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&ROMTHE3TUDIOTOTHE 3TREETS 3ERVICE ,EARNINGIN0LANNING AND!RCHITE...
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&ROM THE 3TUDIO TO THE 3TREETS 3ERVICE ,EARNING IN 0LANNING AND !RCHITECTURE
-ARY # (ARDIN 2ICHARD ! %RIBAS AND #ORKY 0OSTER VOLUME EDITORS 7ILLIAM :EISEL SERIES EDITOR
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!CKNOWLEDGMENTS ) THANK $ANA "UNTROCK ,ISA &INDLEY AND 2EED +ROLOFF FOR GIVING THEIR BROAD AND DIVERSE PERSPECTIVES TO THE TASK OF REVIEWING CHAPTER PROPOSALS ) ALSO THANK 4ONY 3CHUMAN FOR CEDING THE TITLE OF HIS INTRODUCTION SO THAT IT COULD BE USED TO ENTITLE THE VOLUME 4HIS ENTIRE PROJECT WAS A PLEASURE MADE RICH BY INTERACTION WITH OLD FRIENDS AND NEW SERVICE LEARNING COLLEAGUES -ARY # (ARDIN !!(% IS THE FORMER INDEPENDENT MEMBERSHIP BASED NONPROlT ORGANIZATION DEDICATED TO BUILDING HUMAN CAPITAL FOR HIGHER EDUCATION )TS PUBLICATION PROGRAM WAS ACQUIRED BY 3TYLUS IN #AMPUS #OMPACT IS A NATIONAL COALITION OF MORE THAN COL LEGE AND UNIVERSITY PRESIDENTS REPRESENTING SOME MILLION STUDENTS WHO ARE COMMITTED TO FULFILLING THE CIVIC PURPOSES OF HIGHER EDUCATION !S THE ONLY NATIONAL HIGHER EDUCATION ASSOCIA TION DEDICATED SOLELY TO CAMPUS BASED CIVIC ENGAGEMENT #AMPUS #OMPACT PROMOTES PUBLIC SERVICE THAT DEVELOPS STUDENTS CITIZEN SHIP SKILLS HELPS CAMPUSES FORGE EFFECTIVE COMMUNITY PARTNER SHIPS AND PROVIDES RESOURCES AND TRAINING FOR FACULTY SEEKING TO INTEGRATE CIVIC AND COM MUNITY BASED LEARNING INTO THE CURRICULUM #AMPUS #OMPACT COMPRISES A NATIONAL OFFICE BASED IN 0ROVIDENCE 2) AND STATE OFFICES IN #! #/ #4 &, () )! ), ). +3 ,! -! -% -) -. -/ -4 .# .( .9 /( /+ /2 0! 2) 48 54 64 7! 7) AND 76 &OR CONTACT AND OTHER INFORMATION SEE WWWCOMPACTORG ,IBRARY OF #ONGRESS #ATALOGING IN 0UBLICATION $ATA &ROM THE STUDIO TO THE STREETS SERVICE LEARNING IN PLANNING AND ARCHITECTURE -ARY # (ARDIN EDITOR P CM!!(%S SERIES ON SERVICE LEARNING IN THE DISCIPLINES )3". PBK ALK 0APER !RCHITECTURE3TUDY AND TEACHING (IGHER 5NITED 3TATES3OCIAL ASPECTS #OMMUNITY AND COLLEGE5NITED 3TATES 3TUDENT SERVICE5NITED 3TATES ) (ARDIN -ARY # )) 3ERIES .!& DC &ROM THE 3TUDIO TO THE 3TREETS 3ERVICE ,EARNING IN 0LANNING AND !RCHITECTURE !!(%S 3ERIES ON 3ERVICE ,EARNING IN THE $ISCIPLINES -ARY # (ARDIN 2ICHARD ! %RIBES AND #ORKY 0OSTER VOLUME EDITORS 7ILLIAM :EISEL SERIES EDITOR /PINIONS EXPRESSED IN THIS PUBLICATION ARE THE AUTHORS AND DO NOT NECESSARILY REPRESENT THE VIEWS OF THE !MERICAN !SSOCIATION FOR (IGHER %DUCATION ITS MEMBERS OR #AMPUS #OMPACT !BOUT 4HIS 0UBLICATION 4HIS VOLUME IS PART OF THE !!(% AND #AMPUS #OMPACT 3ERIES ON 3ERVICE ,EARNING IN THE $ISCIPLINES #OPYRIGHT ¥ !MERICAN !SSOCIATION FOR (IGHER %DUCATION #OPYRIGHT ¥ 3TYLUS 0UBLISHING ,,# !LL RIGHTS RESERVED 0RINTED IN THE 5NITED 3TATES OF !MERICA &OR INFORMA TION ABOUT ADDITIONAL COPIES OF THIS PUBLICATION OR OTHER !!(% OR 3TYLUS PUBLICATIONS CONTACT 3TYLUS 0UBLISHING ,,# 1UICKSILVER $RIVE 3TERLING 6! 4EL &AX WWW 3TYLUSPUBCOM )3". )3". SET
#ONTENTS !BOUT 4HIS 3ERIES 7ILLIAM :EISEL V
)NTRODUCTION 4HE 0EDAGOGY OF %NGAGEMENT !NTHONY 7 3CHUMAN
0ART $ESIGNING AND )MPLEMENTING 3ERVICE ,EARNING IN !RCHITECTURE AND 0LANNING %DUCATION ! #ORE #OMMITMENT TO 3ERVICE ,EARNING "RIDGING 0LANNING 4HEORY AND 0RACTICE ,ORLENE - (OYT
)NSTITUTIONAL 3UPPORT FOR #OMMUNITY "ASED !RCHITECTURE AND 0LANNING /UTREACH 3CHOLARSHIP AT !UBURN 5NIVERSITY 3HARON 'ABER AND $ANIEL "ENNETT
7HERE $O 7E 'O FROM (ERE !N %VALUATIVE &RAMEWORK FOR #OMMUNITY "ASED $ESIGN -ICHAEL 2IOS
0ART #OURSE .ARRATIVES 2ESEARCH AS %THICAL 0RACTICE 7HEN !CADEMIC 'OALS !LIGN WITH #OMMUNITY .EEDS -ARY # (ARDIN
!CHIEVING ,ARGE 3CALE #OMMUNITY $EVELOPMENT 0ROJECTS IN A 4EACHING 5NIVERSITY (OLLIE - ,UND AND 'WEN 5REY
3ORE 3HOULDERS "RUISED %THICS 4HE 5NINTENDED ,ESSONS OF $ESIGN "UILD 3COTT 7ING
-ULTIPLYING +NOWLEDGE 3ERVICE ,EARNING X !CTIVISM #OMMUNITY 3CHOLARS *ACQUELINE ,EAVITT AND +ARA (EFFERNAN
"EYOND "OUNDARIES 7EAVING #ONNECTIONS 2EFLECTIONS ON THE !MERICAN )NDIAN (OUSING )NITIATIVE $AVID 2ILEY -ICHAEL 2IOS 3COTT 7ING AND "ETH 7ORKMAN
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3HIFTING 'ROUND $ESIGN AS #IVIC !CTION AND #OMMUNITY "UILDING 0AULA (ORRIGAN
3ERVICE ,EARNING AS A (OLISTIC )NQUIRY AND #OMMUNITY /UTREACH 3TUDIOS *OONGSUB +IM AND *AMES !BERNETHY
2EFLECTION AND 2ECIPROCITY IN )NTERDISCIPLINARY $ESIGN 3ERVICE ,EARNING +EITH $IAZ -OORE AND $AVID 7ANG
3ERVICE ,EARNING IN 4EXAS #OLONIAS !NNE "EAMISH 4HE %LECTRIC 'REENING OF .ORTH (OLLYWOOD ! #ASE 3TUDY IN %NVIRONMENTAL $ESIGN %DUCATION 4HROUGH 3ERVICE ,EARNING *ULIE ! $ERCLE &UNDED 0LANNING AND $ESIGN 3TUDIOS 4HE -ASTER OF )NFRASTRUCTURE 0LANNING 0ROGRAM AT .*)4S .EW *ERSEY 3CHOOL OF !RCHITECTURE $ARIUS 3OLLOHUB #OMMUNITY ,IFE AND 0LACES OF $EATH 5MIT 9ILMAZ AND $ANIEL * .ADENICEK #ONTRIBUTORS
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!BOUT 4HIS 3ERIES "Y 7ILLIAM :EISEL 4HIS VOLUME IS THE ST IN A SERIES OF MONOGRAPHS ON SERVICE LEARNING IN THE ACADEMIC DISCIPLINES PUBLISHED BY THE !MERICAN !SSOCIATION FOR (IGHER %DUCATION IN PARTNERSHIP WITH #AMPUS #OMPACT 4HE SERIES WAS ESTABLISHED AS A VENUE FOR SYSTEMATICALLY EXPLORING SER VICE LEARNING IN A RANGE OF DISCIPLINES THROUGH CAREFULLY DESIGNED ESSAYS PROVIDING BACKGROUND SALIENT ISSUES AND IMPORTANT INSIGHTS GAINED FROM EXPERIENCE BY FACULTY AND STUDENTS 4HE EDITORS OF THESE VOLUMES HAVE BEEN ABLE TO ASSEMBLE COGENT AND PERSUASIVE ESSAYS THAT DESCRIBE A WIDE ARRAY OF APPROACHES TO SERVICE LEARNING IN EDU CATIONAL INSTITUTIONS AND COMMUNITIES ACROSS THE COUNTRY 4RULY SER VICE LEARNING HAS BECOME A PART OF THE HIGHER EDUCATION LANDSCAPE 4HE CONCEPT OF SERVICE LEARNING EMERGED SEVERAL DECADES AGO AS A POTENTIALLY POWERFUL INSTRUMENT FOR BOTH EDUCATION AND COMMU NITY DEVELOPMENT 0ART OF A LARGER CONSTELLATION OF TERMS INCLUDING EXPERIENTIAL LEARNING AND COMMUNITY BASED EDUCATION IT COMBINES RIGOROUS LEARNING WITH MEANINGFUL SERVICE THROUGH COURSES IN WHICH FACULTY AND STUDENTS HELP COMMUNITY RESIDENTS ADDRESS PROBLEMS OR ISSUES THEY REGARD AS IMPORTANT 3ERVICE LEARNING FITS EASILY INTO THE PRAGMATIC !MERICAN TRADITION OF EDUCATION AS EXPLICATED BY $EWEY AND OTHERS YET IT ALSO RIDES COMFORTABLY WITH COMMUNITY ACTIVIST PHILOSOPHIES SUCH AS THOSE OF 0AOLO &REIRE AND OTHERS !RCHITECTURE WOULD SEEM TO BE AN IDEAL ACADEMIC FIELD FOR APPLY ING SERVICE LEARNING SINCE IT REQUIRES MASTERY OF THEORETICAL CONCEPTS FOR DIRECT APPLICATION TO HUMAN SITUATIONS AND NEEDS !ND IN FACT AS THE ESSAYS IN THIS VOLUME SHOW THE DISCIPLINE OF ARCHITECTURE HAS LONG INCLUDED LEARNING BY DOING IN ITS MODE OF TEACHING (OWEVER ONLY IN RECENT YEARS HAVE THE FIELDS HANDS ON ASPECTS BEEN SUBJECTED TO A MORE SYSTEMATIC APPRAISAL WITH AN EYE TO MAKING THEM FORMAL AND EVEN REQUIRED PARTS OF THE EDUCATIONAL PROCESS .OT SURPRISINGLY THE PROPONENTS OF SERVICE LEARNING AND THEIR INSTITUTIONS HAVE OFTEN COME FACE TO FACE WITH SIGNIFICANT PROBLEMS AND ISSUES BOTH PROFESSIONAL AND ETHICAL 4HIS VOLUME ASSEMBLED UNDER THE CAREFUL EYE OF -ARY # (ARDIN OF THE 5NIVERSITY OF !RIZONA IDENTIFIES AND ADDRESSES KEY ISSUES OF ARCHITECTURE SERVICE LEARNING THROUGH THE EXPERIENCE AND REFLECTION OF EDUCATORS WHO WORK BOTH IN THE CLASSROOM AND OFTEN QUITE LITERALLY IN THE FIELD )T IS A WORTHY COM PANION OF THE FIRST VOLUMES OF THIS SERIES WHICH APPEARED UNDER THE GENERAL EDITORSHIP OF %DWARD :LOTKOWSKI 4HE NEW STEWARDS OF THE SERIES WILL STRIVE TO MAINTAIN THE HIGH STANDARDS THAT HE SET
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)NTRODUCTION 4HE 0EDAGOGY OF %NGAGEMENT "Y !NTHONY 7 3CHUMAN
! $IALECTIC 4HE CONCEPT OF SERVICE LEARNING AS THE ESSAYS COLLECTED IN THIS VOL UME DEMONSTRATE EMBRACES MANY IMPULSES DEPENDING ON WHETHER THE EMPHASIS IS ON THE hSERVICEv OR THE hLEARNINGv %VEN WHEN THE TWO CONCEPTS ARE THUS DISAGGREGATED THERE IS STILL A VARIETY OF APPROACHES REmECTING DIFFERENT PEDAGOGICAL AND SOCIAL GOALS h,EARNING v FOR EX AMPLE MAY REFER TO hlELD EXPERIENCE v THE ACCUMULATION OF PRACTICAL TRAINING TO SUPPLEMENT THE INTELLECTUAL FOUNDATIONS LAID IN THE CLASS ROOM #O OP PROGRAMS IN SCHOOLS OF ARCHITECTURE OR lELD PLACEMENTS IN PLANNING SCHOOLS SUPPORT THIS OBJECTIVE $ESIGN BUILD PROGRAMS IN ARCHITECTURE SCHOOLS PROVIDE INTENSIVE HANDS ON CONSTRUCTION EXPERI ENCE ENABLING STUDENTS TO UNDERSTAND WHAT HAPPENS IN THE TRANSLA TION OF A DESIGN FROM LINES ON PAPER TO PHYSICAL OBJECT )N EITHER IN STANCE WHEN THE BENElCIARY OF THE PLACEMENT OR THE BUILT FACILITY IS AN UNDERSERVED COMMUNITY OR FAMILY ONE MAY SAY THAT A SERVICE HAS BEEN PROVIDED AS WELL &OR THE LEARNING TO BE TRULY SERVICE BASED HOW EVER IMPLIES A MORE FORMAL CONNECTION BETWEEN THE PEDAGOGY AND THE PRODUCT WHERE THE SERVICE COMPONENT IS ALSO A LEARNING EXPERIENCE AND NOT SIMPLY A BYPRODUCT !T THE OPPOSITE END OF THE SPECTRUM ADVOCATES OF hCRITICAL PED AGOGYv SEEK TO HAVE A MORE DIRECT IMPACT ON CONTEMPORARY SOCIAL CONDITIONS $RAWING ON WORK BY CRITICAL THEORISTS INCLUDING 0AOLO &REIRE (ENRY 'IROUX AND BELL HOOKS THEY GROUND THEIR APPROACH IN THE NOTION OF A TRANSFORMATIVE PROCESS FOR STUDENTS AND COMMUNITY RESIDENTS ALIKE !MONG EDUCATORS USING A CRITICAL PEDAGOGY IN ADDI TION TO THOSE REPRESENTED IN THIS VOLUME ONE MIGHT CITE ,ESLIE +ANES 7EISMAN FOR A CONSISTENT APPLICATION OF THE PRINCIPLES 4HOMAS $UT TON WHOSE THEORETICAL INVESTIGATIONS ARE INFORMED BY HIS WORK AT THE COMMUNITY DESIGN CENTER HE FOUNDED IN #INCINNATIS /VER THE 2HINE NEIGHBORHOOD AND +ENNETH 2EARDON WHOSE ACTION RESEARCH PROJECT IN %AST 3T ,OUIS PROVIDED A MODEL OF INTERDISCIPLINARY COM MUNITY ENGAGEMENT 7EISMAN #ENTER FOR #OMMUNITY %NGAGE MENT $UTTON 2EARDON %AST 3T ,OUIS !CTION 2ESEARCH 0ROJECT 3TUDENTS ARE ENCOURAGED TO CHALLENGE NORMATIVE VIEWS OF EDUCA TION IN GENERAL AND TECHNICAL KNOWLEDGE IN PARTICULAR IN THE CONTEXT OF A WIDER PUBLIC DEBATE ABOUT SOCIAL EQUITY DIVERSITY AND THE DISTRI
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BUTION OF ECONOMIC AND POLITICAL POWER IN A DEMOCRATIC SOCIETY 4HE NEIGHBORHOOD BASED PLANNING MOVEMENT FOR EXAMPLE INCORPORATES &REIRES GOAL OF EMPOWERING RESIDENTS IN POOR COMMUNITIES THROUGH AN EMPHASIS ON DIALOGUE AND RECIPROCITY THAT VALUES AND ACKNOWLEDGES THEIR OWN SKILLS AND KNOWLEDGE BASE 4WO PRINCIPLES DElNE THE ESSENCE OF SERVICE LEARNING 4HE HALL MARK OF PEDAGOGY IS REmECTION 7HAT INTELLECTUAL UNDERPINNINGS INFORM THE PROCESS AND HOW IS THE lELD EXPERIENCE USED TO CHALLENGE AND RE lNE THIS THINKING 4HE CRUX OF ENGAGEMENT IS RECIPROCITY 7HAT DID THE STUDENTS LEARN AND HOW DID THE COMMUNITY BENElT OR CONVERSELY WHAT DID THE COMMUNITY LEARN AND HOW DID THE STUDENTS BENElT "E CAUSE MANY IF NOT MOST SERVICE BASED LEARNING SITUATIONS INVOLVE AN UNEQUAL STARTING POINT IN TERMS OF TECHNICAL EXPERTISE ACCESS TO INFOR MATION AND THE ABILITY TO NEGOTIATE WITH PUBLIC AND PRIVATE BUREAU CRACIES THERE IS AN INHERENT RISK OF EXPLOITATION WHERE THE COMMUNITY SETTING IS USED AS A LABORATORY TO SERVE THE UNIVERSITY 4HIS ESSAY FOCUSES ON TWO FORMS OF SERVICE LEARNING NEIGHBOR HOOD BASED PLANNING AND SCHOOL BASED COMMUNITY DESIGN CENTERS "OTH PRACTICES ARE ROOTED EQUALLY IN THE ACADEMY AND IN THE PROFES SIONS AND THE DIALECTIC BETWEEN THE ACADEMY AND THE hOUTSIDE WORLD v BETWEEN THE STUDIO AND THE STREET GIVES THESE PROGRAMS THEIR IMME DIACY AND THEIR DYNAMIC TENSION 4HIS DIALECTIC ALSO EMPHASIZES THE SIGNIlCANCE OF THE HISTORICAL CONTEXT IN SETTING THE TONE AND DIRECTION FOR SERVICE LEARNING PARTICULARLY IN TERMS OF RESPONSE BY THE ARCHITEC TURE AND PLANNING PROFESSIONS TO BROAD SOCIAL MOVEMENTS
!DVOCACY AND !CTIVISM )T IS NOW YEARS SINCE THE LAUNCHING OF THE lRST COMMUNITY DESIGN CENTERS AND THE ADVOCACY PLANNING MOVEMENT )N THOSE HEADY DAYS OF SOCIAL ACTIVISM WHEN DRAMATIC CHANGE SEEMED BOTH DESIRABLE AND POSSIBLE STUDENTS AND PROFESSIONALS ALIKE WERE IMPELLED BY THE MORAL AND SOCIAL IMPERATIVES OF THE #IVIL 2IGHTS MOVEMENT #OMMUNITIES MARCHED UNDER THE BANNER h0OWER TO THE PEOPLEv AS THEY FOUGHT TO STAVE OFF THE RAVAGES OF URBAN RENEWAL AND TO CHALLENGE THE LEGACY OF DISCRIMINATION THAT HAD PRODUCED A SOCIETY WHOSE RACIAL BIFURCATION WAS ETCHED IN ITS RESIDENTIAL LANDSCAPE 4HE TURMOIL IN THE STREETS WAS MATCHED BY INTELLECTUAL FERMENT )N A SPAN OF lVE YEARS THREE SEMI NAL WORKS CHALLENGED ORTHODOX MODERNIST THINKING ABOUT PLANNING THE ENVIRONMENT AND ARCHITECTURE *ANE *ACOBS $EATH AND ,IFE OF 'REAT !MERICAN #ITIES 2ACHEL #ARSONS 3ILENT 3PRING AND 2OB ERT 6ENTURIS #OMPLEXITY AND #ONTRADICTION IN !RCHITECTURE 3OCIALLY COMMITTED PROFESSIONALS JOINED THE FRAY )N ARCHITECT # 2ICH ARD (ATCH ESTABLISHED THE !RCHITECTS 2ENEWAL #OMMITTEE IN (ARLEM !2#( THE NATIONS lRST COMMUNITY DESIGN CENTER #$# 4HE FOLLOW
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ING YEAR AT THE ANNUAL MEETING OF THE !MERICAN )NSTITUTE OF 0LANNERS FORERUNNER OF THE !MERICAN 0LANNING !SSOCIATION HELD IN .EWARK .EW *ERSEY A GROUP OF PLANNERS INCLUDING 7ALTER 4HABIT 0AUL $AVIDOFF $AVID 3TOLOFF AND #HESTER (ARTMAN AND SOCIOLOGIST &RANCES &OX 0IVEN FOUNDED 0LANNERS FOR %QUAL /PPORTUNITY 0%/ TO LEGITIMIZE SOCIAL AC TIVISM WITHIN THE PLANNING PROFESSION 4HABIT 4HE EARLY IMPULSE TOWARD ACTIVISM IN THE PLANNING AND DESIGN PRO FESSIONS WAS INTERDISCIPLINARY AS WELL )N "OSTON PLANNER #HESTER (ART MAN URBAN ANTHROPOLOGIST ,ISA 0EATTIE ARCHITECT 2OBERT 'OODMAN AND lVE OTHERS INCLUDING TWO ENGINEERS AN ATTORNEY A SOCIOLOGIST AND A PSYCHOLOGIST ESTABLISHED 5RBAN 0LANNING !ID 50! DURING THE MID S TO PROVIDE PRO BONO PLANNING SERVICES TO UNDERSERVED NEIGHBOR HOODS (ARTMAN A 50! SOUGHT TO HELP COMMUNITY GROUPS lGHT URBAN RENEWAL PROJECTS BY CRAFTING COUNTER PLANS THROUGH A PARTICIPA TORY PLANNING PROCESS 4HESE ORGANIZATIONS CONTAINED THE ROOTS OF THE ADVOCACY PLANNING MOVEMENT THAT LAUNCHED THE NEIGHBORHOOD BASED PLANNING APPROACH NOW INCORPORATED INTO THE MUNICIPAL PLANNING PROCESS IN MANY CITIES 4HE SIGNIlCANCE OF THIS MOVEMENT WAS CRYSTAL LIZED BY 0AUL $AVIDOFF IN HIS SEMINAL ARTICLE h!DVOCACY AND 0LURALISM IN 0LANNINGv
! .EW 0EDAGOGY $URING THIS PERIOD PLANNING DEPARTMENTS WERE TYPICALLY LODGED IN SCHOOLS OF ARCHITECTURE AND THE EARLY RESPONSES TO THE SOCIAL CHAL LENGES OF THE DAY INVOLVED STUDENTS FROM BOTH PROFESSIONS -Y OWN lRST JOB AFTER RECEIVING MY ARCHITECTURE DEGREE IN WAS WITH THE #OMMUNITY 0LANNING 3TUDIO AT #OLUMBIA 5NIVERSITY DIRECTED BY 2OB ERT +OLODNY 0RATT )NSTITUTES #OMMUNITY %DUCATION 0ROGRAM STARTED BY 'EORGE 2AYMOND IN AS AN ADULT EDUCATION PROGRAM WITHIN THE $EPARTMENT OF #ITY AND 2EGIONAL 0LANNING SOON ADDED AN ADVO CACY COMPONENT WHEN 2ON 3HIFFMAN WAS BROUGHT IN TO WORK WITH A GROUP OF MINISTERS FROM THE "EDFORD 3TUYVESANT COMMUNITY ! VET ERAN OF THE #IVIL 2IGHTS MOVEMENT THROUGH WORK WITH THE .EW 9ORK CHAPTER OF THE #ONGRESS OF 2ACIAL %QUALITY #/2% 3HIFFMAN HAS DE SCRIBED HIS APPROACH AS AN URBAN APPLICATION OF THE CONCEPT OF hRURAL AGENTS v PART OF THE EXTENSION OUTREACH SERVICE REQUIRED OF LAND GRANT COLLEGES UNDER THEIR FEDERAL CHARTERS 4HIS COLLABORATION BORE FRUIT IN WHEN THE "EDFORD 3TUYVESANT 2ESTORATION #ORP WAS ESTABLISHED AS THE NATIONS lRST COMMUNITY DEVELOPMENT CORPORATION INTRODUCING A SECOND MEANING OF THE ACRONYM #$# !RCHITECTURE AND PLANNING STUDENTS WERE INITIALLY INVOLVED IN THE 0RATT )NSTITUTE PROGRAM AS PAID INTERNS GAINING THE RIGHT TO WORK THERE FOR ACADEMIC CREDIT ONLY AFTER STUDENT PROTESTS IN 3HIFFMAN !T (ARVARD #HESTER (ARTMAN THEN AN ASSISTANT PROFESSOR IN THE
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$EPARTMENT OF #ITY AND 2EGIONAL 0LANNING IN THE 'RADUATE 3CHOOL OF $ESIGN ESTABLISHED THE 5RBAN &IELD 3ERVICE IN AS A STUDENT VER SION OF 5RBAN 0LANNING !ID 4EAMS OF (ARVARD AND -ASSACHUSETTS )N STITUTE OF 4ECHNOLOGY -)4 STUDENTS FROM ARCHITECTURE CITY PLANNING LANDSCAPE ARCHITECTURE AND RELATED DISCIPLINES WORKING UNDER THE SU PERVISION OF FACULTY MEMBERS OR PRACTICING PROFESSIONALS OFFERED FREE TECHNICAL ASSISTANCE TO COMMUNITY GROUPS IN LOW INCOME AREAS )N 0ITTSBURGH ARCHITECT 4ROY 7EST THEN AN ASSISTANT PROFESSOR IN THE $EPARTMENT OF !RCHITECTURE AT #ARNEGIE -ELLON 5NIVERSITY ES TABLISHED !RCHITECTURE IN AS A COMMUNITY STUDIO AT #ENTRAL !VENUE IN THE (ILL $ISTRICT (E BEGAN THE PROJECT IN RESPONSE TO STUDENTS QUESTIONS ABOUT WHY THE ARCHITECTURE PROGRAM WAS NOT ENGAGED IN THE CITY AROUND THEM )N PARTNERSHIP WITH PSYCHOLOGIST *AY 'REENlELD AND LOCAL ARTIST %D %LLIS 7EST DEVELOPED !RCHITECTURE AS AN AMALGAM OF ARCHITECTURE PLANNING CULTURE AND ART 4HE PRINCI PAL PROJECT WAS RENOVATION OF A JUNK STREWN LOT INTO A h#OURT OF )DEASv WITH MURALS PERFORMANCE SPACE AND SITTING AREAS /THER EARLY SCHOOL BASED COMMUNITY ASSISTANCE PROGRAMS WERE (ENRY 3ANOFFS #OMMU NITY $EVELOPMENT 'ROUP AT .ORTH #AROLINA 3TATE 5NIVERSITY STARTED IN AND THE #OMMUNITY "ASED 0ROJECTS 0ROGRAM CREATED BY 4ONY #OSTELLO AT "ALL 3TATE 5NIVERSITY IN 3ANOFF NOTABLY MOVED FROM "ERKELEY WHERE HE WAS TEACHING BECAUSE THE !GRICULTURAL %XTENSION PROGRAM AT .ORTH #AROLINA 3TATE A LAND GRANT COLLEGE COULD PROVIDE THE lNANCIAL AND LOGISTICAL SUPPORT FOR HIS COMMUNITY DEVELOPMENT PROJECTS 3ANOFF 7HILE THESE EARLY FORAYS INTO COMMUNITY ACTIVISM VARIED CONSIDER ABLY IN THEIR EMPHASIS RANGING FROM POLITICAL CONFRONTATION TO ARTISTIC PRODUCTION THEY SHARED A FEW SALIENT CHARACTERISTICS !LL ESPOUSED THE PHILOSOPHY OF ENGAGING STUDENTS IN THE SOCIAL ISSUES OF THE DAY AND IN SUPPLEMENTING CLASSROOM LEARNING WITH DIRECT NEIGHBORHOOD CONTACT &ACULTY AND STUDENTS PROCEEDED FROM THE BELIEF THAT PROFESSIONALS HAD AN OBLIGATION TO MAKE THEIR EXPERTISE AVAILABLE TO THOSE LACKING THE ECONOMIC OR POLITICAL INmUENCE TO SECURE THESE SERVICES ON THEIR OWN AT A TIME WHEN IT WAS UNUSUAL FOR MUNICIPAL PLANNING AGENCIES TO SEEK INPUT FROM NEIGHBORHOOD GROUPS !ND THEY BELIEVED THAT THE PLANNING AND DESIGN PROFESSIONS COULD MAKE A SIGNIlCANT CONTRIBU TION TOWARD IMPROVING LIVING CONDITIONS IN INNER CITY NEIGHBORHOODS A CONlDENCE IN THE SOCIAL AGENCY OF DESIGN DERIVED FROM THE PROGRESSIVE SOCIAL AGENDA OF THE -ODERN MOVEMENT 4AKING THE CLASSROOM INTO THE COMMUNITY ALSO MEANT GRAPPLING WITH THE INTRINSIC PROBLEMS BOTH WITHIN AND OUTSIDE THE ACADEMY OF ENGAGING THE OUTSIDE WORLD 4O BEGIN WITH IT IS INHERENTLY DIFlCULT TO SYNCHRONIZE THE SEMESTER STRUCTURE OF MOST ACADEMIC PROGRAMS WITH THE MONTH CALENDAR OF DAILY LIFE 3ECOND ACADEMIC INSTITUTIONS WERE OFTEN SKEPTICAL OF THESE EFFORTS WHOSE PEDAGOGY WAS UNORTHODOX
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AND SOMETIMES BROUGHT DIRECT CONmICT WITH INSTITUTIONAL GOALS SUCH AS 5RBAN &IELD 3ERVICES OPPOSITION TO (ARVARD 5NIVERSITYS EXPAN SION PLANS "OTH (ARTMAN AND 7EST LOST THEIR ACADEMIC POSITIONS AS A RESULT OF THEIR ADVOCACY AND IN (ARTMANS CASE HIS OPEN SUPPORT OF THE STUDENT STRIKE AT (ARVARD (ARTMAN B 7EST 7EST WENT ON TO A LONG CAREER IN ARCHITECTURAL EDUCATION AT THE .EW *ERSEY )NSTITUTE OF 4ECHNOLOGY WHERE HE TAUGHT FROM TO (ARTMAN MADE HIS MARK OUTSIDE ACADEME WITH VARIOUS NOT FOR PROlT INSTITUTIONS INCLUDING THE .ATIONAL (OUSING ,AW 0ROJECT THE )NSTITUTE FOR 0OLICY 3TUDIES AND THE 0OVERTY AND 2ACE 2ESEARCH !CTION #OUNCIL WHERE HE HAS BEEN SINCE (ARTMAN WAS THE FOUNDER AND DRIVING FORCE BEHIND THE 0LANNERS .ETWORK A NATIONAL ORGANIZATION OF SOME PROGRESSIVE PLANNERS AND RELATED PROFESSIONALS AND ACADEMICS
! .EW 0LANNING -ODEL 7HILE IT WOULD BE AN EXAGGERATION TO SUGGEST THAT IN THE LATE S SCHOOLS OF ARCHITECTURE AND PLANNING ENLISTED WHOLESALE IN THE CAUSE OF SOCIAL ACTIVISM THAT IS WHERE WE lND THE ANTECEDENTS OF THE GROW ING EMPHASIS ON SERVICE LEARNING IN OUR PROFESSIONAL SCHOOLS 3INCE THOSE COMMON STIRRINGS HOWEVER SCHOOLS OF ARCHITECTURE AND PLAN NING HAVE FOLLOWED QUITE DIFFERENT TRAJECTORIES /F THE TWO PLANNING EDUCATION FOLLOWED THE STEADIER COURSE MIRRORING A GROWING ACCEP TANCE OF NEIGHBORHOOD BASED PLANNING IN THE PUBLIC SECTOR #HAIT 3EVERAL FACTORS HELPED ACCOUNT FOR THIS SHIFT IN ORIENTATION FROM CENTRALIZED TECHNICALLY DRIVEN hMASTER PLANNINGv TO A MORE INCLUSIVE INCREMENTAL APPROACH /NE WAS WIDESPREAD PUBLIC DISSATISFACTION WITH THE QUALITY OF THE URBAN ENVIRONMENT PRODUCED BY LARGE SCALE RENEWAL PROJECTS !NOTHER WAS THE EMERGENCE OF COMMUNITY DEVELOP MENT CORPORATIONS AS ACTORS IN RESHAPING THEIR NEIGHBORHOODS 4HE #$#S GREW OUT OF MANY SOURCES INCLUDING NOTABLY FAITH BASED EFFORTS LIKE THE .EW #OMMUNITY #ORPORATION IN .EWARK .EW *ERSEY -ORE OFTEN #$#S BEGAN AS COMMUNITY ORGANIZING EFFORTS FORMED IN OPPOSI TION TO DOWNTOWN PLANS FOR THEIR NEIGHBORHOODS 4HESE GROUPS FOUND THAT EVEN WHEN THEY WERE SUCCESSFUL IN lGHT ING OFF HIGHWAY PROJECTS AND URBAN RENEWAL DEMOLITIONS THEY WERE UNABLE TO IMPLEMENT THEIR OWN COUNTER PLANS ! NUMBER OF THESE OR GANIZATIONS TOOK MATTERS INTO THEIR OWN HANDS AND MOVED INTO DIRECT DEVELOPMENT ACTIVITY AS #$#S 3OME FELL BY THE WAYSIDE BECAUSE THEY GREW TOO FAST OR LACKED THE EXPERTISE TO CONTROL THE DEVELOPMENT PRO CESS /THERS ENCOUNTERED INTERNAL STRIFE AND ON OCCASION CORRUPTION "UT A HARDY FEW SURVIVED TO PLAY AN IMPORTANT ROLE IN DETERMINING THE SHAPE OF THEIR COMMUNITIES 4HE #OOPER 3QUARE #OMMITTEE ON .EW 9ORK #ITYS ,OWER %AST 3IDE FOR EXAMPLE HAS WAGED A YEAR CAMPAIGN TO ENSURE THAT THE #OOPER 3QUARE 5RBAN 2ENEWAL PLAN BEN
