government funding for tuition, high schools, community colleges, and uni- scholarships, stipends or seed money. versities to provide the combination of “hard” skills, theoretical understanding, and com- Practitioners feel the pipeline crisis acutely. petencies in strategic thinking, analysis and Many see the need to design dramatically new research skills which effective organizers need. pathways into organizing and for “continuing And it includes opportunities for midcareer education” programs to enable practitioners education when people are at important junc- to gain the knowledge, practical experience, tures, especially when they need the stimulus and academic credentials which will help of being with peers, teachers and trainers, them increase their impact. The Community focusing on challenging issues they face, being Learning Partnership therefore is working with

A Vital Strategy for Progress on Poverty, Race and Community-Building 9 Matrix on Lifelong Learning Tools of collective Strategic thinking, Issue expertise action analysis, reflection Grassroots training Certificate or AA 4 year BA Postgraduate Midcareer exposed to new ideas, analyses, and strategies the shortage of people of color and low-income which are new to them, and preparing for the people as organizers and community change next stages in their careers. agents.

Pioneers in Community Change Education This shortage now feeds on itself in a therefore have developed specific programs vicious cycle. On the race issue, for example, which are geared to be helpful at different because there are few organizers of color, points in people’s careers. The following chart there are relatively few minority candidates for illustrates the continuum of lifelong learning in advancement to positions as executive direc- community change studies. tors, , and trainers. This pattern contributes to the perception among many In our work in the US, the Learning minorities that the community organizing field Partnership has identified four major sources is dominated by whites. This in turn reduces of potential candidates for careers in commu- organizing’s ability to attract people of color nity change. These are depicted in the chart into organizing and community change work. below. To help break this cycle, we are concentrat- At the Partnership, we have chosen not to ing on two approaches. focus on recent graduates at this point but instead to concentrate on the other three First, we are focusing on creating programs talent pools. We have made this choice so we for new organizers and leaders, especially can focus heavily on the fundamental problem people of color and people from low-income which gravely weakens community organizing and working class neighborhoods. The goal of and change work in the United States today – these programs is to address directly the often crippling shortage of community organizers Sources of Students

1. Youth in Low-Income Neighborhoods – 2. Community Leaders –

• 0 Especially people of color, including kids • 0 Especially people of color not now college-bound • 0 With experience in organizing, being a leader, • 0 Showing interest in and potential for organizing sharing power • 0 Showing potential to be organizers 3. University Students – 4. Early and Midcareer Organizers – • 0 Showing interest and potential but without • 0 At critical point in careers and needing access to educational pathway on commu- chance to reflect, learn, look ahead nity organizing and social change

10 University Education for Community Change and change agents who – because they have tage of existing flows of government funds. directly experienced poverty and exclusion -- These include – are particularly well-equipped to lead and orga- nize efforts to change these conditions. The • 0 youth employment stipends; programs therefore include – • 0 subsidized tuitions in state and local insti- • 0 targeted recruitment efforts through a sys- tutions of ; tem of “spotters” in low-income neighbor- • 0 federal stipends through VISTA and other hoods and communities of color; Americorps programs; and • 0 curricula which address issues of identity, • 0 the $4725 those programs grant to their race, class and gender as well as the com- graduates for education. bination of practical experience and knowl- edge-building which organizers need; Most of these resources are, of course, not available to stand-alone nonprofit training pro- • 0 pathways which start with practical train- grams. ing outside university walls and morph into college degree programs linked to continu- Second, we are beginning to work with oth- ing on-the-job experience with organizing ers in the US to address the need for inten- campaigns; sive midcareer education for organizers. Our shared goal is to reduce the rapid turnover • 0 programs which allow a person to earn cre- which is now hemorrhaging community change dentials as they advance, proceeding step work. We believe that midcareer seminars and by step from credit for individual courses to educational programs can reduce turnover a college certificate, AA, BA and advanced substantially if they are designed specifically degrees; and to address staff burnout and discouragement, • 0 a combination of stipends or salaries and providing them with a respite from their nor- low or free tuition to make the education mal pressures and an opportunity for renewal. affordable. These programs should provide people who already have 5, 10 or more years of experience To make these programs sustainable and able with opportunities for reflection, peer learn- to move to scale, CLP and its local partners are ing and support, intellectual stimulation, and leveraging the impact of their private funding renewal of their vision and sense of vocation. by designing programs which take full advan- They also should enable participants to devel- op new skills and strategies, prepare them-

Where are you in your Values, theory and vi- journey as an orga- sion behind organizing, nizer? What do you of social move- community change and want from this learning ments and organiza- community develop- community? Identity, tionbuilding in the city ment efforts; different satisfaction and frus- and the US schools of thought on History, theory tration, thinking ahead building organizations, and values to the next challenge coalitions, etc

Balancing work and your personal lives, family, friends, etc.

A Vital Strategy for Progress on Poverty, Race and Community-Building 11 selves for growing and leadership of the stimulating combination of learning top- responsibilities, and earn a graduate certifi- ics which could be included in a new Master’s cate or degree. Involving academics who are level program in Community Change Studies. grounded in community work as well as lead- ing organizers and community change leaders from the US and overseas would add greatly to the appeal and stimulation midcareer pro- grams can offer.

In early planning for one possible midcareer program in the US, we developed the following matrix to illustrate the mix of courses we were considering. This listing provides an example

Demographic and public policy changes Class, race, gender, age and their implications Growth, gentrification, in the US; addressing for community groups and urban trends and Trends and issues of bias and in the city; challenges their implications for institutional behavior of working across race, grassroots groups challenges class, gender and age affecting com- lines munity and social change Globalization and the The changing role of Current philanthropic relative decline of the government, including trends and their im- US economy – the reduction in social pact on organizing and implications for city programs, and its issues of poverty and neighborhoods implications race

Building solid, sustain- Advanced organizing and Coalition-building and able organizations; Trends and leadership development partnership strategies management for challenges midcareer organizers affecting pos-

sibilities and Preparing for the long strategies for haul and continu- Developing staff; creating Fundraising and financial ally rejuvenating your progress a learning community planning career in community change

12 University Education for Community Change Skill-building Option 1: Option 2: Option 3: Participatory and action Advanced use of Strategic communications research; citizen technology monitoring and accountability

Independent study on moving to scale and creating reforms on specific issues you work on (eg. Jobs, housing, youth develop- ment)

Issue - understanding root causes of the issue, the broad policy issues, and knowledge the roles of key institutions and actors - becoming familiar with different strategies others have used - developing vision and direction for longer-term work on the issue

Fourth First Semester Second Semester Third Semester Semester

Residencies A B C D E F G H

History, History of social Values and theory Challenges to movements and behind organizing democracy and theory and CO in the US and social change strategies for values efforts rejuvenation Trends and Class, race, gender, Demographic and Demographic or age in the US social changes 101 and social Practicum challenges changes 102 affecting Challenges Globalization, community presented by shifts in global Collaborative ecological crisis political and inquiry on par- and social economic power ticular challenges change structures in the US

A Vital Strategy for Progress on Poverty, Race and Community-Building 13 The Work Ahead Main Areas of Competency for In 2009 the International Working Group Community Change Studies will publish a book on the current state of 1. Tools of collective action the art in Community Change Studies glob- ally. Drawing from our international research • Skills in eliciting participation and dialogue and our concentrated work in • Bringing people together to participate the US, it will set forth a plan for developing • Developing consensus this field of studies over the next 10-20 years. • Community organizing Central to this plan will be the launching of • Developing leadership an ongoing international network, with sub- • Moving people into action networks in Latin America and other regions • Developing programs as well as increased networking within the US. It will include plans for creating ongoing • Building coalitions, alliances and partnerships opportunities for peer learning and collabora- • Building broader efforts and movements tion on common issues and on systematically • Using different strategies for impact – ser- growing this emerging field of study. vices, development, advocacy, etc. • Developing accountable, sustainable orga- At the same time the Community Learning nizations Partnership will continue working with oth- • “Managing”, starting with being systematic, ers to expand Community Change Studies in leading teams, And then developing advanced the United States. If the US is to successfully management and leadership skills address poverty and race and to strengthen 2. Strategic thinking, analysis, and both our democracy and our communities, 0 reflection (STAR) we must greatly increase the number of com- • Self-awareness and identity munity change agents with the skills and • Understanding culture, race, class, gender, etc. sophistication to work with local people on • Centering your work in community values these tough challenges. This will require that we create new partnerships and educational • Understanding the environment in which you work, power analysis, economics, pathways, supported with significant new pri- social structure, culture vate and public funding and the best talent • Reflective practice we can marshall from the practitioner and • Strategic thinking, planning academic worlds. • Action research, especially PAR and Citizen We are finding the cross-fertilization Monitoring of ideas and approaches between US and • Evaluation and organizational learning international initiatives to be of tremendous 3. Issue expertise (e.g. public health, women’s value. It enriches thinking in both spheres, 0 issues, community development) exposing all of us to an exceptionally broad • Understanding the immediate issue or project range of experience and creative strategies. • Understanding its root causes It also gives us new perspective on how our individual work fits into a broader worldwide • Understanding any underlying policy issues process of knowledge-building on how best to • Understanding how decisions are made, foster democratic change and greater social who makes them, and what points of inter- vention exist justice wherever we live and work. • Identifying potential partners and allies • Being equipped with the facts and techni- cal analysis needed • Developing vision and direction for achiev- ing growing, longer-term success on the issue

14 University Education for Community Change Foreword

ike many others who have worked on Thinking back on my own early career, I issues of poverty, race, and commu- have often been puzzled and frustrated by the Lnity and social change, I have become fact that fewer than a handful of American uni- increasingly concerned about the future of this versities offer the kind of interdisciplinary pro- important work. At a time when the political gram mixing classroom work and experience and economic environments are particularly at the community level which was offered forty challenging, there is a dangerous shortage of years ago in Iran when several of us taught people who are fully prepared for the tough but courses in “National Development” at Pahlavi absolutely essential work of leading the grass- University, preparing students for careers in roots organizations which both strengthen rural development. America’s low-income communities and expand opportunities for people our society often In the intervening years since Iran, I have leaves behind. devoted my career to providing advice and assistance to organizations through which Because of the enormous immediate chal- poor people represent their interests on issues lenges low-income organizations face, few which concern them. Working directly with nonprofits and funders have set aside time grassroots groups, overseeing a far flung pro- and resources to educate and develop the next gram of technical assistance and policy sup- generation of leaders for these vital social and port for hundreds of such organizations, and community change efforts. Understandably, working in policy circles, I have become even we have focused on the urgent work which more convinced that it is essential to foster must be done immediately, helping people the development of democratic community tackle issues which are central to revitalizing organizations. These groups give poor people communities and expanding opportunities. and people of color a voice and real influence The unfortunate result – we have invested in their own communities and in the arenas too little in developing sufficient numbers where government, the private sector, and of people with the vision, breadth of knowl- major nonprofit institutions make decisions edge, commitment and skills needed to which powerfully impact their lives. tackle the enormous issues which low-in- come communities and people of color face I have also been reminded frequently of in America today. the difficulty of organizing communities, espe- cially disadvantaged ones, and bringing about In thinking about this massive challenge, significant change against great odds and the I have often wondered why universities do not opposition of powerful defenders of the status play a more significant role. If poverty, race quo. This work takes great skill, knowledge, and community are such central issues for our and analytic and strategic strengths, as well society, why don’t institutions of higher educa- as commitment, creativity, courage, and open- tion develop programs to educate people for ness to learning. It is unconscionable that careers as leaders and supporters of commu- America’s well-endowed and powerful institu- nity change efforts? How much potential do tions of higher education have, by and large, universities have for preparing people for these ignored the challenge of helping prepare the careers? If the potential is great, what should leaders and organizers which these communi- be done to ramp up university-based programs ties, and America as a whole, need so badly. so they educate more young people for careers in community change and help mid-career peo- With support from a grant to Community ple hone their skills and broaden their knowl- Catalyst by the Community and Resource edge so they can increase their impact? Development Program of the Ford Foundation, I have had the great privilege of devoting con- centrated time to exploring these questions.

A Vital Strategy for Progress on Poverty, Race and Community-Building 15 To get a clearer sense of the current status • 0 These challenges require leaders and orga- of university-based programs which relate to nizers with remarkably broad backgrounds community change, I interviewed over sixty and a variety of forms of expertise; people, most of them in universities through- out the US, and reviewed curricula, course • 0 While people can learn and develop all materials, books and articles. This report these capacities through experience, trial reviews what I have learned during this brief and error, they will develop far more but stimulating scan, and highlights the con- quickly if they have an opportunity to learn clusions I have drawn from it. It includes through a combination of structured learn- recommendations on practical steps which ing opportunities, practice and critical would substantially increase the relevance and reflection; and impact of American universities in opening up • 0 University-based programs can be one new opportunities for communities of color and important route for developing these lead- low-income people. ers, but those programs must be reshaped In thinking through what kinds of lead- to accomplish this specific purpose, and ers are needed, we must start with a theory of they must involve practitioners as well as change, a theory of how social and community academics in teaching so they can offer change can happen on issues of poverty, race, the combination of knowledge, skills, and and community improvement, and what back- vision which are needed to have an impact ground and skills leaders need to lead that on the fundamental issues which face our process of change. The theory which underlies societies. this report has several elements – I am deeply grateful to Mil Duncan, former • 0 Low-income communities must be the Director of the Ford Foundation’s Community prime movers in order to ensure that the and Resource Development Unit, and Miguel change reflects their needs and priorities; Garcia, Acting Deputy Director of that Unit, for their generous support and strong encourage- • 0 They must build their own effective orga- ment for this work. I also would like to thank nizations to represent their interests, Annemarie Ewing for her editing help, Margaux and they must hold those organizations O'Malley for layout and design, Kate Villers, accountable; Rob Restuccia, and Rosemarie Boardman of Community Catalyst for making this work pos- • 0 They cannot achieve success on their own sible. but need the power and influence of allies, partners and coalitions; – Andrew Mott, May 2005

• 0 Their success requires broad knowledge and analytical skills, expertise in involving people and developing leaders, a long-range vision and sophisticated strategy;

• 0 It also requires that people be organized to build real power as there will be great resis- tance to change and they will need to win the competition for resources and policy reforms which will benefit disadvantaged communities; this will require community organizing and the building of alliances and coalitions;

16 University Education for Community Change Chapter I: The Growing Challenge

overty, race, and strengthening the for linking people together across racial and social fabric by strengthening com- economic lines to address issues of race and Pmunity institutions – there is broad poverty. agreement that these are central issues for the United States. Poverty is growing as Strong, well-led community organizations increasing numbers of people are being left are therefore essential to the success of other behind by our economy, our educational insti- partners in the process of community change. tutions, and our traditional system for provid- Without effective systems for involving commu- ing social mobility. Race relations are becom- nity residents, efforts to reform public educa- ing more complex as our nation becomes far tion, increase public safety, or transform the more multicultural and issues of racial justice lives and attitudes of community residents will and racial tensions simmer. Our social fabric fail. So will initiatives which are designed to and democratic institutions are under strain, improve housing and sustain it over the long- as concern grows about the extent to which run, or to prepare hard-to-employ people for our community institutions have the strength, lives of work and a chance to move up. All openness and leadership to bring and hold these reforms require changes in people’s atti- people together, creating the webs of close ties, tudes and the development of systems which common values, helping relationships and are sensitive to a community’s unique oppor- democratic traditions which are so important tunities, are “owned” by those they are serving, to successful communities. and enlist strong neighborhood backing.

There is also broad agreement that com- There is growing recognition of these les- munity organizations of various types must sons in major public and private institutions. be central to any strategy for addressing Many police departments, public health and the interlocked issues of poverty, race, mental health professionals, experts in youth and social fabric. In this era of government and family development, workforce develop- retrenchment it is clear that the public sec- ment specialists, and foundations creating tor will not take the lead in addressing these “comprehensive community initiatives,” for issues. Nor are large nonprofit institutions example, have concluded that they must work well-suited for this task, as they typically work through community-based organizations if they area-wide and must balance many interests are to achieve their goals. and activities rather than focus on particular As agreement has grown on the central communities. And the traditional civic con- importance of grassroots groups, there has cerns and leadership of local business are been very substantial investment in those being weakened as mergers and globalization organizations. Foundations, churches, corpo- reduce the number of hometown corporations rations, government agencies, and others have and local corporate leaders. invested billions of dollars in community orga- There is no choice: Leadership on poverty nizing, community development and commu- and race therefore must come from the com- nity-building. Low-income people, especially munity itself. Well-led, truly community-based people of color, have invested huge amounts organizations can become uniquely knowledge- of volunteer time in building organizations able about the community’s needs, skilled at through which they work to change their com- involving large numbers of volunteers to work munities and public policies for the better. on priority issues, and effective in ensuring The need for grassroots organizations and that new resources, partnerships, policies and well-trained people to lead them is certain to programs are developed to strengthen the com- increase. As new immigrant groups settle into munity. They also can become vital bridges the United States and as the working poor, people of color, young people and the elderly grow in relation to the rest of the population,

A Vital Strategy for Progress on Poverty, Race and Community-Building 17 Strong, well-led community organizations are essential to the success of other partners in the process of community change. they will need to band together on the particu- get ahead.1 There is much to learn, and it lar issues they face. They will need formal and is essential that people who lead these vital informal groups through which they can join efforts have opportunities to learn from the with their peers, represent their interests, meet experience of their predecessors and peers. their immediate needs, and increasingly serve Informed with this knowledge, they will as partial substitutes for the government agen- have a far greater chance of succeeding in cies which are shrinking as the social safety bringing about significant social and com- net weakens. People will therefore be strongly munity change. motivated to create a new generation of self- help and mutual help organizations, drawing on the unique American traditions of self-reli- The Crisis in Leadership ance, the building of strong voluntary associa- espite the growing consensus on the tions, and vital support for those associations critical importance of grassroots by private philanthropy. Dorganizations, and despite this major Reliance on grassroots groups will grow investment and growth, the field of com- as tax cuts, military expenditures, the shaky munity change faces a mounting crisis of There is a severe shortage of peo- economy, and conservative social and fis- leadership. ple who are fully prepared for key positions in cal policies further reduce support for social the field – whether leading grassroots groups programs. Poverty will increase dramatically: or providing vital support to them from other government cutbacks are reducing services sectors. The infrastructure for learning is still and income transfer programs, and low-income pitifully weak, with people expected to learn people of all races are facing growing barriers on the job, through trial and error, with little to advancement because, while the need for a access to the lessons others have learned in well-educated workforce is growing, they typi- tackling similar challenges. Nonprofits typi- cally face poor schools, the digital divide, and cally are so overstretched that few can either increasingly unaffordable higher education. hire people as apprentices to their top leaders The gap between rich and poor will widen rap- or invest significantly in other forms of training idly unless the political and fiscal situations and mentoring. change dramatically. Because poor people cannot count on the public or private sector or To build a strong community-based sec- large nonprofits to take the lead in changing tor which fully responds to these needs, far this situation, there will be a growing need for greater priority must be given to developing strong nonprofits which represent and serve a pipeline which can generate the skilled poor and working people. leadership community groups will need. It There is by now a rich body of experience will be particularly important that growing with different strategies for strengthening low- numbers of young people from immigrant income communities. These include commu- populations and other families of color be nity organizing, community development, and prepared for challenging jobs in community- as their backgrounds give approaches to reforming the public and private based nonprofits, them unique advantages for understanding sector policies which have such an impact on and leading their communities. Their back- neighborhoods and on each person’s chance to grounds also increase the likelihood they will

1For the purposes of this paper, “community development corporations” are defined as nonprofit organizations which create and manage housing and/or economic development programs. “Community organizing groups” are those which stress organizing a mass-based constituency and building power for collective action and advocacy, rather than running their own programs. “Community change” is the process of engaging people in reforming broad policies and systems and changing the behavior of major public and private institutions with the goal of increasing opportunities for low-income people and other disadvantaged groups.