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ElTS THE AREAS WORKING CLASS RESIDENTS IN ITS IMPLEMENTATION /VER THAT SPAN THE COMMITTEE HAS BUILT UNITS OF AFFORDABLE HOUSING RENOVATED MORE AND CREATED A MUTUAL HOUSING ASSOCIATION WITH MORE THAN UNITS UNDER ITS MANAGEMENT )N FALL CONSTRUCTION PLANS WERE UNVEILED FOR A MIXED USE MIXED INCOME DEVELOPMENT ON THE ORIGINAL URBAN RENEWAL SITE VACANT SINCE IT WAS CLEARED FOR URBAN RENEWAL IN THE EARLY S "ROZAN )N LEAGUE WITH OTHER TENANT AND COMMUNITY ADVOCATES #OOPER 3QUARE HAS SUCCEEDED IN HOLDING THE LINE AGAINST THE GENTRIlCATION OF THE ,OWER %AST 3IDE THROUGH SEV ERAL PERIODS OF SUPERHEATED REAL ESTATE MARKETS 4HE GROWTH OF NEIGHBORHOOD BASED PLANNING WAS HELPED BY AN EVOLUTION IN PUBLIC POLICY THAT FAVORED LOCAL INVOLVEMENT "Y THE LATE S IN RESPONSE TO LOCAL PROTESTS AND CITIZEN ACTIVISM hMAXIMUM FEASIBLE PARTICIPATIONv BECAME AN IMPORTANT PRINCIPLE UNDERLYING THE FEDERAL 7AR ON 0OVERTY AND SPECIlC PROGRAMS SUCH AS -ODEL #ITIES 0AR TICIPATORY PLANNING WAS SEEN AS A FUNDAMENTAL EXERCISE IN DEMOCRACY 3TILL IT WAS NOT UNTIL THE LATE S THAT NEIGHBORHOOD BASED PLANNING BEGAN TO GAIN ACCEPTANCE AS A LEGITIMATE PRACTICE AND THE CONCEPT OF PARTICIPATION BEGAN TO RECEIVE MORE THAN LIP SERVICE 'RADUALLY SOME CITIES BEGAN TO INSTITUTIONALIZE PARTICIPATION THROUGH MECHANISMS SUCH AS THE ESTABLISHMENT OF LOCAL PLANNING BOARDS %VEN IN CASES WHERE THESE BOARDS DO NOT CONTROL lNAL DECISIONS ABOUT LOCAL DEVEL OPMENT AS IN THE CASE OF THE h Av PLANNING PROCESS MANDATED BY .EW 9ORK #ITYS #HARTER REVISIONS OF AND THE PROCESS GIVES COMMUNITIES LEVERAGE TO NEGOTIATE EVENTUAL OUTCOMES 4ODAY CITIES AS DIVERSE AS "URLINGTON 6ERMONT 0ORTLAND /REGON 2OCHESTER .EW 9ORK AND 3EATTLE 7ASHINGTON HAVE ADOPTED A NEIGHBORHOOD BASED PLANNING APPROACH 4HIS SHIFT REmECTS A GROWING RECOGNITION THAT NEIGHBORHOOD IN VOLVEMENT PRODUCES BETTER PLANS )T ENGENDERS LOCAL hOWNERSHIPv OF THE PLAN THAT CAN FOSTER LONG TERM STEWARDSHIP OF PUBLIC SPACES !ND IT VALUES LOCAL RESIDENTS AS ASSETS FOR THEIR SKILLS AND KNOWLEDGE !S A PRACTICAL MATTER COMMUNITY ENDORSEMENT MEANS A SMOOTHER ROAD TO IMPLEMENTATION #OMMUNITIES ALIENATED FROM THE DEVELOPMENT PRO CESS ARE MORE LIKELY TO THROW UP ROADBLOCKS FROM DEMONSTRATIONS TO LAWSUITS THAT CAN PRODUCE COSTLY DELAYS 4HE CHANGING PARADIGM REmECTS TENDENCIES FROM THE EARLIEST DAYS OF THE PLANNING PROFESSION AS IT EMERGED FROM A VARIETY OF SOURCES THE URBAN DESIGN FOCUS OF THE #ITY "EAUTIFUL MOVEMENT THE COMMU NITY ORGANIZING THRUST OF THE SOCIAL WORK AND SETTLEMENT HOUSE MOVE MENTS THE REFORM AGENDA OF GOOD GOVERNMENT ADVOCATES THE SANITARY CONCERNS OF PUBLIC HEALTH ORGANIZATIONS AND THE TECHNICAL ORIENTATION OF CIVIL ENGINEERING ! TENSION BETWEEN PHYSICAL PLANNING AND POLICY PLANNING WAS EVIDENT FROM THE lRST .ATIONAL #ONFERENCE ON #ITY 0LAN NING HELD IN 7ASHINGTON $# IN /NE OF THE CENTRAL DEBATES
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AT THAT MEETING WAS WHETHER THE DISCIPLINE OF PLANNING SHOULD FOCUS ON IMPROVING THE PHYSICAL APPEARANCE OF A CITY OR ON IMPROVING THE DAILY LIFE OF ITS INHABITANTS IN OTHER WORDS WHETHER THE GOAL OF PLAN NING WAS A MORE BEAUTIFUL CITY OR IN THE WORDS OF %NGLISH PLANNER 4# (ORSFALL hA MORE BEAUTIFUL LIFEv .ATIONAL #ONFERENCE ON #ITY 0LANNING 4HESE COMPETING ORIENTATIONS CONTINUE TO INmUENCE PLANNING EDU CATION 4HE DEBATE OVER PHYSICAL VERSUS SOCIAL PLANNING EXPLAINS BOTH PLANNINGS ATTRACTION TO ARCHITECTURE AND ITS SKEPTICISM 4HE PROFES SIONS ROOTS IN REFORM AND ENGINEERING HELP CLARIFY ITS FAITH BOTH IN TECHNICAL EXPERTISE AND IN A GOVERNMENT THAT IS READY WILLING AND ABLE TO ADDRESS PLANNING ISSUES THROUGH A CENTRALIZED AUTHORITY WHILE ITS ANTECEDENTS IN THE SOCIAL WORK AND SETTLEMENT HOUSE MOVEMENTS EM PHASIZE PLANNING AT THE NEIGHBORHOOD SCALE 4HIS DIVERSE BACKGROUND WOULD EXPLAIN BOTH AN INITIAL RESISTANCE TO BOTTOM UP PLANNING AS WELL AS AN EVENTUAL EMBRACE OF THE PRACTICE )N TODAYS SCHOOLS OF PLANNING NEIGHBORHOOD BASED PLANNING IS A SIGNIlCANT PRESENCE IN SOME THE DOMINANT PARADIGM 4HIS REPRESENTS A SUBSTANTIAL TURNABOUT FROM THE LATE S WHEN THE CENTRALIZED MASTER PLAN WAS STILL THE MOST WIDELY ACCEPTED MODEL !CCREDITATION PROCEDURES IN PLANNING EDUCATION DO NOT REQUIRE A COMMUNITY BASED STUDIO OR COURSE BUT THEY DO MANDATE CONSID ERATION OF THE ROLE THAT VALUES PLAY IN DETERMINING PLANNING POLICY INCLUDING hISSUES OF EQUITY SOCIAL JUSTICE ECONOMIC WELFARE AND EF lCIENCY IN THE USE OF RESOURCES v AND hTHE ROLE OF GOVERNMENT AND CITI ZEN PARTICIPATION IN A DEMOCRATIC SOCIETY AND THE BALANCING OF INDIVID UAL AND COLLECTIVE RIGHTS AND INTERESTSv 0LANNING !CCREDITATION "OARD 4HE !SSOCIATION OF #OLLEGIATE 3CHOOLS OF 0LANNING !#30 OF FERS TWO IMPORTANT AWARDS THAT ACKNOWLEDGE AND THEREFORE ENCOURAGE SOCIAL ENGAGEMENT 4HE 0AUL $AVIDOFF !WARD RECOGNIZES hAN OUTSTAND ING BOOK PUBLICATION PROMOTING PARTICIPATORY DEMOCRACY AND POSI TIVE SOCIAL CHANGE OPPOSING POVERTY AND RACISM AS FACTORS IN SOCIETY AND REDUCING DISPARITIES BETWEEN RICH AND POOR WHITE AND BLACK MEN AND WOMENv 4HE -ARSHA 2ITZDORF !WARD RECOGNIZES hTHE BEST STUDENT WORK ON DIVERSITY SOCIAL JUSTICE AND THE ROLE OF WOMEN IN PLANNINGv !SSOCIATION OF #OLLEGIATE 3CHOOLS OF 0LANNING &OR A VARIETY OF COMPLEX REASONS ANALYZED IN MORE DEPTH ELSE WHERE &ORSYTH ET AL SERVICE LEARNING HAS FOUND A MORE CONGE NIAL HOME IN PLANNING PROGRAMS THAN IN ARCHITECTURE DEPARTMENTS /NE FACTOR IS THE TIGHTER LINK BETWEEN EDUCATION AND PRACTICE IN THE lELD OF PLANNING 7HILE NEIGHBORHOOD BASED WORK REMAINS AT THE MARGINS OF ARCHITECTURAL PRACTICE IT HAS ENTERED THE MAINSTREAM OF CONTEMPORARY PLANNING PRACTICE +EY TO THIS TREND IS A GROUP OF PRACTITIONEREDUCA TORS WHO HAVE MOVED BACK AND FORTH BETWEEN THE TWO DOMAINS .OR MAN +RUMHOLZ PROFESSOR OF URBAN PLANNING AT #LEVELAND 3TATE 5NI
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VERSITY EXEMPLIlES THIS MODEL +RUMHOLZ SERVED FOR YEARS UNDER THREE MAYORS AS DIRECTOR OF THE #LEVELAND #ITY 0LANNING #OMMISSION IN ADDITION TO SEPARATE TERMS AS PRESIDENT OF THE !MERICAN 0LANNING !S SOCIATION !0! AND THE !MERICAN )NSTITUTE OF #ERTIlED 0LANNERS !)#0 ! GROWING BODY OF LITERATURE BY +RUMHOLZ AND OTHERS CHRONICLES THE EMERGENCE OF hEQUITY PLANNINGv +RUMHOLZ AND #LAVEL
3ERVICE ,EARNING IN !RCHITECTURE )F PLANNING HAS DEMONSTRATED A CONTINUOUS EVOLUTION TOWARD A SO CIALLY ENGAGED PRACTICE ARCHITECTURAL EDUCATION HAS NOT /N THE CON TRARY THE SOCIAL INITIATIVES OF THE S AND S WERE SOON ECLIPSED 2OBERT 6ENTURIS #OMPLEXITY AND #ONTRADICTION IN !RCHITECTURE OPENED THE DOOR TO A REDISCOVERY OF lGURAL DESIGN AND ALTHOUGH 6ENTURI AND HIS PARTNER $ENISE 3COTT "ROWN INCORPORATED AT LEAST AN IRONIC CRITIQUE OF THE STATUS QUO IN THEIR WORK THIS MODICUM OF DISSENT WAS QUICKLY LOST IN THE HISTORICIST WAVE OF POSTMODERN ARCHITECTURE THAT ENSUED 7ITH 0HILIP *OHNSONS PEDIMENTED !44 (EADQUARTERS IN .EW 9ORK #ITY AS THE ICONIC STANDARD BEARER ARCHITECTURE BEGAN A RETREAT INTO ITS hAUTONOMOUS DISCOURSEv 4HE DECONSTRUCTIONIST MOVEMENT THAT FOLLOWED CLAIMED IN SOME QUARTERS TO BE BASED IN A CRITIQUE OF BOURGEOIS CONVENTION BUT ITS TRAPPINGS WERE MORE CONVINCINGLY INTER PRETED AS A FURTHER RETREAT INTO A SELF REFERENTIAL FORMAL VOCABULARY -ORE RECENTLY THE ABILITY TO CONSTRUCT DIGITALLY PRODUCED FORMS THAT WERE HERETOFORE UNBUILDABLE AS MANIFEST IN &RANK 'EHRYS SCULPTURAL WORKS HAS STRENGTHENED THIS TENDENCY TO SEPARATE ARCHITECTURE FROM ITS SOCIAL AND HISTORICAL CONTEXT !GAINST THIS TRAJECTORY IT HAS BEEN DIFlCULT FOR A SOCIALLY BASED ARCHITECTURE TO HOLD ITS OWN IN THE COMPETITIVE WORLD OF THE DESIGN STUDIO 4HE SUCCESSIVE DESIGN TRENDS OF THE PAST YEARS ALTHOUGH ENRICHING THE DESIGN PALETTE IN FORMAL TERMS HAVE REINFORCED A NAR ROW SPECTRUM OF ARCHITECTURE PRACTICE FOCUSED ON THE ELITE DESIGNER AND THE SIGNATURE BUILDING #OMMUNITY DESIGN OFFERS AN ALTERNATIVE TO THE PERVASIVE DESIGN STUDIO EXERCISE MODELED ON THE hSTAR ARCHITECTv CAREER MODEL )T EMPHASIZES NEIGHBORHOOD FABRIC OVER OBJECT BUILDING COLLABORATION OVER COMPETITION AND PROCESS OVER PRODUCT )T FREES STU DENTS TO COMMUNICATE THEIR IDEAS IN PLAIN %NGLISH WITHOUT THE JARGON THAT PREVENTS LAY AUDIENCES FROM ENTERING THE DISCUSSION 4HERE IS NO hTYPICALv COMMUNITY DESIGN PROJECT 3TUDENTS CAN EXPECT TO DEVELOP A WIDE RANGE OF PROFESSIONAL SKILLS INCLUDING LAND USE AND BUILDING CON DITION SURVEYS ZONING ANALYSIS DEMOGRAPHIC ANALYSIS COST ESTIMATING PUBLIC PRESENTATION SITE PLANNING URBAN DESIGN PARTICIPATORY DESIGN PROCESS PUBLIC WORKSHOPS AND DESIGN CHARRETTES AND MEASURED DRAW INGS OF EXISTING BUILDINGS #OMMUNITY DESIGN PROGRAMS HAVE VALUE FAR BEYOND THE CLASSROOM
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FOR THE INDIVIDUAL THE SCHOOL THE UNIVERSITY THE COMMUNITY AND THE PROFESSION 4HE SERVICE COMPONENT THAT CONSTITUTES THE CORE OF THE MOVEMENT IS INCREASINGLY RECOGNIZED AS PART OF THE CENTRAL MIS SION OF HIGHER EDUCATION AS THE #ARNEGIE &OUNDATION REPORT ON AR CHITECTURE EDUCATION AND PRACTICE SO lRMLY EMPHASIZED "OYER AND -ITGANG 5NIVERSITIES OFTEN HAVE FEW INITIATIVES THAT BENElT LO CAL COMMUNITIES AS DIRECTLY AS COMMUNITY DESIGN PROGRAMS BASED IN THEIR SCHOOLS OF ARCHITECTURE #OMMUNITY SERVICE IS ALSO CENTRAL TO PROFESSIONAL WORK 4HE )NTERNSHIP $EVELOPMENT 0ROGRAM OPERATED BY THE .ATIONAL #OUNCIL OF !RCHITECTURAL 2EGISTRATION "OARDS .#!2" A REQUIRED PART OF THE LICENSING PROCESS IN MOST STATES INCLUDES A COM MUNITY SERVICE COMPONENT #OMMUNITY SERVICE WAS A CORE THEME AT THE !MERICAN )NSTITUTE OF !RCHITECTS !)! ANNUAL CONVENTION IN LINKED DIRECTLY THE CONCEPT OF LEADERSHIP "UT COMMUNITY DESIGN PROGRAMS ARE MORE THAN SERVICE ACTIVITIES 4HEY ARE MODELS OF INTERDISCIPLINARY TEAMWORK OFTEN ENGAGING PLAN NERS URBAN DESIGNERS AND LANDSCAPE ARCHITECTS AS WELL AS SCHOLARS AND PROFESSIONALS FROM RELATED lELDS 4HEY OFFER COMPLEX ARENAS FOR SCHOLARSHIP AND RESEARCH -OST IMPORTANTLY THEY ARE PROVING GROUNDS FOR CREATIVE WORK WHERE STUDENTS AND FACULTY MUST MEET TIGHT BUD GETS AND CODE CONSTRAINTS WITHOUT COMPROMISING DESIGN INTENTIONS 3TUDENTS ARE INVARIABLY ENTHUSIASTIC ABOUT COMMUNITY WORK !S ONE OF MY OWN STUDENTS EXCLAIMED h)TS GREAT TO HAVE REAL CUSTOMERSv 3USTAINING A SCHOOL BASED COMMUNITY DESIGN PROGRAM OVER THE LONG TERM REQUIRES A CONSTANT STRUGGLE WITH THREE ECONOMIC EXIGEN CIES &IRST THE PROGRAMS AND THE COMMUNITIES THEY SERVE MUST SECURE FUNDING FOR OPERATIONAL EXPENSES AND IMPLEMENTATION OF EVENTUAL PROPOSALS 3ECOND FACULTY SALARIES COVER SOME BASIC COSTS BUT OPERAT ING A YEAR ROUND PROGRAM REQUIRES ADDITIONAL FUNDING 4HIRD ALL COM MUNITY WORK IS VULNERABLE TO CUTBACKS IN PUBLIC PROGRAMS THAT SUP PORT NEIGHBORHOOD DEVELOPMENT /N TOP OF THIS SCHOOLS MUST ARRANGE FOR INSURANCE COVERAGE ON THE CONSTRUCTION SITE AND ONGOING LIABILITY COVERAGE FOLLOWING OCCUPANCY 0ARTICIPATING FACULTY MUST CONVINCE THEIR SCHOOLS THAT THEIR WORK IN COMMUNITY DESIGN IS WORTHY OF PROMOTION AND TENURE #OMMUNITY DESIGN WORK DOESNT EASILY lT THE STANDARD ACADEMIC EVALUATION CAT EGORIES OF FUNDED RESEARCH OR SCHOLARLY PUBLICATION 7HILE THE WORK IS INTENSELY CREATIVE THE END PRODUCT IS RARELY A SUBSTANTIAL PIECE OF NEW CONSTRUCTION THE FORM OF CREATIVE ENDEAVOR MOST LIKELY TO RECEIVE PEER RECOGNITION THROUGH PUBLICATION OR PRIZES )N COMMUNITY DESIGN WORK PROCESS IS PRIVILEGED OVER PRODUCT AND BENElT TO THE COMMU NITY OVER TRADITIONAL ESTHETIC PREOCCUPATIONS &ACULTY MUST CONVINCE THEIR COLLEAGUES THAT COMMUNITY DESIGN IS AN INTEGRAL PART OF A PROFES SIONAL CURRICULUM "Y SITUATING PRACTICE CLOSER TO THE ROUTINES OF DAILY LIFE THAN TO THE ESTHETIC PREOCCUPATIONS OF THE DISCIPLINE COMMUNITY
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BASED DESIGN ALSO RUNS THE RISK OF BEING MARGINALIZED NOT ONLY BY AR CHITECTURE SCHOOL ADMINISTRATORS BUT BY DESIGN FACULTY AS WELL &OR COMMUNITY DESIGN TO BE MORE THAN SIMPLY A TRADITIONAL DE SIGN STUDIO USING A COMMUNITY CLIENT FOR SITE AND PROGRAM THERE MUST BE ADDITIONAL TRAINING IN COLLABORATIVE WORK METHODS RUNNING PUBLIC WORKSHOPS AND IDENTIlCATION OF COMMUNITY NEEDS AND ASSETS 5NDER THE BEST OF CIRCUMSTANCES THIS WOULD ENTAIL A CONSTELLATION OF COURSES TO SUPPORT THE COMMUNITY DESIGN STUDIO AND AT THE LEAST IT WOULD RE QUIRE INTENSIVE SEMINARS IN CONJUNCTION WITH THE STUDIO 4O SOME EXTENT THE DIFlCULTIES IN OPERATING A UNIVERSITY BASED DESIGN PROGRAM ARE SHARED BY THE INDEPENDENT COMMUNITY DESIGN CENTERS "OTH ARE VULNERABLE TO SHIFTING PATTERNS OF PUBLIC POLICY AND lNANCIAL SUPPORT BOTH WERE SEVERELY HURT BY THE WITHDRAWAL OF FUNDS DURING THE 2EAGAN YEARS "UT THE UNIVERSITY SETTING POSES ADDITIONAL OB STACLES (OW CAN hREAL LIFEv PROBLEMS BE ADDRESSED DURING AN ACADEMIC SCHEDULE BASED ON SEMESTERS )F PROJECTS RESULT IN ACTUAL CONSTRUCTION WHO STAMPS THE DRAWINGS AND ASSUMES LIABILITY $O STUDENTS RECEIVE ACADEMIC CREDIT FOR SERVICE PROJECTS AND IF SO WHAT IS THE PEDAGOGICAL FOCUS OF THIS WORK $OES THE SCHOOL BASED WORK COMPETE WITH LOCAL PROFESSIONAL SERVICES (OW ARE FACULTY COMPENSATED FOR THE INTENSIVE TIME OUTSIDE THE STUDIO )N THE !SSOCIATION OF #OLLEGIATE 3CHOOLS OF !RCHITECTURE !#3! SURVEYED MEMBER SCHOOLS TO ESTABLISH AN INVENTORY OF COM MUNITY DESIGN ACTIVITY %VERY SCHOOL HAS AN OCCASIONAL DESIGN STUDIO LINKED TO LOCAL DEVELOPMENT ISSUES BUT !#3! WANTED TO KNOW WHICH HAD FORMAL PROGRAMS THAT PERMITTED WORK TO CONTINUE ON A YEAR ROUND BASIS AND TO COMPILE COMPARATIVE DATA INDICATING HOW THE PROGRAMS WERE FUNDED STAFFED AND OPERATED 4HE SURVEY RESULTS WERE PUBLISHED IN THE !#3! 3OURCEBOOK OF #OMMUNITY $ESIGN 0ROGRAMS AT 3CHOOLS OF !RCHITECTURE IN .ORTH !MERICA WHICH INCLUDES ENTRIES ON SCHOOL BASED PROGRAMS AND PROlLES INDEPENDENT CENTERS AFlLIATED WITH THE !SSOCIATION FOR #OMMUNITY $ESIGN 4HE BOOK ALSO CONTAINS USEFUL INFORMATION ON HOW COMMUNITY SERVICE IS VIEWED BY THE lVE COLLATERAL ORGANIZATIONS IN THE lELD OF ARCHITECTURE INCLUDING RELATED HONORS AND AWARDS PROGRAMS !#3! HAD TWO GOALS IN PUBLISHING THE BOOK 4HE lRST WAS TO HELP SCHOOLS STRENGTHEN THEIR PROGRAMS BY PROVIDING AC CESS TO INFORMATION AND FACILITATING COMMUNICATION 4HE SECOND WAS TO SUPPORT THE VISIBILITY AND CREDIBILITY OF COMMUNITY DESIGN PRACTICE AT THE SCHOOLS !#3! ALSO OFFERS ANNUAL #OLLABORATIVE 0RACTICE !WARDS TO HONOR THE BEST PRACTICES IN SCHOOL BASED COMMUNITY OUTREACH PRO GRAMS !#3!S ACKNOWLEDGMENT OF COMMUNITY BASED PRACTICE CONSTI TUTES PEER RECOGNITION AN IMPRIMATUR THAT HELPS LEGITIMIZE THIS WORK AT SCHOOLS AND UNIVERSITIES WHERE COMMUNITY DESIGN IS NOT PROPERLY UNDERSTOOD OR VALUED -ORE THAN HALF THE UNIVERSITY BASED PROGRAMS RESPONDING TO THE
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!#3! SURVEY WERE STARTED IN THE S A CIRCUMSTANCE THAT MAY BE READ TWO WAYS /N THE ONE HAND ENCOURAGINGLY THE FOUNDING OF SO MANY NEW PROGRAMS GIVES CLEAR EVIDENCE OF AN UPSURGE IN INTEREST BY STUDENTS AND FACULTY ALIKE /N THE OTHER HAND THE DATA SHOW HOW DIFlCULT IT IS TO SUSTAIN A COMMUNITY DESIGN PROGRAM /NLY FOUR PRO GRAMS CAN TRACE THEIR ORIGINS BACK TO THE S AND AN EQUAL NUMBER TO THE S 4HESE SURVIVING PROGRAMS OWE THEIR LONGEVITY IN LARGE MEASURE TO THE CONTINUING INVOLVEMENT AND COMMITMENT OF THEIR FOUNDING LEADERS 4O SUCCEED IN COMMUNITY BASED DESIGN YOU HAVE TO DO IT EVERY DAY )N .OVEMBER !#3! PRESENTED AWARDS TO THE THREE OLDEST SCHOOL BASED PROGRAMS THE 0RATT )NSTITUTE #ENTER FOR #OMMUNITY AND %NVI RONMENTAL $EVELOPMENT THE #OMMUNITY $EVELOPMENT 'ROUP AT .ORTH #AROLINA 3TATE 5NIVERSITY AND THE #OMMUNITY "ASED 0ROJECTS 0ROGRAM AT "ALL 3TATE 5NIVERSITY AND THE TWO OLD EST CONTINUING INDEPENDENT #$#S THE ,OS !NGELES #OMMUNITY $ESIGN #ENTER AND "ALTIMORES .EIGHBORHOOD $ESIGN #ENTER !T THE TIME SIGNIlCANTLY ALL THREE SCHOOL BASED PROGRAMS WERE STILL RUN BY THEIR FOUNDERS )N THE WORDS OF (ENRY 3ANOFF FOUNDER OF THE PRO GRAM AT .ORTH #AROLINA 3TATE h4HE KEY TO SURVIVAL FOR COMMUNITY DE SIGN PROGRAMS IS THE FACULTYS LIFE LONG COMMITMENT TO THE PRINCIPLES OF COMMUNITY SERVICE AND TO CHANGING THE WAY OF HOW WE PRACTICE ARCHITECTUREv 3INCE THAT .OVEMBER EVENING IN TWO OF THE THREE COMMUNITY DESIGN VETERANS HAVE STEPPED DOWN FROM THEIR POSITIONS 2ON 3HIFFMAN RELINQUISHED HIS POST AT 0RATT )NSTITUTE IN 0RATT IS ENJOYING A SMOOTH TRANSITION UNDER A NEW DIRECTOR DRAWN FROM THE COMMUNITY DEVELOPMENT MOVEMENT !T .ORTH #AROLINA 3TATE HOW EVER WHERE THE PROGRAM WAS BASED ENTIRELY IN THE UNIVERSITY AND DE PENDENT ON (ENRY 3ANOFFS LEADERSHIP THE FATE OF THE #OMMUNITY $E VELOPMENT 'ROUP WAS UNCERTAIN WHEN 3ANOFF STEPPED DOWN IN !S ARCHITECTURE PROGRAMS MOVED AWAY FROM SOCIAL ENGAGEMENT PLANNING PROGRAMS MOVED AWAY FROM ARCHITECTURE AN ESTRANGEMENT MANIFEST IN THE LACK OF JOINT ACTIVITY BETWEEN THE TWO DEPARTMENTS !T SOME SCHOOLS THE PLANNING DEPARTMENT MOVED ITS AFlLIATION TO OTHER ACADEMIC UNITS AT THE 5NIVERSITY OF #ALIFORNIA AT ,OS !NGELES 5#,! FOR EXAMPLE THE $EPARTMENT OF 5RBAN 0LANNING MOVED FROM THE 3CHOOL OF !RCHITECTURE TO THE 3CHOOL OF 0UBLIC 0OLICY AND 3OCIAL 2ESEARCH AT (ARVARD THE 0LANNING $EPARTMENT SWITCHED OVER TO THE *OHN & +ENNEDY 3CHOOL OF 'OVERNMENT BEFORE RECONCILING WITH THE 'RADUATE 3CHOOL OF $ESIGN 4HE CURRENT LACK OF COOPERATION BETWEEN THE TWO PROFESSIONAL PROGRAMS IS OF CONCERN TO BOTH )N !#3! PAST PRESIDENT "RADFORD 'RANT AND !#30 PRESIDENT 7IM 7IEWEL APPOINTED A JOINT !#3!!#30 4ASKFORCE ON !RCHITECTURE AND 0LANNING AND CHARGED IT TO hSURVEY GRAD UATE PLANNING PROGRAMS AND ARCHITECTURE PROGRAMS TO IDENTIFY THE EX TENT AND NATURE OF COLLABORATION BETWEEN THESE PROGRAMS ON COURSES
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AND PROJECTS AND TO USE THIS AS A BASIS FOR MAKING SUGGESTIONS TO OUR MEMBER PROGRAMS FOR SUCH COLLABORATIONv 7IEWEL
3EIZING THE -OMENT #ERTAINLY THE SOCIAL VOCATION COMMON TO BOTH PROFESSIONS OFFERS AN AVENUE FOR COLLABORATION )NDEED SEVERAL SCHOOLS ALREADY OFFER MOD ELS OF EFFECTIVE INTERDISCIPLINARY TEAMWORK THE %AST 3T ,OUIS !CTION 2ESEARCH 0ROJECT AT THE 5NIVERSITY OF )LLINOIS AT 5RBANA#HAMPAIGN INVOLVES FACULTY AND STUDENTS FROM ARCHITECTURE URBAN PLANNING AND LANDSCAPE ARCHITECTURE THE #ITY $ESIGN #ENTER IN #HICAGO IS A MULTI DISCIPLINARY RESEARCH EDUCATION AND SERVICE PROGRAM IN THE #OLLEGE OF !RCHITECTURE AND THE !RTS AT THE 5NIVERSITY OF )LLINOIS AT #HICAGO AFlLI ATED WITH 5)#S #OLLEGE OF 5RBAN 0LANNING AND 0UBLIC !FFAIRS 4HIS IS ALSO A MOMENT WHEN SOCIALLY ENGAGED PROFESSIONALS HAVE RECEIVED THE HIGHEST HONORS FROM THE NATIONAL ORGANIZATIONS IN ARCHI TECTURE AND PLANNING 0LANNERS .ETWORK RECEIVED THE .A TIONAL 0RESIDENTS !WARD FROM THE !MERICAN )NSTITUTE OF #ERTIlED 0LAN NERS !)#0 FOR PROMOTING SOCIALLY INFORMED AND COMMUNITY BASED PLANNING &OUNDED BY #HESTER (ARTMAN IN AS A NEWSLETTER TO FOS TER COMMUNICATION AMONG PROGRESSIVE PLANNERS ACADEMICS ACTIVISTS AND STUDENTS 0LANNERS .ETWORK EVOLVED INTO A MORE FORMAL ORGANIZA TION THAT HOLDS CONFERENCES PUBLISHES THE QUARTERLY MAGAZINE 0ROGRES SIVE 0LANNING AND MAINTAINS A CONTINUING DIALOGUE ABOUT SOCIAL ISSUES IN THE PLANNING AND DESIGN PROFESSIONS !)#0 0RESIDENT $ANIEL ,AUBER CREDITS 0LANNERS .ETWORK WITH DOING hMORE TO ADVANCE THE PRACTICE OF SOUND ETHICAL INCLUSIONARY AND DISCRIMINATION FREE PLANNING THAN ANY OTHER ORGANIZATION IN !MERICA TODAYv +NACK 4HE !)! AWARDED ITS 'OLD -EDAL POSTHUMOUSLY TO 3AMUEL -OCKBEE FOUNDER OF THE 2URAL 3TUDIO AT !UBURN 5NIVERSITY WHO DIED IN 0ERHAPS THE BEST KNOWN DESIGN BUILD PROGRAM IN THE NATION THE 2URAL 3TUDIO EARNED -OCKBEE A -AC!RTHUR &ELLOW hGENIUSv AWARD IN AND HAS RECEIVED NOTICE IN THE MAINSTREAM PRESS AS WELL AS PROFESSIONAL JOURNALS -OCKBEE REQUIRED HIS STUDENTS TO LIVE AMONG THE PEOPLE IN !LABAMAS RURAL "LACK "ELT WHERE THEY CONSTRUCTED HOUSES AND COMMUNITY FACILITIES RANGING FROM A BACKSTOP AT A SANDLOT BASEBALL lELD TO A "OYS AND 'IRLS #LUB THAT BROUGHT NOT ONLY A NEW BUILDING BUT A NEW INSTITUTION INTO A SMALL RURAL TOWN 4HERE ARE OTHER SIGNS OF REVIVED INTEREST IN SOCIAL ENGAGEMENT AMONG ARCHITECTS s )N #AMERON 3INCLAIR AND +ATE 3TOHR FOUNDED !RCHITECTURE &OR (UMANITY !&( TO PROMOTE ARCHITECTURAL AND DESIGN SOLUTIONS TO GLOBAL SOCIAL AND HUMANITARIAN CRISES !&( SPONSORS COMPETITIONS WORKSHOPS EDUCATIONAL FORUMS AND PARTNERSHIPS WITH OTHER ORGA NIZATIONS TO CREATE OPPORTUNITIES FOR ARCHITECTS AND DESIGNERS FROM
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AROUND THE WORLD TO HELP COMMUNITIES IN NEED 4HE PROJECT LIST IN CLUDES TRANSITIONAL HOUSING FOR DISPLACED PEOPLE IN +OSOVO AND A MO BILE ()6!)$3 HEALTH CLINIC FOR SUB 3AHARAN !FRICA s !LSO IN THE %NTERPRISE &OUNDATION A NATIONAL NONPROlT HOUSING AND COMMUNITY DEVELOPMENT ORGANIZATION ESTABLISHED THE &REDERICK 0 2OSE !RCHITECTURE &ELLOWSHIP TO DIRECT THE hPASSION AND SKILLSv OF NEW ARCHITECTS INTO SERVICE IN LOW AND MODERATE INCOME COMMUNITIES ! THREE YEAR STIPEND LINKS RECENT ARCHITECTURE GRADUATES WHO SHARE A BELIEF IN hTHE VALUE OF GOOD DESIGN AND THE SPIRIT OF PUBLIC SERVICEv WITH COMMUNITY DEVELOPMENT CORPORATIONS OR OTHER COMMU NITY BASED ORGANIZATIONS 4HEIR WORK IS FURTHER SUPPORTED THROUGH AN INTENSIVE ORIENTATION PROGRAM AS WELL AS THE ANNUAL SYMPOSIUM AND CONFERENCE OF THE %NTERPRISE &OUNDATION .ETWORK s 3AN &RANCISCO ARCHITECT *OHN 0ETERSON FOUNDED 0UBLIC !RCHI TECTURE AS A NONPROlT PUBLIC INTEREST ARCHITECTURAL lRM IN 4HE PROJECT PROVIDES PRO BONO ARCHITECTURAL SERVICES AND HAS LAUNCHED AN AMBITIOUS h 3OLUTIONv CAMPAIGN TO ENCOURAGE PRIVATE ARCHITECTUR AL lRMS TO DONATE ONE PERCENT OF THEIR BILLABLE WORKING HOURS TO PRO BONO ACTIVITY 0UBLIC !RCHITECTURE "RYAN "ELL DIRECTOR OF $ESIGN #ORPS A NONPROlT lRM BASED IN 2ALEIGH .ORTH #AROLINA HAS EDITED 'OOD $EEDS 'OOD $ESIGN #OMMUNITY 3ERVICE THROUGH !RCHITECTURE "ELL BASED ON A SERIES OF CONFERENCES UNDER THE RUBRIC hSTRUCTURES FOR INCLUSIONv 4HE ESSAYS DESCRIBE SCHOOL BASED PROGRAMS MOSTLY OF THE DESIGN BUILD VARIETY THAT PROMOTE COMMUNITY BASED ARCHITECTURE )N THAT SAME VOLUME 2OBERT 'UTMAN ARGUES FORCEFULLY THAT THE CONCEPT OF ARCHITECTURE AS AN AUTONOMOUS DISCIPLINE IS AN ILLUSION HOWEVER USEFUL IT MAY HAVE BEEN FOR A PERIOD IN THE LATE TH CENTURY IN SHAK ING THE DESIGN PROFESSIONS FROM INGRAINED HABITS (E CAUTIONS ABOUT THE DIFlCULTY IN SUSTAINING A HIGH LEVEL OF POLITICAL ACTIVISM AND POINTS OUT THAT THE IMPULSE TO USE A SPECIlC BUILT FORM TO INCULCATE A DESIRED SET OF SOCIAL RELATIONS DID NOT BEAR FRUIT 7ITH THESE CAVEATS 'UTMAN DECLARES THAT ARCHITECTURE CANNOT IGNORE ITS SOCIAL CONTEXT AND MUST RESPOND TO THE POLITICAL AND SOCIAL CONDITIONS THAT SUPPORT ITS EXPRES SION 'UTMAN s !RCHITECTS$ESIGNERS0LANNERS FOR 3OCIAL RESPONSIBILITY !$032 FOUNDED IN THE EARLY S TO PROTEST THE INVOLVEMENT OF ARCHITECTS IN BUILDING FALLOUT SHELTERS AND TO ADVOCATE FOR AN END TO NUCLEAR ARMA MENTS HAS EVOLVED TO ADDRESS OTHER ISSUES FROM AFFORDABLE HOUSING AND SUSTAINABLE DESIGN TO A CURRENT CAMPAIGN TO BOYCOTT PRISON DESIGN !$032 4HE PLANNING AND DESIGN PROFESSIONS ARE ENJOYING AN UNPRECEDENT ED LEVEL OF PUBLIC INTEREST AS A RESULT OF THE EXTENSIVE COVERAGE OF PRO POSALS FOR REBUILDING THE 7ORLD 4RADE #ENTER SITE )T IS A RARE MOMENT WHEN BOTH THE UNDERLYING PLANNING ISSUES AND THE SYMBOLIC POWER OF ARCHITECTURAL EXPRESSION ARE MELDED IN A SINGLE CAUSE A PROPITIOUS
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OCCASION FOR ARCHITECTURE TO RECOVER ITS POLITICAL AND SOCIAL DIMENSION AND FOR PLANNING TO USE A VISIONING PROCESS AS A TOOL FOR ENGAGING THE PUBLIC IN A PARTICIPATORY PROCESS 3ERVICE LEARNING IN ITS MANY GUISES OFFERS APPROACHES THROUGH WHICH ARCHITECTURE AND PLANNING CAN REES TABLISH A SYMBIOTIC RELATIONSHIP WITH EACH OTHER AND CONTRIBUTE TO THE CONSTRUCTION OF A MORE BEAUTIFUL CITY AND A MORE BEAUTIFUL LIFE 4HE ES SAYS IN THIS VOLUME DESCRIBE IMPORTANT WORK BEING DONE IN OUR PROFES SIONAL SCHOOLS TOWARD REALIZING THIS GOAL 4HEY OFFER INSIGHTS INTO BOTH SUCCESSFUL INITIATIVES AND ROADBLOCKS ALONG THE WAY -OST OF ALL THEY OFFER AN EXHILARATING RECORD OF HOW SERVICE LEARNING CONTRIBUTES TO A hMORE BEAUTIFULv EDUCATION 2EFERENCES !$032 WWWADPSRORG !SSOCIATION OF #OLLEGIATE 3CHOOLS OF 0LANNING WWWACSPORG "ELL " ED 'OOD $EEDS 'OOD $ESIGN #OMMUNITY 3ERVICE THROUGH !RCHITECTURE .EW 9ORK 0RINCETON !RCHITECTURAL 0RESS "OYER %, AND ,$ -ITGANG "UILDING #OMMUNITY ! .EW &UTURE FOR !RCHITECTURE %DUCATION AND 0RACTICE 0RINCETON 4HE #ARNEGIE &OUNDATION FOR THE !DVANCEMENT OF 4EACHING "ROZAN . h2ENTAL $EVELOPERS -ANHATTAN $EBUT ,OWER %AST 3IDEv .EW 9ORK 4IMES *ANUARY 3ECTION #ENTER FOR #OMMUNITY %NGAGEMENT WWWFNAMUOHIOEDUCCE #HAIT * h#OMMUNITY "ASED 0LANNING "UILDING ON ,OCAL +NOWLEDGEv 4HE ,IVABLE #ITY .EW 9ORK -UNICIPAL !RT 3OCIETY $AVIDOFF 0 h!DVOCACY AND 0LURALISM IN 0LANNINGv *OURNAL OF THE !MERICAN )NSTITUTE OF 0LANNERS $UTTON 4 ! h#ULTURAL 3TUDIES AND #RITICAL 0EDAGOGY #ULTURAL 0EDAGOGY AND !RCHITECTUREv )N 2ECONSTRUCTING !RCHITECTURE #RITICAL $ISCOURSES AND 3OCIAL 0RACTICES EDITED BY 4 ! $UTTON AND , (URST -ANN PP -INNEAPOLIS 5NIVERSITY OF -INNESOTA 0RESS %AST 3T ,OUIS !CTION 2ESEARCH 0ROJECT WWWESLARPUIUCEDU %NTERPRISE &OUNDATION .ETWORK WWWENTERPRISEFOUNDATIONORG2OSE&ELLOW SHIP &ORSYTH ! ( ,U AND 0 -C'IRR h3ERVICE ,EARNING IN AN 5RBAN #ONTEXT )MPLI CATIONS FOR 0LANNING AND $ESIGN %DUCATIONv *OURNAL OF !RCHITECTURAL AND 0LANNING 2ESEARCH 'UTMAN 2 h4WO 1UESTIONS FOR !RCHITECTUREv )N 'OOD $EEDS 'OOD $ESIGN #OM MUNITY 3ERVICE THROUGH !RCHITECTURE EDITED BY " "ELL PP .EW 9ORK 0RINCETON !RCHITECTURAL 0RESS (ARTMAN # A h4HE (ARVARD 5RBAN &IELD 3ERVICE 0ROGRAMv )N "ETWEEN %MINENCE
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AND .OTORIETY &OUR $ECADES OF 2ADICAL 5RBAN 0LANNING PP .EW "RUNSWICK .* #ENTER FOR 5RBAN 0OLICY 2ESEARCH ????? B h5PPITY AND /UT ! #ASE 3TUDY IN THE 0OLITICS OF &ACULTY 2EAPPOINTMENT AND THE ,IMITATIONS OF 'RIEVANCE 0ROCEDURES v )N "ETWEEN %MINENCE AND .OTORIETY &OUR $ECADES OF 2ADICAL 5RBAN 0LANNING PP .EW "RUNSWICK .* #ENTER FOR 5RBAN 0OLICY 2ESEARCH +NACK 2 h!)#0 0RESIDENTS !WARD 0LANNERS .ETWORKv 0LANNING +RUMHOLZ . AND 0 #LAVEL 2EINVENTING #ITIES %QUITY 0LANNERS 4ELL 4HEIR 3TORIES 0HILADELPHIA 4EMPLE 5NIVERSITY 0RESS .ATIONAL #ONFERENCE ON #ITY 0LANNING 0ROCEEDINGS OF THE &IRST .ATIONAL #ONFERENCE ON #ITY 0LANNING &ACSIMILE %DITION #HICAGO !MERICAN 3OCIETY OF 0LANNING /FlCIALS 0LANNERS .ETWORK WWWPLANNERSNETWORKORG 0LANNING !CCREDITATION "OARD 4HE !CCREDITATION $OCUMENT #RITERIA AND 0ROCEDURES OF THE 0LANNING !CCREDITATION 0ROGRAM 0UBLIC !RCHITECTURE WWWPUBLICARCHITECTUREORG 2EARDON + h0ARTICIPATORY !CTION 2ESEARCH AND 2EAL #OMMUNITY "ASED 0LAN NING IN %AST 3T ,OUIS )LLINOISv )N "UILDING #OMMUNITY 3OCIAL 3CIENCE IN !CTION EDITED BY 0 .YDEN ET AL PP 4HOUSAND /AKS #! 0INE &ORGE 0RESS 3ANOFF ( -ARCH 0ERSONAL INTERVIEW 3HIFFMAN 2 -ARCH 0ERSONAL INTERVIEW 4HABIT 7 h0%/ ! (ISTORY OF 0LANNERS FOR %QUAL /PPORTUNITYv 5NPUBLISHED MANUSCRIPT 7EISMAN , h2E $ESIGNING !RCHITECTURAL %DUCATION .EW -ODELS FOR A .EW #ENTURYv )N $ESIGN AND &EMINISM 2E 6ISIONING 3PACES 0LACES AND %VERYDAY 4HINGS EDITED BY * 2OTHSCHILD PP .EW "RUNSWICK .* 2UTGERS 5NIVERSITY 0RESS 7EST 4 -ARCH 0ERSONAL INTERVIEW 7IEWEL 7 .OVEMBER %MAIL
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! #ORE #OMMITMENT TO 3ERVICE ,EARNING "RIDGING 0LANNING 4HEORY AND 0RACTICE "Y ,ORLENE - (OYT
)NTRODUCTION ! LONGSTANDING AND COMMON CRITICISM OF PLANNING EDUCATION IS THE PERSISTENT GAP BETWEEN THEORETICAL AND PRACTICAL MODES OF INSTRUCTION 0ERLOFF 2ICH ET AL 3CHÚN DE .EUFVILLE 3AWICKI 4YSON AND ,OW 'ARCIA &RIEDMANN AND +UESTER "AUM 3HEPHERD AND #OSGRIFF "IRCH (OWEVER SERVICE LEARNING ESPECIALLY WHEN EMBEDDED IN THE CORE CURRICULUM OFFERS A BRIDGE FOR CONNECTING THEORY BASED INSTRUCTION WHERE STUDENTS STUDY OR CONDUCT RESEARCH ON THE PLANNING PROCESS AND PRACTICE BASED IN STRUCTION WHERE THEY PARTICIPATE IN THE PLANNING PROCESS 4HIS ESSAY BEGINS WITH AN HISTORICAL SYNOPSIS OF THE THEORY PRAC TICE DIVIDE IN PLANNING EDUCATION AND A DETAILED DESCRIPTION OF HOW AND WHY THE -ASSACHUSETTS )NSTITUTE OF 4ECHNOLOGY -)4 CRAFTED A NEW SERVICE LEARNING MODEL FOR THE -ASTER IN #ITY 0LANNING -#0 CURRICULUM -IDWAY THROUGH THE FOCUS SHIFTS TO A CASE STUDY OF ONE PRACTICUM TO DEMONSTRATE HOW MUTUALLY ADVANTAGEOUS UNIVERSITY COMMUNITY PARTNERSHIPS CAN OCCUR AND THE BENElTS TO BE REALIZED BY COMMUNITY ORGANIZATIONS AND RESIDENTS 4HE lNAL PART DESCRIBES HOW -)4S SERVICE LEARNING MODEL ENCOURAGES STUDENTS TO INTEGRATE PLAN NING THEORY AND PRACTICE AND CONSIDERS THE MANY CHALLENGES ASSOCI ATED WITH INSTITUTIONALIZING SERVICE LEARNING
4HE 4HEORY 0RACTICE $IVIDE !LTHOUGH -)4 OFFERED PLANNING COURSES IN THE 3CHOOL OF !RCHITECTURE AS EARLY AS IT TOOK MORE THAN YEARS FOR THE NATIONS SECOND INDEPENDENT -#0 PROGRAM TO OFlCIALLY MATERIALIZE 'ARCIA &OR THE NEXT THREE DECADES AND IN TANDEM WITH SCHOOLS LIKE (ARVARD 5NI VERSITY AND THE 5NIVERSITY OF 0ENNSYLVANIA -)4S PLANNING CURRICULUM EMPHASIZED PLANNING PRACTICE ABOVE THEORY AS EVIDENCED BY THE VOL UME OF STUDIO COURSES OFFERED DURING THIS TIME 4HE S PROVED TO BE BOTH A PROMISING AND A TURBULENT TIME FOR PLANNING SCHOOLS /ZAWA AND 3ELTZER &IRST PLANNING EDUCATION BECAME MORE POPULAR &OR EXAMPLE BETWEEN AND THE NUMBER OF PLANNING PROGRAMS INCREASED BY PERCENT "IRCH 3ECOND TO FURTHER DElNE THE lELD AND ENSURE THAT FUTURE PROFESSIONALS POSSESSED THE REQUISITE SKILLS MANY SCHOOLS ADOPTED A CORE CURRICULUM CONSISTING OF THREE PARTS
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BASIC KNOWLEDGE BASIC METHODS AND PROBLEM SOLVING A PEDAGOGICAL PARADIGM THAT REMAINS INTACT TODAY "Y CONTRAST THIS WAS ALSO A TIME WHEN SCHOOLS OF PLANNING INCLUDING -)4S EXPERIENCED GROWING TEN SIONS BETWEEN THEORY AND PRACTICE 4HE DIVIDE EMERGED AS THE VALUE SYSTEMS IN UNIVERSITIES SHIFTED AND PLANNING SCHOOLS HIRED NEW FACULTY WHO WERE WELL TRAINED IN THE SOCIAL SCIENCES BUT HAD VERY LITTLE EXPERIENCE WITH PLANNING PRACTICE 3AWICKI 4HUS A NORM WAS ESTABLISHED PLANNING PROFESSORS WERE EXPECTED TO CONDUCT RESEARCH AND CREATE PLANNING THEORY WHILE PLAN NING PROFESSIONALS OUTSIDE THE WALLS OF ACADEMIA WERE RESPONSIBLE FOR ITS APPLICATION 4HROUGHOUT THE S AND S THE DIVIDE DEEPENED AS THE CURRICULUM OF MOST PLANNING SCHOOLS DIVERGED FROM A FOCUS ON PROFESSIONAL PRACTICE TO A MORE THEORETICAL ORIENTATION &OR EXAMPLE IN -)4 ELIMINATED ITS CORE CURRICULUM WHICH INCLUDED A SERIES OF STUDIOS ! NEW SET OF CORE SUBJECTS PUT IN PLACE BY THE MID S DID NOT REQUIRE STUDIO COURSES 2ICH 4HE DECISION TO EXCLUDE STU DIOS FROM THE CORE ACCENTUATED THE DEPARTMENTS STEADY MOVEMENT AWAY FROM PRACTICE BASED INSTRUCTION 4HIS TREND CONTINUED IN PLAN NING SCHOOLS ACROSS THE COUNTRY DESPITE THE COHORT OF EDUCATORS WHO ARGUED FOR THE VALUE OF ENGAGING STUDENTS IN PROFESSIONAL SETTINGS TO PREPARE THEM FOR THE DAY TO DAY REALITY OF PLANNING PRACTICE 3CHÚN 3CHÚN ET AL 4YSON AND ,OW (EMMENS &OR THE PAST FOUR DECADES PLANNING SCHOOLS LIKE ALL ACADEMIC PROFESSIONAL SCHOOLS HAVE FACED THE DILEMMA OF TEACHING THE ART OF PRACTICE WITHIN A SYSTEM LARGELY CONCERNED WITH THE ADVANCEMENT OF THEORY .EVERTHELESS MANY PLANNING EDUCATORS REMAIN ENGAGED IN PLANNING PRACTICE AND COMMITTED TO OFFERING COURSES THAT EXPOSE STUDENTS TO PROFESSIONAL PLANNING PRACTICE 3OME OF THESE INSTRUCTORS PROVIDE OPPORTUNITIES FOR STUDENTS TO PARTICIPATE IN SERVICE LEARNING WHICH IS A TYPE OF PRACTICE THAT ENABLES STUDENTS TO WORK WITH A CLI ENT CONFRONT PLACE BASED PROBLEMS AND REmECT ON THE CONSEQUENCES OF THEIR ACTIONS 3HEPHERD AND #OSGRIFF /ZAWA AND 3ELTZER &RANK $IFlCULTIES NOTWITHSTANDING THE PLANNING EDUCATION LIT ERATURE SHOWS THAT SERVICE LEARNING NOT ONLY BENElTS STUDENTS BUT ALSO EMPOWERS COMMUNITY ORGANIZATIONS AND RESIDENTS BY BUILDING CAPAC ITY AND SUPPLEMENTING THEIR EFFORTS WITH ADDITIONAL RESOURCES SUCH AS INFORMATION TECHNOLOGIES 'RANT AND -ANUEL $EWAR AND )SAAC ,E'ATES AND 2OBINSON 2UBIN "AUM -OREOVER A MOVEMENT TO BRIDGE THE THEORY PRACTICE DIVIDE VIA SERVICE LEARNING INSTRUCTION IS APPARENT IN THE CONTEMPORARY LITERATURE ON PLANNING PEDAGOGY 'RANT AND -ANUEL $EWAR AND )SAAC /ZAWA AND 3ELTZER "AUM &RANK 4HIS ESSAY EXPANDS THE BURGEONING CONVERSATION BY OFFERING A MORE COMPREHENSIVE APPROACH NAMELY THE INSTITUTIONALIZATION OF SERVICE LEARNING COURSES INTO THE -#0 CORE CURRICULUM 7HAT FOLLOWS
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IS ONE DEPARTMENTS STRUGGLE TO ASSEMBLE A SERVICE LEARNING MODEL THAT EMPHASIZES THE RELATIONSHIP BETWEEN THEORY AND PRACTICE AND PREPARES STUDENTS FOR THE TRANSITION FROM THE ACADEMY TO THE WORLD OF PROFESSIONAL PLANNING
#RAFTING THE "LUEPRINTS FOR A "RIDGE )N FALL -)4S -#0 #OMMITTEE LED BY $ENNIS &RENCHMAN A PLAN NING PROFESSOR AND PRACTITIONER WITH MORE THAN YEARS OF EXPERI ENCE MADE A COMMITMENT TO EXAMINING THE CORE CURRICULUM AND RE VITALIZING THE -#0 DEGREE PROGRAM 4O CONFRONT THE TASK OF CHANGING A CURRICULUM THAT HAD BEEN IN PLACE FOR NEARLY YEARS THE COMMIT TEE MEMBERS DESIGNED A COMPREHENSIVE AND PARTICIPATORY PLANNING PROCESS THAT INCLUDED REGULAR MEETINGS WITH STUDENTS ALUMNI AND INSTRUCTORS !FTER CAREFULLY REVIEWING THEIR CONTRIBUTIONS AND CONSID ERING THE REQUIREMENTS SET FORTH BY THE 0LANNING !CCREDITATION "OARD 0!" COMMITTEE MEMBERS DECIDED TO CRAFT ONE EDUCATIONAL EXPERI ENCE FOR ALL INCOMING STUDENTS AND RECOMMENDED THAT THE NEW CORE CURRICULUM FOCUS ON FOUR BASIC COMPETENCIES )T RESTRUCTURED THE CORE SO THAT EACH STUDENT WOULD EXPERIENCE A COMMON GATEWAY COURSE TAKE A COURSE IN AN AREA OF SPECIALIZATION AND ACQUIRE BASIC COMPUT ING AND QUANTITATIVE SKILLS !S THE FOURTH COMPETENCY AND FOR THE lRST TIME IN NEARLY YEARS STUDENTS WOULD BE REQUIRED TO ADVANCE THEIR KNOWLEDGE AND SKILLS BY PARTICIPATING IN A lELD BASED PRACTICUM 3ANYAL 4HE COMMITTEE QUICKLY ADOPTED hPRACTICUMv INSTEAD OF hSTUDIO v BECAUSE IT IS A TERM USED BY A WIDE RANGE OF PROFESSIONAL PROGRAMS TO DESCRIBE THE EXPERIENCE OF A PROFESSIONAL IN TRAINING AND IT ACCENTUATES THE ART OF A PROFESSION THUS PLACING AN EMPHASIS ON SYNTHESIS ABOVE ANALYSIS 7ETMORE AND (EUMANN 4HE NOTION OF A REQUIRED PRACTICUM SURFACED OR RESURFACED FOR TWO REASONS &IRST URBAN DESIGN STUDIOS WHICH HAD BEEN EXPANDING FROM THE EARLY S BEGAN TO ATTRACT STUDENTS IN OTHER AREAS OF PLAN NING SUCH AS COMMUNITY DEVELOPMENT ENVIRONMENTAL POLICY OR RE GIONAL PLANNING WHO DESIRED TO GAIN REAL WORLD EXPERIENCE PRIOR TO PROFESSIONAL PRACTICE 3ECOND SOME OF THE STUDENTS HAD A DIFFERENT APPROACH TO PLANNING THAT INCLUDED AN INTEREST IN WORKING WITH COM MUNITY MEMBERS ENGAGING IN COLLECTIVE DECISION MAKING PROCESSES AND DIRECTLY CONFRONTING ISSUES OF RACE CLASS AND GENDER +IRSCHBAUM &RENCHMAN PLACED THE IDEA OF A REQUIRED PRACTICUM EXPERIENCE ON THE CORE AGENDA AND ARGUED THAT A PROFESSIONAL PLANNING EDUCA TION SHOULD REQUIRE THAT STUDENTS DEVELOP IMPORTANT LEADERSHIP SKILLS AND LEARN HOW TO SYNTHESIZE INNOVATIVE SOLUTIONS TO THE COMPLEXITIES OF REAL WORLD PROBLEMS )N HIS MIND THE PRACTICUM WAS THE MOST AP PROPRIATE WAY TO MEET THESE OBJECTIVES &RENCHMAN
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!T THE SECOND -#0 #OMMITTEE MEETING &RENCHMAN SUGGESTED THAT THE DEPARTMENT IMPLEMENT SEVERAL PRACTICA IN A VARIETY OF NA TIONAL AND INTERNATIONAL CONTEXTS !T THIS PIVOTAL MOMENT "ISHWAPRI YA 3ANYAL THEN DEPARTMENT CHAIR DELIBERATELY GUIDED THE CONVERSA TION TOWARD A MODEL OF SERVICE LEARNING &OR EXAMPLE HE POINTED OUT THAT THE FACULTY OUGHT TO STRENGTHEN RELATIONSHIPS WITH INSTITUTIONS IN NEARBY "OSTON 4HE PRACTICUM EXPERIENCE HE CONTENDED WOULD BE MORE MEANINGFUL FOR STUDENTS IF THE DEPARTMENT PURSUED A MODEL WHEREBY UNIVERSITY COMMUNITY RELATIONSHIPS WERE BUILT ON TRUST ! MULTI YEAR COMMITMENT HE ADDED WOULD BE THE BEST WAY TO FOSTER SUCH A RELATIONSHIP &RENCHMAN
"UILDING THE "RIDGE )N FALL &RENCHMAN LAUNCHED AND CHAIRED THE -#0 #ORE 0RACTI CUM #OMMITTEE #OMPOSED OF FACULTY AND STUDENT REPRESENTATIVES THE GROUP lRST FOCUSED ON THE DEVELOPMENT OF COURSE SELECTION CRITE RIA AND LATER MANAGED THE COURSE SELECTION AND IMPLEMENTATION PRO CESSES 4O ENSURE THAT THE PRACTICA MET ESSENTIAL PEDAGOGICAL GOALS THE COMMITTEE MEMBERS IDENTIlED AND DElNED A DISTINCTIVE SET OF REQUIREMENTS THAT EACH OF THE PRACTICA WOULD BE REQUIRED TO MEET 5LTIMATELY THEY ADOPTED SIX WHICH CHARACTERIZE THE SERVICE LEARNING MODEL ADOPTED FOR -)4S -#0 STUDENTS 4HE lRST CRITERION h)NVOLVE #ONSTITUENTS AND )SSUES AT A 0ARTICULAR 0LACE v DRAWS ATTENTION TO THE INTRINSIC CONNECTION BETWEEN SERVICE AC TIVITY AND LEARNING 4HIS REQUIREMENT EMPHASIZES THE IMPORTANCE OF ESTABLISHING A LONG TERM COMMITMENT WITH A CLIENT SUCH AS A SPON SORING AGENCY ORGANIZATION OR COMMUNITY GROUP )N THIS FRAMEWORK STUDENTS BUILD ON THE WORK DONE BY THEIR PREDECESSORS ACHIEVING GOALS THAT HAVE GREATER IMPACT AND MORE MEANING TO THE COMMUNI TY -OREOVER WHEN STUDENTS WORK WITHIN A COMMUNITY THE COMMIT TEE CONCLUDED THEY NEED TO BALANCE THE INTERESTS OF A DIVERSE SET OF STAKEHOLDERS AND CONFRONT ISSUES RELATED TO DIVERSITY AND PLANNING 4HROUGHOUT THIS ESSAY THE RUBRIC hDIVERSITY AND PLANNINGv INCLUDES CONFRONTING ISSUES OF RACE ETHNICITY GENDER AGE DISABILITY AND SOCIAL EXCLUSION 4HE SECOND CRITERION h0ROVIDE /PPORTUNITIES FOR 2EmECTION AND !PPRAISAL v ENCOURAGES RESPONSIBLE CIVIC PARTICIPATION BY REQUIRING STUDENTS TO EXAMINE THEIR BELIEFS AND ASSUMPTIONS AND HOW PAST EX PERIENCES AFFECT THEIR ACTIONS 4HE COMMITTEE DETERMINED THAT EACH PRACTICUM COURSE WOULD REQUIRE STUDENTS TO CONFRONT DEEP BIASES AND ASSUMPTIONS ABOUT PEOPLE AND COMMUNITIES 2EmECTION TAKES PLACE THROUGH CLASS DISCUSSIONS JOURNALING AND SELF LEARNING ASSESSMENTS THUS CREATING A FORUM WHERE FACULTY CAN GUIDE STUDENTS TO BECOME MORE CONSCIENTIOUS CITIZENS AND PLANNERS
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4HE THIRD CRITERION h)NCLUDE /PPORTUNITIES TO 0UT 4HEORY INTO 0RACTICE v EXPLICITLY STRESSES THE NEXUS BETWEEN PLANNING THEORY AND PRACTICE 3TUDENT WORK THAT DRAWS ON EXPERIENCE WITH SIMILAR ISSUES IN OTHER PLACES AS WELL AS THE RELEVANT LITERATURE WILL FACILITATE THE FORMULATION OF NEW THEORY -OREOVER FACULTY WHO ARE SELECTED TO PAR TICIPATE MUST INVESTIGATE LINKAGES BETWEEN THE PROJECT AND THE DEVEL OPMENT OF THEORY BEYOND THE SCOPE OF THE PRACTICUM BY SUPERVISING STUDENT INVOLVEMENT WITH COMMUNITY BASED INTERNSHIPS RESEARCH PROJECTS AND THESES 4HE FOURTH CRITERION h%NCOURAGE %XPLORATION AND )NNOVATION v IS CONSISTENT WITH THE SPIRIT OF -)4 AN ENVIRONMENT WHERE STUDENTS ARE ENCOURAGED TO EXPLORE AND TAKE RISKS 0RACTICA REPRESENT AN OPPORTU NITY TO DEVELOP NEW TOOLS AND APPROACHES FOR ADDRESSING PROBLEMS 4HE EXPECTATION IS THAT SUCH AN APPROACH NURTURES CREATIVITY AND PO TENTIALLY INTRODUCES A WIDER ARRAY OF SOLUTIONS TO THE COMMUNITY 4HE lFTH CRITERION h!DDRESS #ROSS #UTTING )SSUES AND )NVOLVE !L LIED $ISCIPLINES v RECOGNIZES THAT PLANNING PRACTICE INVOLVES INTERDISCI PLINARY TEAMWORK AS WELL AS THE CONSIDERATION OF MANY PERSPECTIVES AND INTERRELATED ISSUES 0RACTICA THEREFORE MUST INTEGRATE DIFFERENT PLANNING DISCIPLINES AND INVOLVE FACULTY WITH DIVERGENT INTERESTS )N SOME INSTANCES FACULTY INVITE OUTSIDE SPECIALISTS TO OFFER EXPERTISE BE YOND WHAT IS AVAILABLE IN THE COMMUNITY OR THE UNIVERSITY 4HE lNAL CRITERION h-AKE AND 4EST 0ROPOSALS v REINFORCES THE OB JECTIVE OF GIVING STUDENTS THE EXPERIENCE AND SKILLS TO DEVELOP PRO POSALS IN THE FACE OF INCOMPLETE INFORMATION AND CONmICTING POINTS OF VIEW 3UCH PROPOSALS BECOME TOOLS OF DECISION MAKING AND CONSENSUS BUILDING AS WELL AS WAYS TO ENGENDER CONSTITUENT FEEDBACK FOR EVOLV ING PLANS AND PROJECTS THEY REINFORCE DIRECT AND MEANINGFUL CLIENT INVOLVEMENT &INALLY UPON COMPLETION OF EACH PRACTICUM BOTH THE STUDENT AND THE CLIENT WILL HAVE A TANGIBLE PRODUCT THAT REPRESENTS THE CULMINATION OF THEIR JOINT EFFORTS !FTER THE ADOPTION OF THE PRACTICUM CRITERIA THE -#0 #ORE 0RACTI CUM #OMMITTEE NOW CHAIRED BY +ARL 3EIDMAN FOCUSED ON COURSE SE LECTION AND IMPLEMENTATION 4O BEGIN 3EIDMAN CONDUCTED PERSONAL INTERVIEWS WITH INDIVIDUAL FACULTY MEMBERS 4HE INTERVIEW DATA EN ABLED HIM TO IDENTIFY FACULTY MEMBERS INTERESTED IN DEVELOPING A NEW SERVICE LEARNING PRACTICUM COURSE 3IMULTANEOUSLY COMMITTEE MEM BERS FORMED SMALL WORKING GROUPS TO TACKLE ADMINISTRATIVE CONCERNS ASSOCIATED WITH COMPUTING CLASSROOM SPACE FUNDING AND MATCHING STUDENTS TO CLASSES AS WELL AS PEDAGOGICAL MATTERS SUCH AS DEVISING METHODS FOR INCORPORATING REmECTION 4O ACQUIRE ADDITIONAL FEEDBACK THE COMMITTEE SPONSORED A STUDENT MEETING AND DISTRIBUTED A SEVEN PAGE SURVEY TO FACULTY EXPERIENCED IN TEACHING STUDIO COURSES )N *ANUARY THE -#0 #ORE 0RACTICUM #OMMITTEE BEGAN A RE VIEW OF COURSES AGAINST THE SELECTION CRITERIA 4HE COMMITTEE PREPARED