18 University Education for Community Change There is much to learn, and it is essential that people who lead these vital efforts have opportunities for learning from the experience of their predecessors and peers. make long-term rather than fleeting commit- politics and government, other nonprofits with ments to the neighborhoods and people who higher salaries and benefits, foundations, and most need their help. corporations and banks concerned about their affirmative action and community reinvestment Community change is, in short, a tough obligations. This brain drain has left many and demanding job requiring a broad back- groups with such a large generational gap that ground, analytic and strategic skills, and they now have no choice but to shift to much practical experience in understanding and younger leadership as their founders move on. motivating people and moving them into action on strategies which will lead to grow- Second, as the variety of approaches to ing success. It is a tremendously challeng- community change has multiplied, most peo- ing – and exciting – responsibility, at least ple have been forced to specialize in just one as complex as any other profession. Like somewhat narrow aspect of the work. They other professions, it requires extensive have specialized in housing development, or preparation, well beyond what people can anticrime efforts, or health care, or tenant learn on a job without a serious educational organizing, with relatively few people having an component, mentoring and guidance. opportunity to broaden their knowledge and analytic skills beyond what they learn in carry- This challenge is greatly heightened by ing out their particular duties. the major leadership transition now under- way. Many grassroots groups and support This is unfortunate as it is increas- organizations are now going through a wrench- ingly clear that the highly complex work ing generational change. Organizers and of community change requires a mix of leaders who emerged from the activism of the approaches – community organizing, com- 1960s – a unique period in American history munity development, coalition-building and when the civil rights, Chicano, antipoverty, policy advocacy among others. It is also and women’s movements stimulated a surge of apparent that communities require multi- community organizing, alternative social ser- issue, increasingly comprehensive strategies vice and community development efforts – rather than concentrating on a single issue. are now retiring or otherwise stepping out of You cannot, for example, solve the housing management roles, leaving leadership positions problem without addressing issues of jobs and vacant. income, schools, public services, safety, and public and private investment in the neighbor- In many ways this transition is healthy, hood as a whole. Furthermore, those issues bringing new energies and ideas to the work. require working at the citywide, metropolitan But the trend also has great dangers. The and statewide levels as well as locally, a chal- older generation is often passing the torch to lenge which requires strong political skills and people who are 25 or 30 years younger because alliances. there is a “missing generation” of people who would now be 40-55. When that generation Third, the shortage is especially great was young, few entry-level jobs were avail- among people of color whose leadership is able as grassroots groups were reducing their essential because communities of color are budgets in the face of a poor economy, back- disproportionately poor, neglected and cut off lash against the activism of the 1960s, and from opportunities. Educational gaps, stub- reduced philanthropic giving and government born patterns of white dominance in key insti- support. Furthermore, those who found jobs tutions, and the appeal of jobs offering greater with community groups often found their path security and upward mobility continue to limit to advancement blocked as founders stayed on the number of people of color in grassroots and budgets remained static. Many therefore leadership positions. moved to jobs with greater upward mobility –

A Vital Strategy for Progress on Poverty, Race and Community-Building 19 There is a severe shortage of people who are fully prepared for key positions in the field.

The Need for Action That strategy underlies this scan of the current state of university education related to careers he success of this transition depends in in community change. large part upon whether there is a signifi- cant expansion of programs to prepare T Background on This Search for two cohorts of professionals to lead community change efforts. Solutions

For the long-run there must be great his scan focuses on the preparation of expansion of programs to prepare college- people for careers leading and support- age young people for work in community Ting community change efforts. Their organizing, community development and role may be to lead community organizing, social change organizations, and then link community development or community-driven them to careers in that field so they can lead coalitional efforts to influence policies, or to community change efforts in ten or twenty work on those issues from within government, years. It is especially important to support major nonprofits, philanthropy or business. programs which attract people from commu- Whichever role they play, they will need to nities in distress as those students start with develop extensive knowledge and skills with both a deep understanding of those commu- which to foster significant change in low-income nities and a greater likelihood they will make communities and expand opportunities for poor long-term commitments to them. people and people of color. This requires that they develop – For the short-run, considering the mas- sive leadership transition already under- • 0 broad knowledge of the interrelated issues way, immediate attention must be given to poor people and their neighborhoods face; mid-career programs which broaden the • 0 an understanding of how major public and knowledge and deepen the skills of already private institutions relate to those commu- experienced practitioners. They soon will be assuming broad-gauged responsibilities which nities and how they might be reformed and require that they master issues and adopt strengthened; strategies which are now foreign to their expe- • 0 strong analytic skills; rience. Their ability to make this transition successfully will determine the future success • 0 a strong sense of strategy and skills for of grassroots efforts to bring about substantial leading change within an , a social and community change. community, and its environment;

It is therefore crucial that steps be taken • 0 expertise in involving community residents to help prepare both age groups for their new and developing their capacity to analyze the challenges. It is time for making judicious issues they face; and investments to reinforce good programs which are already underway and help them expand • 0 skills in building strong organizations to their impact. In addition to providing direct represent low-income communities and support for prototype educational programs become full partners in decisions which will for young and mid-career people, efforts determine their future. to build and strengthen networks through In addition, community change agents need which now-isolated academic programs in depth knowledge of the particular specialty and practitioners can work together to they will concentrate on most, such as housing refine and expand their current educational and community development, workforce and and training programs would contribute economic development, community organizing, significantly to mutual learning and mutual or community planning. support across institutions and disciplines.

20 University Education for Community Change As the variety of approaches to community change has multiplied, most people have been forced to specialize in just one somewhat narrow aspect of the work.

The Role of Universities grams in those universities which offer courses and service opportunities which provide invalu- hy focus on universities as poten- able backgrounds. tial help for this alarming shortage Wof practitioners? Aren’t universities Second, it is by now abundantly clear that so removed from the realities of low-income nonprofits will never get the resources communities and the practical difficulties of which are needed for the intensive, long- running complex organizations that they are term educational programs which are incapable of educating people for community needed. In the community change world, it is change work? Doesn’t their entire reward sys- extraordinarily difficult to attract funding for tem militate against the kind of multifaceted, more than a three or five day training program. multidisciplinary knowledge and skill-building A few organizations are funded to offer three which is needed? or four weeks of training over a year, usually coupled with a research or action project relat- It is clear that universities are not the ed to the trainee’s daily responsibilities. Some only answer to the crisis. There is great community organizing networks provide three potential in building up the nonprofit sec- or four months of training through workshops tor’s capacity to provide much more exten- and experience working on an organizing cam- sive training and mentoring, building on the paign. Most groups have no choice but to hire expertise and systems which are already in the best people they can find and train them place. But they cannot handle the crisis on-the-job. by themselves as they have strict limits in their access to resources, their access to Third, while the vast majority of universi- young people, and the range of their exper- ties offer few courses which are directly rel- tise. evant to community change work, universities do have great potential as sources of edu- Against this backdrop, as part of a broader cation and training for this field. This has strategy for responding to the crisis of leader- been demonstrated by the best programs ship, there are four reasons for focusing on which already exist on different campuses. universities. Those programs illustrate how much can be gained by drawing on universities’ enormous First, universities are the best point of resources for teaching, research, and part- contact with the young generation which nerships with communities. They can reach the community change movement desper- undergraduates, regular postgraduate stu- ately needs. There are currently over fifteen dents, and – as they do in other professions – million students in institutions of higher edu- mid-career professionals. And they have pres- cation. Because of their tuitions and proxim- tige, stability and continuity which are particu- ity community colleges, state universities, and larly appealing to people who are interested in commuter colleges are particularly good places career development and upward mobility. for reaching people of color and low-income students who might devote their lives to this Fourth, this generation of students has a work if they were influenced by experiences strong orientation to service which is caus- and a curriculum which drew them into this ing universities to give new attention to fascinating and challenging field. However, community needs. Again and again people there are many students at elite universities – interviewed for this scan remarked on how whites and people of color, people from middle- anxious young people are to provide services to class backgrounds as well as low-income – who people who need help. Cynical about politics, can make enormous contributions to the move- skeptical about major reforms happening in ment, and there are many examples of pro- their lifetimes, many are excited by opportuni- ties for community service. This has fueled

A Vital Strategy for Progress on Poverty, Race and Community-Building 21 For the long-run there must be great expansion of programs to prepare college-age young people for work in social change organizations. the “service learning movement” which over changes in leadership, institutional politics or 900 university presidents have endorsed and the loss of vital outside funding. Most focus which, despite its weakness on most campus- on only one or two aspects of community work, es, does have great potential as a focal point but a few are broader and more geared to give for educating people about community change. people a fuller background for working in low income neighborhoods. Collectively they give Some educators like former Harvard a glimpse of the potential and possible scope President Derek Bok see a new emphasis on of more thorough curricula for college-age stu- participation and civic values as an important dents and mid-career practitioners. counterweight to market forces as decisions are made concerning university curricula. Several patterns are clear from this scan. Bok, for example, is deeply concerned about how university education is increasingly “mar- First, the gulf between practitioners and ket-driven” rather than oriented toward the academics is even wider than generally common good, and very committed to efforts acknowledged. Even among those who share to increase the emphasis on service and civic a strong common commitment to grassroots engagement. community organizations as key institutions for addressing issues of class and race, there This scan of university programs related is little contact between practitioners and aca- to community change looks very broadly demics. They live in parallel universes, partici- at the wide variety of programs which cur- pating in different meetings and conferences, rently exist. It attempts to grasp the entire rarely reading the same materials, and not picture and to understand broad trends even knowing each other’s names. It is rare and patterns while learning of especially for research and other materials to be shared promising prototypes. This exploratory across these lines despite the fact that both paper seeks to identify opportunities for universes conduct extensive research on com- relatively modest investments which could munity issues. Despite talk of “partnerships” make a substantial difference over time. there are relatively few examples of close col- Investments in good programs which need laboration between academics and community greater stability and some chance to grow; leaders, even on research on community issues investments in new programs which hold great and student placement – two issues on which promises; investments in helping key people they have potentially strong common interests. network with others who are struggling with similar issues and are isolated from peers Universities are in general heavily biased and other experiences; investments which will against experiential education and skill-build- lead to incremental gains and, over time, to a ing, viewing them as somehow being inferior gradual strengthening of university-based edu- and contrary to the traditions set by research cation for people working in the field of com- universities (despite adoption of clinical models munity change. in such other graduate institutions as medi- cal and dental schools and some business and law schools). Even when there are field place- ments with community groups, the obstacles to having practitioners co-teach with academ- Universities – The Broad Landscape ics are immense. Those which have introduced n general, there is a somewhat surpris- co-teaching have often reversed themselves ing number of university programs which when their leadership changes and a new dean provide some courses related to com- or chairman reintroduces a more “academic” I approach. munity change. However, these programs are isolated from each other, usually on the margins of a university, and vulnerable to

22 University Education for Community Change Immediate attention must be given to mid-career programs which broaden the knowledge and deepen the skills of already experienced practitioners.

Second, many of the most interest- gins of their own institutions and isolated from ing programs have emerged in non-elite others trying to teach and involve students in institutions. Most are located in less well- community change studies.2 Again and again known institutions, including community and interviewees expressed their desire for informa- commuter colleges and the less prestigious tion about other college-based programs relat- branches of systems. These ed to community change. institutions suffer less than elite universities from overwhelming pressures to ape the major One factor contributing to the isolation of research universities by publishing pathfinding community-oriented university programs is research studies in academic journals. Their that they are scattered in so many different faculty members are often more free to cre- places within institutions. In many universi- ate the practice-based and interdisciplinary ties, a thorough review of the course catalog approaches and university/community part- reveals a surprising number of courses rel- nerships which are central to community work. evant to low-income communities, but they They also are more entrepreneurial and accus- are in different departments and not linked. tomed to responding to markets for specialized The undergraduate pattern is often a cra- education and training and offering courses zyquilt of courses in such departments as at times and on terms which are attractive to sociology, , political science, adult learners. urban studies or . Similarly postgraduate courses are in schools of social Third, university norms usually limit work, urban studies, planning, public policy programs to a single discipline such as or public service, divinity, law, public health, planning or social work or public health. sociology, economics and regional economic Because of the “tyranny of the disciplines,” development, and leadership studies. To add promotion is dependent upon a teacher’s aca- to the complexity quite often some of the most demic achievement in his or her field. They relevant courses and research are concentrated seek tenure in a single discipline, and earn it in a “center” which is related to one or more through conducting research which meets that departments. field’s standards and is published in journals grounded in that discipline. This militates Needless to say, this scattering of programs against cross-disciplinary work – an approach aggravates their isolation. Faculty-members which is essential to researching or working on often are unaware of other courses which also multifaceted issues in complex communities. focus on low-income communities, especially As a result, very few university programs have those in different departments or based at a a truly multidisciplinary approach despite the center with little visibility. Students have need to use techniques from different disci- no way of knowing that, with careful plan- plines to analyze and address the complex and ning or guidance, they could piece together interrelated issues of poverty, race, community a series of courses which would give them and public policy. quite a strong background for community work. Fourth, there are tremendous problems of isolation and lack of communication and There are also few opportunities for faculty sharing among university programs related to interact with people teaching similar courses to community work. Interviews with over in other universities. Because the major pro- fifty people in universities revealed the extent fessional associations are dominated by tra- to which they see themselves as on the mar- ditional academic interests, their conferences,

2This sense of being marginalized is not confined to the United States. At a recent conference at the Institute of Develop- ment Studies at the (IDS), there was a consensus among academics who teach “participation” and community-oriented courses in seventeen countries that they all – including IDS – were working on the margins of their universities and feeling isolated and vulnerable.

A Vital Strategy for Progress on Poverty, Race and Community-Building 23 Efforts to build and strengthen networks through which now-isolated academic programs and practitioners can work together would contribute significantly. materials and working groups stress highly outside the university to justify their existence. “academic” topics and research with little When that funding dries up, the programs typ- emphasis on community service. They seldom ically shrink or die. provide fora which help faculty deeply involved in community studies to learn from each other The future of these programs also often and explore common issues and strategies. In depends upon the leadership of one or two some disciplines like social work and planning, people who have carved out space for their however, there are smaller formal or informal programs over a lengthy period of time. In associations which provide opportunities for some cases these are tenured professors who like-minded faculty to learn and support each use the security of their tenure to free them- other’s efforts. Unfortunately, these associa- selves for community work and community-ori- tions typically lack the resources to be robust ented teaching, but who have not institutional- sources of help on curricular development and ized their work to ensure it will continue after the development of strategies for growing the they retire. Since many of these professors are field. veterans of the 1960s, they are now retiring without assurance their legacies will continue. With all these gaps, it is easy to understand While there are outstanding instances of a why there is no forum for bringing together university president, dean or chairperson of a faculty from different disciplines and different department giving priority to community-based campuses to discuss how they might collabo- service learning, there are countless examples rate to develop the emerging field of commu- of failure to institutionalize these efforts so nity change studies. There are few opportuni- they last beyond that person’s leadership. As ties for them to explore how they might work a result many such initiatives have been swept together to expand teaching, research and away by a successor who returns the to community work which is – more traditional academic priorities.

• 0 Linked to real partnerships with community Why do people teaching these community- people and the organizations and institu- oriented subjects feel marginalized? In con- tions which represent and serve them; trast to the 1960s, when students joined with the civil rights, antipoverty and other move- • 0 Participatory and designed to strengthen ments to press universities to meet community communities and community leadership, needs, the reward system for university faculty building on the assets which already exist; now is even more heavily dominated by the pri- ority on research and publishing. In the inter- • 0 Multidisciplinary in analyzing and respond- views one after another reported that ing to community conditions and needs; teaching is valued less than research, and • 0 Grounded in both theory and practice; and that work benefiting the community gets little credit when decisions are made on promotion, • 0 Designed to develop the students’ knowl- tenure, and budgets. With universities suffer- edge base, analytical capacities and practi- ing from tight budgets and cutbacks in person- cal and process skills by using theoretical nel, teaching staff are pressed to concentrate and experiential teaching methods, practi- on what’s most essential to their careers, leav- tioners as well as academics as teachers, ing little time for serving the community. and participatory action approaches to research. Four Responses to the Crisis A fifth factor is also extremely important. The programs which exist are highly vulner- his scan began with interviews of a cross- able. Their future often depends upon their section of about twenty people to learn ability to attract sufficient “soft money” from Tfrom their experience and their views concerning the potential for university-based

24 University Education for Community Change Universities are the best point of contact with the young generation which the community change movement desperately needs. education for people leading and supporting was broad agreement on the great value of community change efforts. These initial inter- creating Master’s-level programs for mid-ca- viewees included directors of community orga- reer people, and that those programs should nizing groups and CDCs as well as academics. be multidisciplinary and geared specifically The interviews provided the basis for develop- to strengthen people’s ability to lead com- ing initial conclusions concerning the types of munity change efforts. To maximize their interventions which would be most useful in practical usefulness, they must involve expe- expanding educational and training programs riential as well as academic learning. This is for community change agents. These ideas facilitated when a faculty includes practitioners were then tested and refined through addition- as adjuncts. al research and interviews.

The interviews surfaced many ideas, of Conclusion course, but there was broad agreement on ver the last four decades, as America three important points of intervention. has struggled with issues of poverty, First, in preparing for the future, there is Orace and opportunity, there has been great potential in building upon the cur- a growing consensus about the central impor- rent remarkably strong interest in service tance of strong and creative grassroots com- learning and expanding civic engagement to munity organizations. They bring low-income foster development of undergraduate cur- people together to address issues which matter ricula which introduce students to the field to them and their neighbors. They create new of social and community change. ties among neighbors, build , and strengthen neighborhoods. They develop lead- Second, throughout the interviews it was ership, build self-reliance and skills, and rep- apparent that now-isolated programs would resent the interests of people who would other- benefit greatly from being more closely wise be marginalized and ignored. And many linked to experience elsewhere. In speak- are important vehicles for delivering responsive ing with people on more than forty campuses, services and launching important community it was abundantly clear that much could be development projects. gained by increasing contact among people who teach similar courses or engage in quite If these groups are to grow and be sus- similar research and service projects One ele- tained so they can handle all these crucial ment of an overall program for supporting responsibilities, high priority must be given the expansion of community change educa- to supporting university-based efforts to tion would be to provide funds to expand the prepare the next generation of leaders and networks which currently link people within a top staff for grassroots organizations and the single discipline. networks and institutions which are critical to their growth and success. This is a central Third, exciting new programs are emerging challenge for foundations and other funders, which deserve support because of their pio- for top staff of community groups, for sup- neering approaches. These include new pro- port organizations and for other leaders in grams intrusted by practitioners and involving the field. community colleges and other flexible institu- tions in offering entry-level education and field placement.

Fourth, to begin meeting the immediate need to strengthen the skills and knowledge of people who are now assuming responsibility for leading community change organizations, there

A Vital Strategy for Progress on Poverty, Race and Community-Building 25 Chapter II: Undergraduate Level Education

o expand the pool of talented people which to reflect on the links between theory who are ready to lead community- and practice, and participatory research or Tbased organizations, we must create other opportunities which new ways to reach, prepare and recruit supplement with real life experi- young people in colleges and universities. ences with grassroots organizations. Several That’s where fully 29% of America’s youth – offer courses specifically on community organi- including the most upwardly mobile people zations and community organizing. There is of color and large numbers of students of all great potential in expanding upon those ser- races who are committed to community service vice learning programs by providing a more and greater equity in our society – complete robust education on community change. their education and make career decisions. It is a talent pool which must be tapped to address the leadership crisis in the field of The Current Status of Undergraduate community change. Education on Community Change

The very good news is that there is con- hat is the situation today concerning siderable ferment on the campuses these undergraduate education related to days with many students heavily committed Wcommunity change? to service. 73% of college students volunteer There are fewer than a handful of under- for service, showing commitment and energy graduate programs which are specifically which can represent a huge resource for orga- designed to prepare people for careers at nizations that are working to improve opportu- the community level. These are based in nities for poor people and people of color. This institutions which recruit directly from low- will, however, require a far more concerted income communities and involve academics effort to channel these energies into curri- and practitioners in preparing young people for cula which familiarize students with issues lives of service in those communities. of poverty, race and community-building so they have a base of knowledge and experience At many other institutions there are which enables them to choose careers in com- courses scattered in different departments munity organizing, community development which can be pieced together and linked and community change. to on-site experience to give students a significant grounding in community work. Much of the student ferment has centered However, this requires both a highly motivated on the “service learning” movement – which and self-directed student and a rare guidance provides opportunities for college students counselor who can help students find these to provide direct services to people who need scattered courses. them. Sometimes this service experience has a serious learning component and is linked to courses, peer group meetings, and mentoring Undergraduate Programs Designed which enable students to reflect on their expe- Specifically to Prepare Students for rience and study the issues on which they are Community Change Work working. Some programs go farther and give students an opportunity to see that the field nly rarely does an institution of higher of community organization and development education design a curriculum spe- exists, experience its exciting potential in pro- Ocifically to provide students with the viding opportunities for lifetimes of service, and knowledge and experience they need to address begin learning lessons, approaches and skills issues of poverty, race, and social and commu- which prepare them for possible careers in the nity change. field. They offer field placements, mentoring, closely related classwork, small groups within

26 University Education for Community Change There is great potential in expanding upon those service learning programs by providing a more robust education on community change.