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AN INSTRUMENT CONSISTING OF QUESTIONS FOR EACH CRITERION THAT FACILI TATED THE REVIEW PRACTICUM PROPOSALS 3EIDMAN )NVOLVE #ONSTITUENTS AND )SSUES AT A 0ARTICULAR 0LACE )S THERE A LONG TERM RELATIONSHIP WITH A SPECIlC CLIENT )S THERE A PRO CESS TO ENGAGE STUDENTS WITH CONSTITUENTS AS PART OF FORMLATING THE PLAN 0ROVIDE /PPORTUNITIES FOR 2EmECTION AND !PPRAISAL (OW DO STUDENTS EXAMINE THEIR ASSUMPTIONS AND THEIR ENGAGEMENT WITH THE COMMUNITY 7HAT APPROACHES AND TOOLS FOR FOSTERING THIS REmECTION ARE BEING USED )NCLUDE /PPORTUNITIES TO 0UT 4HEORY INTO 0RACTICE (OW DOES THE COURSE CONTENT RELATE TO PLANNING THEORY )N WHAT WAYS DOES THE COURSE PROJECT ALLOW STUDENTS TO APPLY THESE THEORIES %NCOURAGE %XPLORATION AND )NNOVATION $OES THE COURSE APPLY NEW TOOLS TO UNDERSTANDING PROBLEMS AND DEVELOPING SOLUTIONS 7HAT NEW TOOLS OR APPROACHES IS IT INCORPORATING !DDRESS #ROSS #UTTING )SSUES AND )NVOLVE !LLIED $ISCIPLINES $O THE COURSE CONTENT AND PROJECT ADDRESS CROSS CUTTING PROBLEMS AND ISSUES $OES THE COURSE EXPOSE STUDENTS TO EXPERTISE FROM MUL TIPLE DISCIPLINES -AKE AND 4EST 0ROPOSALS $OES THE COURSE PROJECT INVOLVE FORMULATING SPECIlC PLANS AND PRO POSALS )S THERE A PROCESS TO INCORPORATE CLIENT FEEDBACK IN THE lNAL PLAN 2ATHER THAN REQUIRE INSTRUCTORS TO UNDERGO AN APPLICATION PROCESS THE COMMITTEE HELD A SERIES OF FOCUSED INTERVIEWS TO EVALUATE EACH PROPOSAL AND THIS INSTRUMENT WAS HELPFUL IN STRUCTURING A TWO WAY EXCHANGE OF INFORMATION WITH FACULTY ESPECIALLY THOSE WHO WERE LESS FAMILIAR WITH THE SELECTION CRITERIA 3EIDMAN )N -ARCH COMMITTEE MEMBERS CONVENED TO CHOOSE A SUBSET FROM THE COURSES PRESENTED "EYOND ENSURING THAT THE COURSES MET THE CRITERIA THEY ATTENDED TO THE EMERGING INTEREST IN DIVERSITY AND PLAN NING ARTICULATED BY BOTH THE FACULTY AND THE STUDY BODY #OMMITTEE MEMBERS ESTABLISHED A COMPLEMENTARY COLLECTION OF THREE COURSES IN DIVERSE INNER CITY SETTINGS IN "OSTON 3PRINGlELD AND ,AWRENCE 0RAC TICA COURSES IN INTERNATIONAL AS WELL AS SUBURBAN CONTEXTS WERE RE CENTLY INTRODUCED INTO THE CORE CURRICULUM
$ESTINATION ,AWRENCE -ASSACHUSETTS 4HE ,AWRENCE PRACTICUM DEMONSTRATES ONE WAY THAT UNIVERSITY COM MUNITY PARTNERSHIPS MATERIALIZE AND HOW SERVICE LEARNING NOT ONLY PREPARES STUDENTS FOR PROFESSIONAL PRACTICE BUT ALSO RESULTS IN SOPHISTI CATED AND USEFUL PRODUCTS FOR COMMUNITY ORGANIZATIONS AND RESIDENTS
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!LSO IT SETS THE STAGE FOR DESCRIBING HOW -)4S SERVICE LEARNING MODEL SUPPORTS A CONNECTION BETWEEN THEORY AND PRACTICE AND THE DIFlCUL TIES WITH INTEGRATING SERVICE LEARNING INTO THE CORE CURRICULUM &OR NEARLY TWO DECADES ,AWRENCE HAS FUNCTIONED AS AN URBAN LABORATORY FOR -)4 PLANNING FACULTY AND THEIR STUDENTS &ACULTY HAVE TAUGHT PLANNING STUDIOS WITH DELIVERABLES RANGING FROM THE DEVELOP MENT OF COMMERCIAL REVITALIZATION PLANS FOR THE CITYS /FlCE OF %CO NOMIC $EVELOPMENT TO A SPATIAL ANALYSIS FOR ,AWRENCE #OMMUNITY 7ORKS )NC ,#7 -OREOVER AT LEAST -#0 STUDENTS HAVE WRITTEN THESES REQUIRING INTIMATE INVOLVEMENT WITH THE CITY AND ITS INHABIT ANTS AND COUNTLESS OTHERS HAVE PARTICIPATED IN SUMMER INTERNSHIPS WITH NONPROlT ORGANIZATIONS AND PUBLIC SECTOR AGENCIES THROUGHOUT THE CITY ! PROFESSIONAL NETWORK HAS RESULTED FROM THESE AD HOC AR RANGEMENTS AS EVIDENCED BY THE NUMBER OF -#0 ALUMNI WHO WORK AND LIVE IN ,AWRENCE &OR EXAMPLE SEVERAL FORMER -#0 STUDENTS WORK AT ,#7 WHILE OTHERS HOLD KEY POSITIONS AT THE CITYS 0LANNING $EPART MENT 'ROUNDWORK ,AWRENCE AND OTHER LOCAL ORGANIZATIONS 4ODAY THE ,AWRENCE PRACTICUM )NFORMATION AND #OMMUNICATION 4ECHNOLOGIES IN #OMMUNITY $EVELOPMENT IS THE CORNERSTONE OF -)4S MULTI YEAR PARTNERSHIP WITH ,#7 A COMMUNITY DEVELOPMENT CORPO RATION DEDICATED TO ORGANIZING PLANNING AND COMMUNITY BUILDING 4HIS PRACTICUM PRESENTS A UNIQUE LEARNING OPPORTUNITY FOR STUDENTS RESIDENTS AND INSTRUCTORS BECAUSE IT CREATES A SINGLE AND CONTINUOUS POINT OF ENTRY FOR -)4 &URTHERMORE THROUGH THE ALUMNI NETWORK -)4 FORGES A TRUE PARTNERSHIP WITH THE COMMUNITY FOUNDED ON TRUST AND MUTUAL RESPECT ,E'ATES AND 2OBINSON ,AWRENCE IS AN IDEAL CONTEXT FOR A SERVICE LEARNING ORIENTED PLAN NING PRACTICUM BECAUSE IT IS A READILY ACCESSIBLE INTENSELY DIVERSE AND SPIRITED COMMUNITY ,OCATED APPROXIMATELY MILES NORTH OF #AMBRIDGE ,AWRENCE IS EASILY ACCESSED BY BUS TRAIN OR AUTOMOBILE 0HYSICAL PROXIMITY PERMITS STUDENTS TO ATTEND COMMUNITY MEETINGS AND PUBLIC HEARINGS AND WORK HAND IN HAND WITH ,#7 STAFF AND THEIR CONSTITUENTS 4HIS MODEL OF SERVICE LEARNING ALTHOUGH TIME CONSUM ING ASKS STUDENTS TO FUNCTION AS PARTICIPANTS RATHER THAN CONSULTANTS SO THEY CAN BETTER UNDERSTAND THE ROLE OF RELATIONSHIPS IN COMMUNITY BUILDING AND NEIGHBORHOOD DEVELOPMENT &URTHERMORE ,AWRENCE LONG KNOWN AS THE h)MMIGRANT #ITY v IS A SETTING WHERE ISSUES OF DI VERSITY AND PLANNING A lELD EXPLICITLY SUPPORTED BY -)4S 0LANNING $EPARTMENT NATURALLY CONVERGE ,AWRENCE WAS ESTABLISHED IN AS A HIGHLY PLANNED INDUSTRIAL TOWN AND INITIALLY ATTRACTED IMMIGRANTS FROM #ANADA %NGLAND 'ER MANY AND )RELAND "Y THE EARLY S MIGRANTS FROM )TALY ,ITHUANIA 0OLAND AND 3YRIA WERE LIVING IN ,AWRENCES COMPANY BOARDING HOUS ES AND WORKING IN THE TEXTILE MILLS ALONG THE -ERRIMACK 2IVER 4HE NEXT WAVE OF NEWCOMERS MOSTLY FROM 0UERTO 2ICO AND THE $OMINI
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CAN 2EPUBLIC AND SOME FROM 6IETNAM AND #AMBODIA ARRIVED SHORTLY AFTER THE 5NITED 3TATES CHANGED ITS IMMIGRATION LAWS IN THE S !CCORDING TO THE #ENSUS PERCENT OF ,AWRENCES TOTAL POPULA TION SELF IDENTIlES AS ,ATINO UP FROM PERCENT IN ,IKE MANY OLDER CITIES IN THE .ORTHEAST ,AWRENCE HAS EXPERIENCED AN EXODUS OF MANUFACTURING JOBS !S A RESULT NEWCOMERS HAVE FEWER EMPLOYMENT OPPORTUNITIES THAN DID THEIR PREDECESSORS !NGLO ,ATINO TENSIONS UN EMPLOYMENT LEVELS AND ISSUES OF BILINGUAL EDUCATION ASIDE THE COL LECTIVE ,AWRENCE SPIRIT IS HOPEFUL /NE EXPLANATION IS THE PRESENCE OF THE 2EVIVIENDO 'ATEWAY )NITIATIVE 2') ONE OF THE LARGEST ECONOMIC DEVELOPMENT PROJECTS IN THE #OMMONWEALTH 2EVIVIENDO hRETURN TO LIFE v REPRESENTS A LONG TERM AND RESIDENT LED STRATEGY TO REDESIGN THE ENTRANCE TO THE CITY FROM )NTERSTATE AND TRANSFORM THE SURROUND ING NEIGHBORHOODS
4RAVERSING THE $IVIDE $URING THE EIGHT MONTH 2') STRATEGIC PLANNING PROCESS WHICH INCLUD ED MORE THAN RESIDENTS ,#7 IDENTIlED THE COLLECTION ANALYSIS AND DISSEMINATION OF INFORMATION AS AN INTEGRAL COMPONENT OF THE PROJECT YET LACKED THE MEANS TO IMPLEMENT THE LATEST INFORMATION AND COMMUNICATION TECHNOLOGIES ) WAS INTERESTED IN EXPLORING THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN COMMUNITY DEVELOPMENT AND RECOGNIZED THAT THERE WAS A MUTUALLY BENElCIAL WAY TO SOLVE THE PROBLEM 7HILE ,#7 WAS EAGER TO BENElT FROM THE TECHNICAL SUPPORT THAT -)4S FACULTY AND STUDENTS COULD DELIVER THEY PERCEIVED THE PROPOSED PRACTICUM AS MORE THAN A ONE WAY mOW OF TECHNICAL ASSISTANCE !FTER SOME DELIBERATION -)4 AND ,#7 CONCLUDED THAT THE PRACTICUM REPRE SENTED AN OPPORTUNITY TO ADVANCE BEYOND AN IMPROMPTU WORKING RELA TIONSHIP AND EMBARK ON A FOCUSED MULTI YEAR PARTNERSHIP 4HE PRACTI CUM ENABLED STUDENTS AND FACULTY TO BECOME INTEGRAL PARTS OF THE 2') VISION BY INFUSING THE PROCESS WITH INFORMATION AND COMMUNICATION TECHNOLOGIES )N BROAD TERMS THE PARTNERSHIP FOLLOWS A PARTICIPATORY ACTION RESEARCH MODEL WHEREBY ,#7 MEMBERS ACTIVELY CONTRIBUTE TO THE DESIGN AND IMPLEMENTATION OF A 7EB BASED PLANNING TOOL )N CONTRAST TO THE CONVENTIONAL MODEL OF THEORY BASED INSTRUCTION AND THE MOST PREVALENT TYPE OF PRACTICE BASED INSTRUCTION ORGANIZATIONAL MEMBERS DO NOT FUNCTION AS PASSIVE SUBJECTS NOR DO THE RESEARCHERS ACT AS EXPERTS WHOSE PRINCIPAL RESPONSIBILITY IS TO DELIVER A SPECIALIZED PRODUCT 7HYTE ET AL )N PARTICULAR ,#7 EXPRESSED AN INTEREST IN WORKING WITH YOUTH TO ACQUIRE DATA AND DEVELOP A 7EB BASED SYS TEM WITH MAPPING AND OTHER CAPABILITIES THAT WOULD ENABLE THE OR GANIZATION TO SHARE INFORMATION PERFORM ANALYSES AND FOSTER GREATER COMMUNITY INVOLVEMENT IN THE 2') 4HIS AGENDA AS DEPICTED IN &IGURE
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CONSTITUTES THE DOMINANT FRAMEWORK FOR THE PARTNERSHIP AS WELL AS THE PRACTICUM !DDITIONAL INFORMATION ABOUT THE -)4 ,#7 PARTNER SHIP IS AVAILABLE AT WWWURBANREVITALIZATIONNET
&IGURE -)4 STUDENTS AND ,#7 WORKING IN ,AWRENCE
,OOKING "ACK )N /CTOBER THE ,AWRENCE #ITY #OUNCIL VOTED UNANIMOUSLY TO PASS THE 2EVIVIENDO OVERLAY DISTRICT PROPOSAL WHICH WENT INTO EFFECT IM MEDIATELY 4HE 2')S lRST INITIATIVE THE OVERLAY DISTRICT REPRESENTS AN HISTORIC MODIlCATION TO THE ZONING CODE THAT STREAMLINES THE APPROVAL PROCESS FOR DEVELOPERS AND PROPERTY OWNERS INTERESTED IN BUILDING OR EXPANDING STRUCTURES 4HIS VICTORY IS MEANINGFUL TO THE -)4 FACULTY AND STUDENTS WHO WORKED TO PROMOTE THE OVERLAY DISTRICT -#0 STUDENTS AND ,#7 STAFF DESIGNED A 7EB BASED NEIGHBORHOOD INFORMATION SYSTEM OR hSISTEMA DE INFORMACI¬OBRE EL VECINDARIO v TO PUBLICIZE INFORMATION PERTAINING TO THE 2') AND THE OVERLAY DISTRICT PROJECT 4HE SITE WHICH IS FULLY ACCESSIBLE TO THE PUBLIC AND LOCATED AT WWWAVENCIACOMLCW CONSISTS OF TWO PARTS h4ELL -E -ORE ABOUT -Y .EIGHBORHOODv $IGAME -ÉS 3OBRE -I 6ECINDARIO ALLOWS USERS TO EX PLORE NEIGHBORHOODS WITH VISUAL AIDS SUCH AS PHOTOGRAPHS SKETCHES BAR CHARTS AND MAPS &OR EXAMPLE DATA FROM THE 53 #ENSUS "UREAU
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ENABLE ,#7 STAFF AND RESIDENTS TO SEE HOW THE POPULATION HAS CHANGED OVER THE PAST YEARS -OREOVER SITE VISITORS CAN VIEW PHOTOGRAPHS OF SEVERELY DILAPIDATED AS WELL AS NEWLY REHABILITATED STRUCTURES WITHIN THE OVERLAY DISTRICT AREA COLLECTED BY YOUTH WHO PARTICIPATE IN ,#7S 9OUNG !RCHITECTS PROGRAM 4HE OTHER SECTION OF THE SITE h7HAT )S 2E VIVIENDO v z1UÏ ES 2EVIVIENDO DISSEMINATES INFORMATION ABOUT THE WORKING COMMITTEES AND TELLS RESIDENTS HOW TO GET INVOLVED )T ALSO OFFERS ACCESS TO THE ZONING OVERLAY PROPOSAL AND DEMONSTRATES HOW IT WILL AFFECT DIFFERENT GROUPS INCLUDING HOMEOWNERS SMALL BUSINESSES MILL OWNERS AND ARTISTS
&IGURE 2') HOMEPAGE 4HE MOST DYNAMIC ASPECT OF THE SITE THE INTERACTIVE ADDRESS MAP PING FUNCTION HELPS USERS UNDERSTAND THE GEOGRAPHICAL SCOPE AND PO TENTIAL OF THE OVERLAY DISTRICT &OR EXAMPLE TO DETERMINE IF A PROPERTY FALLS WITHIN THE BOUNDARIES OF THE DISTRICT USERS SIMPLY ENTER A STREET ADDRESS !S SHOWN IN &IGURE THE SYSTEM RESPONDS BY EXHIBITING A MAP ALONG WITH THE PUBLIC INFORMATION PERTAINING TO THE PROPERTY SUCH AS DISTRICT STATUS SIZE DEED DATE DEED BOOK AND PAGE NUMBER LAND VALUE BUILDING VALUE TAX ABATEMENT TAX DELINQUENCY AND AD DRESSES OF ADJACENT PROPERTIES
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&IGURE )NTERACTIVE ADDRESS MAPPING FUNCTION
-AINTAINING THE #ONNECTION !LTHOUGH -)4 HAS EMBRACED SERVICE LEARNING MANY CHALLENGES RE MAIN "RINGING THE CLASSROOM INTO THE COMMUNITY CREATES AN OCCASION FOR FACULTY TO EXPLORE THE NEXUS BETWEEN THEORY AND PRACTICE -)4S NEW SERVICE LEARNING MODEL EXPLICITLY REQUIRES FACULTY TO INFORM PLAN NING ACTION WITH THEORY h)NCLUDE /PPORTUNITIES TO 0UT 4HEORY INTO 0RACTICEv )N THE ,AWRENCE PRACTICUM FOR EXAMPLE STUDENTS ARE EX PECTED TO COMPLETE READINGS ON THE THEORETICAL ASPECTS OF POWER RELA TIONSHIPS AND THE LITERATURE ON COLLABORATIVE PLANNING THEY ARE ALSO EXPECTED TO APPLY THIS KNOWLEDGE AS THEY WORK ON THE PROJECT IN THE lELD 2ATHER THAN PASSIVELY ACCEPT HOW ,#7 STAFF AND ,AWRENCE RESI DENTS INTERACT STUDENTS RELY ON THEORIES OF PLANNING TO CALL INTO QUES TION THE PROCESS BY WHICH STAKEHOLDERS IDENTIFY PROBLEMS AND BUILD CONSENSUS THEY TEST AND EXPAND PLANNING THEORIES &URTHERMORE THE SECOND CRITERION h0ROVIDE /PPORTUNITIES FOR 2EmECTION AND !PPRAISAL v ENCOURAGES THEM TO FUNCTION AS REmECTIVE PRACTITIONERS THAT IS PRACTI TIONERS WHO RElNE THEIR PRACTICE BY EXAMINING HOW THEIR BELIEFS GUIDE THEIR DECISIONS AND ACTIONS 3CHÚN 4HIS PROCESS OFTEN ENTAILS A SYNTHESIS OF THEORY AND PRACTICE &OR EXAMPLE EACH OF THE INNER CITY
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PRACTICA PLACES A STRONG EMPHASIS ON WORKING WITHIN DIVERSE COMMU NITIES WHICH GIVES STUDENTS AN OPPORTUNITY TO COMPARE A THEORETICAL UNDERSTANDING OF RACIAL AND ETHNIC DISCRIMINATION WITH WHAT THEY OB SERVE AND EXPERIENCE ON THE SITE )T IS IMPORTANT TO NOTE THAT WHILE -)4 PLANNING INSTRUCTORS WERE EAGER TO INTEGRATE METHODS OF REmECTION INTO THE PRACTICA FEW POSSESSED SUCH SKILLS AND MOST SOUGHT TRAINING THROUGH -)4S #ENTER FOR 2EmECTIVE #OMMUNITY 0RACTICE $ESPITE -)4S RECENT SUCCESS WITH INTRODUCING A SERVICE LEARNING MODEL INTO THE -#0 CORE CURRICULUM THERE ARE SEVERAL LOGISTICAL AND PEDAGOGICAL CHALLENGES WORTHY OF DISCUSSION &OR EXAMPLE CONTINU ITY MAINTAINING RELATIONSHIPS AND MOMENTUM WITH COMMUNITY ORGANIZATIONS WITHIN A DISCONTINUOUS ACADEMIC FRAMEWORK IS A FORMIDABLE CHALLENGE 5NIVERSITY COMMUNITY PARTNERSHIPS ARE OF TEN DIFlCULT BECAUSE MEANINGFUL RELATIONSHIPS REQUIRE STUDENTS AND FACULTY TO SPEND A CONSIDERABLE AMOUNT OF TIME AT THE SITE 'RADU ATE STUDENTS WITH A TWO YEAR TENURE THAT IS INTERRUPTED WITH EXAMS AND LONG BREAKS ARE OFTEN UNABLE TO ENGAGE FULLY WITH OFF CAMPUS CLIENTS (OWEVER SERVICE LEARNING THAT IS PART OF THE CORE CURRICULUM AND THAT OBLIGES FACULTY TO WORK WITH A COMMUNITY ORGANIZATION FOR SEVERAL YEARS h)NVOLVE #ONSTITUENTS AND )SSUES AT A 0ARTICULAR 0LACEv PRODUCES SEVERAL OPPORTUNITIES ! MULTI YEAR SCHEDULE GIVES FACULTY AMPLE TIME TO ACQUIRE FUNDING AND CONDUCT LONG TERM RESEARCH PROJ ECTS GROUNDED IN THE COMMUNITY 3UPPORT FROM THE DEPARTMENT AND ASSURED EXTERNAL FUNDING ENABLE FACULTY TO HIRE RESEARCH ASSISTANTS WHO WORK CONTINUOUSLY WITH THE COMMUNITY ORGANIZATION INCLUDING SUMMERS )N THIS WAY THE SERVICE LEARNING PRACTICUM IS MORE THAN A TEACHING OBLIGATION FOR FACULTY IT IS AN IMPORTANT PART OF THEIR LONG TERM INTELLECTUAL AGENDA -OREOVER STUDENTS HAVE A WIDER RANGE OF PROSPECTS FOR APPLYING THEORY TO PRACTICE WITHIN SUCH A FRAMEWORK &OR EXAMPLE STUDENTS MAY TAKE THE ,AWRENCE PRACTICUM IN THEIR lRST YEAR AT -)4 WORK AS RESEARCH ASSISTANTS DURING THE SECOND YEAR AND CONSTRUCT MASTERS THESES THAT EXAMINE INFORMATION TECHNOLOGIES AND COMMUNITY DEVELOPMENT IN BOTH PRACTICAL AND THEORETICAL TERMS !S MENTIONED EARLIER THE CRITERION h!DDRESS #ROSS #UTTING )SSUES AND )NVOLVE !LLIED $ISCIPLINESv REQUIRES FACULTY WITH DIFFERENT INTER ESTS TO CO TEACH PRACTICUM COURSES 4HE INTENT IS TO ENGAGE STUDENTS IN INTERDISCIPLINARY WORK HOWEVER THIS IS DIFlCULT BECAUSE STUDENTS POSSESS DIVERGENT PERSPECTIVES ABILITIES AND SKILLS (OWEVER THIS MANDATE ALSO PRESENTS AN OPPORTUNITY TO COUPLE PRACTICE ORIENTED IN STRUCTORS WITH THEORY ORIENTED INSTRUCTORS AND PRODUCE A CLASSROOM ENVIRONMENT WHERE STUDENTS AND INSTRUCTORS WORK TOGETHER TO BRIDGE THE SEEMINGLY DICHOTOMOUS PARADIGMS 3IMILARLY WHILE -)4 STUDENTS HAVE THE ABILITY TO SELECT A PRACTICUM THAT BEST MATCHES THEIR IN TERESTS THE INSTRUCTORS REVIEW lNAL ENROLLMENT TO ENSURE THAT EACH COURSE CONTAINS STUDENTS WITH A WIDE RANGE OF EXPERTISE 4HIS ENABLES
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INSTRUCTORS TO BALANCE THOSE STUDENTS WHO PREFER PRACTICE AND THOSE WHO SUBSCRIBE TO A MORE THEORETICAL APPROACH /THER LOGISTICAL HARDSHIPS INCLUDE THE COORDINATION OF PARTICIPANT FACULTY STUDENT AND COMMUNITY MEMBER SCHEDULES AND AGENDAS &OR EXAMPLE TO PRODUCE MEANINGFUL PRODUCTS h-AKE AND 4EST 0ROPOS ALSv PARTICIPANTS MUST WORK TO ORGANIZE INDIVIDUAL SCHEDULES BOTH WITHIN AND AMONG PRACTICA OFFERINGS (OWEVER THERE ARE INTELLECTUAL AND ECONOMIC BENElTS TO COORDI NATING MULTIPLE SERVICE LEARNING PRACTICA &OR EXAMPLE BY DELIBERATELY FOCUSING ON A SINGLE SUBSTANTIVE THEME IN THE PLANNING LITERATURE PAR TICIPANTS CAN SHARE THEIR SERVICE LEARNING EXPERIENCES !LTHOUGH STU DENTS ARE WORKING ON DIFFERENT PROJECTS WITH DIFFERENT CONSTITUENTS IN DIFFERENT PLACES CROSS CUTTING CONVERSATIONS CAN OCCUR BECAUSE A CRITICAL MASS OF -#0 STUDENTS AND FACULTY COALESCES AROUND A COM MON THEME NAMELY DIVERSITY AND PLANNING "ECAUSE THE THEME ALSO REmECTS THE DEPARTMENTS BROADER AGENDA OTHER OPPORTUNITIES SURFACE &OR EXAMPLE THROUGHOUT FALL THE DEPARTMENT SPONSORED WEEKLY LUNCHES WITH GUEST SPEAKERS WHO ADDRESSED QUESTIONS LIKE h(OW $O )MMIGRANTS -INORITIES AND %XCLUDED 'ROUPS "UILD )NSTITUTIONS 0OWER AND .ETWORKS v -OREOVER DEPARTMENTS ENJOY ECONOMIES OF SCALE WHEN THEY SYNCHRONIZE SERVICE LEARNING INITIATIVES -)4S SERVICE LEARNING MODEL URGES FACULTY TO h%NCOURAGE %XPLORATION AND )NNOVATIONv 4HIS MAY INVOLVE THE USE OF TECHNOLOGIES LIKE THE 7EB AND ')3 &ACULTY MEMBERS BENElT FROM SHARING BOTH EQUIPMENT LIKE LAPTOP COMPUT ERS NETWORK SERVERS AND DIGITAL VIDEO CAMERAS AND AN ADMINISTRATIVE ASSISTANT )NSTRUCTORS CAN DIRECT THEIR ENERGIES TOWARD CURRICULUM AND RESEARCH DEVELOPMENT SUCH AS PRACTICE THEORY CONNECTIONS RATHER THAN BECOMING OVERBURDENED WITH ADMINISTRATIVE TASKS 4HE MOST FORMIDABLE BARRIER TO INSTITUTIONALIZING SERVICE LEARNING EXISTS AT THE UNIVERSITY LEVEL 4ODAY MOST UNIVERSITIES REWARD PLANNING FACULTY WHO PARTICIPATE IN TRADITIONAL RESEARCH PROJECTS AND PUBLISH WORK IN REFEREED ACADEMIC JOURNALS 4HE PAYOFF FOR SERVICE LEARNING INSTRUCTION HAS YET TO MATERIALIZE 5NLIKE SCHOOLS OF ARCHITECTURE OR THE lNE ARTS WHERE PRACTICE BASED TEACHING IS ESSENTIAL TO SUCCESS JUNIOR FACULTY IN PLANNING HAVE YET TO OBSERVE SUCH ACTIVITIES AS AN EFFECTIVE STRATEGY FOR ADVANCING WITHIN THE ACADEMY (OWEVER THE IN CREASING DEMAND FOR SERVICE LEARNING AND GROWING RECOGNITION OF ITS BENElTS MAY ENABLE FACULTY TO RALLY DEPARTMENTAL SUPPORT AND CHAL LENGE UNIVERSITY LEVEL POLICIES THUS ADVANCING THE DISCIPLINE !S $ON ALD 3CHÚN AND OTHER RENOWNED PLANNING THEORISTS HAVE ARGUED CITY PLANNING CANNOT ADVANCE SOLELY ON THE BASIS OF ACADEMIC RUMINATIONS OR ANALYSIS 0LANNING IS A PROFESSION IN ACTION THAT MUST SYNTHESIZE SOLUTIONS AND THEREFORE PRACTICE IS THE MOST LEGITIMATE ROUTE TO PLAN NING THEORY
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3CHÚN $! 4HE 2EmECTIVE 0RACTITIONER (OW 0ROFESSIONALS 4HINK IN !CTION .EW 9ORK "ASIC "OOKS ????? h.OTES 4OWARD A 0LANNING #URRICULUMv *OURNAL OF THE !MERICAN )NSTITUTE OF 0LANNERS 3CHÚN $! .3 #REMER 0 /STERMAN AND # 0ERRY h0LANNERS IN 4RANSITION 2EPORT ON A 3URVEY OF -)4S $EPARTMENT OF 5RBAN 3TUDIES v *OURNAL OF THE !MERICAN )NSTITUTE OF 0LANNERS 3EIDMAN +ARL /CTOBER 0ERSONAL INTERVIEW ????? .OVEMBER -EMORANDUM $EPARTMENT OF 5RBAN 3TUDIES AND 0LAN NING -ASSACHUSETTS )NSTITUTE OF 4ECHNOLOGY 3HEPHERD ! AND " #OSGRIFF h0ROBLEM "ASED ,EARNING ! "RIDGE BETWEEN 0LAN NING %DUCATION AND 0LANNING 0RACTICEv *OURNAL OF 0LANNING %DUCATION AND 2ESEARCH 4YSON 4" AND .0 ,OW h%XPERIENTIAL ,EARNING IN 0LANNING %DUCATIONv *OURNAL OF 0LANNING %DUCATION AND 2ESEARCH 7ETMORE ," AND ,& (EUMANN h4HE #HANGING 2OLE OF THE 7ORKSHOP #OURSE IN %DUCATING 0LANNING 0ROFESSIONALSv *OURNAL OF 0LANNING %DUCATION AND 2ESEARCH 7HYTE 7 $ 'REENWOOD AND 0 ,AZES h0ARTICIPATORY !CTION 2ESEARCHv !MERICAN "EHAVIORAL 3CIENTIST
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)NSTITUTIONAL 3UPPORT FOR #OMMUNITY "ASED !RCHITECTURE AND 0LANNING /UTREACH 3CHOLARSHIP AT !UBURN 5NIVERSITY "Y 3HARON 'ABER AND $ANIEL "ENNETT
)NTRODUCTION 3TRONG RESEARCH UNIVERSITIES HAVE HISTORICALLY UNDERVALUED THE SCHOL ARSHIP AND BENElTS DERIVED FROM COMMUNITY BASED PEDAGOGY IN AR CHITECTURE AND PLANNING CURRICULA WITH FACULTY MEMBERS CAUTIONED NOT TO PIN TENURE AND PROMOTION HOPES TO OUTREACH ACTIVITIES 4HIS PER SPECTIVE IS CHANGING )T IS NOT ENOUGH FOR A COLLEGE TO DEPEND ON THE COMPASSION OF ITS FACULTY TO ENGAGE IN SIGNIlCANT COMMUNITY BASED OUTREACH #OLLEGES AND UNIVERSITIES CAN SUSTAIN LONG TERM PARTNERSHIPS WITH COMMUNI TIES ONLY BY COMPLEMENTING THEIR FACULTYS INTERESTS IN OUTREACH WITH INSTITUTIONALIZED INCENTIVES REWARDS AND lNANCIAL SUPPORT "RINGING OUTREACH INTO THE CORE VALUES OF SCHOLARSHIP MAKES COMMUNITY BASED OUTREACH PART OF THE EVERYDAY BUSINESS 4HE #OLLEGE OF !RCHITECTURE $ESIGN AND #ONSTRUCTION AT !UBURN 5NIVERSITY WHICH INCLUDES THE !RCHITECTURE AND #OMMUNITY 0LANNING PROGRAMS AND !UBURN 5NIVERSITY AS A WHOLE RECOGNIZE THE VALUE OF OUTREACH AND HAVE DEVELOPED POLICIES FOR REWARDING MERITORIOUS OUT REACH SCHOLARSHIP 4HE UNIVERSITYS NEW POLICY BUILT ON "OYERS DELINEATION OF FOUR TYPES OF SCHOLARSHIP DElNES OUTREACH AS hAPPLY ING ACADEMIC EXPERTISE TO THE DIRECT BENElT OF EXTERNAL AUDIENCES IN SUPPORT OF UNIVERSITY AND UNIT MISSIONSv !UBURN 5NIVERSITY 6ICE 0RESIDENT FOR /UTREACH /UTREACH IS DElNED TO INCLUDE EXTEN SION WORK DISTANCE EDUCATION SERVICE LEARNING APPLIED RESEARCH AND TECHNICAL EDUCATION 4HIS ESSAY EXPLORES SERVICE LEARNING AND OUTREACH SCHOLARSHIP ALONG WITH THREE TYPES OF CONCOMITANT INSTITUTIONAL SUPPORT AT !U BURN 5NIVERSITY THE INTEGRATION OF OUTREACH SCHOLARSHIP INTO TENURE AND PROMOTION GUIDELINES AND CONSIDERATIONS AT THE UNIVERSITY LEVEL THE IDENTIlCATION OF OUTREACH SCHOLARSHIP IN COLLEGE GUIDELINES FOR TENURE AND PROMOTION AND THE lSCAL SUPPORT FOR OUTREACH OFFERED BY BOTH THE #OLLEGE OF !RCHITECTURE $ESIGN AND #ONSTRUCTION AND THE UNIVERSITY AS EXEMPLIlED BY SUPPORT FOR THE #ENTER FOR THE 3TUDY OF 3OUTHERN 2URAL !RCHITECTURE COMMONLY REFERRED TO AS THE 2URAL 3TU DIO IN RURAL (ALE #OUNTY !LABAMA AND THE #ENTER FOR !RCHITECTURE AND 5RBAN 3TUDIES THE 5RBAN 3TUDIO IN "IRMINGHAM !LABAMA
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&IGURE 5RBAN 3TUDIO MODEL
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"ACKGROUND !UBURN 5NIVERSITY OFFERED ITS lRST CLASSES IN ARCHITECTURE IN AND IN COMMUNITY PLANNING IN BUT IT WAS THE DEVELOPMENT OF THE 5RBAN 3TUDIO IN AND THE 2URAL 3TUDIO IN THAT MARKED THE 3CHOOL OF !RCHITECTURES LEAP INTO SERVICE LEARNING ACTIVITIES 4HE 3CHOOL OF !RCHITECTURE CONSISTING OF THE PROGRAMS IN !RCHITECTURE #OMMUNITY 0LANNING )NTERIOR !RCHITECTURE AND ,ANDSCAPE !RCHITEC TURE IS SITUATED WITHIN THE #OLLEGE OF !RCHITECTURE $ESIGN AND #ON STRUCTION #!$# ONE OF COLLEGES AT !UBURN THE STATES LAND GRANT INSTITUTION AND LARGEST UNIVERSITY 4HE 5RBAN 3TUDIO WAS CONCEIVED OF AS A WAY FOR UNDERGRADUATE ARCHITECTURE STUDENTS TO GAIN hAN URBAN EXPERIENCEv WHILE ATTENDING COLLEGE IN A SMALL TOWN SETTING 4HE PROGRAM ENABLES FOURTH YEAR AR CHITECTURE STUDENTS TO DO STUDIO WORK IN AN URBAN SETTING AND TO IN TERACT WITH MANY OF THE TOP DESIGN PROFESSIONALS IN THE STATES LARGEST CITY 3TUDENTS TYPICALLY SPEND ONE SEMESTER AT THE 5RBAN 3TUDIO AND RECEIVE ACADEMIC CREDITS FOR THEIR COURSEWORK IN RESIDENCE 4HE 5RBAN 3TUDIO BEGAN IN WITH FACULTY MEMBER &RANK 3ETZER NAMED ITS lRST DIRECTOR IN 4HE INTEREST BY STUDENTS IN THE OPPORTUNITY TO CONTINUE THEIR EDUCATION IN "IRMINGHAM LED TO AN EX PANSION OF THE PROGRAM DURING THE MID S TO INCLUDE lFTH YEAR AR CHITECTURE STUDENTS DOING THEIR THESIS 4HE FACULTY WORKED CLOSELY WITH THE MAIN CAMPUS TO FOLLOW THE ARCHITECTURE CURRICULUM MODEL BUT ALSO INCLUDED EXTERNAL CONSTITUENCIES IN THEIR STUDIO WORK 4HE "IR MINGHAM BASED FACULTY BEGAN AFlLIATIONS WITH $ESIGN!LABAMA AND WITH THE STATES 3MALL 4OWN )NITIATIVE TO PERFORM URBAN DESIGN WORK FOR COMMUNITIES IN THE "IRMINGHAM METROPOLITAN AREA THAT MIGHT NOT OTHERWISE BE ABLE TO CONTRACT WITH PROFESSIONAL ARCHITECTS AND PLAN NERS ! STUDIO CLASS OF TO STUDENTS WOULD WORK WITH THE FACULTY MEMBER IN SPONSORING A DESIGN CHARRETTE AND DEVELOPING A PLAN FOR THE COMMUNITY 3TUDENTS FELT EMPOWERED BY THEIR CLOSE INTERACTION WITH AN APPRECIATIVE CLIENT 3OME OF THE STUDENTS ENJOYED THEIR COL LABORATION SO MUCH THAT THEY CONTINUED TO A MASTERS IN COMMUNITY PLANNING 7HEN &RANK 3ETZER DIED IN #HERYL -ORGAN BECAME DIRECTOR OF THE 5RBAN 3TUDIO AND HAS CONTINUED THE SERVICE LEARNING EFFORTS TO SMALL TOWNS IN !LABAMA )N THE 5RBAN 3TUDIO MOVED TO A NEW FACILITY IN "IRMINGHAMS HISTORIC CORE THAT IT SHARES WITH THE LOCAL PLANNING COMMISSION 2EGION A VISIONING ORGANIZATION AND THE !LABAMA CHAPTER OF THE !MERICAN )NSTITUTE OF !RCHITECTS !)! 4HESE LINKAGES ALLOW STUDENTS AND FACULTY TO BECOME INVOLVED IN METROPOLI TAN DESIGN AND PLANNING ISSUES 4HE 2URAL 3TUDIO ORIGINATED IN WHEN 3AMUEL h3AMBOv -OCK BEE AND $+ 2UTH FACULTY MEMBERS IN THE 3CHOOL OF !RCHITECTURE
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DID hA ONE YEAR EDUCATIONAL EXPERIMENTv TO INVESTIGATE CONTEXT BASED LEARNING AND THE NOTION OF CHANGING THE CURRICULUM FROM h@PAPER AR CHITECTURE TO THE CREATION OF REAL BUILDINGS AND TO SOWING @A MORAL SENSE OF SERVICE TO THE COMMUNITYv $EAN AND (URLEY )T BE CAME CLEAR BY THAT THE 2URAL 3TUDIO PROVIDED TWO CRITICAL MISS ING COMPONENTS IN TRADITIONAL ARCHITECTURE EDUCATION A CLIENT AND SOCIAL COMPASSION )T WAS ALSO EVIDENT THAT THE 2URAL 3TUDIO SHOULD BECOME A LONG TERM PART OF THE 3CHOOL OF !RCHITECTURE AND THE CUR RICULUM 4HE 2URAL 3TUDIO WAS ORGANIZED TO ALLOW APPROXIMATELY SECOND YEAR AND lFTH YEAR ARCHITECTURE STUDENTS THE OPPORTUNITY TO LIVE LEARN AND hGIVE BACKv TO !LABAMAS "LACK "ELT A SWATH ACROSS THE LOWER THIRD OF THE STATE NAMED FOR ITS FERTILE SOIL 5NFORTUNATELY IT ALSO HOUSES THE STATES POOREST RESIDENTS AND IS ONE OF THE COUNTRYS MOST IMPOVERISHED REGIONS 4HE SECOND YEAR STUDENTS HAVE TYPICALLY WORKED ON A GROUP DE SIGN BUILD RESIDENTIAL PROJECT %XAMPLES EMERGING FROM THESE EFFORTS INCLUDE THE WELL DOCUMENTED "RYANT (OUSE OFTEN REFERRED TO AS THE (AY "ALE (OUSE IN AND THE (ARRIS (OUSE ALSO KNOWN AS THE "UT TERmY (OUSE IN (O &IFTH YEAR THESIS STUDENTS WORK ING IN TEAMS OF FOUR TO lVE USUALLY TAKE ON LARGER COMMUNITY BASED PROJECTS SUCH AS A COMMUNITY CENTER A FARMERS MARKET A RELIGIOUS FACILITY OR PARK FACILITIES 4HE 2URAL 3TUDIO CONTINUES ITS SUCCESS UNDER NEW LEADERSHIP !FTER 3AMUEL -OCKBEE DIED IN $+ 2UTH REMAINED AS DIRECTOR EMERITUS BUT "RUCE ,INDSEY HEAD OF THE !UBURN 5NIVERSITY 3CHOOL OF !RCHITECTURE AND !NDREW &REEAR NOW SERVE AS CO DIRECTORS
4ENURE AND 0ROMOTION 'UIDELINES AS )NSTITUTIONAL 3UPPORT !S +ENNY AND 'ALLAGHER HAVE ARGUED AND !UBURNS URBAN AND RURAL STUDIOS DEMONSTRATED MAJOR DEVELOPMENTS IN SERVICE LEARNING OCCURRED DURING THE EARLY S "UT THE QUESTIONS REMAINED 7HAT IS THE ROLE OF SERVICE LEARNING ON A UNIVERSITY CAMPUS (OW IS IT VALUED +ENNY AND 'ALLAGHER +EZAR AND 2HOADS +EN NY ET AL !UBURN 5NIVERSITY ADDRESSED THESE QUESTIONS IN 4HE ASSOCI ATE PROVOST AND VICE PRESIDENT FOR OUTREACH $AVID 7ILSON AND THE ASSISTANT VICE PRESIDENT FOR OUTREACH 2OBERT -ONTJOY IN CONJUNCTION WITH THE 5NIVERSITY 3ENATE AND THE PROVOST AGREED THAT THEY WOULD MORE EXPLICITLY DElNE HOW OUTREACH SCHOLARSHIP IS VIEWED AND VALUED FOR TENURE AND PROMOTION
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&IGURE 2URAL 3TUDIO STUDENTS WORKING ON -USIC -AN HOUSE 4HE DOCUMENT AND PRESENTATION DEVELOPED TO EXPLAIN THE ROLE OF OUTREACH SCHOLARSHIP BEGAN WITH A DElNITION OF WHAT !UBURN 5NIVER SITY BELIEVES AND VALUES ABOUT OUTREACH h/UTREACH REFERS TO THE FUNC TION OF APPLYING ACADEMIC EXPERTISE TO THE DIRECT BENElT OF EXTERNAL AUDIENCES IN SUPPORT OF UNIVERSITY AND UNIT MISSIONSv !DDITIONALLY lVE GENERAL TYPES OF OUTREACH WERE DElNED EXTENSION DISTANCE EDU CATION SERVICE LEARNING APPLIED RESEARCH AND TECHNICAL ASSISTANCE !UBURN 5NIVERSITY 6ICE 0RESIDENT FOR /UTREACH 4HE PRE SENTATIONS OFFERED ACROSS CAMPUS FREQUENTLY CITED THE 2URAL 3TUDIO AS THE PRIME EXAMPLE OF SERVICE LEARNING OUTREACH 7ITH THE DElNITION ESTABLISHED THE DOCUMENT OFFERED lVE KEY PREMISES ABOUT OUTREACH )T IS ONE OF !UBURNS THREE PRINCIPAL MISSIONS )T IS NOT REQUIRED OF ALL FACULTY )T IS MORE DIFlCULT TO ASSESS THAN RESEARCH AND TEACHING )T IS THEREFORE TYPICALLY UNDERVALUED IN THE REWARD SYSTEM )T IS THE SUBJECT OF REVISIONS TO THE FACULTY HANDBOOK AIMED AT IMPROVING DOCUMENTATION ASSESSMENT AND REWARD AS APPROPRIATE
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4HESE POINTS SET THE TONE FOR THE UNIVERSITYS FULL COMMITMENT TO THE SCHOLARSHIP OF OUTREACH 4HE CLEAR STATEMENT THAT OUTREACH IS hTYP ICALLY UNDERVALUED IN THE REWARD SYSTEMv WAS MET WITH RESOUNDING INTEREST IN CHANGING THE SYSTEM !LSO ENCOURAGING WAS THE REALIZATION THAT FACULTY IN THE 3CHOOL OF !RCHITECTURE WERE ENGAGED IN OUTREACH SCHOLARSHIP THROUGH THE URBAN AND RURAL STUDIOS AND OTHER SERVICE LEARNING PROJECTS EG $ESIGN(ABITAT AND !LABAMA !)$3 HOUSE ,ANGUAGE FROM THE NEW DOCUMENT WAS INCORPORATED INTO THE FAC ULTY HANDBOOK 3PECIlCALLY A FACULTY MEMBERS WORK CAN BE REGARDED AS OUTREACH SCHOLARSHIP FOR PURPOSES OF TENURE AND PROMOTION IF IT MEETS THE FOLLOWING CONDITIONS !UBURN 5NIVERSITY # s )T HAS A SUBSTANTIVE LINK WITH SIGNIlCANT HUMAN NEEDS AND SOCI ETAL PROBLEMS ISSUES OR CONCERNS s )T DIRECTLY APPLIES KNOWLEDGE TO SIGNIlCANT HUMAN NEEDS AND SOCIETAL PROBLEMS ISSUES OR CONCERNS s )T USES THE FACULTY MEMBERS ACADEMIC AND PROFESSIONAL EXPERTISE s )TS ULTIMATE PURPOSE IS FOR THE PUBLIC OR COMMON GOOD s )T GENERATES NEW KNOWLEDGE FOR THE DISCIPLINE AUDIENCE OR CLIENTELE s )T SHOWS A CLEAR LINK OR RELATIONSHIP BETWEEN THE PROGRAM OR AC TIVITIES AND AN APPROPRIATE ACADEMIC UNITS MISSION &ACULTY MEMBERS ARE NOW EXPECTED TO DOCUMENT THEIR OUTREACH IN A PORTFOLIO FORMAT CONSISTING OF SUPPORTING MATERIALS ALLOCATION OF TIME AND EFFORT DEDICATED TO OUTREACH A SELF REmECTIVE NARRATIVE A DESCRIPTION OF THE OUTREACH SCHOLARSHIP AN ANALYSIS OF HOW IT MEETS UNIVERSITY CRITERIA AND AN IDENTIlCATION OF ACTIVITIES AND PRODUCTS !UBURN 5NIVERSITY 6ICE 0RESIDENT FOR /UTREACH 4HIS SEEMINGLY PRESCRIBED AND BUREAUCRATIC PROCEDURE WAS CAREFULLY DEVELOPED TO OF FER THE SAME LEVEL OF CREDIBILITY FOR FACULTY WHO SPECIALIZE IN OUTREACH AS THOSE WHO EMPHASIZE RESEARCH )T ALSO GIVES FACULTY CLEAR BENCH MARKS FOR MEASURING THEIR PROGRESS TOWARD TENURE AND PROMOTION 4HE CONCEPT IS THAT A FACULTY MEMBER UNDERTAKING OUTREACH THROUGH SERVICE LEARNING IS GENERATING AND DISSEMINATING NEW KNOWLEDGE
#OLLEGE OF !RCHITECTURE $ESIGN AND #ONSTRUCTION 4ENURE AND 0ROMOTION 'UIDELINES AS )NSTITUTIONAL 3UPPORT )NDEPENDENTLY OF THE UNIVERSITYS MOVEMENT TOWARD ACCEPTING OUT REACH AND SERVICE LEARNING IN TENURE AND PROMOTION 40 CONSIDER ATIONS THE #!$# WAS SEEKING TO DElNE ITS OWN GUIDELINES &ACULTY IN THE 3CHOOL OF !RCHITECTURE THE PROGRAMS IN !RCHITECTURE #OMMUNI
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TY 0LANNING ,ANDSCAPE !RCHITECTURE AND )NTERIOR !RCHITECTURE HAD FACED QUESTIONS AT THE UNIVERSITY WIDE 4ENURE AND 0ROMOTION #OM MITTEE WHICH CLAIMED NOT TO UNDERSTAND THE SCHOLARSHIP INVOLVED IN A DESIGN BUILD PROJECT OR AN APPLIED STUDIO 4HE #!$# 3CHOOL OF !RCHI TECTURE AND $EPARTMENT OF )NDUSTRIAL DESIGN DEVELOPED A 40 DOCU MENT IN TO DEMONSTRATE TO THE REST OF THE UNIVERSITY WHAT CONSTITUTES SCHOLARSHIP FOR FACULTY IN THESE PROGRAMS 4HE #!$#S 3CHOOL OF !RCHITECTURE AND $EPARTMENT OF )NDUSTRIAL $ESIGN LIKE PEERS AT OTHER INSTITUTIONS STRIVE FOR FACULTY EXCELLENCE 2ECOGNIZING THE NEED TO IDENTIFY GUIDELINES AND EXPECTATIONS FOR QUAL ITY IN EDUCATION SCHOLARSHIP AND OUTREACH THE 40 DOCUMENT HELPS FACULTY AS WELL AS STAKEHOLDERS EXTERNAL TO THE COLLEGE IN UNDERSTAND ING THE EXPECTATIONS AND OUTPUTS OF SCHOLARSHIP IN THE 3CHOOL OF !R CHITECTURE AND THE $EPARTMENT OF )NDUSTRIAL $ESIGN &ACULTY WITHIN THE DISCIPLINES OF ARCHITECTURE AND INDUSTRIAL DESIGN LIKE THOSE IN THE SCIENCES AND HUMANITIES ENGAGE IN SCHOLARSHIP AND CREATIVE ACTIV ITY BUT THEIR SCHOLARLY OUTPUTS MAY TAKE FORMS OTHER THAN PUBLICA TION &OR EXAMPLE IN ARCHITECTURE AND INDUSTRIAL DESIGN PEER REVIEWED DESIGN COMMISSIONS ARE VIEWED AS SIGNIlCANT AS OR MORE SIGNIlCANT THAN PEER REVIEWED JOURNAL ARTICLES &ACULTY MEMBERS MAY SPECIALIZE IN OUTREACH SCHOLARSHIP THAT GENERATES NEW KNOWLEDGE #OLLEGE OF !R CHITECTURE $ESIGN AND #ONSTRUCTION 4HE DIFFERENCES INHERENT IN THE DISCIPLINES IN THE 3CHOOL OF !RCHI TECTURE LED TO ESTABLISHING GUIDELINES WITHOUT OVERLY PRESCRIBING OR MANDATING TYPES OF RESEARCH CREATIVE ACTIVITY OR OUTREACH )NSTEAD THE GUIDELINES SUGGEST THAT A STRONG BODY OF GOOD WORK IS NECESSARY FOR TENURE AND PROMOTION !S "OYER NOTED RESEARCH AND CREATIVE ACTIVITY MAY INCLUDE EXPLORATION AND ANALYSIS OF PROFESSIONAL PRACTICE ORIGINAL INQUIRY OUTREACH AND TEACHING IN ADDITION TO BASIC AND AP PLIED RESEARCH 4HE 3CHOOL OF !RCHITECTURES FACULTY lRST IDENTIlED AND PRIORITIZED THREE TYPES OF RESEARCH AND CREATIVE SCHOLARSHIP (IGHEST $ISTINCTION 3CHOLARSHIP s 0) OF EXTERNAL TO UNIVERSITY FUNDED RESEARCH GRANT OR CONTRACT RUN THROUGH THE UNIVERSITY OR MORE s 0UBLICATION OF SCHOLARLY BOOK s -AJOR FELLOWSHIP s %DITOR OF SCHOLARLY BOOK s .ATIONAL AWARD 'UGGENHEIM &ULBRIGHT -AC!RTHUR ETC s -AJOR NATIONAL ARCHITECTURAL OR DESIGN COMMISSION WITH PEER REVIEW ACCOLADES s %XTERNAL TO UNIVERSITY FUNDED RESEARCH GRANT OR CONTRACT RUN THROUGH THE UNIVERSITY TO s 2EFEREED JOURNAL ARTICLE PRIMARY AUTHOR OR EQUAL COAUTHOR
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s h"EST OF 3HOWv OR lNALIST HONORS AT NATIONAL OR INTERNATIONAL DE SIGN COMPETITION s %XTERNAL TO UNIVERSITY FUNDED RESEARCH GRANT OR CONTRACT RUN THROUGH THE UNIVERSITY TO s 2EGIONAL MULTISTATE AWARD $ISTINCTIVE 3CHOLARSHIP s 0) OF EXTERNAL TO UNIVERSITY FUNDED RESEARCH GRANT OR CONTRACT RUN THROUGH THE UNIVERSITY TO s 3ECOND AUTHOR OF REFEREED JOURNAL ARTICLE s 0RESENTATION OF REFEREED OR REVIEWED PAPER OR PROJECT AT INTERNA TIONAL OR NATIONAL CONFERENCE OR MEETING s h"EST OF SHOWv OR lNALIST HONORS AT REGIONAL MULTISTATE DESIGN COMPETITION s 0ATENT
s %DITOR OF MAJOR JOURNAL s 0APER IN REFEREED CONFERENCE PROCEEDINGS s 0) OF EXTERNAL TO UNIVERSITY FUNDED RESEARCH GRANT OR CONTRACT RUN THROUGH THE UNIVERSITY UP TO s 3TATE AWARD s 2EGIONAL ARCHITECTURAL OR DESIGN COMMISSION WITH PEER REVIEW ACCOLADES s %XPERT WITNESS TESTIMONY s .ON REFEREED JOURNAL ARTICLE s 0UBLICATION OF CHAPTER IN SCHOLARLY BOOK s 0) OF INTERNAL TO UNIVERSITY FUNDED RESEARCH GRANT OR CONTRACT GREATER THAN !DEQUATE 3CHOLARSHIP s 0) OF INTERNAL TO UNIVERSITY FUNDED RESEARCH GRANT OR CONTRACT UP TO s 2ECOGNITION FOR PROFESSIONAL PRACTICE OR CREATIVE WORK BY PROFES SIONAL ASSOCIATIONS IN JOURNALS IN NEWSPAPERS s ,OCAL EXHIBITIONS OFF CAMPUS EG !UBURN -USEUM OF !RT ,EE #OUNTY #HAMBER OF #OMMERCE s -EMBER OF EDITORIAL BOARD
s "OOK REVIEW IN INTERNATIONAL OR NATIONAL JOURNAL
s ,OCAL EXHIBITIONS ON CAMPUS EG A GALLERY
s 0RESENTATION RELATED TO PROFESSIONAL PRACTICE OR CREATIVE WORK
s 2EVIEWER FOR SCHOLARLY JOURNAL
.O MORE THAN TWO ITEMS IN EACH OF THESE CATEGORIES MAY COUNT TOWARD PROMOTION OR TENURE
.O MORE THAN THREE ITEMS IN EACH OF THESE CATEGORIES MAY COUNT TOWARD PROMOTION OR TENURE 4HE FACULTY THEN ADDRESSED OUTREACH 4HE FACULTY HANDBOOK IN DICATES THAT OUTREACH IS NOT EXPECTED OF ALL FACULTY BUT IT DOES POINT OUT THAT THE #OLLEGE OF !RCHITECTURE $ESIGN AND #ONSTRUCTION HAS A STRONG HISTORY OF OUTREACH h4HE #OLLEGE OF !RCHITECTURE $ESIGN AND
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#ONSTRUCTION HAS PROVIDED A NUMBER OF COMMUNITY OUTREACH PROJECTS AND SERVICES TO THE PROFESSION 3EVERAL ARCHITECTURAL AND COMMUNITY DEVELOPMENT MASTER PLANS IN THE STATE AND REGION HAVE BEEN SUPER VISED BY FACULTY IN THE SCHOOLv !UBURN 5NIVERSITY " 4HE 3CHOOL OF !RCHITECTURES 40 GUIDELINES #OLLEGE OF !RCHITEC TURE $ESIGN AND #ONSTRUCTION IDENTIFY RELEVANT EXAMPLES OF OUTREACH ACTIVITIES s #OMMUNITY AND REGIONAL BASED CLASS PROJECTS s 3UMMER INDUSTRIAL DESIGN WORKSHOP s 3UPERVISION ANDOR PARTICIPATION IN 2URAL 3TUDIO s 3UPERVISION ANDOR PARTICIPATION IN 5RBAN 3TUDIO s 0ARTICIPATION ON COMMUNITY ADVISORY BOARDS OR GROUPS s %XPERT ADVICE TO A CITY STATE OR NONPROlT ORGANIZATION s 3UPERVISION OR PARTICIPATION IN COMMUNITY PROJECTS OR ORGANIZA TIONS #ARY 7OODS 0LAYGROUND (ABITAT &OR (UMANITY (OUSE s 4RAINING OF PROFESSIONALS IN SPECIALIZED SKILLS OR KNOWLEDGE s 0ROVISION OF CONTINUING EDUCATION CREDIT s /RGANIZATION OF A STATE REGIONAL NATIONAL OR INTERNATIONAL CON FERENCE 4HE DOCUMENT P ADVISES FACULTY MEMBERS TO SUBSTANTIATE OUTREACH ACTIVITIES IN THEIR DOSSIERS INCLUDING s $ESCRIPTION OF THE OUTREACH ACTIVITY s #OMPATIBILITY OF THE ACTIVITY WITH THE MISSION OF THE UNIVERSITY COLLEGE AND DEPARTMENT s &ACULTY MEMBERS ROLE IN OUTREACH SCHOLARSHIP ACTIVITY s )MPACT OF THE ACTIVITY EVALUATION AND RECOGNITION s !CTIVITIES AND PRODUCTS 4HE GUIDELINES FOR THE UNIVERSITY AND THE COLLEGE ALTHOUGH RELA TIVELY NEW AND NOT FULLY TESTED PROVIDE THE FACULTY IN THE 3CHOOL OF !RCHITECTURE WITH CRITERIA FOR DOCUMENTING THEIR SIGNIlCANT OUTREACH WORK ASSURING THEM THAT THEIR WORK WILL hCOUNTv (OWEVER IT IS THE lNANCIAL COMMITMENT OF AN INSTITUTION THAT ALLOWS THE COMMUNITY OUTREACH OR SERVICE LEARNING ACTIVITY TO ACTUALLY OCCUR
&ISCAL 3UPPORT BY THE #OLLEGE AND THE 5NIVERSITY !N INSTITUTION MUST BE WILLING TO INVEST IN AN OUTREACH ACTIVITY IN OR DER TO SEE IT TO FRUITION /UTREACH OR SERVICE LEARNING CANNOT BE VIEWED AS SOMETHING EXTRA OR NONESSENTIAL TO THE TEACHING MISSION OF AN IN STITUTION )N !LABAMA WHERE THE STATE GOVERNMENT EXPECTS INSTITU TIONS OF HIGHER EDUCATION TO GENERATE COMMUNITY AND ECONOMIC DE VELOPMENT THERE IS AN UNDERSTANDING THAT THE UNIVERSITY MUST CREATE OPPORTUNITIES FOR INVESTMENT AND REINVESTMENT 4HE URBAN AND RURAL
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STUDIOS ARE DOING THIS AND ARE THEREFORE SUPPORTED BY THE COLLEGE AND THE UNIVERSITY 4HE 2URAL 3TUDIO HAS HAD TREMENDOUS SUCCESS IN DEVELOPING FUND ING ALTHOUGH INITIALLY IT WAS A STRUGGLE 4HE COLLEGE AGREED TO FUND -OCKBEE AND 2UTHS SALARY FOR THEIR STUDIO AND THE FACULTY AGREED TO SOLICIT SPONSORS TO PAY FOR SUPPLIES "OTH FACULTY MEMBERS WERE VERY CHARISMATIC AND HAD SUCCESSFUL PROFESSIONAL ARCHITECTURAL CAREERS 4HEY WERE ABLE TO CALL CORPORATIONS COMPANIES AND VENDORS TO RE QUEST SUPPORT !S $EAN REPORTED hTHE MANY BENEFACTORS SUPPLIED THE STUDIO WITH MORE THAN MILLION IN GRANTS AND CONTRIBU TIONS BETWEEN AND v !S THE SUCCESS AND REPUTATION OF THE 2URAL 3TUDIO GREW THE COST ASSOCIATED WITH THAT GROWTH ALSO EXPANDED ! FULL TIME STAFF MEM BER WAS ADDED IN AT !UBURN TO HELP WITH GRANT WRITING EFFORTS SOLICITATION PUBLICITY AND ON CAMPUS COORDINATION OF STUDENTS /NE RECENT GRANT FOR APPROXIMATELY FROM -AJOR ,EAGUE "ASEBALLS "ASEBALL 4OMORROW 0ROGRAM ENABLED STUDENTS AT THE 2URAL 3TUDIO TO BUILD A YOUTH BASEBALL FACILITY !DDITIONALLY A FULL TIME STAFF MEMBER WAS ADDED TO PROVIDE ADMINISTRATIVE SUPPORT 4HE COLLEGE STILL PAYS FOR ALL FACULTY FROM FACULTY LINES INCLUDING ONE TENURED MEMBER CO DIRECTOR !NDREW &REEAR AND TWO FULL TIME VISITING INSTRUCTORS AND TWO PART TIME INSTRUCTORS 4HE UNIVERSITY HAS ALSO DEMONSTRATED ITS lNANCIAL COMMITMENT &OR THE lRST SEVERAL YEARS THE 2URAL 3TUDIO APPLIED FOR AND RECEIVED ONE TIME GRANTS USUALLY FROM TO FROM THE /FlCE OF THE 6ICE 0RESIDENT FOR /UTREACH 4HE UNIVERSITY SAW TANGIBLE POSITIVE OUTCOMES SUCH AS BUILDINGS AND IMPROVED LIVING CONDITIONS IN !LA BAMAS POOREST COUNTIES )N THE UNIVERSITY MEMORIALIZED -OCK BEES DEATH BY EARMARKING IN PERMANENT ANNUAL FUNDING FOR THE 2URAL 3TUDIO 4HE COLLEGES lNANCIAL SUPPORT OF THE 5RBAN 3TUDIO HAS BEEN SIMI LAR TO ITS SUPPORT OF THE 2URAL 3TUDIO BUT THIS IS NOT THE CASE WITH THE UNIVERSITYS SUPPORT 4HE COLLEGE HAS COVERED THE COST FOR TWO FULL TIME TENURED FACULTY MEMBERS IN "IRMINGHAM WITH THE FACULTYS CONTRACT OR GRANT WORK PAYING FOR SUPPLIES TRAVEL AND SUMMER SALARIES 4HE DEATH OF 3ETZER LEFT ONE FACULTY LINE OPEN WHICH HAS REMAINED UN lLLED AFTER A FAILED FACULTY SEARCH 4HE SALARY LINE HAS BEEN USED TO HIRE VISITING LECTURERS AND IN BROUGHT .EW 9ORK URBAN DESIGNER -ICHAEL 3ORKIN TO "IRMINGHAM TO TEACH )N ADDITION TO THE SALARIES THE COLLEGE HAS AGREED TO PAY THE RENT AND UTILITIES OF THE 5RBAN 3TUDIO IN ITS NEW CO LOCATED FACILITIES THROUGH AT LEAST )T IS HOPED THAT THE CONTRACT AND GRANT WORK WILL BECOME SELF SUSTAINING 4HE 2URAL 3TUDIO DOES NOT PAY RENT BECAUSE ITS QUARTERS WERE DONATED OR BUILT BY STUDENTS AS A PART OF THEIR STUDIO WORK 4HE UNIVERSITY HAS PROVIDED MINIMAL lNANCIAL SUPPORT TO THE 5R
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BAN 3TUDIO 3EVERAL FACTORS EXPLAIN THIS BUT DO NOT DILUTE THE FRUS TRATION FELT BY THE FACULTY 4HE UNIVERSITY ADMINISTRATION UNDERSTANDS AND VALUES A DEPLOYED TANGIBLE PRODUCT BUT THE 5RBAN 3TUDIO OFFERS DESIGNS CONCEPTS PLANS AND CONSULTATION PRODUCTS THAT ARE USUALLY hPLACED ON A SHELFv 3ECOND THE 5RBAN 3TUDIO IS IN THE BACKYARD OF THE 5NIVERSITY OF !LABAMA IN 4USCALOOSA THE STATES OTHER MAJOR RESEARCH UNIVERSITY AND MUST CONTEND WITH STRONG COMPETITION FOR SUPPORT 4HIRD THE 5RBAN 3TUDIO HAS NOT RECEIVED AS MUCH PUBLICITY AS THE 2URAL 3TUDIO BECAUSE THE LATTERS WORK AND MISSION ARE UNIQUE 7HILE THE 2URAL 3TUDIO BUILDS HOUSING THAT IS BOTH SUSTAINABLY CONSTRUCTED AND ARCHITECTURALLY SIGNIlCANT THE 5RBAN 3TUDIO OFFERS A VISION FOR THE FUTURE AND IS SIMILAR TO PROGRAMS IN ARCHITECTURE SCHOOLS ELSEWHERE ACROSS THE COUNTRY )RONICALLY THE 5RBAN 3TUDIOS BROAD BASED PLAN NING EFFORTS ACTUALLY TOUCH MORE OF THE STATES RESIDENTS THAN THE AC TIVITIES OF THE 2URAL 3TUDIO 4HE 5RBAN 3TUDIOS FACULTY HAVE WORKED TO GARNER lNANCIAL SUP PORT FROM THE UNIVERSITY INVITING VICE PRESIDENTS TO "IRMINGHAM TO VIEW COMPLETED PROJECTS BUT THERE IS STILL NO FUNDING COMMITMENT ,IKEWISE WHILE THE CITY OF "IRMINGHAM VALUES AND APPRECIATES THE STUDIOS WORK IT HAS ALSO FAILED TO OFFER A MAJOR lNANCIAL COMMITMENT .EVERTHELESS THE 5RBAN 3TUDIO CONTINUES TO RECEIVE GRANTS AND CON TRACTS FROM COMMUNITIES AND PLANNING ORGANIZATIONS