One outstanding exception to this – which leges, many of which will not give credit for the has been supported by the Ford Foundation more vocationally oriented courses at LA Trade and others – is based at a community col- Tech. lege on the edge of south central Los Angeles. For two decades Los Angeles Trade Tech has Approximately fifteen students enroll each offered a two year Associate of Arts degree in year in the AA Program. They spend up to Community Economic Development. The pro- 40 hours per week in internships, rotating gram is designed specifically to attract people through three or four organizations or govern- of color from low-income neighborhoods, many ment agencies to get different experiences and of whom are already working with grassroots perspectives. These assignments are often groups or other employers. done in conjunction with the Community Development Technologies Center, the inde- Denise Fairchild, who led the team design- pendent nonprofit which Ms. Fairchild and her ing the curriculum and has directed the pro- associates established to provide faculty for LA gram since its creation, saw students who Tech and to provide planning, technical assis- came from backgrounds of poverty as essen- tance and program development services in tial community leaders for the future. She low-income communities in the metro area.3 viewed them as having the advantages of having directly experienced poverty and In order to establish the AA program at LA racism, understanding low-income com- Tech, Ms. Fairchild had to gain approval from munities, being able to become important the State Curriculum Committee. role models for others in such communities, This official approval made it possible for and being more likely than other students LA Tech and other community colleges in to make long-term commitments to careers California’s state system to offer the program. in community change. She started with the The approved curriculum includes introductory conviction that it is especially important to give courses on community planning, real estate these young people of color opportunities to development, project financing, nonprofit man- increase their knowledge and skills for careers agement, and community organizing. The fac- working with community development corpora- ulty is largely composed of practitioners whose tions and other grassroots community groups. courses are grounded in reality and aimed at developing practical skills. The AA program started as a vocational program rather than as the first step in a lon- Despite the program’s strengths and ger academic program. It was to prepare peo- official clearance for replication in the ple for jobs or strengthen the skills of people California State system, it has not yet been already working, not to prepare them to go on replicated either in California or elsewhere. to four-year institutions for further study. The PolicyLink’s Victor Rubin – who had extensive program therefore has devoted relatively little experience with university-community partner- time to theory-based courses. Instead it devel- ships during his time directing HUD’s Office of oped a series of competencies in such practical University Community Partnerships – attempt- areas as real estate and economic develop- ed to replicate the program at Peralta College. ment, financial and personnel management, However, this did not come to fruition, in large and community organizing. This is changing part because the effort was initiated from out- as more AA students show their interest in side the college and lacked a strong champion 4 being prepared for transfer to four-year col- on the faculty.

3For other examples of nonprofits which provide opportunities for experiential education and service to university stu- dents, see other parts of this report on the Center for Community and Environmental Development and the Social Work Community Outreach Center at Maryland. 4Recently people inside Peralta have shown new interest in possibly replicating the Los Angeles program, including pro- grams emerging in Conneticut and elsewhere.

A Vital Strategy for Progress on Poverty, Race and Community-Building 27 Only rarely does an institution of higher education design a curriculum specifically to provide students with the knowledge and experience they need to address issues of poverty, race, and social and community change.

Several others have consulted with Ms. Operating as a “college within the col- Fairchild about replicating the program, but lege”, UMass Boston’s College for Public none has moved forward. This history illus- and Community Service operated a four trates how difficult replication is, as the model year Bachelor’s degree program and several at LA Tech emerged from a unique history Master’s level programs as well. All were under a leader with the vision, credibility, oriented toward public interest work. skills, background, and access to support from key funders to convince a to Undergraduates majoring in Community adopt the program. Planning had to learn how to conduct needs and resource assessments, community impact A much older and larger program was assessments and program evaluations as well based at the University of Massachusetts at as to help with planning, strategy and proposal Boston. This program was established in the development. They could concentrate in any 1970s as a special initiative to provide higher of six areas, including Community Studies, education to students of color and others who Organizing, Legal Advocacy, and Management. were already working in neighborhood-based Other CPCS students can major in Criminal organizations or interested in doing so. At its Justice, Gerontology, Human Services, Labor height it had over 800 undergraduate students Studies, or . and 250 grad students. Most students came from working class and low-income back- Several key elements of the CPCS design grounds and either had begun or were con- made it remarkably effective in attracting and sidering careers in community planning and educating students from lower-income back- development, community organizing or social grounds – services for low-income communities. • 0 The College for Public and Community Service was originally based in a building

Participatory Research and Learning at UMass Boston A UMass Boston faculty-member’s work with homeless women provides a dramatic illustration of using participatory action research to educate students. She began working with six homeless women on the issues they were most concerned about, documenting how they were treated by shelters and other service providers. They became informal principal investigators, completing 150 interviews with homeless women and learning research and community organizing skills on the job. To guide and support the project their faculty created a steering committee of formerly homeless women and representatives of groups concerned with homelessness, poverty, and domestic violence who committed themselves to collaborating in seeking policy changes and to consult directly with homeless women in their decision-making processes. The evaluation elicited women’s insights into how their homelessness could have been prevented, what their situations were before they became homeless, and whether they knew their housing rights. They then publicized survey findings, went to policy-makers and led successful campaigns to influence state policies and programs. The professor then helped the six women enroll in CPCS and pursue bachelor's degrees in community planning and advocacy, with free tuition, a stipend and reimbursement for child care and trans- portation. They were given course credit for their experiential learning conducting the research. In empowerment terms, the development of the six women investigators has been called “phenomenal.” All have done well in school, all have new jobs, all have joined boards of non-profits, and all are confi- dent public speakers and advocates for changes in public policy to benefit the homeless. The University of Massachusetts built from this success to create a special program called Women in Community Development to educate and support low-income women in community development work.

28 University Education for Community Change The program sees students who came from backgrounds of poverty as essential community leaders for the future.

downtown, separate from the rest of the This is doubly unfortunate in that no University and near low-income neighbor- other university in the country offers a four hoods and the community organizations year education which comes close to equaling where many of its early students worked; UMass Boston’s comprehensive approach to recruiting and educating students for careers • 0 It was designed specifically to encourage in community service. people to continue in or prepare for com- munity and public service careers (and to There are many lessons from the UMass discourage a brain drain from this field); experience. On the positive side, it shows it is possible to create a program which pri- • 0 It actively recruited people from nonprof- marily recruits and educates people from its and neighborhoods, many of whom are disadvantaged backgrounds so they are well considerably older than the average college equipped to lead positive change efforts in freshman; their own neighborhoods and similar com- It demonstrates the effectiveness of • 0 For many years, CCPS had a policy of open munities. special measures for recruitment, combining enrollment to reduce the barriers to enroll- theoretical and experiential education, involv- ing for people who had low marks in high ing both academics and practitioners, and school or on college board exams; gearing an overall program to careers in com- • 0 It gave maximum credit for people’s past munity service. experience and for experiential learning However, generally, either on the job or through other it also vividly illustrates the They have real life experiences; vulnerability of such programs. difficulty surviving through changes in insti- • 0 Practitioners as well as regular faculty tutional leadership and budget crises because taught courses, thus increasing students’ they lack the backing which is automatic for exposure to learning from people who are traditional academic programs and seldom on the front lines bringing about positive have the visibility, credibility, backing and con- change in low-income communities; and stituency they need when they are challenged. Their isolation and lack of recognition by • 0 Courses used participatory action research, outsiders in the academic world or organized participatory planning, internships with alumni or community constituencies increase community groups, and other techniques their vulnerability. to give students direct experience working with people in low-income neighborhoods. It is noteworthy that both these pro- grams were completely unique and largely Unfortunately, after more than three unknown. While both are ambitious, well- decades, the College was gutted. Budget cuts designed, proven programs which train the and a conservative state administration are community change leaders of tomorrow, took their toll. Essential services were elimi- neither is widely recognized or support- nated, enrollment dropped, the college refo- ed, and neither has been replicated.5 The cused on attracting international students, Community Learning Partnership has there- and faculty members left or were forced out. fore dedicated itself to replicating these Tragically, this exemplary program no longer programs and pioneering new ones. survives.

5In a parallel development, the community organizing group ACORN has adopted several schools in and incorporated many elements in its curriculum to educate its students about their community, the problems and institu- tions it faces, and strategies for bringing about change, especially through community organizing, advocacy and develop- ment. For details, see ACORN’s web-site at www.acorn.org.

A Vital Strategy for Progress on Poverty, Race and Community-Building 29 It gives maximum credit for people’s past experience and for experiential learning generally, either on the job or through other real life experiences.

Other Exemplary Undergraduate with community groups and faculty on such Courses and Placements issues as immigrant rights and tenant organiz- ing. ne striking finding from the research is that there are a surprising number In its Urban Studies program, Loyola of creative undergraduate courses University in emphasizes commu- O nity-based research as a strategy for teaching and placement opportunities which indi- vidual faculty members have developed undergrads and graduate students skills and on issues related to social and community knowledge which help them understand low- change. At institutions as diverse as Sarah income communities and the forces behind Lawrence and Connecticut College, Metro their evolution, assess opportunities and chal- State and Portland State, Harvard and Cornell, lenges which are facing particular neighbor- Loyola and the University of at Chicago, hoods, and develop experience in working with the University of Southern California and grassroots leaders and organizations. Working UCLA, faculty have developed courses which with faculty members from sociology and other expose students to a combination of readings, departments, students provide direct help to instruction, and on-the-ground experience community groups which ask the University which introduces them to social issues and for research and technical help on community strategies for bringing about significant com- issues or broader concerns. Loyola has institu- munity or policy change. tionalized this capacity by working with other universities to create a Policy Research Action Sarah Lawrence, for example, created a Group which responds to requests from a vari- new Institute for Policy Alternatives with the ety of groups throughout metropolitan Chicago. central goal of – As a matter of policy Loyola will not con- “Educat(ing) engaged students by estab- duct neighborhood research without a partner- lishing links between faculty - ship with community people, and it empha- ship, teaching, and participants in social sizes participatory approaches to research so movements that attempt to expand that low-income people are directly involved participation by ordinary citizens. The in choosing issues to be studied and then in initiatives will provide a forum for inter- the research and analysis itself. For example, action and creative thinking about goals Loyola worked with the Organization of the and policy alternatives among students, NorthEast on a study of lessons from commu- faculty, activists and working class and nity struggles to preserve affordable housing in poor residents of our region.” Chicago’s uptown, with STRIVE on a partici- patory evaluation of its training program, and Building on Sarah Lawrence’s tradition of with Bethel New Life to document the impact interdisciplinary studies and independent of its community development work in West inquiry rather than academic majors, stu- Garfield Park. dents learn through the Institute while working

“Let Knowledge Serve the City” at Portland State Under the leadership of former President Judith Ramaley, Portland State University in Oregon devel- oped a remarkable commitment to working with local communities. Under the motto “Let Knowledge Serve the City” the University recast its entire general education program to include ethical and social responsi- bility goals. It evaluates its faculty for tenure, promotion and compensation in part on their “ of community outreach”, thus turning the reward system into a major force for supporting community groups and addressing social needs, including through service learning and a new program which is structured to emphasize civic involvement from freshman seminars through to capstone projects for seniors.

30 University Education for Community Change It is possible to create a program which primarily recruits and educates people from disadvantaged backgrounds so they are well equipped to lead positive change efforts in their own neighborhoods and similar communities.

There are dozens of examples of university/ Does service learning provide an opportu- community partnerships, some of which are nity to prepare large numbers of students for supported by the federal government’s COPC careers as community organizers, developers program for support to Community Outreach and change agents? Does its combination of Partnership Centers. Others which focus on direct service to low-income people and related issues of civic values and citizen engagement studies provide the stimulus, knowledge, and are described in Educating Citizens: Preparing experience which people need to become com- America’s Undergraduates for Lives of Moral munity workers? and Civic Responsibility by Tom Ehrlich, former President of the University of Indiana. Both the The answer varies from campus to campus. COPC program and the Carnegie Foundation It is clear from interviews with college faculty for the Advancement of Teaching where Ehrlich members and leaders in the service learning is a Senior Scholar periodically convene rep- movement that most “service learning” pro- resentatives of university programs for peer grams offer little “learning” in connection learning and discussion of common issues with their volunteer experiences. Most pro- and concerns. Nevertheless, there still are few grams simply provide volunteer opportunities opportunities for exchange and network-build- for college students whose learning is limited ing, limiting opportunities for peer learning, to what they gain on the job. These institu- collaboration and raising the visibility and tions offer no courses linked to the community credibility of university partnerships with com- service experience. munity groups. At other colleges, however, faculty members link courses on issues like education or public The Service Learning Movement and health to placing students with organizations Preparation for Community Change which are addressing those issues locally. Work Students thus have an opportunity to contrast what they learn on the ground and in class, he “service learning movement” has mixing experiential and academic education in grown enormously over the last decade. ways which can greatly deepen their thinking It is a response to this generation of stu- and understanding. They may also meet fre- T quently with others involved in service learn- dents’ strong interest in community service as well as deep concern among university leaders ing for structured reflection on what they are about student cynicism about the value of vot- learning about the issues and about working ing and participating in our nation’s civic life with community-based nonprofits. and politics. More than 1100 university presi- One reason for service learning’s impressive dents have joined Campus Compact to support growth is that many in this student generation the growth of service learning on campuses have strong social consciences and see direct throughout the country.

An Example of Moral and Civic Learning at California State at Monterey Bay The California State University at Monterey Bay adopted a vision statement declaring that “the campus will be distinctive in serving the diverse people of California, especially the working class and historically undereducated and low income population.” One of its university learning requirements relates to moral and civic learning, addressing such topics as democratic participation, community participation, culture and equity. The guidelines for culture and equity, for example, require that students be able to “analyze and describe the concepts of power relations, equity, and social justice” and “plan personal and institutional strategies/processes to promote equity and social jus- tice” – a remarkable requirement for a university program.

A Vital Strategy for Progress on Poverty, Race and Community-Building 31 Such programs have difficulty surviving changes in institutional leadership and budget crises. service as the best outlet for this commitment. building, it created a minor in service learning In contrast to the 60s generation, they are pes- several years ago. It goes well beyond most simistic about the possibility of major social service learning programs in offering an inte- and institutional reform during their lifetimes grated approach to service learning with four and cynical about politics as a way of bring- components. First, Northwestern offers several ing about change. They therefore act out their courses which relate directly to students’ ser- commitment to making the world a better place vice experiences. While many of these courses by volunteering in record numbers. were already included in the curriculum, oth- ers were added to supplement those courses. Colleges have responded in different ways. Second, the University provides each student Many have established centers to help stu- with mentors and weekly small group seminars dents find placements with local nonprofits where students can reflect with their peers and where they can tutor or mentor children, help faculty on their experience and the issues they the elderly, or work on a community improve- are facing. Third, Northwestern provides stu- ment project. An early pioneer in helping stu- dents with guidance in selecting other courses dents find good opportunities for volunteering, which are relevant to their interests and ser- – not commonly seen as a vice experience. Finally, students can “minor” center of activism – places hundreds of stu- in service learning, earning a certificate which dents each year through its Haas Center for affirms that they have participated in this inte- Public Service. While most of these are strictly grated program. opportunities for service, others are linked directly to one of over 30 service learning Some academic programs link service courses offered by different departments – learning with “civic engagement”, respond- including even – at Stanford. ing to the strong concern university presidents reflected in signing the Campus Compact on Several universities have taken “ser- encouraging young people to become involved vice learning” considerably farther. The in civic life. They reflect growing worry that most fully developed offer students a com- our democracy is threatened by cynicism about bination of (1) volunteer experience on politics and government and prospects for the ground with (2) opportunities to study building a better society. University leaders the issues they are working on and (3) know that many young people stay away from the chance to reflect on their experience politics and civic life because they are pessi- doing community work. Campus Compact, mistic about their voice being heard and their the national alliance of over 900 university ability to achieve substantial reforms. They presidents who have pledged their support for therefore have shaped their service learning service learning, actively encourages its mem- programs to encourage students to learn about bers to make these connections. It provides public issues and become involved in address- extensive teaching materials and seminars to ing them. A few of these programs are particu- help faculty incorporate service learning in larly outstanding models. the courses they teach in fields as diverse as economics and philosophy. Nevertheless it is Drawing from Roman Catholic social teach- clear that the great majority of service learn- ings Notre Dame strongly emphasizes social ing programs are still not very serious about justice, seeking – “learning.” “to cultivate in its students not only an One example of a broader, more thought appreciation for the great achievements through approach to service learning is of human beings but also a disciplined . With leadership from sensibility to the poverty, injustice, and Jody Kretzman and Dan Lewis, two pioneers oppression which burden the lives of in urban community development and asset- so many. The aim is to create a sense

32 University Education for Community Change Community-based research is an excellent strategy for teaching undergrads and graduate students skills and knowledge.

of human solidarity and concern for be effective. Dick Cone, the former director of the common good that will bear fruit as USC’s Joint Education Project, for example, learning becomes service to justice.” raises serious issues about “hit and run” assis- tance from students. He and others point to in Providence, Rhode many placements as poor matches, made with- Island is ambitious and unique in two ways. out sufficient concern about whether students First, Providence offers a major in service would bring useful skills to the nonprofits and learning – the only such concentration in the whether there would be sufficient continuity country. Second, it requires that every student in the students’ assistance to be really helpful. in the College be involved in service learning They point to the off-and-on nature of when before they graduate. Its goal is to instill a students are available to help and to the fre- service orientation throughout the entire stu- quent turnover among student volunteers as dent body by exposing all students to service presenting major obstacles. They are also criti- opportunities and courses linking their ser- cal of many academic colleagues as not being vice experience to study. It sees these goals as well informed about the groups where students important to society and as a way of distin- are placed, their needs and priorities, and the guishing Providence’s educational programs extent to which the placements will be satisfac- from other colleges. tory to either the group or the student.

None of these service learning programs, Some universities are overcoming these however, is geared specifically to preparing problems through more careful and intensive people for careers in community change, leadership. MIT’s planning school, for exam- and many of them have no “change” focus ple, develops long-term contracts with specific at all. However, the strongest ones provide community groups, often for as many as five a good base for developing an undergraduate years. These contracts identify a series of major or minor in community change studies projects on which the groups want assistance, as they combine rigorous coursework, experi- assuring them that students will be carefully ential learning in the community, and reflec- matched with those opportunities and that tion and mentoring. faculty will also be involved. They make sure that new students are available as their pre- Placements, and the Relationship decessors move on, and are fully briefed on Between the University and the the organization, its needs, and the work to be done. Community Cone advocates “inreach” rather than ne central problem for service learn- outreach from the universities. He believes ing is the difficult relationship there is such a strong inherent power imbal- Obetween universities and their neigh- ance between any major educational insti- Universities are focused internally on bors. tution and a small nonprofit that the usual their students, faculty, facilities and programs. “outreach” process should be reversed. Rather Many have little interest in their neighbors than a university deciding what it needs and except when they stand in the path of univer- can offer, Cone advocates that funders first sity expansion or threaten the campus in some help grassroots groups (1) decide what help way. Furthermore, their power, resources and they need from students and faculty, and influence usually dwarf those of their neigh- (2) get funding for tuition or contracts which bors, making any relationship uneasy. enable them to reach into a university (or other Some critics of service learning therefore institution if that would be more useful) for argue for major changes in the relationship that specific help. between academic institutions and their neigh- boring organizations before these programs can

A Vital Strategy for Progress on Poverty, Race and Community-Building 33 Most “service learning” programs offer little “learning” in connection with their volunteer experiences.