,ESSONS ,EARNED !UBURN 5NIVERSITYS #OLLEGE OF !RCHITECTURE $ESIGN AND #ONSTRUCTION AND THE 3CHOOL OF !RCHITECTURE ARE RECOGNIZED LEADERS IN COMMUNITY BASED SERVICE LEARNING 4HEY HAVE SUCCEEDED AFTER MORE THAN A DE CADE OF TRIAL BY lRE THAT HAS TAUGHT THEM A FEW LESSONS &IRST SERVICE LEARNING OR COMMUNITY BASED OUTREACH MUST BE DRIVEN BY DEDICATED WILLING FACULTY EAGER TO INVEST THEIR STUDENTS WITH AN ETHOS OF SERVICE AND TO WORK HARDER AND PUT IN MORE HOURS THAN IN A TRADITIONAL SEMINAR OR CAMPUS STUDIO CLASS ! COLLEGE ADMINISTRA TION CANNOT REQUIRE FACULTY TO PERFORM OUTREACH MANY FACULTY ARE NOT PARTICULARLY INTERESTED IN COMMUNITY BASED WORK AND WOULD RATHER PURSUE MORE TRADITIONAL FORMS OF TEACHING AND SCHOLARLY ACTIVITY 3ECOND WE HAVE ALWAYS MAINTAINED THAT IT IS THE ROLE OF THE COLLEGE AND THE UNIVERSITY TO PROVIDE lNANCIAL SUPPORT 7E ARGUE THAT THIS SUPPORT IS TWOFOLD INCENTIVES AND REWARDS AND PROGRAM MATIC FUNDING "ASED UPON !UBURNS EXPERIENCE IT IS DIFlCULT TO ENCOURAGE UNTEN URED OR NOT FULLY PROMOTED FACULTY TO PARTICIPATE IN OUTREACH WITHOUT WRITTEN DOCUMENTATION THAT THE COLLEGE AND UNIVERSITY WILL VALUE THIS WORK SPECIlCALLY IN 40 DOCUMENTS /RIGINALLY ALL FACULTY PARTICIPAT ING IN THE 5RBAN AND 2URAL 3TUDIOS WERE TENURED FULL PROFESSORS .OW
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!NDREW &REEAR THE CO DIRECTOR OF THE 2URAL 3TUDIO IS A TENURED ASSOCI ATE PROFESSOR (E WILL BE ABLE TO COUNT HIS OUTREACH WORK AT THE 2URAL 3TUDIO TOWARD HIS SCHOLARSHIP WHEN HE SEEKS PROMOTION !DDITIONALLY IN AN AGE OF hSHOW ME THE MONEY v IT IS CLEAR THAT FACULTY AND PROGRAMS UNDERSTAND THEIR PERCEIVED VALUE BY THE DOL LARS THAT ARE ALLOCATED TO THEM FROM BOTH COLLEGES LOCAL ACADEMIC UNITS AND THE UNIVERSITY #OMMUNITY BASED WORK REQUIRES SIGNIlCANT lNANCIAL INVESTMENT AND CANNOT SUCCEED WITHOUT PERMANENT ALLO CATED FUNDING 4HE lNAL LESSON IS THAT INSTITUTIONAL SUPPORT FOR COMMUNITY BASED ARCHITECTURE AND PLANNING IS A VALUE THAT A COLLEGE OR SCHOOL HAS OR DE VELOPS AND TO WHICH IT REMAINS TRUE /UR LEARNING IN THIS AREA COMES FROM THE ONGOING lSCAL CRISIS OF EDUCATION IN !LABAMA AND ACROSS THE NATION 4HE STATE AND !UBURN 5NIVERSITY HAVE UNDERTAKEN PRORATION BUDGET REALLOCATION OR BUDGET CUTS EVERY YEAR FOR THE PAST lVE YEARS )T WOULD HAVE BEEN EASY FOR THE COLLEGE TO REDUCE ITS OUTREACH EFFORTS BUT OUTREACH IS A CORE VALUE TO WHICH THE COLLEGE AND UNIVERSITY REMAIN COMMITTED !CCORDINGLY THE COLLEGE AND SCHOOL HAVE WORKED HARDER TO REALLOCATE FUNDS WITHOUT DAMAGING THE INVESTMENT IN OUTREACH LEARN ING OR DILUTING THE ON CAMPUS EDUCATIONAL ACTIVITIES )N THE END COMMUNITY OUTREACH AND SERVICE LEARNING ENTAIL A PART NERSHIP AND AN INSTITUTIONAL COMMITMENT AMONG FACULTY STUDENTS THE COLLEGE OR LOCAL ACADEMIC UNIT THE UNIVERSITY AND THE COMMU NITY !LL THE PARTICIPANTS MAY NOT BE VISIBLE AND ACTIVE IN THE COM MUNITY YET THEY ARE ALL INTEGRAL TO SUPPORTING THE LEARNING OBJECTIVES AND THE COMMUNITY BASED ACTIVITY AND TO EFFECTING POSITIVE COMMU NITY OUTCOMES
!CKNOWLEDGMENTS 7E THANK #HERYL -ORGAN OF THE 5RBAN 3TUDIO AS WELL AS !NDREW &REEAR "RUCE ,INDSEY $+ 2UTH AND THE OTHER FACULTY AND STAFF OF THE 2URAL 3TUDIO FOR THEIR UNFAILING HARD WORK IN OUTREACH AND SERVICE LEARNING 7E ALSO THANK *OHN 'ABER FOR HIS COMMENTS ON THIS CHAPTER 2EFERENCES !UBURN 5NIVERSITY &ACULTY (ANDBOOK !UBURN !, !UBURN 5NIVERSITY !UBURN 5NIVERSITY 6ICE 0RESIDENT FOR /UTREACH h/UTREACH 3CHOLARSHIP AT !U BURN 5NIVERSITYv 0RESENTATION "OYER % 3CHOLARSHIP 2ECONSIDERED 0RIORITIES OF THE 0ROFESSORIATE 0RINCETON .* #ARN EGIE &OUNDATION FOR THE !DVANCEMENT OF 4EACHING #OLLEGE OF !RCHITECTURE $ESIGN AND #ONSTRUCTION 3CHOOL OF !RCHITECTURE AND $E PARTMENT OF )NDUSTRIAL $ESIGN #OLLEGE OF !RCHITECTURE $ESIGN AND #ONSTRUCTION 'UIDELINES FOR !NNUAL !SSESSMENT AND 0ROMOTION AND 4ENURE !UBURN 5NIVERSITY
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$EAN !/ AND 4 (URSLEY 2URAL 3TUDIO 3AMUEL -OCKBEE AND AN !RCHITECTURE OF $ECENCY 0RINCETON .* 0RINCETON 5NIVERSITY 0RESS (O # h)N THE 3TACKSv !RCHITECTURE +ENNY - AND , 'ALLAGHER h3ERVICE ,EARNING ! (ISTORY OF 3YSTEMSv )N ,EARNING TO 3ERVE 0ROMOTING #IVIL 3OCIETY THROUGH 3ERVICE ,EARNING EDITED BY - +ENNY ET AL PP "OSTON +LUWER !CADEMIC 0UBLISHERS +ENNY - , 3IMON + +ILEY "RABECK AND 2 ,ERNER EDS ,EARNING TO 3ERVE 0RO MOTING #IVIL 3OCIETY THROUGH 3ERVICE ,EARNING "OSTON +LUWER !CADEMIC 0UBLISHERS +EZAR ! AND 2 2HOADS h4HE $YNAMIC 4ENSIONS OF 3ERVICE ,EARNING IN (IGHER %DUCATIONv *OURNAL OF (IGHER %DUCATION
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7HERE $O 7E 'O FROM (ERE !N %VALUATIVE &RAMEWORK FOR #OMMUNITY "ASED $ESIGN "Y -ICHAEL 2IOS #OMMUNITY DESIGN BEGAN IN THE LATE S AS AN ALTERNATIVE TO THE TRADITIONAL PRACTICE OF ARCHITECTURE AND PLANNING !N INTERDISCIPLINARY lELD IT CAN BE DElNED BY A COMMITMENT TO BUILDING LOCAL CAPACITY AND PROVIDING TECHNICAL ASSISTANCE TO LOW AND MODERATE INCOME COMMU NITIES THROUGH PARTICIPATORY MEANS 4HIS COMMUNITY BASED APPROACH TO DESIGN IS TAUGHT IN MANY SCHOOLS AND PRACTICED BY NUMEROUS ORGANI ZATIONS AND INDIVIDUALS IN THE PUBLIC AND PRIVATE SECTORS ALIKE ! SURVEY CONDUCTED BY THE !SSOCIATION OF #OLLEGIATE 3CHOOLS OF !RCHI TECTURE IDENTIlED MORE THAN A HUNDRED COMMUNITY DESIGN PROGRAMS CENTERS AND NONPROlT ORGANIZATIONS IN THE 5NITED 3TATES AND #ANA DA !#3! /F THE ARCHITECTURE SCHOOLS THAT OFFER A PROFES SIONAL DEGREE IN .ORTH !MERICA OVER PERCENT RUN UNIVERSITY BASED COMMUNITY DESIGN AND RESEARCH CENTERS 4ECHNICAL ASSISTANCE COMMUNITY OUTREACH AND ADVOCACY CHARACTERIZE MUCH COMMUNITY DESIGN WORK EMANATING FROM UNIVERSITY CAMPUSES 7HILE COMMUNI TY DESIGN BUILT ON A RICH HISTORY OF PARTICIPATORY PRACTICE IS GROWING WITHIN THE ACADEMY SUBSTANTIVE DIALOGUE AND REmECTION ABOUT ITS CON TRIBUTION TO COMMUNITY DEVELOPMENT ARE LACKING 7E URGENTLY NEED TO KNOW ABOUT MORE PROMISING PRACTICES AND ASSESSMENTS OF LONG TERM IMPACTS 4HIS ESSAY EXAMINES THE EFFORTS OF UNIVERSITY BASED PROGRAMS WITH IN THE lELD OF COMMUNITY DESIGN AND PRESENTS AN EVALUATIVE FRAME WORK FOR COMMUNITY BASED PROJECTS AS A STARTING POINT -Y FRAMEWORK TREATS UNIVERSITIES AND COMMUNITIES AS COEQUALS AND EMPHASIZES CRI TERIA TO MEASURE THE IMPACTS OF COMMUNITY BASED PROJECTS FOR EACH -EASUREMENTS OF ORGANIZATIONAL CAPACITY BUILDING POLICY GENERATION AND IMPLEMENTATION AND THE QUALITY OF SERVICE AND INPUT THROUGH COMMUNITY INVOLVEMENT ARE EXAMPLES -Y PROPOSED FRAMEWORK SUG GESTS THAT METHODS SUCH AS PARTICIPATORY ACTION RESEARCH HOLD PROM ISE IN MEETING THE GOALS OF BOTH COMMUNITIES AND UNIVERSITIES
)NTRODUCTION 0RACTITIONERS OF COMMUNITY DESIGN IDENTIFY AND SOLVE PARTICULAR EN VIRONMENTAL PROBLEMS THAT COMBINE SOCIAL ECONOMIC OR POLITICAL ASPECTS #OMERIO )T IS A DISTINCTIVE FORM OF PROFESSIONAL PRAC TICE THAT LINKS ISSUES OF SOCIAL EQUITY THE ENVIRONMENT AND ECONOMIC ADVANCEMENT -ORE THAN COMMUNITY DESIGN AND RESEARCH CEN
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TERS ARE IN OPERATION NATIONWIDE COMPARED WITH A PEAK OF CENTERS DURING THE EARLY S 0EARSON #URRY ! SURVEY OF UNI VERSITY BASED COMMUNITY DESIGN CONDUCTED IN BY 0ENNSYLVANIA 3TATE 5NIVERSITYS (AMER #ENTER FOR #OMMUNITY $ESIGN !SSISTANCE CATEGORIZED MORE THAN PROGRAMS BY SERVICE AREA TYPE OF MISSION PROJECTS AND SERVICES AND FUNDING SUPPORT 4ODAYS CENTERS ARE MORE VARIED ON THE WHOLE THAN THE COMMUNITY DESIGN ACTIVITY THAT GREW OUT OF THE SOCIAL ACTIVISM OF THE S OR THE ECONOMIC PRAGMATISM THAT FOLLOWED /NE CORE VALUE OF COMMUNITY DESIGN IS PARTICIPATORY DECISION MAKING UNDERSTOOD AS A CRITICAL COMPONENT IN THE IMPLEMENTATION OF LOCAL PROGRAMS AND ACHIEVING SUCCESSFUL OUTCOMES +RETZMAN AND -C+NIGHT 0ARTICIPATORY DECISION MAKING CAN INCLUDE CONDUCT ING COMMUNITY CHARRETTES USING USER FRIENDLY MODELS AND TECHNOL OGY SUCH AS ')3 AND 7EB BASED DELIVERY SYSTEMS INVITING SUGGESTIONS FROM THE COMMUNITY THROUGHOUT THE DESIGN AND DEVELOPMENT PROCESS AND OFFERING TECHNICAL ASSISTANCE TO RESIDENTS !CADEMICS AND PRACTITIONERS OFFER SEVERAL REASONS FOR CONTEM PORARY ATTENTION TO COMMUNITY DESIGN INCLUDING CHANGES IN FEDERAL POLICY ECONOMIC RESTRUCTURING THE EMERGENCE OF SUSTAINABILITY AS A DESIGN AND PLANNING PARADIGM AND A MOVE TOWARD INTEGRATING PUBLIC SERVICE INTO DESIGN CURRICULA ! REVIEW OF RECENT SURVEYS ECHOES THESE lNDINGS 'ABLER !#3! (AMER #ENTER 2EGARDLESS OF THE UNDERLYING REASONS FOR AN INCREASED FOCUS ON COMMUNITY DESIGN THE NUMBER OF UNIVERSITY BASED PROGRAMS SUGGESTS A DESIRE AND NEED FOR THIS TYPE OF ACTIVITY %VALUATION OF COMMUNITY BASED DESIGN HAS BEEN CONDUCTED IN RELATIONSHIP TO MAINSTREAM ARCHITECTURAL PRACTICE WITHOUT CONSIDERATION OF ITS OWN BODY OF WORK #OMERIO PUBLISHED THE lRST ARTICLE THAT ALLUDED TO hDElNING SUCCESSv IN COMMUNITY DE SIGN BUT HER CENTRAL FOCUS WAS TO EVALUATE COMMUNITY DESIGN VIS Ì VIS TRADITIONAL PROFESSIONAL PRACTICE !LTHOUGH COMMUNITY BASED DE SIGN HAS LONG BEEN AT THE LEADING EDGE OF INTEGRATING TEACHING WITH COMMUNITY OUTREACH IT HAS CONTRIBUTED LITTLE TO THE GROWING LITERATURE ON SERVICE LEARNING AND PUBLIC SCHOLARSHIP BUT SEE &ORSYTH ,U AND -C'IRR )F THE COMMUNITY BASED DESIGN MOVEMENT IS TO GROW IT WILL BE CRITICAL FOR ITS PROPONENTS TO SHARE KNOWLEDGE THAT CAN HELP GUIDE DE SIGN AND PLANNING EDUCATION 4HE MOVEMENT NEEDS TO DISSEMINATE KNOWLEDGE AND PROMISING PRACTICES PUBLICIZE OPPORTUNITIES FOR EDU CATION AND TRAINING ASSESS LONG TERM IMPACTS AND CREATE COMMONLY ACCEPTED STANDARDS 4HE RECENT FOCUS ON UNIVERSITY BASED ACTIVITY RAISES SEVERAL QUESTIONS RELATED TO THE BROADER lELD s 7HAT GOALS DO COMMUNITY BASED PROJECTS SERVE FOR INSTITUTIONS OF HIGHER EDUCATION
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s 7HAT CONTRIBUTIONS TO COMMUNITY DEVELOPMENT ARE BEING MADE BY UNIVERSITY BASED PROGRAMS AND INITIATIVES s (OW IS QUALITY DElNED FOR COMMUNITY BASED DESIGN EDUCATION AND PRACTICE IN INSTITUTIONS OF HIGHER EDUCATION )N THE FOLLOWING SECTIONS ) ARGUE THE NEED FOR EVALUATING COM MUNITY BASED DESIGN !FTER GIVING A BRIEF OVERVIEW OF APPROACHES TO ASSESSMENT IN COMMUNITY SETTINGS ) PRESENT A WORKING FRAMEWORK FOR EVALUATION ) CONCLUDE WITH SEVERAL CHALLENGES TO UNIVERSITY BASED PROGRAMS VIS Ì VIS COMMUNITIES AND FACTORS AFFECTING THE QUALITY OF EVALUATION
7HY %VALUATE %VALUATION IS A KEY ELEMENT OF SUCCESSFUL COMMUNITY DEVELOPMENT )T IS USED TO MEASURE NEIGHBORHOOD IMPACTS AND TO ASSESS THE PRO CESS OF ACTIVITIES AND THE ROLE OF INTERMEDIARIES AND LOCAL STAKEHOLD ERS (YLAND )NCREASINGLY COMMON IS THE USE OF INDICATORS THAT MEASURE THE PROGRESS OF PROJECT DElNED GOALS LINKING BENCHMARKS TO DESIRED OUTCOMES +LINE -OST INDICATOR DRIVEN PROJECTS USE DATA AND INFORMATION READILY ACCESSIBLE TO THE PUBLIC BUT THEY MAY ALSO INCLUDE VOLUNTEER PROGRAMS TO GENERATE DATA AND MEASURE PROGRESS AS A FORM OF CITIZEN SCIENCE #OMMUNITY INDICATOR PROJECTS RANGE IN EX TENT FROM METROPOLITAN REGIONS TO CITIES AND MUNICIPALITIES )NDICATORS THAT FOCUS ON COMMUNITY DEVELOPMENT ARE TYPICALLY PRACTICE BASED AND INCLUDE IDENTIlABLE CATEGORIES AND THEMES SUCH AS HOUSING ECO NOMIC DEVELOPMENT AND COMMUNITY BUILDING $EVELOPMENT ,EADER SHIP .ETWORK -OST EFFORTS TO ASSESS AND DOCUMENT DESIGN PROJECTS USE THE CASE STUDY METHOD &RANCIS 4HIS IS A DESCRIPTIVE APPROACH TO EVALUATION INITIATED AFTER PROJECT IMPLEMENTATION WHICH CONCRET IZES GENERALIZATIONS AND ANECDOTAL INFORMATION ABOUT PROJECTS AND PROCESSES 9IN ! STAPLE OF TEACHING IN BUSINESS AND LAW SCHOOLS THE CASE STUDY METHOD CAN PROVIDE USEFUL INFORMATION TO PRACTITIO NERS LOOKING FOR PRECEDENTS AND CAN BE A FORM OF CONTINUING EDUCA TION !LTHOUGH IT IS BENElCIAL IN PROVIDING AN IN DEPTH ANALYSIS OF A PARTICULAR PROJECT THE CASE STUDY METHOD DOES HAVE SOME LIMITATIONS /NE IS THE DIFlCULTY OF COMPARING ACROSS CASES ESPECIALLY WHEN DIF FERENT TYPES OF INFORMATION ARE BEING GATHERED %VALUATING PROJECTS COMPARATIVELY IS A CRITICAL lRST STEP BEFORE KNOWLEDGE CAN BE GENER ATED MORE SYSTEMATICALLY ! PROMISING ALTERNATIVE TO THE CASE STUDY METHOD IS PARTICIPATORY ACTION RESEARCH 0!2 WHICH HAS EMERGED AS AN IMPORTANT APPROACH TO LOCAL PARTICIPATION IN GUIDING AND EVALUATING COMMUNITY PROJECTS !S AN ALTERNATIVE TO THE SCIENTIlC METHOD OF RESEARCH 0!2 IS hA WAY OF CREATING KNOWLEDGE THAT INVOLVES LEARNING FROM INVESTIGATION AND
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APPLYING WHAT IS LEARNED TO COLLECTIVE PROBLEMS THROUGH SOCIAL AC TIONv 0ARK %FFORTS IN 0!2 HAVE FOCUSED ON COMMUNITY DE VELOPMENT RESOURCE MANAGEMENT ORGANIZATIONAL DECISION MAKING AND COMMUNITY HEALTH AMONG OTHER ASPECTS 2EARDON 7ELSH +REISWIRTH AND &ORESTER #HAMBERS 7HYTE 'REENWOOD AND ,AZES 7ALLERSTEIN 3ANCHEZ -ERKI AND $OW 7ITHIN SCHOOLS OF ARCHITECTURE 0!2 OFFERS THE POSSIBILITY OF COMBINING SOUND METHODS WITH THE KNOWLEDGE AND SCHOLARSHIP OF PRACTICE !S A TEACH ING AND COMMUNITY OUTREACH APPROACH 0!2 ALSO OFFERS THE POTEN TIAL TO IMPROVE CURRENT MODELS OF SERVICE LEARNING THAT EMPHASIZE PRE PROFESSIONAL ASSISTANCE AND PRO BONO SERVICES AT THE EXPENSE OF RESEARCH 4HE RESULTS OF COMMUNITY BASED PROJECTS IF THEY ARE ASSESSED US ING 0!2 CAN ALSO SERVE COMMUNITY GROUPS AS A TOOL TO ADVOCATE FOR POLITICAL RESOURCES .YDEN AND 7IEWEL 4HIS IS A VITAL AREA OF ASSISTANCE GIVEN THAT COMMUNITY GROUPS OFTEN TURN TO UNIVERSITY BASED DESIGN PROGRAMS FROM A LACK OF CAPACITY AND RESOURCES -ANY UNIVERSITY BASED CENTERS GET INVOLVED IN PROJECTS AT THE INITIAL CON CEPTUAL STAGE AND HELP FRAME ISSUES AND PROBLEMS TAKING INTO AC COUNT COMPLEX SOCIAL ECONOMIC AND POLITICAL CONSIDERATIONS 0ROJECT DESIGNS REPORTS MAPS AND OTHER TECHNICAL DOCUMENTS CAN SERVE A POLITICAL PURPOSE TO HIGHLIGHT RESOURCE DISPARITIES ARTICULATE ENVIRON MENTAL CONCERNS SUCH AS THE PREVALENCE OF TOXIC SITES IN LOW INCOME NEIGHBORHOODS OR ORGANIZE A COMMUNITY IN SUPPORT OF NEIGHBORHOOD IMPROVEMENTS SUCH AS PUBLIC PARKS AND RECREATIONAL FACILITIES (OU AND 2IOS 0!2 PROVIDES A MEANS TO MEASURE RESULTS AGAINST INI TIAL GOALS AND IDENTIFY CRITICAL ELEMENTS WITHIN A PROJECT TO ADVANCE A COMMUNITYS AGENDA OR DESIRED OUTCOME )N ADDITION TO MEASURING TANGIBLE BENElTS AS A RESULT OF UNIVERSITY INVOLVEMENT A 0!2 APPROACH CAN ALSO hPUT LESS POWERFUL GROUPS AT THE CENTER OF THE KNOWLEDGE CRE ATION PROCESS AND MOVE PEOPLE AND THEIR DAILY EXPERIENCES OF STRUG GLE AND SURVIVAL FROM THE MARGINS OF EPISTEMOLOGY TO THE CENTERv (ALL 3HIFTING FROM hEXPERTv TO hLOCALv KNOWLEDGE OPENS UP NEW SITES OF INQUIRY AND DISCOVERY OUTSIDE TRADITIONAL ACADEMIC SETTINGS FOR BOTH FACULTY AND STUDENTS (OWEVER WE CAN REALIZE THE COLLECTIVE BENElTS OF WORK ACCRUED BY SERVICE LEARNING PROJECTS ONLY IF WE SHARE KNOWLEDGE BETWEEN SCHOOLS AND COMMUNITIES !N IMPORTANT DISTINCTION BETWEEN THE CASE STUDY METHOD AND 0!2 IS THAT THE LATTER INCLUDES A THEORY OR GOAL DRIVEN FORM OF EVALUA TION #HEN AND 2OSSI 7HILE THE METHOD DRIVEN EVALUATION OF THE CASE STUDY APPROACH FOLLOWS STEPS BUILT ACCORDING TO PREDETERMINED CRITERIA THEORY DRIVEN EVALUATION BEGINS WITH A WORKING HYPOTHESIS OR GOAL ESTABLISHED AT A PROJECTS INCEPTION )T IS IMPORTANT TO NOTE THAT THE CASE STUDY METHOD DOES NOT ASSUME A GIVEN OUTCOME OR EXPLICITLY STATE AN OBJECTIVE IN EVALUATING THE RESULTS OF A PROJECT &OR THEORY
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DRIVEN EVALUATION SUCH AS 0!2 HYPOTHESES CAN BE GENERATED FROM ABSTRACT CONSTRUCTS AS WELL AS HUNCHES TO DETERMINE WHAT IS TO BE COLLECTED AND WHAT IS TO BE MEASURED TO IDENTIFY EMERGENT PATTERNS THAT MATCH HYPOTHESES 4HIS APPROACH PERMITS TRACKING OF THE ACTUAL EXPERIENCE OVER TIME AGAINST THE THEORY AND THE TESTING OF ALTERNATIVE HYPOTHESES (EBERT 4HE DECISION TO USE THEORY DRIVEN INSTEAD OF METHOD DRIVEN EVALU ATION IN COMMUNITY DESIGN PROJECTS DEPENDS ON THE OVERALL GOAL OF EVALUATION ITS PURPOSE AND AUDIENCE AND THE POTENTIAL BENElTS FROM THE ASSESSMENT )F FOR EXAMPLE WE WANT TO CREATE A COMMUNITY FACILITY ON AN ABANDONED TRASH STREWN LOT WE MIGHT HYPOTHESIZE THAT OUR INTERVENTION WILL CAUSE THE SURROUNDING PHYSICAL ENVIRONMENT TO IMPROVE 7E WOULD DEVELOP A SERIES OF BENCHMARKS TO MEASURE THIS HYPOTHESIS BEFORE AND AFTER COMPLETION OF THE PROJECT /NE RELEVANT BENElT OF THIS FORM OF EVALUATION IS THAT IT PROVIDES A FRAMEWORK FROM WHICH TO PLAN A PROJECT FROM CONCEPTION THROUGH IMPLEMENTATION !LSO WE COULD USE EVALUATION AS AN ARGUMENT FOR PROCURING RESOURCES FROM CITY AGENCIES IF CRIME RATES DROPPED IN THE SURROUNDING AREA OR AS A STRATEGY TO ATTRACT PRIVATE INVESTMENT IF A HEIGHTENED SENSE OF PRIDE AND OWNERSHIP AMONG LOCAL RESIDENTS RESULTED IN PROPERTY IM PROVEMENTS AROUND THE FACILITY
! 7ORKING &RAMEWORK FOR %VALUATION 4HE DISCUSSION THUS FAR HAS FOCUSED ON EVALUATION USED OUTSIDE THE lELD OF COMMUNITY BASED DESIGN AND HOW THE ADOPTION OF SUCH METH ODS COULD BE BENElCIAL TO COMMUNITY BASED DESIGN AT UNIVERSITIES 'IVEN THE EMPHASIS ON OUTREACH BY MANY UNIVERSITY BASED PROGRAMS ONE OF THE CHALLENGES WILL BE THE ABILITY TO INTEGRATE SERVICE LEARNING ACTIVITIES INTO THE LANGUAGE OF RESEARCH ! REVIEW OF UNIVERSITY BASED PROGRAMS CONDUCTED BY THE (AMER #ENTER FOR #OMMUNITY $ESIGN AT 0ENN 3TATE IDENTIlED ONLY OF PROGRAMS OR PERCENT THAT EVALU ATED PROJECTS (AMER #ENTER (OWEVER NEW PARADIGMS IN COM MUNITY BASED RESEARCH THAT EMPHASIZE MUTUAL ENGAGEMENT AND COL LABORATION SUCH AS 0!2 SUGGEST AN UNPRECEDENTED OPPORTUNITY TO DO SO WITHOUT COMPROMISING THE CORE VALUES OF COMMUNITY SERVICE AND ADVOCACY WHILE AT THE SAME TIME MEETING PEDAGOGICAL GOALS AND CUR RICULAR OBJECTIVES 4HE FOLLOWING TABLE AND SECTION PRESENT A FRAMEWORK TO EVALU ATE THE WORK OF COMMUNITY BASED DESIGN THAT PROPOSES A TWOFOLD APPROACH TO ASSESSMENT CENTRIFUGAL KNOWLEDGE INVOLVING ACTIVI TIES AIMED TOWARD THE EXTERNAL GOALS OF COMMUNITY GROUPS AND RELATED COMMUNITY DEVELOPMENT INTERMEDIARIES AND CENTRIPETAL KNOWL EDGE INVOLVING ACTIVITIES DIRECTED TOWARD THE INTERNAL GOALS PARTICULAR TO UNIVERSITY BASED COMMUNITY DESIGN PROGRAMS &OR EACH QUESTIONS
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ARE POSED AS GUIDES TO EVALUATING COMMUNITY BASED DESIGN PROJECTS AND PROGRAMS 4HIS IS NOT TO SUGGEST THAT THE GOALS ARE MUTUALLY EXCLUSIVE BUT RATHER THAT THEY REINFORCE EACH OTHER TO MEET THE NEEDS OF BOTH COMMUNITIES AND UNIVERSITIES
#ENTRIFUGAL +NOWLEDGE -ANY COMMUNITY BASED PROJECTS ROOTED IN THE #IVIL 2IGHTS MOVEMENT HAVE FOCUSED ON THE NEEDS OF LOW INCOME NEIGHBORHOODS AND DISAD VANTAGED POPULATIONS 4HE EMPHASIS OF THIS WORK IS LARGELY TO SERVE COMMUNITY ORGANIZATIONS AND LIKELY USERS OF DESIGNED ENVIRONMENTS 0ROJECTS RANGE SIGNIlCANTLY FROM DESIGN BUILD AFFORDABLE HOUSING TO STREETSCAPE DESIGNS AND NEIGHBORHOOD PLANS TO MODEL CODE POLICY TOOLS AND INCLUDE BOTH SHORT AND LONG TERM RELATIONSHIPS WITH GOV ERNMENT AGENCIES NONPROlT ORGANIZATIONS AND COMMUNITY GROUPS 0ROJECTS AIM TO SUPPORT COMMUNITY GOALS AND PRIORITIES AND CAN BE PART OF A TRIAD FOCUSED ON TECHNICAL ASSISTANCE CAPACITY BUILDING AND POLI CY SUPPORT 4HIS TRIAD WAS DEVELOPED BY THE 0RATT )NSTITUTE FOR #OMMU NITY AND %NVIRONMENTAL $EVELOPMENT ONE OF THE OLDEST COMMUNITY DESIGN CENTERS IN THE COUNTRY 3EE ALSO "LAKE 4ECHNICAL ASSISTANCE OFTEN TAKES THE FORM OF PLANS DRAWINGS STUD IES AND REPORTS THAT ENABLE COMMUNITY GROUPS TO CARRY OUT THEIR MIS SION AND OBJECTIVES /FTEN ACTIVITIES WILL BE CONCENTRATED AT THE BE
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GINNING STAGES TO HELP GATHER INFORMATION FRAME ISSUES AND PROVIDE DOCUMENTATION OF THE RESULTS 4ECHNICAL ASSISTANCE HELPS GROUPS MAKE KEY DECISIONS AND IDENTIFY RESOURCES FOR IMPLEMENTATION AND SERVES AS A MECHANISM FOR DEVELOPING CONSENSUS AND SUPPORT FOR A PROJECT 4HUS A KEY QUESTION IS 7HOSE INTERESTS HAVE BEEN SERVED AND WITH WHAT RESULTS #APACITY BUILDING ACTIVITIES CONDUCTED BY FACULTY AND STUDENTS FULlLL AN IMPORTANT EDUCATIONAL AND ADVISORY ROLE IN HELPING GROUPS DEVELOP THEIR OWN CAPABILITIES 'RANT WRITING DEVELOPMENT OF BUD GETS ZONING AND DATA ANALYSES THE USE OF TECHNOLOGY AND MEETING FACILITATION ARE SOME OF THE SKILLS THAT CAN BE SHARED WITH COMMUNITY GROUPS 3EVERAL OUTCOMES THAT MEASURE CAPACITY BUILDING INCLUDE THE STRENGTHENING OF LOCAL INSTITUTIONS INCREASING THE ABILITY OF ORGANIZA TIONS AND INDIVIDUALS TO IDENTIFY AND SECURE RESOURCES FOR STAFlNG OR PROJECT IMPLEMENTATION GAINING LEGAL NONPROlT STATUS OR IMPLEMENT ING A SUCCESSFUL COMMUNITY DRIVEN PROJECT OR CAMPAIGN ! CHALLENGE IS TO IDENTIFY GAPS AND WEAKNESSES IN ORGANIZATIONAL CAPACITY AND USE PROJECTS AS VEHICLES TO STRENGTHEN THESE AREAS 4HUS A KEY QUESTION IS (OW DO CAPACITY BUILDING EFFORTS FURTHER THE MISSION AND GOALS OF COMMUNITY GROUPS 0OLICY SUPPORT THROUGH PROJECTS AND STUDIES CARRIED OUT BY SER VICE LEARNING ACTIVITIES OFTEN INCLUDES RECOMMENDATIONS THAT LEAD TO CHANGES IN POLICY AND REGULATION 0OLICY SUPPORT VARIES SIGNIlCANTLY AND CAN ALSO INCLUDE RECOMMENDATIONS FOR CHANGES TO CITY SERVICES CODE ENFORCEMENT AND OTHER ASPECTS OF COMMUNITY REGULATION ! GOAL OF POLICY SUPPORT MIGHT BE TO EDUCATE COMMUNITY MEMBERS ELECTED OFlCIALS AND MUNICIPAL STAFF ABOUT RESOURCE DISPARITIES REGULATORY DISCREPANCIES PROCEDURAL PROBLEMS OR OTHER POLICY RELATED ISSUES /UTCOMES TO EVALUATE THE ROLE OF POLICY SUPPORT IN COMMUNITY DESIGN ACTIVITIES COULD INCLUDE CHANGES TO POLICIES REALLOCATION OF MUNICIPAL RESOURCES OR THE CREATION OF NEW TOOLS THAT ADDRESS REGULATORY BARRI ERS 4HUS A KEY QUESTION IS 4O WHAT DEGREE DID A COMMUNITY BASED PROJECT SHAPE REGULATORY OR POLICY CHANGE
#ENTRIPETAL +NOWLEDGE )N ADDITION TO ADVANCING THE GOALS OF COMMUNITY GROUPS UNIVERSITY BASED PROJECTS AND PROGRAMS SEEK TO IMPROVE THE PEDAGOGY AND PRAC TICE OF DESIGN #OMMUNITY ENGAGEMENT GIVES STUDENTS FEEDBACK FOR MAKING DESIGN CHOICES THAT ARE RESPONSIVE TO THE PHYSICAL AND SOCIAL CONTEXTS OF A GIVEN PROJECT #OMMUNITY ENGAGEMENT ALSO PROVIDES A SPACE FOR EXPERIMENTATION LEADING TO PROMISING PRACTICES THAT EM PHASIZE MUTUAL ENGAGEMENT BETWEEN UNIVERSITIES AND COMMUNITIES !DDITIONALLY SERVICE LEARNING DONE THROUGH MECHANISMS SUCH AS COMMUNITY DESIGN CENTERS CAN ADVANCE RESEARCH UNACHIEVABLE IN PRO
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FESSIONAL AND CLASSROOM SETTINGS &OR EXAMPLE THE APPLICATION OF ON SITE BUILDING METHODS RELATED TO STRAW BALE AND RAMMED EARTH ALLOW FOR PROBLEM BASED LEARNING WHILE PROVIDING A VEHICLE FOR RESEARCH IN COMMUNITY SETTINGS )T IS VALUABLE TO ASSESS BOTH WHAT IS BEING CREATED AND TESTED AND THE DEGREE TO WHICH SERVICE LEARNING EXPERIENCES EN HANCE PEDAGOGY PRACTICE AND RESEARCH !SSESSING COMMUNITY INVOLVE MENT AND SERVICE LEARNING AND THE IDENTIlCATION OF PROMISING PRACTICES ARE CONSIDERATIONS RELATED TO THE INTERNAL GOALS OF COMMUNITY DESIGN PROJECTS AND PROGRAMS 0UBLIC INVOLVEMENT IS AN ESSENTIAL COMPONENT OF ANY COMMUNITY DESIGN PROCESS $ESIGNERS OFTEN SOLICIT INPUT IDEAS AND CRITICISM FROM NEIGHBORHOOD GROUPS MUNICIPAL OFlCIALS AND LOCAL RESIDENTS IN ORDER TO ESTABLISH PROJECT GOALS AND TO GUIDE THE RElNEMENT OF SPECIlC PRO POSALS &ACULTY AND STUDENTS SHOULD ASSESS THEIR SUCCESS IN ENGAGING COMMUNITIES IN THEIR WORK SINCE RESIDENT PARTICIPATION IS CRUCIAL AT VARIOUS PHASES OF THE PROCESS AND CAN CONTRIBUTE TO SUCCESS /NE GOAL THAT BRIDGES THE EXTERNAL GOALS OF COMMUNITY GROUPS AND OF PROFESSION AL PRACTICE IS COMMUNITY INVOLVEMENT /UTCOMES IN THE ASSESSMENT OF PARTICIPATORY PROJECTS COULD INCLUDE THE LEVEL OF PUBLIC INVOLVEMENT FROM PROJECT INCEPTION THROUGH IMPLEMENTATION INCREASED LEVELS OF TRUST AND VOLUNTEERISM SKILLS DEVELOPMENT OR COMMUNITY AWARENESS OF A GIVEN ISSUE 4HUS A KEY QUESTION IS 4O WHAT DEGREE DID RESIDENTS PARTICIPATE IN A COMMUNITY DESIGN PROJECT AND WHAT WERE THE SIGNIl CANT OUTCOMES OF THEIR PARTICIPATION 3ERVICE LEARNING HAS BEEN IDENTIlED AS AN IMPORTANT VEHICLE IN CREATING A SCHOLARSHIP OF ENGAGEMENT "OYER AND -ITGANG 4HE SERVICE LEARNING MODEL OF COMMUNITY DESIGN EDUCATION TEACHES PROFESSIONALS THE CIVIC RELEVANCE OF DESIGN FACILITATES INTERDISCIPLIN ARY LEARNING AND COLLECTIVE PROBLEM SOLVING FOSTERS PROFESSIONAL ETH ICS AND INTRODUCES DIVERSITY ISSUES INTO PRACTICE 3ERVICE LEARNING IS ALSO IMPORTANT FOR RESEARCH AND OUTREACH TO COMMUNITIES THAT LACK RESOURCES !SSESSING UNIVERSITY BASED SERVICE LEARNING COULD INCLUDE MEASURES THAT BENCHMARK CIVIC AND PROFESSIONAL DEVELOPMENT VOL UNTEERISM AND SOCIAL RESPONSIBILITY 4HUS A KEY QUESTION IS (OW DOES SERVICE LEARNING IN COMMUNITY BASED DESIGN EDUCATION BENElT STU DENTS AS FUTURE PRACTITIONERS 4HE QUALITY OF COMMUNITY BASED DESIGN CAN BE MEASURED BY THE NUMBER OF AWARDS AND COMMENDATIONS RECEIVED AS WELL AS BY PUBLI CATIONS IN PEER REVIEWED JOURNALS AND EXTERNAL FUNDING FOR COMMU NITY BASED PROJECTS (OWEVER THE IMPACT OF COMMUNITY DESIGN CAN ALSO BE MEASURED IN TERMS OF NEW METHODS AND TECHNIQUES THAT MAY BE DEVELOPED DURING DESIGN AND THE QUALITY OF COMPLETED PROJECTS /UTCOMES IN THE ASSESSMENT OF PROMISING PRACTICES COULD INCLUDE THE ADOPTION OF NEW METHODS THE DURABILITY AND USABILITY OF BUILT WORKS AND COMMUNITY ENVIRONMENTS OR THE LONG TERM SUSTAINABILITY OF PRO
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POSED STRATEGIES 4HUS A KEY QUESTION IS 7HAT STANDARDS ARE USED IN COMMUNITY BASED DESIGN PROJECTS AND HOW DO THEY COMPARE WITH THOSE ESTABLISHED BY THE PROFESSION
#ONCLUSION -Y PURPOSE IN PROPOSING THIS FRAMEWORK IS NOT TO PRESCRIBE PARTICU LAR FORMS OF MEASUREMENT BUT RATHER TO DElNE A STARTING POINT FROM WHICH ARCHITECTURE SCHOOLS COMMUNITY BASED PROGRAMS FACULTY AND STUDENTS ALIKE CAN BEGIN TO DEVELOP GOALS TO ASSESS THE OUTCOMES OF PROJECTS AND RELATED ACTIVITIES IN COMMUNITY SETTINGS .OR DOES MY PROPOSED FRAMEWORK SUGGEST AN EXHAUSTIVE LIST OF CRITERIA 4O DO SO WOULD NOT ACKNOWLEDGE THE DIVERSITY WITHIN THE lELD AND THE VARYING SIZES AND ORGANIZATIONAL CAPACITIES AMONG CURRICULAR PROGRAMS AND UNIVERSITY BASED DESIGN CENTERS 4HIS EVALUATIVE FRAMEWORK SHOULD BE VIEWED AS AN INITIAL SKETCH OPEN TO INTERPRETATION CRITIQUE AND FUR THER DEVELOPMENT )T IS ALSO AN INVITATION TO DESIGN FACULTY TO BE MORE REmECTIVE AND CRITICAL OF THEIR WORK IN COMMUNITIES AND TO CONTRIBUTE TO THE GROWING BODY OF KNOWLEDGE IN COMMUNITY BASED DESIGN 7HILE MY SUGGESTIONS MAY SEEM STRAIGHTFORWARD THEY REQUIRE AD DRESSING SEVERAL CHALLENGES !LTHOUGH COMMUNITY BASED DESIGN PROJ ECTS ARE BECOMING MORE COMMON IN SCHOOLS OF ARCHITECTURE THEY ARE UNDERTAKEN FOR DIFFERENT REASONS AND REmECT DIFFERENT INTERESTS AND VALUES AMONG FACULTY &OR SOME THEY PROVIDE AN ENRICHING STUDENT LEARNING EXPERIENCE FOR OTHERS THEY ARE EITHER AN OUTLET FOR ALTERNATIVE PRACTICE OR A FORM OF ADVOCACY 2EGARDLESS OF THE MOTIVATION SERVICE LEARNING PRESENTS CHALLENGES FOR FACULTY STUDENTS AND COMMUNITIES WHEN IT COMES TO TIME COMMITMENTS AND MEETING EXPECTATIONS FOR THE QUALITY OF WORK &ORSYTH ,U AND -C'IRR )T IS ALSO IMPORTANT TO NOTE THAT ALTHOUGH UNIVERSITY BASED PROGRAMS AND PROJECTS MAY APPEAR IN LINE WITH WORK CONDUCTED BY NONPROlT COMMUNITY BASED ORGANIZATIONS THE ORGANIZATIONAL GOALS AND PRIORITIES OF NONPROlTS ARE OFTEN DIFFERENT THAN THE INSTITUTIONAL GOALS OF UNIVERSITIES AND COLLEGES &ACULTY SHOULD BE COGNIZANT OF THE LIMITATIONS OF INSTITUTIONS OF HIGHER EDUCATION ESPECIALLY WHEN IT COMES TO RESOURCE AND LIABILITY ISSUES WHILE COMMUNITY ORGANIZATIONS SHOULD UNDERSTAND THAT THE PRIMARY FUNCTION OF UNIVERSITIES AND COLLEGES IS EDUCATION NOT SERVICE DELIVERY &URTHERMORE UNIVERSITIES RISK CREATING DEPENDENCY WHEN THEY REPLACE PROGRAMS AND SUPPORT ONCE PROVIDED BY GOVERNMENT "EYOND THESE GENERAL OBSERVATIONS THERE ARE SEVERAL SPECIlC CHALLENGES TO ACADEMIC PROGRAMS CONDUCTING EVALUATION OF COMMU NITY BASED PROJECTS #ONmICTING GOALS BETWEEN RESEARCHERS AND PRAC TITIONERS AND METHODOLOGICAL ISSUES SUCH AS THE OBJECTIVITY OF THE EVALUATOR WHEN THE SAME PERSON IS A PARTICIPANT NEED TO BE CONSID ERED AS DO QUESTIONS OF CONTEXT AND SCALE &OR EXAMPLE HOW IS THE
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COMMUNITY DElNED AND WHAT IS THE SCALE FOR ASSESSMENT EG BUILD ING BLOCK NEIGHBORHOOD !DDITIONALLY EVALUATION IS OFTEN SHAPED BY EXTERNAL FACTORS SUCH AS PUBLIC AGENCIES AND FOUNDATIONS THAT FUND COMMUNITY BASED PROJECTS *ENKINS AND (ALCLI (OW DO THESE ENTITIES INmUENCE THE GOALS OF A PROJECT AND THE TYPES OF ASSESSMENT TO BE CONDUCTED ,ASTLY THE ISSUE OF TIME IS CRITICAL 4HE DIFFERENCES BE TWEEN hUNIVERSITY TIMEv AND hCOMMUNITY TIMEv NEED TO BE ACCOUNTED FOR IN THE PLANNING AND IMPLEMENTATION OF CURRICULUM BASED PROJECTS %VALUATING BOTH EFFECTIVE PROCESS AND PROJECT OUTCOMES CAN ENSURE GREATER SUCCESS IN COMMUNITY BASED DESIGN PROJECTS )N SUM EVALUATION OF COMMUNITY BASED PROJECTS SHOULD NOT BE ENTERED INTO LIGHTLY AND TAKES A CONSIDERABLE AMOUNT OF INDIVIDUAL FACULTY EFFORT (OWEVER THE PRESENCE OF PROGRAMS AT UNIVERSITIES AND COLLEGES SUGGESTS THAT COMMUNITY BASED DESIGN IS HERE TO STAY )N OR DER TO DEEPEN THE KNOWLEDGE WITHIN THE lELD COMMUNITY BASED PROJ ECTS NEED TO BE VIEWED AS AN INTEGRAL PART OF SCHOLARSHIP IN TEACHING RESEARCH AND SERVICE -ORE REmECTIVE PRACTICE IS NEEDED IN SERVICE LEARNING TO ILLUMINATE THE ACTIONS AND ACTIVITIES OF PRACTITIONERS BOTH ACADEMIC AND PROFESSIONAL )N THE WORDS OF EDUCATOR $ONALD 3CHÚN WE MUST hDISCOVER WHAT ;WE= ALREADY UNDERSTAND AND KNOW HOW TO DOv 3CHÚN 4HE CHANGING LANDSCAPE OF OUR CITIES TOWNS AND NEIGHBORHOODS PROVIDES AN UNPRECEDENTED OPPORTUNITY FOR FACULTY AND STUDENTS TO ENGAGE IN ISSUES OF PUBLIC SIGNIlCANCE THROUGH SER VICE LEARNING .OW IS THE TIME
!CKNOWLEDGMENTS ) WOULD LIKE TO THANK )AN "APTISTE WHO CO TAUGHT A GRADUATE SEMINAR WITH ME IN WHICH THE EVALUATIVE FRAMEWORK WAS DEVELOPED ALSO 3AM $ENNIS FOR HIS THOUGHTFUL COMMENTS ON AN EARLIER VERSION OF THIS ESSAY IN PARTICULAR FOR HELPING ME TO RElNE THE FRAMEWORK 2EFERENCES !#3! 3OURCEBOOK OF #OMMUNITY $ESIGN 0ROGRAMS 7ASHINGTON $# !#3! 0RESS "LAKE 3 h#OMMUNITY $ESIGN #ENTERS !N !LTERNATIVE 0RACTICEv )N 4IME 3AVER 3TANDARDS FOR 5RBAN $ESIGN .EW 9ORK -C'RAW (ILL "OYER % AND , $ -ITGANG "UILDING #OMMUNITY ! .EW &UTURE FOR !RCHITECTURE %DUCATION AND 0RACTICE 0RINCETON .* #ARNEGIE &OUNDATION FOR THE !DVANCEMENT OF 4EACHING #HAMBERS 2 h0ARTICIPATORY 2URAL !PPRAISAL 02! #HALLENGES 0OTENTIALS AND 0ARADIGMSv 7ORLD $EVELOPMENT #HEN ( T AND 0( 2OSSI 5SING 4HEORY TO )MPROVE 0ROGRAM AND 0OLICY %VALUATIONS .EW 9ORK 'REENWOOD 0RESS
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#OMERIO - h#OMMUNITY $ESIGN )DEALISM AND %NTREPRENEURSHIPv 4HE *OURNAL OF !RCHITECTURE AND 0LANNING 2ESEARCH #URRY 2 (ISTORY OF THE !SSOCIATION FOR #OMMUNITY $ESIGN .EW 9ORK 0RATT )NSTITUTE #ENTER FOR #OMMUNITY AND %NVIRONMENTAL $EVELOPMENT $EVELOPMENT ,EADERSHIP .ETWORK 3UCCESS -EASURES 0ROJECT WWWDEVELOP MENTLEADERSHIPNETSMPINDEXHTM !CCESSED *UNE 'ABLER -, !PRIL h3URVEY OF .ATIONAL #OMMUNITY $ESIGN #ENTERSv 5NIVERSITY 0ARK 0! 035 3CHOOL OF !RCHITECTURE AND ,ANDSCAPE !RCHITECTURE &ORSYTH ! ( ,U AND 0 -C'IRR h3ERVICE ,EARNING IN AN 5RBAN #ONTEXT )MPLI CATIONS FOR 0LANNING AND $ESIGN %DUCATIONv *OURNAL OF !RCHITECTURAL AND 0LANNING 2ESEARCH &RANCIS - 3EPTEMBER ! #ASE 3TUDY -ETHOD FOR ,ANDSCAPE !RCHITECTURE 7ASHING TON $# ,ANDSCAPE !RCHITECTURE &OUNDATION (ALL " , h&ROM -ARGINS TO #ENTER 4HE $EVELOPMENT AND 0URPOSE OF 0ARTICIPA TORY 2ESEARCHv 4HE !MERICAN 3OCIOLOGIST (AMER #ENTER FOR #OMMUNITY $ESIGN !SSISTANCE h3URVEY OF 5NIVERSITY "ASED #OMMUNITY $ESIGNv 5NIVERSITY 0ARK 0! 035 3CHOOL OF !RCHITECTURE AND ,ANDSCAPE !RCHITECTURE (EBERT 3 h3TRUCTURING #ASE 3TUDIES AND /THER &ORMS OF 3ELF %VALUATION 2EC OMMENDATIONS 2EGARDING A 4HEORY $RIVEN !PPROACHv 0RESENTATION MADE ON -ARCH 0RATT )NSTITUTE #ENTER FOR #OMMUNITY AND %NVIRONMENTAL $EVELOPMENT .EW 9ORK (OU * AND - 2IOS 3EPTEMBER h#OMMUNITY $RIVEN 0LACE -AKING 4HE 3OCIAL 0RACTICE OF 0ARTICIPATORY $ESIGN IN THE -AKING OF 5NION 0OINT 0ARKv *OURNAL OF !RCHITEC TURAL %DUCATION (YLAND 3% h)SSUES IN %VALUATING .EIGHBORHOOD #HANGE %CONOMIC AND #OM MUNITY "UILDING )NDICATORSv #ITYSCAPE ! *OURNAL OF 0OLICY $EVELOPMENT AND 2ESEARCH *ENKINS * # AND ! (ALCLI h'RASSROOTING THE 3YSTEM 4HE $EVELOPMENT AND )MPACT OF 3OCIAL -OVEMENT 0HILANTHROPY v )N 0HILANTHROPIC &OUNDATIONS EDITED BY % #ONDLIFFE ,AGEMANN PP "LOOMINGTON AND )NDIANAPOLIS )NDIANA 5NIVERSITY 0RESS +LINE % 3USTAINABLE #OMMUNITY )NDICATORS -EDFORD -! 4UFTS 5NIVERSITY 0RESS +RETZMAN *0 AND *, -C+NIGHT "UILDING #OMMUNITIES FROM THE )NSIDE /UT ! 0ATH TOWARD &INDING AND -OBILIZING A #OMMUNITYS !SSETS %VANSTON ), 4HE !SSET "ASED #OM MUNITY $EVELOPMENT )NSTITUTE )NSTITUTE FOR 0OLICY 2ESEARCH .ORTHWESTERN 5NIVERSITY .YDEN 0 AND 7 7IEWEL h#OLLABORATIVE 2ESEARCH (ARNESSING THE 4ENSIONS BETWEEN 2ESEARCHER AND 0RACTITIONERv 4HE !MERICAN 3OCIOLOGIST 0ARK 0 h4HE $ISCOVERY OF 0ARTICIPATORY 2ESEARCH AS A .EW 3CIENTIlC 0ARADIGM 0ERSONAL AND )NTELLECTUAL !CCOUNTSv 4HE !MERICAN 3OCIOLOGIST 0EARSON * 5NIVERSITY #OMMUNITY 0ARTNERSHIPS )NNOVATIONS IN 0RACTICE 7ASHINGTON $# .ATIONAL %NDOWMENT FOR THE !RTS
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2EARDON + * 7ELSH " +REISWIRTH AND * &ORESTER h0ARTICIPATORY !CTION 2ESEARCH FROM THE )NSIDE #OMMUNITY $EVELOPMENT IN %AST 3T ,OUISv 4HE !MERICAN 3OCIOLOGIST 3CHÚN $ 4HE 2EmECTIVE 4URN #ASE 3TUDIES IN AND ON %DUCATIONAL 0RACTICE .EW 9ORK AND ,ONDON 4EACHERS #OLLEGE 0RESS 7ALLERSTEIN . 6 3ANCHEZ -ERKI AND , $OW h&REIRIAN 0RAXIS IN (EALTH %DUCA TION AND #OMMUNITY /RGANIZINGv )N #OMMUNITY /RGANIZING AND #OMMUNITY "UILDING FOR (EALTH EDITED BY - -INKLER PP .EW "RUNSWICK .* 2UTGERS 5NIVERSITY 0RESS 7HYTE 7& $* 'REENWOOD AND 0 ,AZES h0ARTICIPATORY !CTION 2ESEARCH 4HROUGH 0RACTICE TO 3CIENCE IN 3OCIAL 2ESEARCHv !MERICAN "EHAVIORAL 3CIENTIST 9IN 2 #ASE 3TUDY 2ESEARCH $ESIGN AND -ETHODS 4HOUSAND /AKS #! 3AGE 0UBLI CATIONS
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2ESEARCH AS %THICAL 0RACTICE 7HEN !CADEMIC 'OALS !LIGN WITH #OMMUNITY .EEDS "Y -ARY # (ARDIN !RCHITECTURAL EDUCATORS ARE CHALLENGED TO lND A RELATIONSHIP BETWEEN THE NECESSARILY NARROW AND OFTEN ARCANE TOPICS THAT ARE THE FOCUS OF FACULTY RESEARCH EFFORTS AND THE MORE GENERAL FORMAT OF PROBLEMS THEY GIVE TO THEIR DESIGN STUDIOS 4O THEN REFRAME THE RESEARCH FOR EXPLORA TION IN THE COMMUNITY PROVES ESPECIALLY DIFlCULT 4HIS ESSAY DESCRIBES A FORTUITOUS TRIO OF COLLABORATIONS AT THE 5NIVERSITY OF !RIZONA THAT LED FROM A RESEARCH IDEA TO FULL SCALE IMPROVISATION IN A DESIGN BUILD STU DIO AND THEN TO SIGNIlCANT APPLICATIONS IN IMPOVERISHED .ATIVE !MER ICAN AND ,ATINO COMMUNITIES %ACH OF THE PROJECTS INVOLVED DIFFERENT PRIORITIES FOR THE RESEARCHER THE STUDENTS AND THE COMMUNITY BEING SERVED !N EXAMINATION OF THE PROJECTS FROM EACH OF THESE PRIORITY SYS TEMS ALLOWS THE TRACING OF A RESEARCH IDEA FROM INCEPTION TO CURRENT INCARNATION AND OPENS A DISCUSSION ABOUT THE ETHICAL QUESTIONS THAT ARISE WHEN MANY AGENDAS ARE SUPERIMPOSED ! HOLISTIC PERSPECTIVE REVEALS THE RESEARCH AGENDA AS A THREAD CON NECTING THE PROJECTS IN WAYS THAT ADD VALUE BEYOND THEIR IMMEDIATE CONTRIBUTIONS TO THE COMMUNITY OR THE STUDENTS INVOLVED 3EVERAL YEARS OF RESIDENTIAL DESIGN BUILD PROJECTS IN LOW INCOME COMMUNITIES HELPED FORMULATE THE AGENDA INDEPENDENT OF ANY ONE PROJECT BUT LINKING ALL OF THEM FOCUSED ON THE EVOLUTION OF LOW COST METHODS OF BUILDING WITH RAMMED EARTH 4HE AGENDA INCLUDED DETERMINATION OF AN AFFORDABLE SYSTEM OF FORMING RAMMED EARTH RElNEMENT OF A RELIABLE EARTH AND CE MENT MIXTURE TO MEET PERFORMANCE BASED BUILDING CODES AND OPTIMAL USE OF RAMMED EARTH WITH RESPECT TO SOLAR ORIENTATION )N SHORT THE GOAL OF THE RESEARCH WAS TO DISCOVER A WAY OF BUILDING INEXPENSIVELY WITH A BEAUTIFUL AND ENVIRONMENTALLY CORRECT MATERIAL 4HE SERVICE LEARNING PROJECTS THEMSELVES GAVE RISE TO THE RESEARCH GOAL AS ) SOUGHT TO USE RAMMED EARTH FOR AFFORDABLE BUILDINGS BECAUSE OF ITS GOOD ENVIRONMENTAL ATTRIBUTES 4HE PROJECTS THEN PROVIDED VE HICLES FOR EMPIRICAL INVESTIGATIONS IN A WAY THAT NO UNIVERSITY LABORA TORY COULD HAVE 4HE PROJECTS INITIATED AND FUELED THE PROCESS SHAPED THE RESEARCH AND WERE SHAPED BY IT 4ANGENTIAL RESEARCH TOPICS SPUN OFF AS NECESSARY SIDEBARS AND THEN REJOINED THE PRIMARY INVESTIGATION 0UBLICATIONS CONFERENCES AND GRANT FUNDING WERE ALL RESULTS OF EFFORTS TO DISSEMINATE THIS RESEARCH AND IN TURN GAVE THE ACADEMIC PAYBACK NEEDED TO OFFSET THE ENORMOUS EXPENDITURE OF TIME AND ENERGY
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"ACKGROUND 2AMMED EARTH CONSTRUCTION WAS ONCE WIDELY PRACTICED BY THE INDIG ENOUS PEOPLES OF THE 3ONORAN $ESERT 'REGONIS AND 2EINHARD 4HEY ACHIEVED A LOAD BEARING WALL SYSTEM BY PACKING AN EARTH AND CLAY MIXTURE BETWEEN FORMS MADE OF WOOD OR CACTUS RIBS !S WITH MANY POPULATIONS DWELLING IN ARID REGIONS THE NATIVES OF 3ONORA BUILT WITH EARTH BECAUSE OF ITS RELATIVE AVAILABILITY EASE OF TRANSPORT AND DURABILITY AS WELL AS ITS POTENTIAL FOR MAINTAINING A COMFORTABLE INTERIOR ENVIRONMENT 2AMMED EARTH WALLS HAVE ALMOST NO INSULA TION VALUE AND FUNCTION INSTEAD AS THERMAL MASS WHICH SLOWS THE TRANSFER OF HEAT FROM EXTERIOR TO INTERIOR SPACES DURING THE DAY AND PERFORMS THE OPPOSITE FUNCTION AT NIGHT (EAT TRANSFERS THROUGH A RAMMED EARTH WALL AT APPROXIMATELY ONE INCH PER HOUR 4HIS MEANS THAT AS THE SUNS HEAT WORKS ITS WAY THROUGH THE TO INCH THICK WALLS IT DOES NOT REACH THE INTERIOR SPACES BEFORE NIGHTFALL 4HE SUB STANTIAL DROP IN AIR TEMPERATURE AT NIGHT CAUSES THE WALLS TO COOL OFF AGAIN BEFORE SUNRISE AS HEAT RADIATES BACK INTO THE DESERT SKY !S A RESULT THE INDOOR TEMPERATURE mUCTUATES ONLY TO DEGREES & IN HOURS -AZRIA 2AMMED EARTH CONSTRUCTION FADED FROM USE IN THE 5NITED 3TATES LONG AGO AND HAS ONLY RECENTLY BEEN REVIVED AS AN ALTERNATIVE FOR CUS TOM HOMES 3INCE THE MID S IT HAS ENJOYED A RENAISSANCE IN THE 3OUTHWEST ESPECIALLY IN #ALIFORNIA AND !RIZONA #ONTEMPORARY CON STRUCTION METHODS EMPLOY THE STABILIZING ADDITIVE OF 0ORTLAND CEMENT PNEUMATIC BACKlLL TAMPERS TO COMPACT THE EARTH MIX AND FORMS FOR CAST IN PLACE CONCRETE CONSTRUCTION &ORMS AND LABOR ARE TOO EXPEN SIVE FOR MOST PEOPLE BUT RAMMED EARTHS GOOD THERMAL AND ENVIRON MENTAL ATTRIBUTES MAKE IT AN ALTERNATIVE FOR REDUCING HOUSING COSTS IN THE DESERT IF THE CONSTRUCTION METHODS CAN BE MADE LESS EXPENSIVE AND THE lELD PRACTICES MORE RELIABLE 4HE DESIGN BUILD FACULTY AND STAFF OF THE 5NIVERSITY OF !RIZONA 3CHOOL OF !RCHITECTURE WERE INTERESTED IN LEARNING THE PARAMETERS LIMITS AND POTENTIALS OF BUILDING WITH THIS CONSTRUCTION METHOD WHICH HAD VERY RECENTLY BEEN ADOPTED IN THE MUNICIPAL BUILDING CODE !S IS COMMON WITH BUILDING CODES THE TEXT DElNES PERFORMANCE CRITERIA BUT PROVIDES NO RECIPES 7ITHOUT A BACKGROUND BODY OF KNOWLEDGE OR EXPERIENCED LOCAL TRADESMEN WITH WHOM TO APPRENTICE NOVICES HAD NO ALTERNATIVE BUT TO EXPERIMENT AT FULL SCALE 1UESTIONS ABOUT SOIL COMPOSITION FORMING METHODS STRENGTH AND PLASTIC TOLERANCE BEGAN TO SHAPE A RESEARCH AGENDA 4O BLOSSOM INTO AN APPLIED RESEARCH PROJ ECT HOWEVER THE INTEREST HAD TO BE CULTIVATED THROUGH AN OPPORTUNITY TO BUILD
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4HE 2ESEARCH /RIGIN OF THE 2ESEARCH )DEA ! #LASSROOM OFF THE 'RID 4HE lRST PROJECT INVOLVING RAMMED EARTH CONSTRUCTION WAS SELF CON TAINED IN TERMS OF RESEARCH THE PROFESSORS AND STUDENTS LEARNED ABOUT THE MATERIAL IN ORDER TO CONSTRUCT THE BUILDING 4HIS INITIAL COL LABORATION DEVELOPED IN WHEN THE 5NIVERSITY OF !RIZONAS !THLET ICS AND 2ECREATION $EPARTMENT CONTACTED THE 3CHOOL OF !RCHITECTURE WITH A REQUEST FOR ASSISTANCE WITH THE DESIGN OF A NEW CLASSROOM FACIL ITY /NE PROFESSOR IN THE SCHOOL 2ICHARD "RITTAIN RESPONDED WITH AN OF FER OF A DESIGN BUILD PROJECT AND A PARTNERSHIP OF TWO YEARS DURATION WAS FORMED (IS FOURTH YEAR DESIGN STUDIO TOOK UP THE CHALLENGE TO DEVISE AN ENVIRONMENTALLY CONSCIOUS LOW COST CLASSROOM FACILITY THAT COULD BE BUILT BY NOVICES ! SECOND SEMESTER OF DESIGN DEVELOPMENT AND CONSTRUCTION DOCUMENTS READIED THE PROJECT FOR GROUND BREAKING
&IGURE #ONVENTIONAL METHOD OF FORMING RAMMED EARTH WALLS USING HEAVY STEEL REINFORCED FORMS "RITTAIN AND ) WHO WOULD LEAD STUDENTS THROUGH THE CONSTRUCTION OF THE RAMMED EARTH AND INSULATED CONCRETE BLOCK CLASSROOM BEGAN TO FACE THE REALITIES OF FUNCTIONING AS BUILDING CONTRACTORS WITH LITTLE BUDGET FOR EQUIPMENT AND OVERHEAD !N OBSTACLE LOOMING VERY LARGE IN THE PATH OF THE CLASSROOM FACILITY THE NEED TO DO RAMMED EARTH WORK WITHOUT THE EXPENSIVE COMMERCIAL FORMWORK USED IN CONTEMPO RARY PROJECTS LED TO A RESEARCH GOAL THAT WOULD EVENTUALLY AFFECT THE COMMUNITY BEYOND THE CAMPUS ITSELF
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,ABOR COSTS AND FORMWORK MAKE RAMMED EARTH A HIGH COST CHOICE FOR WALL SYSTEMS #ONTRACTORS FORM THE ENTIRE BUILDING AT ONCE WITH MANY SETS OF STEEL REINFORCED FORMS THAT ARE BOLTED TOGETHER AND THEN TAMP THE EARTH AND CEMENT MIXTURE INTENSIVELY &IGURE 4O REDUCE THE COST WE FOUND AN ALTERNATIVE METHOD OF FORMING WALLS INCREMENTALLY WITH FORMWORK THAT COULD BE MANAGED BY TWO OR THREE PEOPLE AND THEN REUSED 7E WERE WILLING TO SACRIlCE THE EFl CIENCY OF THE LARGE SCALE FORMING FOR A MORE LABOR INTENSIVE SYSTEM IF LABOR WAS PLENTIFUL AND CHEAP 4HE PROBLEM OF DESIGNING FORMWORK FOR THE CLASSROOM FACILITY THUS HAD IMPLICATIONS FOR MORE SIGNIlCANT RESEARCH )T WAS IN FACT THE SAME AS THE CHALLENGE OF BRINGING RAMMED EARTH INTO THE AFFORDABLE HOUSING ARENA 3EVERAL ROUNDS OF FORMWORK DESIGN AND TEST WALLS PREFACED CON STRUCTION ON THE CLASSROOM FACILITY FOCUSING ON THE GOALS OF MOBILITY AND REASSEMBLY %XAMINATION OF PRECEDENTS FROM #ALIFORNIA #HINA -OROCCO AND !USTRALIA %ASTON LED TO THE USE OF PLYWOOD WALLS PIPE CLAMPS AND STIFFENING BOARDS IN A SIMPLE CONlGURATION ! FEW TEST RUNS WITH THE REVISED FORMWORK AND SOME lNE TUNING OF PIPE SPACING AND PLACEMENT ALLOWED CONSTRUCTION TO BEGIN &IGURE