Informal “inreach” programs are, in fact, coordinated a series of measures to prepare quite common. Some result when strong every Tufts graduate to participate in their grassroots groups see a need for assistance communities. The Tisch College of Citizenship from a particular faculty member as they ana- and Public Service is a college without walls lyze or tackle an issue. Others emerge when a with no faculty or students of its own, but with professor or instructor has the sensitivity and a substantial budget for stimulating courses background to build a real partnership with a and student experiences which “teach activ- nonprofit, and then shapes service learning in ism, active citizenship, and foster debate and response to that organization’s needs and pri- inquiry at the university.”6 The University has orities and its ability to provide a good learning formally adopted a goal of having all Tufts experience for students. graduates live lives of civic engagement, eventually serving as employees or board mem- Growing Concern About Civic Engagement bers of nonprofits, being in electoral politics or and Democracy – Its Relationship to other government service, or, as professionals, Preparing People for Community Change working with a keen sense of civic obligation Work and public service. Because of concern about the need to Tufts follows an “infusion” strategy which revive civic engagement and rejuvenate our has several components, each of which is democratic institutions and activist traditions, backed with funding from a grant of $10 mil- some academics and Campus Compact are lion in flexible support for civic engagement interested in helping students take another activities. The multifaceted strategy includes: step in their service learning experience. For example, Campus Compact sometimes speaks • 0 financial support for faculty who modify of “service politics” as they work with students existing courses to include attention to cur- who want to expand their learning to include rent social problems, analysis of their root action and analysis of the root causes of causes, assessment of the key tools of civic poverty, discrimination, and other issues engagement needed to tackle those root which they confront in their studies and causes effectively, and development of the volunteering. They work with student groups civic skills needed to bring about change; on several campuses which are developing campaigns on social, economic and politi- • 0 financing for new courses which faculty cal issues which concern students. Each members develop to address civic engage- spring Campus Compact runs a Raise Your ment issues in these ways; Voice campaign, supporting student groups on 250 campuses as they hold town hall meetings • 0 support for undergraduate groups which and otherwise make their opinions known on add civic engagement to their programs and issues ranging from hunger and homelessness “offer systematic, high quality programs to to the Iraq war. critically examine the root causes and pub- lic policy implications of the issue, and to In a remarkable experiment Tufts teach advocacy and give them experience University has introduced an ambitious pro- using those techniques;”7 and gram for infusing the entire institution – post- graduate as well as undergraduate – with an • 0 awards to give high visibility to students emphasis on developing students’ commitment who exemplify high standards of civic and skill in civic engagement. With back- engagement and service through their vol- ing from the last two University Presidents, unteer work. a “virtual college” within the university has

6Interview with Rob Hollister, Dean, TischCollege of Citizenship and Public Service, 7Hollister

34 University Education for Community Change Several universities have taken service learning considerably farther.

As this new emphasis grows in visibility tive strategy for enhancing the Penn’s relation- and recognition, it will give Tufts a competi- ship with its low-income neighbors and reduc- tive advantage in attracting applicants who ing “town/gown” friction. are interested in civic and social issues. This, in turn, will lead to a student body which is While Penn offers a course in Community increasingly involved in civic life and commu- Organizing: History and Theory, it is not con- nity. nected to field work and experience, and the overall curriculum does not stress participation Undergraduate Programs Which Focus on by residents and the development of commu- Neighboring Communities nity groups as critical approaches to approach- ing community issues. The University of Pennsylvania has a very different approach to undergraduate studies Occidental College in Los Angeles is in the related to poverty, race and community. It has early stages of devising new courses and focus- focused on its adjacent neighborhoods and, ing on building partnerships with its neighbor- over two decades, developed more than fifty ing community. Its Center for Community- courses for undergraduate and graduate stu- Based Learning, which is directed by Maria dents which relate to one or another aspect of Avila who was trained by the IAF as a com- these low-income communities. munity organizer, is spearheading this effort. Ms. Avila stresses “community based learning” These courses are not seen as creating an instead of “service learning.” She argues that educational track to prepare people for working learning can and should happen in recipro- for or with low-income community organiza- cal relationships with community groups, not 8 tions. That has not been a priority at Penn. just one-way relationships of service. For Instead they are viewed as distinct courses example, instead of assuming that the college which enable students and faculty to focus on should mentor local teachers, she structured the adjacent neighborhoods to learn about a a more reciprocal relationship where the fac- wide variety of subjects (e.g. the religions of ulty learned from teachers about the common West Philadelphia), while creating more posi- issues they face, and then entered a dialogue tive relationships between the university and about how best to address those issues. its neighbors. Similarly Ms. Avila sees community groups as In addition, Penn offers several sets of ser- being able to help educate students and vice 9 vices to adjacent communities through part- versa. nerships with schools and other key institu- The Community Outreach Partnership tions. Many of these are part of WEPIC, the Center program and sister programs of West Philadelphia Improvement Corps, a part- the US Department of Housing and Urban nership in which the University plays a lead- Development have supported dozens of part- ing role in providing services to local schools nerships across the country. These have often and groups. It is the largest university/com- benefited local communities, but they have munity partnership in the country, involving seldom been seen as part of the academic side large numbers of students and community of their host universities or had any impact on people with the school system and nonprofits the curricula, according to Armand Carriere, in efforts to improve education and services in former Director of the COPC program.10 West Philadelphia. It has also been an effec-

8Interview with Ira Harkavy, Director of Office of Community Partnerships, University of Pennsylvania 9Interview with Maria Avila and Professor Peter Dreier, Occidental University 10Interview with Armand Carriere, Director, Office of Campus-Community Partnerships, US Department of Housing and Urban Development

A Vital Strategy for Progress on Poverty, Race and Community-Building 35 None of these service learning programs, however, is geared specifically to preparing people for careers in community change.

Instead they are seen as helping bridge the pioneers as Alinsky, Ross, Chavez and Wiley. town/gown divide and providing needed ser- Ganz involves students in devising and launch- vices to low-income neighborhoods. ing organizing campaigns around issues the students select as they work with existing Undergraduate Programs Which Focus on groups or create new ones to pursue systemic Community Organizing and Organizational change. Recent field experiences included Development organizing residents of subsidized housing, Several colleges offer one or more under- organizing non-unionized university employees graduate courses directly related to community and launching a campaign to reverse current organizing and building grassroots organiza- Presbyterian church policy concerning the tions. These are, however, remarkably rare. ordination of gays and lesbians. Few have, in fact, developed any new courses The entire course is designed like a to help students prepare for this work, and training program for organizers in the “real those which link courses to service usually world.” Students are screened to identify focus on the issues which are being addressed those who have the passion and motivation (e.g. public health or education) and not on the to be good organizers. Each section leader is organizations which exist in those communities trained to give special attention to particularly or the ways those groups can be built, staffed, promising potential organizers as the course and supported. proceeds. The curriculum includes education Exceptions to this general rule are often on such key organizing techniques as conduct- lodged in such undergraduate areas of concen- ing “one on one” interviews to surface people’s tration as social work and sociology. At Trinity concerns, create relationships and identify College in Hartford, for example, undergradu- potential leaders and bringing people together ates could take courses in community organiz- to discuss the issues they share and plan cam- 12 ing and organizational development, and link paigns to address them. these courses to field work, thus benefiting Students develop their skills in criti- from both theoretical and experiential educa- cal reflection and strengthen their practice tion through real service learning.11 by reflecting weekly on-line on their organiz- Another exception to this rule is Harvard ing experiences and discuss these issues with College. Undergraduates at Harvard College their peers and section leaders during weekly can join graduate students at the Kennedy seminars. They also share their victories and School and other postgraduate students from defeats, looking for constructive feedback Harvard and other nearby universities, as well from which they can learn. Like real commu- as community organizers and other practitio- nity organizers, they learn and are toughened ners from outside academe, for a course in through forthright critiques by their peers community organizing. That course is taught and instructors. These include sharper criti- by Marshall Ganz, an Associate Professor at cism than is common in the academic world the Kennedy School and former Director of but which organizers (and law professors) Organizing for the United Farmworkers Union. have found to be effective in pushing people to strengthen their analysis, planning and actions. Ganz’s course interweaves theoretical and Students end each year with a thorough experiential education seamlessly. It includes assessment of their experience and learning. extensive readings from such intellectual and philosophical leaders as Plato, deTocqueville and Arendt, and such community organizing

11Interview with Alta Lash, former Director, Trinity Center for Neighborhoods. With a change in presidents, these initia- tives were eliminated. 12Interview with Associate Professor Marshall Ganz

36 University Education for Community Change MIT’s planning school develops long-term contracts with specific community groups.

This course is now being replicated at change organizations, it is a particularly Wellesley, , the University good time to consider what steps could be of Massachusetts at Amherst, and Providence taken to ratchet up the level of undergradu- College. Ganz wants to see it replicated, with ate programs. The unifying goal should be appropriate adjustments, at many other colleg- to equip an increasing number of college es across the country. He therefore has devel- students with the inspiration, academic oped unusually detailed course materials and knowledge, analytic skills, initial experience made them accessible to others on the web. and practical help to be good candidates for Ganz also has given special attention to select- jobs in community change. ing and training his Teaching Assistants so they will be fully prepared to teach the course elsewhere in the future, and has created a list Developing a Model Community serve linking his former students together to Studies Curriculum stimulate continuing interest in organizing. hat should an undergraduate major or Other colleges offer courses in community minor in community studies include? organizing to undergraduates, perhaps in soci- WWhat course of study and experience ology, social work or urban studies programs. would best enable students to understand how Randy Stoecker at the University of Wisconsin poverty and race play out in America’s neigh- hosts the www.comm.org web site which fea- borhoods and the broader public and private tures the course outlines for several different sector arenas? How can they learn how people undergraduate courses in organizing, helping experiencing poverty and racism can, with faculty identify topics and readings which may their allies, most effectively counter discrimina- be useful when they plan their own courses. tion and injustice and promote greater oppor- tunity? Conclusion on the Potential for During the scan of current university-based Developing Community Change programs and interviews with academics and Studies for Undergraduates practitioners, five key components for such a program emerged. s this survey illustrates, scattered First, to be of maximum value a throughout the U.S. there is quite a rich program panoply of university courses and pro- should make meaningful links between ser- A vice and learning – combining experience on grams which relate to America’s low-income the ground in disadvantaged communities, neighborhoods, people of color, and others reflection on that experience, and rigorous who are often left behind. While many of these study of the issues such communities face. are isolated and vulnerable, the best of them This study should include analysis of the root provide students with some of the knowl- causes of those problems as well as exploration edge and skills they will need for careers of how they might be tackled most effectively. in social and community change. If these courses and best practices were co-located Second, to prepare students to understand in a coherent curriculum, they would pro- the deeper issues they will encounter in low- vide a particularly strong background for income community work, the program should that work. include serious study of issues of race, class, opportunity and democratic participation Considering the students’ strong inter- in America. The prisms of economics, social est in service, the colleges’ concern about psychology, sociology, political science, and the the need for greater civic engagement and a history of social movements and change in the rejuvenation of our democratic institutions, US all can give students new and enlightening and the crying need for talented leader- perspectives on these issues. ship for the next generation of community

A Vital Strategy for Progress on Poverty, Race and Community-Building 37 Because of concern about the need for reviving and rejuvenating our democratic institutions, some expand their learning to include action as well as analysis.

Third, a program should teach students studies, incorporating all five elements of a how to analyze neighborhoods and their model program. However, the scan revealed residents and institutions as well as the that there is fertile ground for more com- broader demographic, economic, social and prehensive community studies programs. It political trends which influence them. This also identified the seeds of model courses, will give them knowledge and skills which excellent field placement strategies, and would be invaluable in future work on commu- effective approaches to the practical issues nity issues. It would also provide them with a of coordination, teaching and mentoring. uniquely well-grounded and insightful under- standing of how academic disciplines like eco- nomics, sociology, and political science can be Moving Forward on Undergraduate applied in the “real world.” Education

Fourth, it should include study of the here are several alternative strategies roles and functioning of community-based for bringing these different approaches nonprofits, the broader nonprofit sector, Ttogether and growing increasingly robust and the public and for-profit sectors on and productive programs to broaden student these issues. Students should emerge from interest in and preparation for careers in com- this analysis understanding the different strat- munity organizing and development. egies which social groups use to bring about 1.0 A Concerted “Networking” Strategy change at the community and societal levels, including the roles of movements, formal and A “networking” approach could support informal organizations and megainstitutions. the creation of learning communities link- Since a central goal of this new field of study ing academics who teach courses related will be to familiarize students with career to community change and engage in relat- opportunities in community change, it will be ed research and assistance to grassroots especially important that – through on-site expe- groups. The goals would be to help them rience, exposure to social change leaders and learn from their peers and use that learning other practitioners, readings and – to strengthen their own programs and gradu- they gain a realistic picture of how community ally broaden them so they offer students a groups function and the particular challenges more multifaceted background in community and opportunities they face. They should also studies, closer to the five-point model set forth understand how people with careers in the above. public, for profit and larger nonprofit sectors can play important roles in promoting commu- It would be particularly useful if a learn- nity change and development. ing community strategy developed three sets of linkages. The first, and easiest to accomplish, Fifth, in addition to guidance for students would be to strengthen communications and as they negotiate the maze of relevant courses sharing among people in the same discipline, which are scattered throughout a university, e.g. undergraduate social work faculty-mem- there should be extensive assistance for bers. graduates as they seek jobs or opportunities for postgraduate study which further prepare The second would be to include practitioners them for community change work.13 with the academics so that theory and practice are brought together across the usual “town/ No institution of higher learning cur- gown” gulf. This would enrich teaching and rently offers such a strong, coherent, mul- research by grounding them more firmly in tidisciplinary background in community

13There is a great need for stronger job placement services as well as a solid entry route into MA programs which build on students’ undergraduate experience.

38 University Education for Community Change Programs critically examine the root causes and public policy implications of the issues, and teach advocacy. reality, while also informing practice with the community college world. There is great new insights which come with greater under- potential for replicating this pioneering pro- standing of useful concepts and theory. gram which is almost unique in its focus on reaching and educating poor and working class The third linkage would be across disciplines. people of color for increasing responsibilities in This is against the grain in most universities, community-based organizations. Also prom- as the entire reward system usually revolves ising is the potential of complementing this around separate academic disciplines – program in Community Economic Development appointment, supervision, course and research with similar AA programs in Community assignments, opportunities to publish, speak- Organizing and Community Change or ing and consulting opportunities, promotion, Community-Based Service Delivery. and tenure. Rewards for collaborating across these lines are rare. In fact, because it may Community colleges are of great impor- take time away from work in the department, tance. Forty percent of all university stu- narrowly defined, such collaboration frequently dents are now enrolled in community colleges is a negative. – about six million students. Many of them come from low-income backgrounds and/or are Nevertheless it is abundantly clear that people of color. Funding and other resources many different disciplines can contribute to should be targeted on a strategy for start- an understanding of communities, how they ing AA programs in community change and function, and how to bring about progress, development at other community colleges, and that the most helpful curriculum there- and then linking it with entry into four year fore must be multidisciplinary. Furthermore, institutions for students who want further though it is seldom recognized, academics education and experience. That approach has who are teaching community-oriented courses added potential in California where the AA have a strong self-interest in overcoming these program is already accredited statewide by the divisions: it is clear that the constituency for . all such teaching and service would be much stronger if it were united across disciplinary 3.0 Create New Prototype AA and BA lines and there were growing recognition of the Community Change Studies Programs already quite impressive aggregate scale and scope of university-based community studies A third strategy would be to fund the plan- programs. ning and creation of new community college and four-year college programs designed to 2.0 Expand Current Programs produce the organizers, developers and service providers low-income communities sorely need. A second strategy would be to select one or more institutions which already have A useful element in such a strategy would many of the ingredients for a full-scale com- be funding the development of model under- munity studies program and provide them graduate curricula for AA and BA degrees with resources to fill the gaps and expand in community change studies. This strategy their programs. These could then serve as could be done by funding a multidisciplinary models for other universities. This strategy team of academics and practitioners to design would be enhanced if it included an active a program which has all five components of program for disseminating lessons from these the comprehensive undergraduate program models and seeding similar efforts at a second described above. They could draw from their set of institutions. different disciplines and experiences to design that curriculum, develop required and optional The AA degree which LA Trade courses, identify case studies and reading Tech offers in Community Economic materials. They could also think through Development provides such a model for the

A Vital Strategy for Progress on Poverty, Race and Community-Building 39 Learning can and should happen in reciprocal relationships with community groups, not just one-way relationships of service. alternative approaches to field placements and tuitions. As degree programs they could also experiential learning including service, partici- offer Pell scholarship grants and other finan- patory research, and other models. cial aid, an advantage which is not available to nonprofit training programs. Such a strategy should include concert- ed efforts to encourage two- and four- year Starting them in community colleges would colleges to adopt all or parts of the model give them unique access to low-income and curriculum. This should include approaching working-class students as well as students of administrators concerned about civic engage- color – a great asset in this field. Furthermore, ment and service learning, faculty teach- with their tradition of working closely with ing community-oriented courses in different industry in designing educational programs academic disciplines, and people involved in community colleges care accustomed to part- university/community partnerships to inter- nering with outside practitioners. They are est them in building on their current work to therefore great potential partners for nonprofits offer more far-reaching and comprehensive which are committed to expanding Community approaches. Such an effort should enlist the Change Education: they know how to part- involvement of such important potential allies ner with outsiders who have great knowledge as the American Association of State Colleges and expertise but need partners who can col- and Universities, Campus Compact, and other laborate in creating degree-granting programs academic associations, including the informal which involve both academics and practitio- and formal networks linking community-orient- ners in teaching students. ed academics in social work, planning, applied sociology and other disciplines.

High priority should be given to funding the creation of new programs in Community Change Studies at the AA and BA levels. If these were based in state institutions of high- er education, they could offer relatively low

40 University Education for Community Change Chapter III: Postgraduate Education

At one level, the scholarship of engagement means connecting the rich resources of the university to our most pressing social, civic, and ethical problems, to our children, to our schools, to our teachers, and to our cities.…Campuses would be viewed by both students and professors not as isolated islands, but as staging grounds for action.

– Ernest L. Boyer14

eading a multifaceted organization demic world offers in depth education on the committed to community change is issues which directors must master to maxi- Lenormously challenging. It requires a mize their chances for success.15 remarkable range of skills. A leader must be skilled in motivating people and getting them This lack of mid-career education has to work together, analyze complex problems, severe consequences for funders as well as for devise creative solutions, and develop strate- community groups and the low-income people gies for making significant gains with very they represent. The current crisis in talent limited resources. This requires wide-ranging makes it imperative that foundations, com- knowledge of low-income communities and munity groups, support organizations and how they work, the economic, social, cultural, networks concerned about poverty give new and political trends which influence them, and priority to fostering the growth of gradu- the issues and opportunities they face. It also ate programs. These programs should draw demands strong skills in planning, manage- from the many disciplines which collective- ment, and leading change. It’s a tall order. ly can give people the breadth of knowledge and skills they need to tackle the interre- Most people who move into leadership lated issues of poverty, race, organization- positions as executive directors of com- building and community change. munity organizing groups, CDCs, or com- prehensive community initiatives have had Research and interviews for this scan few opportunities to develop such a broad revealed that, while there are many postgradu- base of knowledge and skills. Many come ate programs which provide students with instead from organizations or positions where pieces of an education for community change they have specialized on one or two issues like work, there are only two or three postgradu- housing or jobs. Others may have worked on ate programs which attempt to meet this need several issues but had little management train- fully. ing. Few have an educational background Leaders of community organizing groups, which provides them with the knowledge base broad-gauged CDCs, comprehensive commu- and analytical skills they need to analyze the nity initiatives and such other broad neigh- deeper trends which – because they powerfully borhood transformation initiatives as the impact their communities – they must under- recent Empowerment Zone program would stand so they can help their organizations cope greatly benefit from a mid-career Master's with a rapidly changing world. level program designed specifically to meet This situation is aggravated by the their educational needs. In particular, such dearth of opportunities for mid-career edu- a curriculum should develop a student’s core cation for front-line directors. While they competencies in – may find useful workshops or one or two • 0 Addressing issues of both people and place, courses on some aspect of management or and of race, income and gender; fundraising, neither the nonprofit nor the aca-

141996 Speech by Ernest Boyer, former President, Carnegie Foundation for the Advancement of Teaching 15Some exceptions to this general rule are discussed below.

A Vital Strategy for Progress on Poverty, Race and Community-Building 41 The current crisis in talent makes it imperative that foundations, community groups, support organizations and networks concerned about poverty give new priority to fostering the growth of graduate programs.

• 0 Being people-centered, focusing on the at the University of Sussex in England share involvement, development and transfor- common elements which are critical to a mid- mation of the community’s residents and career program. All four programs are – leaders as the prime movers in community change; • 0 Part-time and “nonresidential”, requiring only periodic short periods of residence on • 0 Organizing and involving the community campus so that full-time people from sig- through participatory processes, under- nificant distances can participate; standing residents, their culture and cir- cumstances, and their forms of self-orga- • 0 Both “academic” and experiential, building nization, and developing community lead- knowledge, theory and analytic skills as ers and ongoing vehicles through which well as practical experience; and they can influence their environment and • 0 Multidisciplinary, drawing from the special expand their opportunities; strengths of a broad range of academic dis- • 0 Being community-focused, evaluating a ciplines as well as the knowledge of local community’s strengths, weaknesses, and leaders, organizational development special- opportunities within an analytic framework ists and other practitioners. which includes assessing the economic, social, cultural, and political trends which One Vision – An Innovative Program impact that community; in Mexico • 0 Developing ongoing comprehensive plan- he Metropolitan Autonomous University ning processes in the community, including in Mexico City (UAM) demonstrates the practical strategies for garnering the neigh- potential of a mid-career program for borhood support, resources, alliances and T practitioners. Its MA in Rural Development partnerships needed to bring about signifi- includes several excellent features which merit cant change; consideration if new programs are designed to • 0 Developing change leaders and organiza- meet the growing US need for mid-career edu- 16 tions by helping them study approaches cation for community change agents. to leading change within an organization UAM has offered this Master's program and in its relations with other institutions, for over twenty-five years. It was designed for while building skills in planning, leadership mid-career people working on rural economic education, board and constituency develop- development, public health, education, or other ment, staff development, and participatory issues throughout Mexico who could benefit budgeting, monitoring and evaluation; and from advanced education concentrating on • 0 Influencing policies of public agencies and the challenges of bringing about substantial major private sector institutions through a change in rural areas. While assuming that combination of organizing, advocacy, part- MA candidates would already have degrees and nership and inside/outside strategies. experience in particular specialties like rural education, the program’s designers developed Programs at Southern New Hampshire the academic program to provide mid-career University and Antioch as well as the people with a firm intellectual and practical Metropolitan Autonomous University in Mexico grounding on how to use grassroots, “bot- City and the Institute of

16This profile is based on a site visit to UAM, UAM materials and interviews with faculty and students in Mexico City.

42 University Education for Community Change Leaders of community initiatives would greatly benefit from a mid-career Master's level program designed specifically to meet their educational needs. tom-up” community development approach- education or public health, for example, each es to make greater gains on the issues they benefits greatly from learning how to assess are addressing. the economic and political situations they face and alternative ways of altering those situa- Students apply for this program from all tions. Therefore, several months are devoted over Mexico. The government provides free to providing students with the academic back- tuition for a one-year certificate program, a ground and skills they need to analyze the eco- two-year Master's, or a full Ph.D. program. nomic, cultural, social and political situations The three programs are fully integrated so that in their home provinces and how they affect lower level classes lead into more advanced MA the issues on which they work. For example, courses. Students use their own funds, schol- in preparing to conduct social and cultural arships or special grants to cover the travel audits, students read extensively from sociolo- and living costs incurred from spending every gists and observers of rural life and institu- fifth week on campus. Since the students tions, are trained in interviewing people, and remain employed, some find their employers learn how to conduct a “power analysis” of willing to cover these costs. their political environment. They devote one month to each audit, preparing analyses and The curriculum proceeds in stages, starting written products for discussion with faculty with readings, research, and discussions con- and their peers. They then proceed to audit cerning Mexico’s peasant population which the next facet of their environment. is at the core of the program’s “bottom-up” community development approach to rural This experience prepares students to change. For three months students study choose a practicum on a local issue or project peasant life and conditions, read extensively, on which the student wishes to make signifi- conduct research and interviews in villages, cant progress. For example, a public health and reflect on their experience. They interact specialist may choose a project she wants to with sociologists, economists, agronomists and expedite by developing a more sophisticated other academics as well as practitioners who analysis of the obstacles to progress, potential serve as adjunct faculty or workshop leaders. allies and the best strategies for enlisting their support. Her practicum then consists of con- When the students gather on campus, they ducting that analysis, testing new strategies in work and learn in small groups for four days action, assessing progress and drawing lessons and then spend Fridays in cross-group dia- from that experience. logue. While everyone reads the same materi- als, each small group takes a different perspec- More than twenty classes of students have tive on those readings. For example, while one received MA degrees from UAM, with recent group analyzes peasants in relation to the land classes averaging 25-30 students per year. or the broader economy, another assesses how Unfortunately, UAM has had no funds to rural people traditionally organize themselves evaluate its impact over time, or even funds and what new forms of organization are emerg- with which to track its alumni informally ing. Yet another group will discuss peasants through periodic meetings and on-line con- and their culture. Friday’s joint discussion tact. It therefore is impossible to evaluate fully allows students to compare what they have its impact in particular states or departments learned using different perspectives, a particu- or in the overall field of rural development in larly stimulating approach to cross-disciplinary Mexico. However, it seems highly likely that learning. UAM’s influence through its more than 300 graduates has been substantial, and that it Students also study the process of change would have been amplified had there been out- in order to become more effective change side support for maintaining an ongoing net- agents themselves. Since each student wants work of mutual support and learning. to increase his/her ability to improve rural

A Vital Strategy for Progress on Poverty, Race and Community-Building 43 Mexico’s peasant population is at the core of the program’s “bottom-up” community development approach to rural change.

One intriguing aspect of UAM’s approach A New International Initiative on is that they have avoided the pitfall of lim- Participation, Development and iting themselves to one school of thought Social Change: concerning how change happens. Using American terms, they do not stress “devel- he Institute of Development Studies at opment” or “organizing”, “advocacy” or the University of Sussex in England “service delivery.” They do not restrict Trecently launched a mid-career Master's their students to people who work in the in Participation, Power and Social Change nonprofit sector, or the community-based and has enrolled students from five conti- nonprofit subcategory of that sector, or in nents. government agencies or support institu- tions. Instead they recruit from all those Sussex is a “red brick” university, high sectors with the understanding that all are quality but not prestigious, with a long tra- essential to bringing about major change in dition of educating people for overseas how low-income people live and the oppor- development work through its Institute for tunities they enjoy. Development Studies (IDS). IDS’s new MA stresses participatory processes of develop- Furthermore, the program does not limit ment and social change. It is designed for itself to one discipline like public health, edu- people working full-time who want a Master's cation or economic development. Instead level program through which they can study it is based on the supposition that all these and practice ways of increasing the participa- approaches are part of a more comprehensive tion and influence of often voiceless people strategy for rural development and transforma- in the development process. Students spend tion. It concentrates on the change process two ten-week summers in residence at IDS for itself. classes, intensive reading and research.

The curriculum is based firmly on two fun- The first residential period prepares stu- damental principles. First is the principle dents for their work over the fifteen month MA that lasting change must start with the program. It introduces them to key concepts people themselves, who they are, how they and links theory with practice through case are organized, what they see as their chal- studies and discussion. The first residential lenges and opportunities, and how they can term also introduces students to methods and participate in shaping their future.17 The sec- skills for participatory learning and assess- ond tenet is that, whatever your role in the ment (PLA), facilitation, organizational change process, a structured educational development, participatory monitoring and opportunity can help you build the knowl- evaluation, critical thinking and communi- edge base, conceptual understanding, and cation. Students are prepared to analyze the analytic, practical and participatory skills organizational context of their own work situ- to be a more effective change agent. ations or other situations they may encounter, to assess governance, accountability and par- Another strength of UAM’s program is its ticipation issues, and to develop participatory integration of the certificate, Master's and processes to foster learning and development. Ph.D. programs. This enables people to enroll for whatever level of education they need while Students conclude this initial phase by maintaining the flexibility to decide later to devoting considerable time to developing indi- continue their advanced education to the next vidual learning plans for applying the theoreti- level. cal concepts they are learning. They identify the concepts and techniques they will test

17In Paolo Freire’s phrase they must become subjects instead of objects of history.

44 University Education for Community Change One intriguing aspect of UAM’s approach is that they have avoided the pitfall of limiting themselves to one school of thought concerning how change happens. in action and the central question they will What is the Status of Mid-career explore when they return home. This includes Education on Community Change in their vision for social change, why they have the US? structured their project in a particular way, and how they will measure whether their inter- or twenty-five years Southern New vention is actually making a difference. Hampshire University has offered the only Master's level program in commu- During the ten months between terms at F nity economic development which is available the University, students apply the participa- to students from all parts of the US. It has tory skills and techniques they have learned pioneered in teaching people who work full- in concrete situations they face on the job. time for CDCs or other nonprofits or are other- They file quarterly reports on their experience, wise engaged in supporting community devel- including personal reflections and a descrip- opment work. The Pratt Institute’s planning tion of shifts in their thinking and practice. At degree and a now-dormant program midpoint they gathered in South Africa for a at the University of Illinois at Chicago have week during which each student made a 30- also offered postgraduate education to people minute presentation on his/her experience and working in community development, but those learning and joined others in small groups for programs have been geared to reach only local critical reflection. students.

Throughout the ten months all students University-based training programs for keep learning journals which they e-mail to mid-career professionals have had an extraor- their at IDS. Their supervisors are dinarily difficult time raising foundation sup- in touch with them frequently, helping them port. SNHU’s program is almost entirely sup- solve problems like being stymied from inno- ported with fees, Pratt’s mid-career training vating by bureaucracies or politics. Academic program was dropped when foundation sup- supervisors also help students think through port dried up, and Tufts' highly valued sum- how to apply concepts and techniques for mer program for CDC staff and other nonprof- bringing about change which they learned at its disappeared years ago because of funding Sussex or developed on their own. Students problems. are encouraged to create local learning groups to share experience and reflections with their In the US, no currently local peers. offers a multidisciplinary Master's level education for mid-career people who wish The final residential term is devoted to pre- to strengthen their knowledge and skills paring a reflective essay distilling experience in subjects related to community organiz- and lessons and a portfolio collection of evi- ing and community and social change as dence demonstrating what has resulted from distinguished from housing and economic their applying their individual learning plans development. This leaves large numbers of in practice. Students make presentations on community organizers and people engaged in the basis of these papers, while also choosing grassroots efforts to change public policies among courses which either concentrate on and reform institutions without postgradu- issues many face in their own countries such ate programs geared to meet their particular as government decentralization or conflict or needs. This is an extraordinarily serious deepen their knowledge of particular learning problem considering the enormous challenges 18 techniques. and the great importance of organizing poor

18Interviews with Dr. John Gaventa, Senior , Participation Group, IDS, University of Sussex, and Dr. Peter Taylor, Coordinator, MA in Participation, Development and Social Change

A Vital Strategy for Progress on Poverty, Race and Community-Building 45 Whatever your role in the change process, a structured educational opportunity can help you build the knowledge base, conceptual understanding, and analytic, practical and participatory skills to be a more effective change agent. people and people of color into strong, repre- requires a mix of strategies. To be fully pre- sentative organizations through which they pared for this work, people need wide-rang- can persuade government agencies, the pri- ing knowledge of several key issue areas and vate sector and major nonprofits to allocate an extensive array of analytic and practical resources and adopt policies to rejuvenate skills. They also require a firm grounding in their communities and create new opportuni- the building of community-based organizations ties for people now being left behind. and institutions.

Fortunately, this scan reveals that there Programs attempting to meet this chal- are many postgraduate programs which lenge go directly against the grain in most offer courses and even specialized tracks graduate schools. Those schools were created which can be of great value to people work- specifically to educate students and conduct ing on the front lines of community change. research in a single academic discipline, and Some planning and social work schools, for their reward systems are geared to support- example, have strong tracks in community ing development of in depth expertise in that planning or community organization with field discipline. placements and practicums. Other gradu- ate schools offer excellent individual courses This poses a serious dilemma for people in community organizing, leadership develop- wanting to develop broad knowledge and skills ment, community-based planning, community- so they can build community organizations based social service delivery, and community with the vision, power and capacity to bring involvement in public school reform. There are about significant change in their communities also equally good courses in nonprofit manage- and in policy arenas. The silos of different ment, budgeting and finance and on the sub- graduate schools get in the way. There are vir- stance of the housing, jobs and other issues tually no structured interdisciplinary programs low-income communities and people of color which help students prepare for community face. change work by packaging together courses from different graduate schools, independent The problem is that these courses are study, extensive field experience, and a thesis scattered over different graduate schools or capstone project. in different institutions. They are not built around a single graduate school or center in coherent programs of study and practice. There are two reasons for this. First, no uni- versity other than Southern New Hampshire has decided to establish a graduate program focused on the professional challenge of addressing issues of race, poverty, community, and building grassroots nonprofit organiza- tions. Second, the “tyranny of the disciplines” makes it extremely difficult for academics to pull together a multidisciplinary curricu- lum and faculty on any subject, let alone the neglected field of community organizing and development.

There are strong advantages to inter- disciplinary approaches but they are rare. Because communities face many complex and interrelated issues, broad community change

46 University Education for Community Change This chapter highlights in blue boxes exemplary courses and approaches which should be considered in designing a new multidisciplinary Master's program.

What Components Are Needed in a program to provide people with the knowl- Mid-career Education? edge, experience and skills they need for this demanding work. t is imperative that steps be taken to rectify this situation. The stakes are enormous: Highlights to Consider for Master’s in grassroots community organizations are Community Change – I • 0 Mid-career education not requiring long tackling many of the toughest issues our coun- try faces, and they face a leadership crisis. residence One central response to this leadership crisis • 0 Program developed for practitioners must be to invest in expanding mid-career educational programs to help today’s leaders • 0 Students build strong peer networks develop the knowledge and skills they need to • 0 Useful courses on – build strong organizations and tackle tough • Building Nonprofit Organizations issues. • Nonprofit Management The remainder of this chapter draws from • Community Economic Development, the experience of programs designed specifical- Housing, Public Health, or another ly to train community development practitio- area requiring basic expertise ners as well as schools of planning and urban studies, social work, public health, nonprofit • Community Organizing and Public management, sociology and social psychology, Policy , leadership studies, politi- cal science, divinity, law, public service and A.0 Graduate Education for Community administration. The diversity of the strands Development, Organizing and Broader which could be brought together would be Change a great strength for such a new Master's degree. Such an approach, however, would At the postgraduate as well as the under- face numerous practical obstacles because graduate level, the few programs which have so many institutions are highly compart- been designed specifically for current or future mentalized in separate departments for practitioners are most relevant to community each discipline. developers, including those who staff or assist CDCs. In moving forward, there is much to be gained from a “cherry-picking” strategy, select- As noted above, the only Master's level ing the best programs and techniques from community development studies program different types of graduate schools to develop which draws students from all parts of the a multidisciplinary Master's in community US is the Master's of Science in Community change. The remainder of this chapter Economic Development program at Southern briefly scans the current status of commu- New Hampshire University. That 20-month nity-oriented education in different types program has many features which respond well of graduate schools and highlights in blue to the realities and needs of its student body. boxes exemplary courses and approaches Designed specifically for people who may have which should be considered in designing a full-time jobs, it does not require long peri- new multidisciplinary MA program. ods on campus. Instead it combines periodic classes on campus, ongoing distance learning Each of the following sections begins by and a practicum on a topic which the student highlighting the features and courses which a is addressing through his or her job in the particular field of studies offers to a postgradu- community development field. ate program for community change agents. There is great potential in drawing from these disparate disciplines in designing a graduate

A Vital Strategy for Progress on Poverty, Race and Community-Building 47 The problem is that these courses are scattered over different graduate schools in different institutions.

The SNHU Master's program is designed broad background for community develop- to meet the specific needs of people in leader- ment work. Geared for students who have ship positions in community-based organiza- full-time local jobs, Pratt’s classes are at night tions and the groups which assist them. It or on weekends. Students can choose a con- combines courses on management and plan- centration in Community Development which ning with ones on real estate development, includes courses rarely offered by planning financing, and venture development – the schools. Among the classes which are par- sets of skills which are in greatest demand ticularly helpful for those working in CDCs or in CDCs. It includes a practicum which is closely related agencies are courses in econom- related to each student’s job responsibili- ic development, community organizing, organi- ties. Furthermore, several courses are taught zational development, and public policy.21 by practitioners with extensive experience in developing and financing projects and dealing In addition, Pratt offers students a rare with the day-to-day challenges of management – opportunity for intensive work on commu- people whom mid-career professionals find nity-based planning and development projects particularly useful as teachers and mentors. through PICCED – the Pratt Institute Center And the students benefit greatly from being for Community and . together on campus every few weeks when PICCED is a highly respected technical assis- they can build strong, lasting networks of tance and training center which is associated mutual learning and support with colleagues with the university but legally independent. It from other CDCs and allied institutions. The has a history of over thirty-five years of pro- SNHU program clearly merits replication in viding outstanding neighborhood and regional other universities so that its academic program planning and design assistance to CDCs, com- becomes accessible to a great many more com- munity organizing groups, neighborhood and munity development leaders.19 tenant organizations and the City. Several staff-members teach planning at Pratt while While the Southern New Hampshire they devote most of their time to working on program responds particularly well to the community planning and development projects. needs of economic and housing develop- This technical assistance center provides an ment specialists, it is designed for leaders excellent base for students to learn planning of other community-based nonprofits as skills while gaining direct experience with the well. However, it is not intended to offer dynamics of working with community-based the wide array of courses which would help nonprofits – a combination which offers early- CDC leaders and others prepare to broaden and mid-career students a unique opportunity their organizations’ agendas to include to broaden their knowledge and skills. such issues as education and youth devel- opment, health care, services for children In partnership with the Chicago Rehab and families, or sector-wide interventions, Network, a coalition of CDCs, and other hous- or to add extensive community organizing, ing groups, the University of Illinois at Chicago leadership development or public policy offered a certificate program in Community strategies to their strategies to increase Development for several years. This program their impact.20 was designed for mid-career practitioners in community development. When first created, The Pratt Institute’s School of Architecture it was based at Spertus College and granted an offers a Master's in which MA rather than a certificate, but the death of gives students from the New York region a a key faculty-member led to its transfer to UIC

19This program is being launched in Florida in collaboration with the state CDC association, the Local Initiatives Sup- port Corporation and other state-based organizations. 20There are no courses which focus on these issues, and the one class on community organizing is an elective. 21Interviews with Professor Ron Shiffman, Rex Curry, and current PICCED Director Brad Lander

48 University Education for Community Change The diversity of the strands which could be brought together would be a great strength for such a new Master's degree. and conversion to a certificate program. It is community-based groups, CDCs currently dormant because of foundation cut- and organizing groups like immigrant centers backs.22 and unions. Its curriculum is thus aimed more broadly than the CD-oriented SNHU The UIC program teamed academics and program, and includes courses on community practitioners to teach six courses, ranging organizing and public policy. For this reason, from management to public policy. and because the program is for a shorter peri- There was a strong emphasis on neighborhood- od, there is less emphasis on developing stu- based planning and development, including the dents’ technical skills in development.23 building of CDCs and other grassroots groups. A course on Organizational Development, The faculty-members who originated the for example, focused on community orga- program chose the diploma route to expedite nizing, issues related to combining orga- clearance by the university and have found nizing and community development work, this decision to be sound: Concordia’s School strategic planning and management issues of Community and Public Affairs has found for small nonprofits. The course on Public practitioners and other students deeply inter- Policy was equally practical, including study of ested in having the opportunity to study a vari- such key issues as gentrification and the grow- ety of topics in depth, even without receiving a ing conversion of Section 8 and other federally MA.24 Furthermore the diploma program has subsidized projects to middle income use. It offered them the advantage of being able to also covered important issues of strategy and enroll students who are not college gradu- built skills in community organizing and ates – thus reaching practitioners who would advocacy. be barred from a Master’s program.

Concordia University in Montreal offers a Concordia is now exploring the creation of in Community Economic a new MA program in participatory research Development rather than a Master's. It enrolls and evaluation. This program would provide 20-25 students each year, and is offered in people in nonprofits with the extensive knowl- French one year, English the next, to attract edge and skills they need to enter the growing students from both communities. number of community/university partnerships on an equal footing. They would promote the Concordia’s program is interdisciplinary: community’s interests as research and evalua- faculty come from sociology, social work, eco- tion topics are addressed. nomics, organizing, and policy backgrounds, and practitioners teach many courses. Concordia requires all students to devote Although it is offered under the rubric of “com- 6-8 hours per week for two terms working munity economic development”, the program on a project. Most of these are carried out actually takes a broader view of community in grassroots settings, ranging this year from development – the development of a communi- housing organizing to helping a Guatemalan ty’s capacity to use various strategies and tools village develop ecotourism. These field projects to address the issues it faces. tie into a course which teaches them how to work on a project (setting goals, developing a The Concordia program is designed to strategic plan, etc.), provides opportunities for attract students who are working in a wide variety of nonprofit organizations including

22Interviews with Joy Aruguete, Instructor at UIC and Chair, Chicago Rehab Network; Kevin Jackson, Executive Director of Chicago Rehab Network; Doug Gills, UIC faculty; and Wim Wievel, former Dean, Graduate School of Business Admin- istration at University of Illinois at Chicago. 23Interview with Professor Eric Shragge, Director, Graduate Diploma in Community Economic Development, 24Interview with Professor Lance Evoy, Institute in Management and Community Development, Concordia University

A Vital Strategy for Progress on Poverty, Race and Community-Building 49 New university programs have emerged to teach about, research, and promote the strengthening of our democracy through the development of grassroots organizations and participation. critical reflection in small groups, and requires Others like Pratt also stress the social, a final paper synthesizing the student’s experi- economic and institutional sides of planning, ence and lessons from that experience. including the different roles public, private and nonprofit organizations play in planning the B.0 Schools of Planning and Urban Studies future of a neighborhood, city or larger region. Planning schools vary greatly in the cours- Issues of democratizing the planning process and involving the people who are most affected Highlights to Consider for Master’s in (e.g. neighborhood residents) in participatory Community Change – planning processes inevitably arise in this • 0 Focused on place context, and many planning schools include courses and placements to prepare students • 0 On-site work with community groups to staff these participatory processes and work • 0 Useful courses on – with grassroots groups and CDCs.

• Physical Planning, Mapping and Pratt also stresses community-based and Geographic Information Systems participatory planning, with a special empha- • Housing sis on students who are already working. The • Economic and Social Planning Institute draws from professionals throughout the area to teach many of its courses, and its • Participatory Planning full-time faculty is deeply involved in prac- • Participatory Research tice, working with CDCs and other community • Study of Roles of Public, Private and groups on neighborhood planning, develop- Nonprofit Sectors ment, and other projects. Pratt’s four areas of concentration are community development planning, , preservation es they offer and their areas of concentration. planning and land use planning. Some are housed in Schools of Architecture and thus heavily oriented toward physical Massachusetts planning. Those are particularly strong in educating students for careers in neighborhood MIT combines the prestige of a nationally and urban planning and urban design, includ- ranked university with a forty year commit- ing the use of GIS systems to map conditions ment to community-based planning. It links and trends in ways which facilitate analysis urban and regional studies with urban plan- and decision-making. ning, thus balancing its strengths in architec- ture and design with expertise on economic

Balancing Income Targeting and Poverty Deconcentration in Subsidized Housing: The Challenge of the Federal Section 8 Program Michelle McDonough MCP ‘98 Michelle analyzed the impact of the repeal of Federal preferences for tenant selection in the project- based Section 8 program. She concluded that even where implementation is most successful, the pace of the desired change in the income mix of these projects will be slow due to the low natural turnover rate. Nevertheless, Michelle predicted a substantial loss number of units that would have been available for experiencing the most severe housing problems. Her recommendations stressed that imple- mentation should be context-specific and that HUD should consider vouchering out portions of the Section 8 units on a project-basis to create a more appropriate balance between income targeting and poverty decon- centration.25

25From course descriptions at MIT.

50 University Education for Community Change Students apply the participatory skills and techniques they have learned in concrete situations they face on the job. and social planning issues. Several faculty members are deeply involved in working with community groups – ranging from CDCs to Similar traditions are strong at Cornell organizing groups and neighborhood associa- which offers students a choice of tracks includ- tions – and the School’s organizational culture ing Land Use and Environmental Planning, respects community work and activism on and Economic and Community Development public policy issues. Its Housing Community Planning. Several faculty members, includ- and Economic Development (HCED) program ing the most recent chairpersons of the group has “a commitment to social progress, department, are strongly committed to com- a faculty working at the forefront of the field, munity-based and participatory approaches and a student body committed to passionate to planning and research. They require that involvement in complex urban issues.” students work extensively in the field, often in partnership with community-based organiza- MIT’s planning curriculum provides stu- tions. They show their emphasis on commu- dents with multiple skills for their professional nity-based organizations and solution of urban careers. These include the capacity to – issues in their materials:

• 0 analyze a city’s economic, social and politi- “Our interests...We study and learn cal structures; about cities and regions – the way they function (or don’t function) for • 0 learn about economic and workforce devel- the people who live and work in them. opment, housing policy and development, Since the world’s population is rapidly and the building of social capital and net- urbanizing, we need citizens and plan- works; and ning professionals with a sophisticated understanding of how and why cities • 0 develop skills in reflective practice.26 and regions develop as they do. HCED Master’s students can choose a “Our approach to teaching...We believe housing or economic development track to that learning in the classroom, in the deepen their knowledge of those fields. They laboratory or studio, and in the com- also can take courses in other parts of MIT, munity contribute to an urbanist’s Harvard or Tufts. The breadth of its program education. We provide opportunities is illustrated by an example of how a recent to learn through internships and in student met her thesis requirement, summa- hands-on workshops with real world rized in the box on page 40. clients as well as in the classroom. Two In its most recent partnerships with com- recent examples of student “off-cam- munities, MIT has entered into multiyear pus” learning include participation in agreements with community groups in historic preservation activities on the which they detail the services which the groups famous Ellis Island in New York Harbor, need from students and faculty, and the com- and in an work- mitments MIT makes regarding those needed shop with planners in Harlem and the services. This is designed to eliminate the South Bronx in New York City, and problems which often plague “partnerships” – the Ironbound section of Newark, New students cycling in and out of groups, often Jersey.”27 working on issues of their own choosing – and to provide continuing help on projects which the community groups select.

26Interview with Ceasar McDowell, former Director, Center for Reflective , MIT 27From MIT web-site

A Vital Strategy for Progress on Poverty, Race and Community-Building 51 Students benefit greatly from being together on campus every few weeks when they can build strong, lasting networks of mutual learning and support with colleagues

University of California at Los Angeles Architecture or other departments.29 Even at MIT where the Graduate School of Planning Until recently, UCLA had an unusually and Urban Studies is highly respected and strong tradition of educating young people of apparently secure, faculty speak about how color for careers in community planning and little others at MIT understand and value their development. Many Los Angeles CDCs were work compared to work in the basic sciences, staffed by recent graduates of UCLA’s planning engineering and technology – the Institute’s school, and several CD practitioners served main emphasis.30 as adjunct faculty. The Community program brought low-income community It is worth noting that most planning leaders on campus to teach and study, and schools have significantly narrowed their supported important participatory research focus over the years. In the 1960s, when and planning studies involving students, the civil rights and antipoverty movements faculty and grassroots groups in unusually combined with urban riots and student pres- close and successful partnerships.28 sure, many planning schools became deeply involved with local community groups and For many years this emphasis had strong progressive government officials in planning backing from the top ranks of the university the revitalization of neighborhoods and other as a response to community unrest and stu- major community initiatives. Students were dent pressure for the university to address attracted to planning schools by their focus the needs of Los Angeles’ troubled neighbor- on cities and their neighborhoods and their hoods. However, UCLA’s story illustrates the broad approaches to planning encompassing vulnerability of university programs as well as economic and social as well as physical con- their promise. As top leadership changed, and siderations. During that era of Model Cities, as a new Dean merged the planning school the war on poverty, and early federal support into a new School of Public Policy, there was a for CDCs, community groups often had the new emphasis on enhancing UCLA’s academic resources to bring in planners to work with reputation globally rather than stressing its the community in developing comprehensive service to Los Angeles. A stronger emphasis neighborhood plans. However, as national on research rather than service led to shrink- concern with the future of cities, poverty, and ing the adjunct faculty and outreach programs neighborhoods waned, and as city govern- which had so distinguished UCLA as a strong ment resources were reduced, the market for partner with low-income communities. Today’s neighborhood planners and comprehensive academic program no longer is such a strong planning also shrank. Planning schools have draw for people from low-income communities adjusted to the market by narrowing their or others preparing for careers in community curricula. development and change. As the times have become more conserva- Faculty members at other planning schools tive, and government at all levels has reduced speak openly about the vulnerability of their its social programs, “social planning” has dis- programs. At Cornell, for example, plan- appeared as a field. Three decades ago, it was ning school faculty recently had to mobilize an area of specialization within many urban alumni to fend off budget cuts which threat- planning programs. It prepared profession- ened to decimate key programs and even dis- als to analyze people’s social needs, study the mantle the planning school, leaving only a institutions and policies related to those needs, few of its courses remaining in the School of

28Interviews with Gilda Haas, Mary Brooks, Allen Heskin, and other current and former UCLA faculty members 29Interview with Professor Kenneth Reardon, Chairman, Department of Urban Planning, Cornell University 30Interview with Professor Langley Keyes, MIT

52 University Education for Community Change Pratt offers students a rare opportunity for intensive work on community-based planning and development projects. and prepare plans which nonprofits and gov- C.0 Schools of Social Work ernment agencies used to address those needs. Social planners, for example, were trained to Highlights to Consider for Master’s in study such specific social groups as children, Community Change – families, or the elderly, and such social needs • 0 Focus on people and groups as day care and health care, and to prepare the social components of a comprehensive plan • 0 On-site work with community groups for strengthening a community and revamping • 0 Dual degree combining social work and programs and policies.31 urban planning – combining people and place The Planners Network provides useful links among progressive planners, including • 0 Useful courses on – academics, and the Association for Community • Analysis of Social Problems and Design provides a forum for community design Programs centers. Their conferences and publications • Community Organizing help people share experiences and lessons and explore pressing questions of mutual inter- • Organizational Development est. Thus far, however, these groups have • Community Process Skills not devoted much time to helping their • Race and Diversity members and others as they have developed their curricula and approaches to teach- ing, field placements, and career guidance. At several schools of social work there is Expanded focus on these issues would be a strong tradition of community organizing helpful to people who now address those studies. This goes back to the days of Jane issues largely in isolation from their colleagues Addams and Hull House, an early example in other institutions and, equally importantly, of social workers creating an institution in from practitioners whose experience is invalu- the community to address social conditions able and who can be of immense help in and build local leadership. Most social work strengthening field placements and the stu- schools offer graduate students a choice dents’ search for jobs. between concentrating on courses related to clinical practice or concentrating instead on The disappearance of social planning community studies. Community studies is an as a field closely parallels what was, until area of concentration because local conditions – recently, a real downtrend in the extent to including the strength of the social fabric, which schools of social work stressed systemic helping systems and community institutions – responses to the problems people face, includ- have such an impact upon neighborhood resi- ing the building of community-based programs dents, and reforms at the neighborhood or and organizations. Instead they strongly policy level so greatly influence people’s social emphasized preparing people for careers in conditions. counseling and helping individuals. As with other disciplines, social work schools change their emphases to meet market demand. During the period from the late '70s through the mid '90s, as interest in chang- ing policies to address issues of poverty and race waned, many social work schools deem- phasized or dropped their community studies track. They concentrated instead on preparing

31Interview with Professor John deMonchaux, former Chair of Urban Studies and Planning, MIT

A Vital Strategy for Progress on Poverty, Race and Community-Building 53 The UIC program teamed academics and practitioners to teach. people for clinical practice, usually in middle profit management. Through the Outreach class and wealthier areas. In recent years, Center they mentor students working with however, Maryland, Michigan and others see refugee groups, an Indian Center, CDCs and growing frustration with the limitations of “top neighborhood groups. Their projects range down” approaches and a shift back to strong from creating a reverse commute program to interest in community solutions to societal organizing Hispanic parents in a high school problems. This is reinforced by the large num- and helping residents persuade the City to bers of former VISTAs, Americorps and Peace keep neighborhood libraries open. Much of Corps Volunteers who want to continue their their course work and writing is directly relat- commitment to community service.32 These ed to their field placements. universities therefore have strengthened their programs to respond to this growing demand. In the 1980s leaders in the community- oriented side of social work established an University of Maryland association through which they could meet periodically with their peers for mutual learn- Michigan, Maryland, Pittsburgh, Berkeley, ing and support. ACOSA (the Association Hunter and North Carolina are among the for Community Organization and Social schools of social work which currently offer Administration) also publishes a journal and strong concentrations in community studies. makes annual awards to outstanding educa- The University of Maryland, for example, cre- tors and their partners. ated a unique organization – the Social Work Community Outreach Center – to operate as a ’s Joint Planning and social work agency within the School of Social Social Work Degree Work. Like a teaching hospital within a medi- cal school, or PICCED within Pratt, the Center Michigan offers a joint MA in social work provides students with excellent field place- and urban and which pro- ments and on-the-ground mentoring in low- vides students with an unusually broad back- income communities. Students devote fully ground for a career of bringing about change 50% of their academic time to their field place- at the grassroots level. This dual degree ments, and several courses and writing assign- enables students to balance social work’s ments relate directly to those placements. emphasis on “people” and community orga- nizations and institutions with planning’s The Outreach Center thus provides stu- emphasis on “place” and physical and eco- dents with practical experience, knowledge nomic planning and development. Some and analytic skills which are useful for students supplement this with nonprofit man- careers with community-based organizations agement courses, and there are opportunities and government. Operating as a technical to take related courses in other departments.33 assistance organization with long-term rela- tionships with community groups, the Center In their Social Work courses, dual degree assures groups they will have continuing staff students usually major in Community assistance from graduate students with faculty Organization, taking such courses as guidance and back-up. “Organizing for Social and Political Action”, “Planning for Organizational and Community Ten University of Maryland faculty mem- Change,” “Multicultural, Multilingual bers teach in MACO, the Management and Organizing” and “Managing Projects and Community Organization track. They offer Organizational Change.” At the Planning courses in community organizing, community School students can concentrate in economic development, social action and non- Community Development and Housing to

32Interview with Richard Cook, Director, Social Work Outreach Center, University of Maryland 33Interview with Professor Barry Checkoway, University of Michigan School of Social Work and School of Urban Planning

54 University Education for Community Change Field projects tie into a course which teaches students how to work on a project, and provides opportunities for critical reflection in small groups.

prepare for “work with local residents, neigh- often involved in the development of organiza- borhood and community organizations, com- tions and projects which address community munity development corporations, nonprofit or social issues or in their evaluation and housing developers, public agencies, consulting improvement. Applied sociologists work on the firms, and other private sector agents in efforts full gamut of issues, from drugs to education, to secure decent, affordable housing; improve and also bring their skills to such issues as the job opportunities; increase safety; and restore solution of community level social problems or maintain community stability.” and organizational management and change. Columbia Professor Sudhir Venkatesh, for Their planning education includes extensive instance, has used his sociological skills and field work with community-based groups and techniques to provide great insight into the learning techniques for analyzing neighbor- informal organizations which are so crucial hoods, cities and regions and developing plans to public housing residents – insight which can and programs for their future. help inform local and national policy-makers D.0 Sociology and Social Psychology as they address housing policy issues. Like sociologists, some social psycholo- Highlights to Consider for Master’s in gists teaching at both the graduate and under- Community Change – graduate levels developed some of the first • 0 Analysis of culture and issues of poverty, courses relevant to studying and changing low- class, race, and the social psychology of income communities and the broader frame- race and prejudice work and norms in which those communities function. Their courses develop students’ abil- • 0 Insight into informal and formal organiza- ity to analyze community trends and needs, tions and social movements the social psychology of race and prejudice, • 0 Analysis of group formation and functioning the culture of poverty, social movements, • 0 Analysis of social trends and needs and group formation and functioning as well as issues related to developing and sustaining Because issues of community, poverty and representative community organizations. race relate to so many aspects of our society Like urban planning and social work, the there are examples of courses on community fields of sociology and social psychology have organizing and development in many other faced considerable challenges during this types of graduate schools. Sociology was one increasingly conservative era. Job opportuni- of the first disciplines to concentrate on issues ties for their graduates have shrunk as govern- of poverty, race, community ties, and commu- ment interest in urban social problems has nity organization. In bringing waned, and academic departments have been methods to the study of society, sociologists under pressure to adapt. At some universities, bring considerable insight into the function- however, these trends have actually strength- ing of informal and formal social groups. They ened faculty who argue that sociology’s future develop expertise in analyzing how people lies in demonstrating how it can be applied in relate to each other, find common interests, practical situations. The Society for Applied 34 and organize themselves to accomplish tasks. Sociology plays an important role linking these While most sociologists devote their careers sociologists who are dedicated to using their to research, including important research on skills and insight to provide solutions to social issues of poverty, race, and community, peo- and organizational challenges. ple who specialize in “applied sociology” are

34Venkatesh, Sudhir Alladi. American Project. Cambridge: Press, 2000

A Vital Strategy for Progress on Poverty, Race and Community-Building 55 MIT has entered into multiyear agreements with community groups, designed to eliminate the problems which often plague “partnerships”.

E.0 Schools of Public Health has long been community-oriented on issues of social policy because its members understand Highlights to Consider for Master’s in these links so well. Community Change – Harvard University • 0 Emphasis on link between community’s health and public health Harvard’s School of Public Health is an • 0 Community-focused example of the tie between public health and a community organizing approach to change. It • 0 Useful courses on – offers a course in community organizing which • Public Health and Environment is taught by an adjunct faculty member who is an experienced organizer on health issues. • Participatory Action Research The School’s policy courses also stress the • Community Organizing and Education importance of organizing the people who are most affected by a policy as well as broader Public health also has a strong tradition of coalitions which include service providers and emphasis on community and, often, communi- other powerful allies. Berkeley, Michigan and 35 ty organizing. Epidemiologists and other pub- others have a similar emphasis. lic health experts concentrate on addressing preventive and other health issues at the com- munity level through community education, Vanderbilt has stressed community-based community-based services, and community efforts for many years. Vanderbilt’s Center for involvement. Whether the issue is HIV/AIDS, Health Services emerged out of student pro- asthma, rat control, lead paint abatement or tests in the 1970s and has, over time, created sanitation and sewers, public health experts 23 community clinics and a training program focus their research, assistance and policy for maternal and child health workers, or pro- work on trying to change the community-wide motores. It also created a program combining practices which present a threat. home-visits to high pregnant mothers with advocacy on their issues which has been rep- Public health specialists stress hous- licated in Louisiana, Arkansas, Mississippi, ing issues because of health concerns about Kentucky and West Virginia. Nevertheless, the unsafe and unsanitary conditions. Some tack- Center has not succeeded in influencing the le employment and economic issues because curriculum itself. of their clear impact on health, while others emphasize the importance of education, day Participatory Action Research is care and after-school programs in developing stressed by several schools of public physically and mentally healthy young people. health as a particularly good tool for Some early American experiments in com- addressing public health issues. Meredith munity organizing emanated from the public Minkler of Berkeley, Nina Wallerstein of the health field, including support for the develop- , Barbara Israel at ment of cooperative and consumer-controlled Michigan and others have done remarkable health insurance plans in the 1930s and '40s. work involving people who are affected by an And the American Public Health Association issue in conducting research on that issue and then using their new knowledge as the basis for advocacy.36 The federal govern-

35Interview with Susan Sherry, Adjunct, Harvard School of Public Health 36Participatory research and evaluation is also stressed by people in several schools of planning and in such disparate institutions as schools of nursing and education. Professor Kenneth Reardon of Cornell’s planning school recently found more than 130 colleges and universities offering education in participatory action research.

56 University Education for Community Change The Community Fellows program brought low-income community leaders to the campus to teach and study, and supported important participatory research and planning studies. ment currently provides over $20 million per ment agencies in having large staffs, signifi- year for Community Participation in Health cant bureaucracies, well-established financial Grants which support participatory research and management systems and procedures, projects on public health issues throughout and relatively constant budgets. They are the country.37 not, however, so useful for people in much smaller organizations with minimal manage- Some public health schools are linked ment staff, quite informal systems, and bud- with closely related fields like planning and gets which go up and down with the vicis- service delivery. New , for situdes of foundation fundraising and other instance, has grouped health policy, urban unpredictable factors. These managers must planning, public policy and public administra- be far more entrepreneurial, versatile and tion in the Wagner School of Public Service quick to adapt to changing circumstances in order to facilitate collaboration and study than administrators in larger management 38 across disciplines that are often divided. structures.

F. 0 Schools of Public Policy, Public An example of how this plays out in uni- Administration and Public Service versity planning was furnished recently by the University of Maryland’s School of Public Highlights to Consider for Master’s in Policy. Interested in attracting additional stu- Community Change – dents, and cognizant of the large number of • 0 Some offer cross-disciplinary studies nonprofits based in the Washington metro- politan area, its Dean and faculty decided to • 0 A few focus on the management needs of explore creating a new track in their MA pro- smaller nonprofits gram to attract students from nonprofits. In • 0 Useful courses on – thinking through a possible curriculum, they • Public Policy Analysis identified a series of courses already in the course catalogue and packaged them together • Nonprofit Management as a draft curriculum. They then consulted • Fundraising and Budgeting with several nonprofit executives for their reac- tions on whether their plan would attract stu- A growing number of schools of public dents from the nonprofit sector. administration and management are develop- The logic behind their design was driven ing special tracks on nonprofit management. heavily by economic factors – their desire However, these programs are seldom geared to expand their student body while limiting to prepare students for work in smaller, more costs led them to stress using current fac- grassroots nonprofits, and few are oriented ulty and courses to meet their new students’ to social and community change. They are educational needs. This approach is under- designed instead to respond to the growing standable in an era of financial austerity and market for executives for such large nonprofit competition for students. However, while institutions as hospitals, libraries, and major broadening the market for courses which are service agencies. already offered can increase income while The courses they offer nonprofit manag- keeping costs constant, this financial drive ers were often originally developed for public leaves little latitude for creating courses administrators. They may fit for managers of which meet the special needs of people nonprofit institutions which resemble govern- managing small nonprofits, or for hiring

37Interview with Professor Meredith Minkler, at Berkeley School of Public Health 38Interview with Professor Sonia Ospina, Wagner School of Public Service,

A Vital Strategy for Progress on Poverty, Race and Community-Building 57 UCLA’s story illustrates the vulnerability of university programs as well as their promise. academics and/or practitioners with the to as the “second best business school in specialized backgrounds needed to teach Boston” because corporate recruiters are as those courses.39 active recruiting students from JFK as from Harvard’s Business School.40 This approach limits universities’ ability to meet the very different needs of people manag- Another sign of the impact public policy ing small nonprofits, including – and management schools often have on their students comes from a recent study of lead • 0 management of an organization with a min- staff people in social change organizations in imal management staff; New York and Boston by Frances Kunreuther when she was at Harvard’s Hauser Center. • 0 participatory processes of planning and On the basis of her interviews with two dozen budgeting; people in small nonprofits, Kunreuther con- • 0 budgeting and financial management with cluded that nonprofit management educa- unpredictable income; tion often actually weakens students’ social motivation. She urged that new educational • 0 fundraising from foundations, the commu- tracks be created specifically to meet the nity and a variety of other sources; needs of people engaged in community or social change work.41 • 0 development of board leadership and board/staff relations; Executive directors and top staff people in community organizations desperately • 0 volunteer management and support; need extensive training in management. • 0 leadership in the community and advocacy They are responsible for managing highly on community and policy issues; complex organizations with inadequate bud- gets and staffing levels. They are account- • 0 development of working relationships and able for their performance and management influence with the public and private sec- to their boards, their communities, private tors; and funders, and, quite often, government agen- cies. And yet most people who move into top • 0 evaluation and organizational learning in management positions in grassroots nonprof- the context of a small organization working its come from backgrounds in community for community change. organizing or specializing on a specific com- munity program or issue area rather than Furthermore, few schools of manage- from experience in management. It is a rare ment or public administration address the executive director who has any educational social and ethical issues which motivate background or other formal training on the people in the field of social change. Quite key management challenges he/she will face. frequently, they wind up diverting people from The need for new opportunities for mid-career nonprofit to government or corporate careers. education to provide this background is clear Recent statistics from the Kennedy School and immediate. of Government illustrate this: while 33% of their students come from nonprofit back- University offers a Master’s grounds, only 22% of their graduates go on in Public Administration which is quite differ- to work in nonprofits. As one faculty member ent. The New School strongly emphasizes observed, the Kennedy School is often referred

39Interview with Dr. Susan Schwab, former Dean, School of Public Policy, University of Maryland 40Interview with Associate Professor Marshall Ganz, John F. Kennedy School of Government, Harvard University 41Kunreuther, Frances. Generational Changes and Leadership: Implications For Social Change Organizations, a paper prepared for the Annie E. Casey Foundation, 2002.

58 University Education for Community Change At several schools of social work there is a strong tradition of community organizing studies. advocacy and social change. Aida Rodriguez, G.0 Democracy, Participation, Civics and past chair of Milano’s nonprofit management Political Science program, says, Highlights to Consider for Master’s in “The mission of our program is about Community Change – empowering people to create social, economic, and political change, what- • 0 Places community organizations within ever they think that change should be. framework of efforts to strengthen People come to our school because they democracy and participation deeply care about learning how to help • 0 Useful courses on – their communities and the people who • Issues facing democracy in the US live in those communities.” • Community Organizing It includes such courses as “Managing for • Participatory Techniques Social Impact” and “Advocacy, Public Policy, and Social Change.” The latter class is taught Traditionally, political science and govern- by Gara LaMarche, now President of Atlantic ment studies focus on the public sector and Philanthropics, and Michael Seltzer, a former government agencies, giving little attention Ford Foundation program officer. As part of to the role of nonprofits in addressing com- their course work, many students conduct munity and societal issues. Furthermore, research and undertake other tasks for organi- most strongly stress social science research zations that promote social change or provide methods and quantitative analysis, deem- services to the needy. phasizing issues of leadership, creating and leading groups, and managing organizations in Ottawa has gone and change processes. Few promote partici- unusually far in creating cross-disciplinary patory approaches for research, needs assess- curricula and research. It gathered together ments, planning, and operating and evaluating several disciplines under one Dean of Public programs. Affairs and Management, including social sci- ences, social work, law, business, economics, However, as concern has grown about the public administration, and journalism. At the decline in the number of Americans who vote same time Carleton organized interdisciplinary or otherwise participate in politics, a num- research centers on such topics as Community ber of new university programs have emerged Economic Development and The Voluntary to teach about, research, and promote the Sector. They grounded their teaching in strengthening of our democracy through the practice as well as theory by recruiting development of grassroots organizations and practitioners to teach and stressing partici- participation. This movement parallels the patory research and field placements with growth of increasingly strong networks of community organizations because “those on community organizing groups which strong- the margins … seldom have all the resources ly emphasize their role as new vehicles for they need to participate fully in university/ strengthening democracy by equipping ordi- community partnerships.”42 nary people – including the poor and people of color – with the experience and skills to par- ticipate fully in public life.

These developments on campuses and in communities are complementary. Community groups have emerged to supplement govern- ment bodies in representing the interests of

42Interview with Professor Ted Jackson, Carleton University

A Vital Strategy for Progress on Poverty, Race and Community-Building 59 As with other disciplines, social work schools change their emphases to meet market demand. people whose voice is seldom heard in political students, faculty and grassroots groups an circles. They are therefore a key component opportunity to match recent graduates with for deepening democracy and should be seen jobs. as highly relevant to universities which are emphasizing democracy studies. However, H.0 Law Schools so far there are few examples of universities developing new academic courses on com- Highlights to Consider for Master’s in munity organizing and institution-building. Community Change – Universities could use these courses as key • 0 Clinical work with local leaders and orga- components of future strategies, or focusing nizers on important legal issues research, placements and partnerships on • 0 Skills in advocacy and rights-based work building stronger representative institutions and organizations in now marginalized, often • 0 Skills in public policy and legislative analysis powerless communities. • 0 Useful courses on – Nevertheless there is considerable poten- • Poverty law tial for developing courses on community • Constitutional rights organizing as an important strategy for • Civil rights engaging disadvantaged people in civic life. This would build on strong intellectual roots in the United States, from Alexis de Tocqueville’s Many law schools offer courses on poverty emphasis on associations as being central law, civil rights, and issues of participation to democracy in the US, through Hannah in government, including clinical placements Arendt’s observation about how democracy with nonprofit groups and others working on has weakened as the tradition of town meet- these issues. These build on the close ties ings has waned, to neoconservative philoso- between Legal Services attorneys, other public pher Peter Berger’s emphasis on mediating interest lawyers and low-income community structures as critical to empowering ordinary groups. Grassroots organizations often have citizens vis-à-vis government, corporations and relied on legal-aid and pro bono attorneys to private sector institutions. represent clients from their neighborhoods on issues ranging from immigration rights to There are courses on community organiz- housing. These ties were reinforced over the ing in many colleges and universities. One of many years when the federal Legal Services the most exceptional is the course given Corporation fostered the development of at Harvard’s Kennedy School by Marshall strong client organizations and consumer Ganz, who is nationally known for his work leaders as partners with local attorneys on as Director of Training for the United Farm legal issues requiring strong community roots Workers Union. It is described in Chapter II and/or advocacy. above and is designed specifically for replica- tion at other universities. The principal intersection between law schools and grassroots groups is through Additionally, Comm-org43 offers curricu- clinical programs which place law students lar materials to anyone who subscribes to with community-based groups and clin- its list serve and it also maintains a lively ics. In Washington, DC, for example, George and useful dialogue among academics and Washington places law students with Ayuda practitioners interested in community organiz- to work on immigration, domestic violence and ing. Its list serve also posts job openings illegal trafficking issues, while Georgetown – a very useful service which gives college

43http://comm-org.utoledo.edu/

60 University Education for Community Change Like a teaching hospital within a , or PICCED within Pratt, the Center provides students with excellent field placements and on-the- ground mentoring in low-income communities.

Law places students with the Employment Law Cambridge women, as well as such projects Center to represent day laborers and others as a ten-year ethnographic study looking into victimized by their employers. the lives and work of low income African- American women in a Project Head Start pre- For decades Yale has paired school. faculty and students in working with local leaders and organizers on important legal Peru furnishes a fascinating example of issues like rights to federal entitlements and the potential of building closer links between the rights of tenants facing displacement law school education and community work. from public housing renovation. This experi- In 1992, concerned about worsening social ence gives students important insight into conditions and threats to human rights under the dynamics of low-income communities and a dictatorial regime, students at Catholic the organizations which represent them. It University Law School in Lima decided to offer helps them see the attorney/client relation- legal advice and assistance by establishing a ship in a new light as they learn how to work clinic in one of Lima’s poor neighborhoods. with organizations whose leaders need to be This initiative was taken without backing from taken through a learning process concern- university faculty, but PROSODE grew from a ing the legal issues involved in their situation, student project to a partnership with some fac- how they can advocate most effectively, how to ulty to eventually becoming a formal course in document their case and decide what remedy the Law Faculty curriculum. It is carried out to seek, and how to pursue solutions in the in coordination with the university department courts and through negotiation. responsible for all university social outreach programmes to the community. Nevertheless, few law schools offer courses which focus on neighborhood issues and orga- “PROSODE has today two groups of nizations as such. Stanford Law School is beneficiaries: students and the com- among the exceptions. It offers a seminar in munity. On one hand, students learn Community Action for Social and Economic law in a different way, contrasting Rights. This seminar includes a practicum theory with the country’s realities.... doing human rights work as well as a back- The activity in PROSODE gives social ground in social and economic rights, insti- sensitivity to students and allows them tutional transformation, global social move- to approach social problems from a ments, power, participation and democratic legal perspective. On the other hand, practices. the community benefits from our activi- ties in many ways. We have developed Some law professors introduce their stu- different activities that allow the popu- dents to participatory action research as a lation to gain access to justice, get an particularly effective technique for expanding education in human and civil rights, their knowledge of legal issues. Professor and build citizenship in an adverse Lucie White of Harvard Law School, for exam- context.”44 ple, teaches courses on procedure, social wel- fare policy, and community-based advocacy Over the years the program has expanded on gender, racial, and economic justice. in scope and scale. There are now five com- She has involved students in the "Kitchen munity-based clinics where law students pro- Table Conversations” initiative, a project to vide counsel with oversight and assistance enhance the political voice of very low-income from members of the law faculty. In addi-

44Armas Alvarado, Henry. Social Outreach of Law: Experiences from Linking Universities & Communities in Promoting Access to Justice in Peru, 2003

A Vital Strategy for Progress on Poverty, Race and Community-Building 61 This dual degree enables students to balance social work’s emphasis on “people” and community organizations and institutions with planning’s emphasis on “place.” tion, the students provide rights education gospel movement among Protestants, the social classes in local high schools and training for teachings of the Roman Catholic Church, “lay judges of justice” who provide mediation the strong liberal humanitarian traditions in services in neighborhoods throughout Lima. Judaism and Unitarianism, and the crucial The student-run radio station includes educa- role of African American clergy in the civil tional programs on people’s rights as well as rights movement and in Black communities legal issues related to domestic violence and today. In a study conducted a decade ago by other key community problems. Finally, the the Center for Community Change, the Center students and faculty work with poor people found that religious institutions had provided and ordinary citizens to pursue legislative and critical leadership and financial support to other policy changes on legal issues which are virtually every one of the hundred grassroots important to them. organizations it surveyed.45

There is a strong interdisciplinary side to Some divinity schools have developed this ambitious series of programs in Lima. For courses responding to the social motivation example, in designing the rights education which attracted many students to the min- program for the schools and radio, students istry. Most of these offer courses related to asked faculty from the psychology and commu- the “church in the world” and the “urban nications departments to help them plan how ministry”, including classes on community to publicize the program and reach and teach organizing, analyzing and working in low people. They involved academics specializing in income neighborhoods, and the theological , public health, and other disci- basis for the social justice movement and plines in the educational work and in develop- community work. Graduates have frequently ing strategies for winning reforms on issues gone on to become community organizers and where their specialized knowledge and connec- directors of grassroots groups, or provided tions were helpful. volunteer leadership to groups represent- ing neighborhoods where they are pastors or I.0 Divinity Schools priests.

Highlights to Consider for Master’s in However, in recent years many seminar- Community Change – ies have deemphasized their urban ministry courses. As the mainline Protestant churches • 0 Stress on values, connecting faith and action decline in membership and are under assault • 0 Useful courses on – for being too “liberal”, their theological schools • Urban Issues are finding fewer students attracted to the ministry by their interest in social change and • Community Organizing the urban ministry. • Race and class Professor Robert Linthicum, for exam- There is a long history of strong ties ple, laments that his students at Claremont between graduates of divinity schools and Theological School have little interest in the community organizations. Churches have, in churches’ role in tackling social issues or sup- fact, generated much of the staff and volunteer porting community-based groups in distressed leadership for grassroots organizations since neighborhoods. the 1960s. This stems from strong traditions throughout the faith community – the social

45The churches have been important and constant financial contributors as well as sources of talented leadership. For four decades the Catholic Campaign for Human Development, parallel giving programs in the mainline Protestant churches, and giving and membership dues from local congregations have been especially significant sources of support for community organizing throughout the U.S.

62 University Education for Community Change Sociology was one of the first disciplines to concentrate on issues of poverty, race, community ties, and community organization.

While this emphasis has weakened in J. 0Leadership Studies mainstream churches, Linthicum sees signs that some evangelical are begin- Highlights to Consider for Master’s in ning to stress issues of poverty and commu- Community Change – nity action. He points to Eastern University • 0 Develops the students’ knowledge and in Philadelphia as being a forerunner for other skills as change leaders evangelical schools. • 0 Is for mid-career professionals Eastern has established the Campolo • 0 Draws students from across the country School for Social Change which offers a joint • 0 Does not require long periods of residence degree in divinity and social change as well as MS and MBA degrees in Urban Economic • 0 Is multidisciplinary Development. They stress community organiz- • 0 Uses participatory techniques in teaching ing as a key approach for bringing about eco- nomic change and require all students to take • 0 Gives credit for experiential education two courses in community organizing. Those • 0 Involves practitioners as well as academ- courses are taught by Professor Linthicum, ics as teachers and mentors47 who is also a to two of the largest national networks of community organizing Leadership studies is a new academic field groups. which is growing quite rapidly at the postgrad- uate level. It emerged from growing concern Campolo Dean Caleb Rosado makes sure about the need to prepare the next genera- courses change their students’ analysis of tion of leaders to provide the ethical and poverty from looking at the individual to practical leadership which are needed in all also looking at the institutional causes, sectors of our society. Today virtually every “following Catholic social theory pioneered by university has at least one course in leadership Dorothy Day”, a striking connection between studies and many offer minors in the subject. evangelical and Catholic social teaching.46 According to Linthicum, Eastern’s courses on Although there is a strong tradition of lead- economic development and other topics get at ership development in community organizing, the heart of the issues – Why are people hun- and a particularly rich history of popular edu- gry? Is there systemic injustice? Is the prob- cation in Latin America and in such US social lem with the systems, not with the poor? change organizations as the Highlander Center, there is little connection between university- based leadership studies and those more grassroots programs. University-based pro- grams are instead heavily oriented toward edu- cating leaders for our country’s major institu- tions, including government. However, Jepson University in Richmond, the first institution to offer a major in leadership studies, includes a course in leadership in social movements, community-based organizations, politics, and community problem-solving as well as internships with grassroots groups and dis- cussions with community leaders.48

46Interview with Dean Rosado 47Interview with Professor Laurien Alexandre, Director, Antioch Ph.D. in Leadership and Change 48Interview with Professor Richard Couto, Antioch Ph.D. in Leadership and Change

A Vital Strategy for Progress on Poverty, Race and Community-Building 63 Peru furnishes a fascinating example of the potential of building closer links between law school education and community work.

Antioch University offers a mid-career Ph.D. sors to think through how they can tackle the in Leadership and Change program drawing organizational issues they face in their daily students from across the US, ranging from life. Director of a small nonprofit to school super- intendents and a Vice President of Boeing. Antioch starts with the individual. The Students are not expected to leave their jobs first project on the research side of the cur- or spend long periods of time on campus. riculum is a reflective paper on a person’s Instead, they meet for short residential ses- background in research, a self-assessment of sions every three months at one of Antioch’s his/her skills and needs, and a description of several small campuses. The program is perplexing problems at work which they need staffed by six full-time professors from different to research and analyze. They then define disciplines. With backgrounds in leadership, what the research question will be and how it clinical psychology, social psychology, and might be researched. management, they now work as an integrated Despite its focus on each individual, the team committed to combining the disciplines program encourages collaborative learning to enrich the students’ education. It is note- on the theory that you cannot make signifi- worthy that the creativity and challenge of this cant change alone. Antioch sees collaborative approach enticed them away from various uni- design, action and reflection as critical to the versities where they had higher salaries and success of change efforts. Like IDS's interna- tenure positions. tional MA, the course of study teaches criti- The program is “competency-based” cal thinking, strategy, leading groups, conflict rather than “course-based” – what mat- resolution, and ethics and values related to ters is what you know, not how you learn it; service to society. you must demonstrate your mastery of the K. Education competency, not just have taken courses. In developing the curriculum, the faculty there- fore first decided what they wanted students Highlights to Consider for Master’s in to know at the end of their education, and Community Change – then designed backwards, allowing great flex- • 0 Emphasizes community participation ibility so the competencies students have already learned experientially are given full • 0 Involves parents, community and stu- credit. dents in reform

Antioch’s faculty believes that “leader- Education is another area of study with a ship studies” should not be taught in the strong historic emphasis on the importance of abstract but should instead be connected community participation, including foster- to practice and particularly to how lead- ing growing involvement on crucial issues ers themselves change and how they create of reform by parents, the broader communi- organizational change. Therefore students ty and students themselves. This emphasis study, reflect on, and practice the process of goes back to John Dewey and has many propo- leading change, mixing serious academic study nents today. of the great thinkers in the field with integrat- ing and applying this knowledge. Adjuncts There are five strong contemporary reasons bring their experience and skills to particular why some schools of education are strongly students and studies, and third year students committed to fostering greater community have mentors who are often practitioners, not involvement on educational issues – academics. As part of the education, students work with their professors, mentors and advi-

64 University Education for Community Change Participatory Action Research is stressed by several schools of public health as a particularly good tool for addressing public health issues.

• 0 The need for greater parental involvement L. Economics in creating a learning environment at home which reinforces classroom teaching; Highlights to Consider for Master’s in Community Change – • 0 The need for community-based , after-school and youth programs to pro- • 0 Allows students to analyze and plan eco- vide additional learning opportunities for nomic development at various levels children; • 0 Emphasizes grassroots organizing and advocacy as well as development • 0 The need for strong community support for the school system and school budgets; • 0 Is interdisciplinary

• 0 The need for strong parent and commu- nity involvement in pressing for school Some economics departments house reform, providing vital allies for reformers community-oriented classes. The University within the system who face major politi- of Massachusetts at Lowell, for example, cal, bureaucratic and financial obstacles to offers an MA in Regional Economic and change; and Social Development. This program provides students with skills in analyzing and plan- • 0 The need to empower students and develop ning economic development at the local, their leadership skills so they become more regional, and national level. In its emphasis invested in their schools, more motivated to on community-based planning, the Economics learn, and better able to provide additional Department stresses the need for grassroots pressure for reform. organizing and advocacy as well as com- munity economic development projects to It is no coincidence that an educator was enable low-income neighborhoods and people the great pioneer in foundation circles in of color to have a significant impact on region- creating the first serious philanthropic pro- al patterns of economic development and gram of support for community organizing, employment. advocacy of systemic reform, and community control of public schools. While Ford's Vice UMass Lowell students are placed with President, Paul Ylvisaker launched the Gray community organizing groups like the Areas Program and many other pathfinding Merrimack Valley Project as well as with programs to foster community organizing and CDCs and groups like Lawrence Community institution-building in the 1960s. He then Works which combine organizing, community took that same emphasis back into a univer- planning, and development. This enables sity setting as Dean of Harvard's School of them to learn from those organizations and Education. develop the skills they will need to help such groups in the future as staff, technical assis- tance providers, or partners in the public or private sector.49 Working with those organiz- ing and advocacy groups familiarizes students with the techniques those organizations have found to be effective in influencing public policies, decisions by the private sector, and

49Interview with Professor Chris Tilly, Chair, Department of Economics, University of Massachusetts at Lowell

A Vital Strategy for Progress on Poverty, Race and Community-Building 65 It is no coincidence that an educator was the great pioneer in foundation circles in creating the first serious philanthropic program of support for community organizing and advocacy of systemic reform. how key sectors of the local economy function the vulnerability of valuable university pro- so they are more beneficial to disadvantaged grams which have little backing from univer- people.50 sity administrators who are more concerned about traditional areas of study, responding to The Economics Department at UMass major new market opportunities, fundraising, Lowell is committed to interdisciplinary institutional stability and prestige than about studies. It therefore draws on the fields of fostering reform and community-building. economics, history, political science, psychol- ogy, sociology, and urban planning. It pre- The results are entirely predictable. Missed pares students for analyzing and acting on opportunities for learning. Exposure to the the social aspects of development, including vicissitudes of university politics and eco- income distribution and workplace issues, nomics. Little growth in interdisciplinary and stresses the role of public policy, approaches to community studies. Infrequent social action and social movements. In teaming of academics and practitioners to edu- another sign of its breadth, Lowell offers cate mid-career people or the next generation courses analyzing the impact of the globaliza- of community change agents. tion of economies, cultures, and ecosystems on communities. It is time to bring these academic ini- tiatives out from the shadows, recognize their growing significance and potential, Conclusion on Postgraduate and provide them with the visibility, sup- Programs port and linkages they deserve and need.

his broad scan of postgraduate pro- The collective scope and scale of these grams relevant to community orga- many initiatives is impressive. They affect Tnizing and social change reveals a far large numbers of students and involve sub- richer panoply of courses, research, student stantial numbers of faculty-members. While placements and partnerships than is com- most are small, limited to a single discipline, monly realized. This richness is usually hid- or not built on strong community partnerships, den because such programs usually exist on each has strengths and offers insights into the margins of universities, in scattered aca- what a more holistic, multidisciplinary cur- demic programs and centers focusing on pov- riculum could offer people in mid-career and erty, race, community or a particular subject younger students. area. Furthermore, the fact that these initia- These efforts are so isolated from each tives have emerged in so many different other and in so many academic nooks and departments demonstrates that people in an crannies that their leaders know little extraordinary range of disciplines are discov- or nothing about parallel initiatives in ering the importance – as a practical neces- other academic disciplines or institutions. sity as well as for philosophical reasons – of Needless to say, this fragmentation greatly teaching their students how to work with limits opportunities for the people leading community residents to bring about positive these efforts to learn from each other, share change. materials, or develop joint strategies for the future. Furthermore this isolation increases

50Organizing and advocacy groups can be especially effective in influencing economic and workforce development poli- cies and programs which are geared to have a systemic impact on local economies, including sectoral intervention, industrial retention, employment linkage, and community benefits approaches. See series of reports by the Center for Community Change on these topics at www.communitychange.org. They also can have a great impact on housing. See Moving to Scale in Improving America's Housing at www.communitylearningproject.org.

66 University Education for Community Change Working with organizing and advocacy groups familiarizes students with the techniques those organizations have found to be effective.

Viewed collectively, these efforts therefore 1.0 Support Networking Which Will Advance provide a far stronger base for moving com- This Field of Study munity change studies to the next level than is generally recognized. A great deal can be A “networking and glue money accomplished through a practical series of approach” has great potential for strength- steps which, collectively, would advance ening community change studies, especially the field significantly. These steps include if it links educators and practitioners across measures to – international lines in a growing network for joint learning and action. • 0 foster stronger links for mutual learning and support, Now isolated people teaching community change studies in various disciplines could • 0 increase the visibility of and appreciation gain greatly from being linked with their peers for exemplary programs, and in a growing network which enables them to learn from others’ experience and explore the • 0 support emerging models of interdisciplin- challenges they face in, for example, working ary study and fieldwork, including strong on an interdisciplinary basis, combining field two-way community partnerships and the and classroom studies, and involving practitio- involvement of practitioners with academics ners in teaching. Peer learning through such in teaching. an affinity group also would provide people with opportunities to work together to develop These measures would not require joint projects and strategies, such as collabo- great infusions of foundation support. rating in developing model curricula or tak- In this era of limited resources, when it is ing joint action to raise the visibility of these extremely difficult to launch major new ini- important programs and increase support for tiatives, a great deal can be accomplished them. through the judicious use of a series of rela- tively modest grants. These grants can be After the publication of the first edition used to reinforce and expand efforts which of this study, the Ford Foundation pro- are already under way, and whose lead- vided a learning and planning grant to the ers have demonstrated they have the vision, International Working Group on University energy, resourcefulness, political skills and Education for Community Change, a group substance which are needed to make prog- which emerged from discussion of the ress with limited resources. study. Its members are gaining greatly from the opportunity to learn from each other and Moving Forward on Postgraduate to think through how an international network Education could help advance this field of studies while providing opportunities for peer learning and here are four strategies which could open collaboration to its members. up new opportunities for midcareer pro- A similar network would be of great fessionals to gain the advanced education T value within the US. It would enable highly they need. Significant support for one or more creative but isolated groups of academics and of these strategies could contribute greatly practitioners to learn from each other through to solving the serious leadership crisis which a rich dialogue about the common challenges is facing the field of social and community they face and the curricula, course materi- change. als, field experiences, and other approaches they are developing. Sharing ideas, experi- ence, materials, and approaches could lead to significant strengthening of these programs and growing recognition of the contribution

A Vital Strategy for Progress on Poverty, Race and Community-Building 67 A “seed money” strategy could be geared to promote replication of exemplary courses and approaches. they can make in helping people tackle issues • 0 measures to increase the value of field of poverty, race, community and democracy- experience to the students as well as the building. communities where they are placed,

Establishing a peer learning network would • 0 ways of involving social change leaders and be especially important at this point in his- other practitioners in the educational pro- tory. In the US people committed to reform gram, and have been on the defensive, feeling belea- guered, “hunkering down”, running short of • 0 approaches to participatory evaluation and new ideas and inspiration, and thus apt to research which can strengthen and inform limit their vision of what is possible. The ten- social change groups and enable them to dency among activists as well as academics in understand and increase their impact.on such an era is to stick to familiar approaches important community and policy issues. rather than to experiment with new ideas and A third element in a network could focus on more ambitious programs. This makes it espe- strengthening links which already exist cially important for academics as well as social within particular disciplines. In some dis- change leaders to have new opportunities to ciplines such as urban planning and social learn about widely differing visions and strate- work, there already are associations which gies which can fortify them with new insights offer annual conferences and other opportuni- and ideas as they continue developing their ties for exchange. In other areas such as com- own programs. munity organizing and the urban ministry, list There are several elements which would servs play a vital role in helping faculty and enrich and increase the impact of this net- practitioners learn from each other as they working. The first would be to foster serious develop materials, curricula, and participa- cross-disciplinary dialogue among academics tory research efforts. These links and associa- who share a common commitment to educa- tions can help advance the field, but they are tion designed to address issues of poverty, perennially short of resources with which to race, and community and to reinvigorating staff and enhance their efforts and place a new democracy by ensuring that people of color emphasis on curricular development and mid- have a “voice” as crucial decisions are made. career education. It would be useful to fortify This process could explore what knowledge, the single-discipline networks which currently tools and techniques the different disci- exist as well as to build such networks where plines have to offer practitioners, and vice they do not yet exist. versa. They could then concentrate on A “glue money” approach could be practical ways for building bridges across geared to promote replication of exemplary disciplinary lines so that faculty, students courses and approaches, such as: Marshall and the communities themselves gain more Ganz’ outstanding course in community orga- from the breadth and richness of their poten- nizing at the Kennedy School; courses on tially complementary approaches. combining community organizing, community A second element of the networking would development and policy advocacy; and courses add front-line practitioners and trainers to addressing the unique management challeng- the dialogue and interaction. This would es of leading and directing social change orga- help bridge the gap between academics and nizations. It could provide limited funding to practitioners, familiarize them with each oth- seed new courses and increase communica- er’s experience and perspectives, and, in all tion and coordination among faculty-mem- likelihood, strengthen course offerings, place- bers teaching in the same institution so their ments, and partnerships. In particular, it courses could be threaded together to provide could focus on such issues as –

68 University Education for Community Change Viewed collectively, these efforts provide a strong base for moving community change studies to the next level. midcareer students with a relatively coherent surveyed are based at such institutions as the and comprehensive program for building their University of Massachusetts at Boston and at knowledge and skills. Lowell, the Pratt Institute, Loyola University, North Park University, and the University of 2.0 Create New Postgraduate Programs Illinois at Chicago, LA Trade Tech, Antioch, Although no formal market study has been Eastern University and Providence College. conducted, interviews and discussions with Outside the United States, UAM in Mexico staff-members of community groups, commu- City, IDS in Britain and Concordia University nity organizing groups, state and local coali- in Montreal furnish examples of such pro- tions and intermediaries make it clear that grams and are described earlier in this volume. there is a substantial demand for midcareer Other exemplary programs include the MA in education in community change studies. Community Economic Development offered at Many factors converge to create this the of Tanzania, and the MA demand. The largest is the massive genera- in Visionary Leadership, Entrepreneurship, tional change which is just beginning to hit Human Rights and Gender offered by the the nonprofit sector as leaders who came to nonprofit-created African Rural University in this work in the 1960s retire. This shift places Uganda. . great demands on significantly younger, and As with community college and undergrad- often less experienced, people who will take uate programs, it will be vital that the plan- their place. ning process for new midcareer programs Another critical factor is the great need to involve practitioners and organizations rep- speed up the preparation and promotion of resenting the potential source of and mar- people of color into top leadership positions in ket for students. This will ensure that the organizations which were established specifi- courses are practical as well as educational, cally to give voice to people of color and others and that they are able to attract a steady flow with lower-income backgrounds. of students over time. 3.0 Model Curriculum Development The process of developing a new midcareer program would be expedited by concentrat- A third strategy would be to support ing on institutions which have demon- development of a model curriculum for a strated their openness to cross-disciplinary Master’s program and then encourage univer- studies, midcareer education, experiential sities to consider adopting all or parts of it. learning, the involvement of practitioners as adjuncts, real partnerships with com- Funding for involving academics from dif- munities, and recruitment of students from ferent disciplines plus practitioners in design- disadvantaged communities. Most of these ing such a curriculum could encourage institutions are not as prestigious or as dis- broader cross-disciplinary collaboration while dainful of “skill training” and service to the concentrating on the tough practical task of community as the major research universities, thinking through the combination of courses, and their student bodies tend to have larger readings, research, field experience and men- numbers of people of color, people with lim- toring which would be most helpful to midca- ited incomes, and midcareer students. Like reer people. Southern New Hampshire, they tend to be less well-known public universities, commuter col- This approach has been followed in devel- leges, community colleges and universities oping model curricula in other fields and which emphasize and then nurturing and supporting their replica- distance learning. It is noteworthy that many tion. Ideally a model curriculum would focus community-oriented programs which this scan on people and place, on issues of income and

A Vital Strategy for Progress on Poverty, Race and Community-Building 69 It is time to bring these academic initiatives out from the shadows and provide them with the visibility, support and linkages they deserve.

race. It would draw from the strengths of the potential teachers from different local aca- different disciplines which are highlighted in demic institutions and nonprofits, and recruit this paper, providing midcareer people with an them to volunteer their time. Osterman sees opportunity to expand their knowledge, analyt- this approach as having great potential in ical capacity, and skills in involving people and offering community change agents a coherent developing leaders and organizations. program of appropriate courses. Unlike many others interviewed, he does not believe that This would also serious attention to devel- the absence of the credential of a MA or uni- oping a strategy for promoting the curriculum versity-backed certification would be a major on different campuses. This could dovetail drawback. That issue, and the feasibility of well with a strategy for fostering greater dia- creating an ongoing program with few outside logue among people who are already teaching resources and no institutional base and back- courses which relate to community change and ing, needs further exploration.12 organizing within a single discipline and across disciplines. Some institutions of higher education are far more flexible than the MITs of the world. 4.0 A fourth option is a cooperative Community colleges, colleges without walls, education model. institutions with progressive or adult educa- Professor Paul Osterman of MIT’s Sloan tion roots and others are more flexible and School of Management and School of Planning more likely to be accomodating in working with and Urban Studies suggests a coop education practitioners to create curricula which meet model. From his base at MIT Osterman has the specific educational needs of community worked extensively with community organiz- change agents. In these institutions, there are ers and leaders associated with Ernesto Cortes some academics who value the needs, views and the Industrial Areas Foundation, providing and highly developed knowledge of experienced them with training and assistance on issues practitioners and who are willing to cross dis- of workforce and economic development. He ciplinary lines to learn, collaborate, and create firmly believes in the importance of giving orga- new programs offering practitioner education. nizers and directors easy access to courses What they lack is the initial impetus and sup- taught by academics whose knowledge can port which are needed to get such programs enrich their thinking and enhance their skills. underway.

However, despite his own prestigious posi- Conclusion: tion, Osterman believes that universities are so impervious to change and so opposed to very day we see evidence of why it is interdisciplinary studies that the initiative essential to invest wisely and in new must come from the outside and be free of aca- ways in developing the social change demic politics. He therefore advocates having E leaders of today and tomorrow. New public a nonprofit take the lead and involve potential policies widen the gap between rich and poor students/practitioners in thinking through a and dismantle the funding programs upon curriculum to fit their needs, identify the best

51Interview with Professor Paul Osterman, School of Planning and Urban Studies, MIT 52Dick Cone, who developed pioneering programs of university/community partnerships and service learning at USC, shares Osterman’s skepticism about programs which are designed within universities. He sees the power imbalance between universities and disadvantaged communities as being so great that “partnerships” are seldom equal, and the programs and courses which result rarely respond to the needs of community organizations. He advocates for a shift from “outreach” to “in-reach.” Cone advocates switching to a system in which community groups and leaders control fi- nancial resources, perhaps as a scholarship fund, and use this position of strength to define their educational and assis- tance needs and negotiate with university people for that help. This approach would enable groups to approach people in any university department, school or center on the basis of their ability to respond to the communities’ priorities instead of being limited to faculty associated with a university’s formal outreach program.

70 University Education for Community Change The most important first step is to create a network – preferably international – which brings together academics and practitioners across disciplinary lines. which community-based development and ser- grassroots-led efforts to bring about positive vice delivery are based. Racial tensions and change in our nation’s low income communi- the potential for conflict grow daily as people ties. compete for increasingly scarce job and afford- able housing. Growing social problems tear at These efforts could do much to help the social fabric and weaken community insti- solve the crisis of leadership in the field tutions, demonstrating dramatically the need of community organizing and community for strong vehicles for involving community change. They could greatly expand the use- people in taking charge of their neighborhoods fulness of colleges and universities in pro- and persuading government and the private viding midcareer people with the additional sector to provide the resources and partner- education and skills they need to lead orga- ships which are needed to build and sustain nizations which are tackling our nation’s stable, healthy communities. greatest social problems. They also could strengthen such education at the communi- While it is unconscionable that our insti- ty and four-year college level. A network of tutions of higher learning are currently doing educators and practitioners who share this so little to help address this crisis, it is truly vision would be a natural base for launching hopeful that there are so many scattered uni- initiatives to develop model curricula and versity programs which -- with vision, visibility, address the other recommendations in this support and true partnerships with committed, report. experienced practitioners -- could grow expo- nentially in the years ahead, strengthening

A Vital Strategy for Progress on Poverty, Race and Community-Building 71