&IGURE )NCREMENTAL RAMMED EARTH FORMS ASSEMBLED USING SIMPLE ELEMENTS $EVELOPING A WORKING METHOD WITH THE RAMMED EARTH FORMS AND EARTH MIXING EQUIPMENT INVOLVED A STEEP LEARNING CURVE 4HE SETTING SQUARING PLUMBING AND CLAMPING OF FORMS WAS TEDIOUS UNTIL A LOGI CAL SEQUENCE BECAME OBVIOUS 4HE USE OF CHAMFER STRIPS TO CREATE
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REVEALS BETWEEN THE RAMMED EARTH AND CONCRETE WAS TIME CONSUM ING AND CAUSED LOGISTICAL PROBLEMS 4HE NEED TO MIX EARTH BY HAND IN THE ABSENCE OF EARTH MOVING EQUIPMENT SLOWED THE TAMPING 7HILE STUDENTS WORKING THE TAMPERS WAITED FOR DELIVERY OF EARTH BY BUCKET BRIGADE THEY CONTINUED TO TAMP EACH LAYER BEYOND THE COMPACTION LIMITS OF THE SOIL WHICH CAUSED SOME WALL SECTIONS TO HAVE A ROUGH MUDDY lNISH !S CONSTRUCTION PROCEEDED HOWEVER THE STUDENTS DE VELOPED A RHYTHM FOR THE WORK AND SYNCHRONIZED THE MIXING OF EARTH BATCHES THE MOVING OF SCAFFOLDING AND FORMS AND THE TAMPING &IGURE %VENTUALLY THEY WERE ABLE TO UNDERSTAND THE PROCESS AND MAKE SUGGESTIONS FOR REVISED FORMWORK DETAILS AND EARTH MIXING TECH NIQUES 4HE TWO PERSON SYSTEM OF INCREMENTAL FORMING BECAME A RELI ABLE SYSTEM FOR AN INVESTMENT OF ABOUT IN PLYWOOD &IGURE !S THE STUDENTS HONED THEIR EXPERTISE THEY ALSO IDENTIlED THE MAIN CHALLENGES OF WORKING WITH RAMMED EARTH FORMWORK DESIGN AND RELIABLE lELD PRACTICES FOR MIXING EARTH WITH CEMENT AND WATER
&IGURE &ORMS STAGGERED TO ALLOW TAMPING AT SEVERAL LOCATIONS SIMULTANEOUSLY
#ONTINUATION OF A 2ESEARCH )DEA n (UGHES 2ESIDENCE %VEN AS STUDENTS SHAPED THE CLASSROOM FACILITY "RITTAIN AND ) REAL IZED THE IMPLICATIONS OF THE NEW FORMING SYSTEM FOR THE IMPOVERISHED COMMUNITIES OF THE REGION -Y NEXT PROJECT INVOLVED DESIGNING AND BUILDING A RESIDENCE FOR $ELLA (UGHES AND HER FOUR CHILDREN ON THE 'ILA )NDIAN 2ESERVATION ) WROTE A GRANT PROPOSAL FOR AN EDUCATIONAL PART NERSHIP BETWEEN THE 3CHOOL OF !RCHITECTURE AND THE .ATIVE !MERICAN COMMUNITY WHICH WAS IN DIRE NEED OF ADDITIONAL HOUSING 4HE 'ILA
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0IMA COMMUNITY HAD REJECTED GOVERNMENT BUILT HOUSING THAT BORE NO AFlNITY WITH THEIR TRADITIONAL BUILDING METHODS AND MUCH HAD BEEN ABANDONED OR VANDALIZED 2EPRESENTATIVES OF THE TRIBAL (OUSING !U THORITY WERE SEEKING NEW IDEAS AND ATTENDED STUDENT PRESENTATIONS OF ENVIRONMENTALLY SENSITIVE HOUSING PROPOSALS THEY HAD ALREADY RE QUESTED ASSISTANCE FROM THE 3CHOOL OF !RCHITECTURE 4HE TRIBE WAS EN THUSED ABOUT THE NOTION OF A PARTNERSHIP THAT WOULD TRAIN MEMBERS OF THE COMMUNITY TO BUILD RAMMED EARTH HOUSES WITH INEXPENSIVE FORMWORK AND INDIGENOUS MATERIALS 7HEN THE 7+ +ELLOGG &OUNDA TION FUNDED THE PROPOSAL A NEW COLLABORATION WAS FORMED
&IGURE 2AMMED EARTH WALLS COMPLETED 2AMMED EARTH HAD ONCE BEEN AN IMPORTANT BUILDING TECHNIQUE OF .ATIVE !MERICANS IN OUR REGION ALONG WITH WATTLE AND DAUB %ASTON AND .ABAKOV "OTH WERE REPLACED IN THE LAST CENTURY BY A COM POSITE WALL SYSTEM OF WOOD AND PACKED MUD $WELLINGS BUILT WITH THIS COMPOSITE SYSTEM ARE CALLED hSANDWICHv HOUSES 6AN 7ILLIGEN -OST OF THE RESERVATIONS RESIDENTS LIVE IN SANDWICH HOUSES OR GREW UP IN THEM 4ENANTS VALUE THE HOUSES DESPITE THE NEED TO PATCH AND REPLACE THE MUD BECAUSE THEY KEEP A FAIRLY STABLE INTERIOR TEMPERA TURE AGAINST THE WIDE DIURNAL TEMPERATURE SWINGS OF THE DESERT 4HEY ALSO HOLD CULTURAL VALUE AS A LOCAL TRADITION AND ARE BUILT WITH FOUND MATERIALS FROM THE LANDSCAPE CACTUS RIBS PLANT STALKS EARTH THAT RE MAIN PART OF THE LANDSCAPE WHEN THE HOUSES DETERIORATE 3ANDWICH HOUSES ARE STILL THE MOST COMMON DWELLING TYPE ON THE RESERVATION AND NEW ONES ARE CONSTRUCTED AS A MATTER OF PREFERENCE AND ECONOMY 4HE RELIANCE ON SOIL FROM THE SITE AND THE UNCOMPLICATED CONSTRUCTION TECHNIQUES MAKE RAMMED EARTH AN EASY lT IN THE ARID REGIONS OF THE 3OUTHWEST
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-Y WORK WITH THE NEXT COHORT OF STUDENTS ON THE DESIGN OF THE DWELLING FOR THE (UGHES FAMILY RAISED NEW CONSIDERATIONS 4HE SOIL MIXTURE HAD TO BE CHANGED TO ADJUST FOR THE SITES VERY SILTY EARTH AND THE FAMILY WANTED TO INTEGRATE OTHER TRADITIONAL MATERIALS SUCH AS CACTUS RIBS AND ARROWWEED THATCH INTO THE WALL SURFACES !LSO THE FORMWORK NEEDED RECONlGURATION TO REDUCE THE NUMBER OF BREAKDOWN AND SETUP PERIODS WHICH CONSUMED MORE TIME AND LABOR THAN THE TAMPING 4HE DESIGN BUILD STUDIO FELT PREPARED TO BEGIN NEW CON STRUCTION ONLY AFTER A PERIOD OF DESIGN AND TESTING
&IGURE 3ECOND INCARNATION OF FORMS TALLER SEGMENTS THAT STAND ALONE 4HE DWELLING HAD A SIMPLE RECTANGULAR PLAN SIMILAR TO THE TYPI CAL SANDWICH HOUSE ON AN EIGHT FOOT MODULE TO CORRESPOND WITH THE FORMS DIMENSIONS AND WAS ADAPTED TO THE FAMILYS PREFERENCES FOR ORIENTATION VIEW AND OUTDOOR LIVING PRACTICES ) WILL NOT DESCRIBE THE PROCESS OF DElNING THE CONlGURATION WHICH WAS INFORMED BY DISCUS SIONS OF SPACE USAGE INDOOR OR OUTDOOR PLUMBING INDOOR OR OUTDOOR COOKING COOLING AND HEATING SYSTEMS THE USE OF ELECTRICITY AND THE REUSE OF HOUSEHOLD WATER 2ATHER ) WILL CONCENTRATE ON THE CONSIDER ATIONS THAT DIRECTLY AFFECTED THE CONSTRUCTION PRACTICES 4HE EXPERIENCE OF BUILDING THE CLASSROOM FACILITY LED TO CHANGES IN THE FORMING SYSTEM THAT INCLUDED ELIMINATING THE USE OF PLYWOOD PIERS TO SUPPORT THE FORMS MAKING THEM FREESTANDING SPARED A GREAT DEAL OF PLYWOOD DOUBLING THE HEIGHT OF THE FORMS CUTTING IN HALF THE NUMBER OF BREAKDOWN AND REASSEMBLY ACTIVITIES AND REDUCING THE
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NUMBER OF PIPE CLAMPS AND STIFFENING BOARDS SAVING MATERIALS AND HANDLING TIME &IGURE 4HE REVISED FORMWORK PROVED TO BE MANAGE ABLE BY TWO PEOPLE ALTHOUGH A THIRD PERSON WAS USEFUL IN TIGHTENING THE CLAMPS AND CHECKING FOR LEVEL AND PLUMB
&IGURE h&LYING FORMWORKv FOR BOND BEAM WAS DIFlCULT TO SUPPORT AND LEVEL 4HE WALLS OF THE (UGHES RESIDENCE WERE BUILT IN NINE DAYS WITH THE PARTICIPATION OF MEMBERS OF THE 'ILA COMMUNITY CONSTRUCTION CREW 4RIBE MEMBERS FORMED AND POURED THE FOOTINGS FOR THE RAMMED EARTH WALLS FOUR TO SIX OF THE CREW WORKED WITH THE STUDENTS EACH DAY AND CONTINUED AFTER THE SEMESTER ENDED $URING THE lRST TWO DAYS OF WALL BUILDING THE 'ILA CREW MIXED EARTH AND CEMENT AND OBSERVED THE FORMING PROCESS "Y THE THIRD DAY THEY WERE ENGAGED IN THE FORMING AND EVENTUALLY ADAPTED IT FOR SPECIAL SITUATIONS SUCH AS THE BUILDING INSPECTORS REQUEST FOR A RECESS TO CONTAIN THE ELECTRICAL PANEL BOX 4HE LAST TWO DAYS OF WALL BUILDING WERE DONE ENTIRELY BY THE 'ILA CREW AS THE DESIGN BUILD STUDIO TURNED TO THE CHALLENGE OF DEVISING FORMS FOR THE CONCRETE BOND BEAM THAT WAS REQUIRED BY THE BUILDING CODE #ONSTRUCTING A hmYINGv FORMWORK ON TOP OF THE WALL PROVED DIF lCULT BECAUSE OF THE UNEVEN SURFACE AND IT WAS A CHALLENGE TO lND A METHOD FOR LEVELING AND SECURING THE FORMWORK FOR THE CONCRETE POUR 0LYWOOD STRIPS WERE CUT FROM WALL FORMWORK AND CLAMPED TO THE RAMMED EARTH WALLS WITH SNAP TIES USED IN CONCRETE CONSTRUCTION 4WO BY FOUR BRACES KEPT THE FORMS A UNIFORM DISTANCE FROM THE WALL FOOTINGS BUT THE SYSTEM WAS CUMBERSOME AND TEDIOUS TO CONSTRUCT (OLES LEFT IN WALLS WHERE PIPE CLAMPS HAD PASSED THROUGH TURNED OUT TO BE THE MOST USEFUL POINTS FOR SUPPORTING THE FORMS A DISCOVERY THAT LED TO THE RElNEMENT OF THE FORM DESIGN FOR THE THIRD ITERATION OF BUILDING &IGURE
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2ElNEMENT OF THE 2ESEARCH !GENDA 4HE &ELIX 2ESIDENCE -Y STUDENTS AND ) DESIGNED AND CONSTRUCTED A THIRD RAMMED EARTH STRUCTURE THIS ONE A RESIDENCE FOR (ABITAT &OR (UMANITY 4UCSON TO HOUSE -ARIA &ELIX WITH HER lVE CHILDREN AND THEIR GRANDFATHER 4HE PROJECT INVOLVED A COLLABORATION WITH 3COTT -ERRY A 5NIVERSITY OF !RI ZONA PROFESSOR OF CIVIL ENGINEERING THE LOCAL AFlLIATE OF (ABITAT &OR (UMANITY (&(4 (&(4 ACCEPTED THE SUGGESTION OF AN EXPERIMENTAL RAMMED EARTH RESIDENCE FROM ITS OWN $ESIGN AND 4ECHNOLOGY #OM MITTEE WHICH WAS ADVOCATING hGREENv BUILDING TECHNIQUES ) WAS IN VITED TO ADDRESS THE COMMITTEE ABOUT RAMMED EARTH AND STRAW BALE CONSTRUCTION AND HAD A DIRECT INmUENCE ON THE lNAL CHOICES
&IGURE "OND BEAM FORMS SUPPORTED BY PIPE CLAMPS PUT THROUGH WALL AT CONSISTENT HEIGHT TO EASE THE LEVELING PROCESS )N THE PRE BUILDING PHASE MY STUDENTS AND ) MIXED SMALL BATCHES OF RAMMED EARTH AND BROKE TEST CYLINDERS TO ASCERTAIN COMPRESSIVE STRENGTH AND OTHER VALUES NECESSARY FOR OBTAINING A BUILDING PERMIT 4HERE IS NO FORMAL BODY OF KNOWLEDGE ABOUT CERTAIN MATERIAL PROP ERTIES OF RAMMED EARTH MIXTURES INCLUDING STIFFNESS AND SHRINKAGE POTENTIAL $ECIDING ON THE COMPOSITION AND COMPACTION OF A MIXTURE IS INEXACT BASED ON RULES OF THUMB AND EXPERIENCE 7E NEEDED MORE EXPERTISE ABOUT SOILS PROPERTIES AND ) SOUGHT THE ADVICE OF 0ROFESSOR -ERRY 4OGETHER WITH A THIRD COHORT OF DESIGN BUILD STUDENTS AND A RE SEARCH ASSISTANT IN CIVIL ENGINEERING WE DEVISED A CONSISTENT EARTH AND CEMENT MIX WITH CONSTANT WATER CONTENT AND SUFlCIENT COMPAC TION 4HIS INVOLVED CREATING TESTS AND TESTING EQUIPMENT IN THE UNI VERSITYS SOILS LAB TO EVALUATE THE RELATIONSHIP BETWEEN THE COMPACTED
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DRY DENSITY WATER CONTENT COMPACTION ENERGY CEMENT CONTENT AND COMPRESSIVE STRENGTH &RITZ 4HIS RESEARCH LED TO THE NEXT GOAL CONTROLLING THE lELD PRACTICES TO MATCH THE IDEAL PRACTICES ESTABLISHED IN THE LABORATORY #ONSTRUCTION OF THE RESIDENCE ALLOWED ANOTHER ROUND OF FORM WORK RElNEMENT 4HIS TIME EXTRA PIPE CLAMPS WERE PURPOSEFULLY RUN THROUGH THE TOP OF EACH WALL TO ESTABLISH HOLES ALL THE WAY AROUND THE BUILDING AT THE SAME LEVEL RELATIVE TO THE WALL FOOTINGS /NCE THE WALLS WERE COMPLETED PIPE CLAMPS COULD BE REINSERTED INTO THE HOLES AS AN ARMATURE FOR PLACING THE BOND BEAM FORMWORK WHICH COULD REST ON THE PIPE CLAMPS AND THEN BE lTTED WITH SNAP TIES AND CAREFULLY LEV ELED 4HIS ELIMINATED THE NEED FOR BRACING BELOW AND MADE THE LEVEL ING A lNE TUNING PROCEDURE RATHER THAN A STRUGGLE &IGURE %VEN THOUGH THIS RElNEMENT PROVED CLEAR AND LOGICAL ANOTHER IM PROVEMENT BECAME OBVIOUS )F A METHOD OF POURING AN INCREMENTAL BOND BEAM COULD BE DEVELOPED THE NEED FOR SEPARATE hmYINGv FORMS FOR THE BOND BEAM WOULD BE WHOLLY UNNECESSARY 4HE REQUIRED FOUR INCH BOND BEAM COULD BE POURED INTO THE TOP OF EACH EIGHT FOOT WALL SECTION WHILE THE RAMMED EARTH FORMS WERE STILL ERECT &URTHER RE SEARCH WILL INVESTIGATE REVISIONS TO ACCOMMODATE THE PASSAGE OF RE INFORCING STEEL BARS THROUGH THE END BOARDS OF THE FORMS IN ORDER TO MAKE A CONTINUOUS STEEL CONNECTION EVEN WITH CONSECUTIVE CONCRETE POURS &IGURE
&IGURE ,ABORATORY TEST ILLUSTRATING ONE METHOD OF POURING CONCRETE BOND BEAM IN TOP OF RAMMED EARTH FORMS HOLDING CONCRETE BACK TO ALLOW FOR A REBAR SPLICE
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$ISSEMINATION OF THE 2ESEARCH !S WE ACHIEVED THE RESEARCH GOALS OF DISCOVERING AND RElNING A METH OD OF BUILDING INEXPENSIVELY WITH RAMMED EARTH WE BEGAN DISSEMI NATING RESULTS OF THE SERVICE LEARNING PROJECTS IN WAYS THAT BROUGHT ACADEMIC RECOGNITION TO THE PARTICIPANTS AND LED DIRECTLY TO ADDITIONAL RESOURCES AND OPPORTUNITIES 7E WERE ABLE TO GIVE THE THREE PROJECTS BROAD EXPOSURE BY CONCENTRATING ON THE SEPARATE ISSUES OF TECHNOLOGI CAL INNOVATION PEDAGOGICAL STRATEGY COMMUNITY OUTREACH DESIGN QUAL ITY AND THE HISTORY OF LOCAL VERNACULAR ARCHITECTURE 4HE CLASSROOM BUILDING WAS HONORED IN WITH A 3PORTS &ACILITY OF THE 9EAR !WARD GIVEN BY THE .ATIONAL )NTRAMURAL 2ECREATIONAL 3PORTS !SSOCIATION 4ECHNOLOGICAL AND PEDAGOGICAL ASPECTS OF ITS CONSTRUCTION WERE THE SUBJECTS OF lVE PEER REVIEWED PUBLICATIONS THREE VOLUMES OF PROCEEDINGS FROM CONFERENCES ON TECHNOLOGICAL INNOVATIONS IN ARCHI TECTURE AND TWO FROM CONFERENCES RELATING VERNACULAR ARCHITECTURE TO TECHNOLOGICAL ISSUES AS WELL AS SIX SCHOLARLY PRESENTATIONS FROM TO 4HE 5NIVERSITY OF !RIZONAS #OLLEGE OF !GRICULTURE FUNDED PRO DUCTION OF A VIDEO ABOUT THE CONSTRUCTION PROCESS AND BACKGROUND IN FORMATION ABOUT RAMMED EARTH FOR DISTRIBUTION THROUGHOUT THE STATE "RITTAIN AND ) RECEIVED THE $ARYL $OBRAS !WARD FOR %XCELLENCE IN THE #OLLEGE OF !RCHITECTURE AND ,ANDSCAPE !RCHITECTURE FOR OUR EFFORTS IN THE SERVICE LEARNING PROJECT 4HE EXPERIENCE AND SUCCESS WITH THIS BUILDING WERE FUNDAMENTAL IN WINNING TWO GRANTS A LARGER ONE FROM THE 7+ +ELLOGG &OUNDATION AND A SMALLER ONE FROM THE 5NIVERSITY OF !RIZONA FOR BUILDING THE (UGHES RESIDENCE 4HE RESULTS OF FURTHER RESEARCH ON THE (UGHES HOUSE WERE INCLUD ED IN FOUR OF THE lVE PUBLICATIONS MENTIONED ABOVE AS WELL AS IN A SCHOLARLY JOURNAL ARTICLE ANOTHER PEER REVIEWED PUBLICATION TWO IN VITED PUBLICATIONS AND AN ADDITIONAL SCHOLARLY PRESENTATION 4HE RESI DENCE ITSELF WAS SELECTED IN A PEER REVIEWED COMPETITION FOR INCLUSION IN A NATIONAL CATALOGUE $ESIGN -ATTERS "EST 0RACTICES IN !FFORDABLE (OUS ING )N ) WON AN HONORABLE MENTION FROM THE $ESIGN "UILD )NSTI TUTE OF !MERICA FOR hDEMONSTRATED LEADERSHIP IN THE ADVANCEMENT OF BEST DESIGN BUILD PRACTICES AND OF DESIGN BUILD AS THE PROJECT DELIVERY METHOD v AND AN !CADEMY 4EACHING !WARD FROM THE 3CHOOL OF !RCHI TECTURE 4HE (UGHES RESIDENCE PROJECT WAS THE COVER STORY IN AN ISSUE OF /UTREACH 5! MAGAZINE IN GENERATING CITYWIDE INTEREST IN THE SERVICE LEARNING APPROACH AND OPENING DOORS FOR THE COLLABORATION BE TWEEN (&(4 AND THE 3CHOOL OF !RCHITECTURE 4HE &ELIX RESIDENCE PROJECTS FOCUS ON THE EARTH MIXTURE OPENED THE DOOR FOR AN INTERDISCIPLINARY PARTNERSHIP WITH -ERRY 4HE QUES TIONS ABOUT COMPRESSIVE STRENGTH PLASTICITY AND IDEAL WATER CON TENT PIQUED THE INTEREST OF 7OLFGANG &RITZ A RESEARCH ASSISTANT TO -ERRY WHO ADOPTED THE ISSUES AS THE TOPICS OF HIS DOCTORAL DISSER
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TATION (IS INITIAL LABORATORY lNDINGS BECAME THE SUBJECT OF A JOINTLY AUTHORED PAPER &RITZ ET AL PRESENTED AT A NATIONAL CONFERENCE ON THERMAL ENVELOPES AND BECAME THE BASIS FOR TWO MORE COLLABORA TIVE PAPERS (ARDIN ET AL (ARDIN AND #OMELLA PUBLISHED IN THE PROCEEDINGS AND CHOSEN FOR PRESENTATIONS AT INTERNATIONAL CON FERENCES ON PASSIVE AND LOW ENERGY ARCHITECTURE 4HE PROJECTS WHEN PRESENTED AS A RELATED TRIO BROUGHT ME THE !#3! #OLLABORATIVE 0RACTICE !WARD A NATIONAL HONOR FOR THE BEST COLLABORATION OF PROFES SIONAL PRACTICE TEACHING AND COMMUNITY SERVICE ) HAVE PRESENTED THIS LITANY OF PUBLICATIONS GRANTS AND AWARDS TO SHOW HOW A RESEARCH AGENDA CAN COME TO FRUITION WITHIN SERVICE LEARNING PROJECTS 4HE RESEARCH RUNNING PARALLEL TO THE SERVICE LEARN ING PROJECTS MUST HAVE A COHERENT TRAJECTORY OF ITS OWN !S RESEARCH INTERESTS BEGIN TO DElNE THE NATURE OF THE SERVICE LEARNING PROJECTS AND COURSES THEY CAN SUGGEST FUTURE PROJECTS WHILE CREATING A BASIS OF SUPPORT FOR THEM )N THIS WAY THE SERVICE LEARNING PROJECTS CAN BE MADE TO DO DOUBLE DUTY FOR FACULTY WHO ARE PRESSED FOR TIME TO AC COMPLISH PUBLICATIONS AND OTHER PEER REVIEWED ACTIVITIES AIMED AT PROMOTION AND TENURE ! FACULTY MEMBERS INTEREST IN CONDUCTING ACADEMIC RESEARCH AS A PART OF SERVICE LEARNING COURSES SHOULD BE BALANCED OF COURSE WITH THE LEARNING OBJECTIVES OF THE STUDENTS AND THE NEEDS OF THE COMMU NITY ! REVIEW OF THE THREE RAMMED EARTH PROJECTS FROM THESE OTHER TWO PERSPECTIVES WILL HIGHLIGHT SOME OF THE STUDENT AND COMMUNITY CONSIDERATIONS
4HE 3TUDENT 0ERSPECTIVE &OR ARCHITECTURE STUDENTS A NEW TYPE OF LEARNING TAKES PLACE ONCE THE CONSTRUCTION PHASE BEGINS IN ANY DESIGN BUILD PROJECT 4WENTY EIGHT FOURTH YEAR AND GRADUATE STUDENTS REGISTERED FOR THE STUDIO THAT CONSTRUCTED THE CLASSROOM FACILITY 3EVERAL TEAMS FORMED TO PRODUCE SHOP DRAWINGS FOR EACH WALL AND ROOF PLANE 3TUDENTS ORGANIZED AND PLACED MATERIALS ORDERS MET DELIVERIES AND PRACTICED SKILLS SUCH AS WELDING MIXING MORTAR AND LAYING BLOCK #AREFULLY DIMENSIONED SKETCHES lLLED NOTEBOOKS AS STUDENTS PLANNED AND PREPARED FOR EACH DAYS EXERTIONS 4OOL BELTS LOST THEIR SHEEN THUMBS WORE BANDAGES AND VOCABULARIES GREW &ACULTY AND STUDENTS FROM THE 2ECREATION $E PARTMENT JOINED IN SHOVELING DIRT AND STEERING PNEUMATIC TAMPERS 4HE ENTIRE CREW WAS ENERGIZED BY THE PARTICIPATION OF THE CLIENTS !S THE WALLS ROSE THE FORMING SYSTEM WAS RETHOUGHT REVISED AND CON STANTLY IMPROVED UNTIL RESULTS BECAME CONSISTENT 'ROWING EXPERTISE WITH THIS SYSTEM GAVE STUDENTS MORE CONlDENCE IN SOLVING CONSTRUCTION PROBLEMS IN THE lELD 4HEY TRIED INNOVATIVE SOLUTIONS IMAGINED HOW MATERIALS ASSEMBLIES WOULD COME TOGETHER
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DREW IDEAS IN THEIR SKETCHBOOKS AND RELIED ON INTUITION ABOUT PHYSI CAL PROBLEMS 4HE IMPACT ON THEIR DESIGN THINKING WAS IMMEDIATE AND TANGIBLE &OR MANY OF THEM THE PALPABLE SENSE OF MATERIAL PROP ERTIES AND THE PARTICULARITY OF CONNECTIONS BETWEEN MATERIALS WERE REmECTED IN THEIR lNAL CAPSTONE AND THESIS PROJECTS THE FOLLOWING YEAR !S WITH THE PREVIOUS STUDIO PROJECT THE STUDENTS WHO CONSTRUCTED THE (UGHES RESIDENCE CEMENTED ABSTRACT KNOWLEDGE WITH AN EXPERI ENCE 4HEIR STUDY OF MATERIALS AND METHODS OF CONSTRUCTION TRADITION ALLY ORGANIZED THROUGH A LECTURE FORMAT EXPANDED TO INCLUDE REALIZA TIONS AND INNOVATIONS THAT HAPPEN ONLY IN THE lELD 7ORKING ALONGSIDE THE 'ILA TRIBE MEMBERS CONTRIBUTED TO LEARNING IN UNEXPECTED WAYS )N SPITE OF HER OBVIOUS SCARCITY OF MEANS $ELLA (UGHES INVITED THE STU DENTS AND SEVERAL TRIBE MEMBERS TO JOIN HER AND HER FOUR CHILDREN FOR LUNCH EACH DAY 7HILE SHE MADE FRY BREAD ON A WOOD lRE AND COOKED BEANS AND MEAT FOR TACOS STUDENTS TALKED WITH MEMBERS OF THE 'ILA COMMUNITY ABOUT THEIR JOBS PASTIMES SCHOOLING AND CAREER PLANS 4HE TIME AND RESOURCES $ELLA INVESTED IN HER GENEROUS OFFERINGS MADE A STRONG IMPRESSION ON THE GROUP WHO GATHERED UNDER HER THATCHED RAMADA 4HE lNAL COURSE EVALUATIONS OF SEVERAL STUDENTS REPORTED AN IMPROVED ATTITUDE ABOUT THOSE ON THE RECEIVING END OF COMMUNITY SERVICE PROJECTS 4HE EXAMINATION OF BELIEFS ABOUT ETHNIC AND SOCIO ECONOMIC DIFFERENCES AND THE CONlRMATION OF AN ETHIC OF COMMUNITY SERVICE MAY NOT APPEAR ON THE COURSE SYLLABUS BUT ARE WELCOME LEARN ING OBJECTIVES %THICAL ISSUES SURFACED AT THE 'ILA RESERVATION IN SEVERAL WAYS /NE RELATED TO DEEPLY HELD VIEWS ABOUT APPEARANCE VERSUS FUNCTION 4HE (UGHES FAMILY HELD A STRONG AFFECTION FOR THEIR lRST HOME NOW IN BAD REPAIR BECAUSE IT WAS BUILT BY A GRANDFATHER MORE THAN YEARS AGO 4HEY LIKED THE LOOK OF THE MUD AND SAGUARO RIB WALLS AND WANTED THEIR NEW HOME TO HAVE SOMETHING OF THE SAME APPEARANCE 4HE CHAL LENGE OF INCORPORATING SAGUARO RIBS INTO THE FORMWORK AND TAMPING SYSTEM OF RAMMED EARTH LED STUDENTS TO EXPERIMENT WITH STRIPS OF MILLED LUMBER AND CACTUS RIBS AND DIFFERENT METHODS OF EMBEDDING THEM INTO THE EARTH OR ATTACHING THEM TO THE FORMWORK 4HEY lNALLY ACHIEVED THE DESIRED RESULT BY LAYING THE RIBS AGAINST THE FORMWORK ONE BY ONE AS THE TAMPING PROGRESSED ANCHORING THEM INTO THE RAMMED EARTH WITH THREE INCH DRYWALL SCREWS AND BRUSHING THEM TO SUBTRACT THE COVERING SURFACE ONCE THE FORMS WERE REMOVED 4HE EXPERIMENTATION CREATED AN OPPORTUNITY TO DISCUSS PROFES SIONAL ETHICS IN THE STUDIO 3TUDENTS RESISTED USING MATERIALS IN A WAY THEY CONSIDERED GRATUITOUS 2ESPONDING TO SOLID MODERNIST TRAINING THEY SAW THE CACTUS RIBS AS ORNAMENTAL LACKING IN STRUCTURAL INTEGRITY AND INSISTED THAT THE RIBS BE PRESENT ONLY IF THEY ACHIEVED A SPAN BORE WEIGHT OR TRANSFERRED LOADS (OWEVER THE SAGUARO RIBS DID NONE OF
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THESE TASKS !FTER SEVERAL DAYS IN THE COMPANY OF TRIBE MEMBERS STU DENT OPINIONS SOFTENED 4HE CONSENSUAL DECISION WAS MADE TO USE THE RIBS BUT TO INSET THEM INCHES FROM THE END OF THE FORM WHICH AL LOWED THE VISUAL UNDERSTANDING THAT THEY SERVED AN ORNAMENTAL RATHER THAN STRUCTURAL PURPOSE 4HE STUDENTS FOUND AN ETHICAL COMPROMISE THAT ENABLED THEM TO ACKNOWLEDGE A CHERISHED DOCTRINE A CONSTRUCT OF THEIR OWN EDUCATIONAL CULTURE WHILE PLEASING THEIR CLIENTS !S THE EDUCATOR ) TOO CONFRONTED AN ETHICAL ISSUE STUDENTS HAD TO DRIVE MILES ROUND TRIP TO VISIT THE SITE 4HE LONG TRAVEL TIME COMPROMISED OTHER ACTIVITIES AND THE LEARNING SEQUENCE WAS INTER RUPTED BY THE PERIODS BETWEEN TRIPS AND DELAYS IN THE DELIVERY OF MA TERIALS AND SCHEDULING OF TRIBAL WORKERS 7HILE THE PROJECT ADVANCED MY RESEARCH AGENDA AND THE LARGER GOAL OF ACHIEVING AFFORDABLE HOUS ING WITH INDIGENOUS MATERIALS SOME HARDSHIP FELL UPON THE STUDENTS &URTHERMORE THE TERMS OF THE GRANT PROVIDED FUNDING FOR TRAVEL ONLY FOR THE RAMMED EARTH AND CONCRETE CONSTRUCTION PHASE LEAVING THE 'ILA CREW TO lNISH CONSTRUCTION 3TUDENTS THEREFORE DID NOT WITNESS THE LATER STAGES OF CONSTRUCTION AND COMPLETION OF THE RESIDENCE )N THIS CASE ) FACED THE DILEMMA OF BALANCING LEARNING OBJECTIVES WITH THE LOGISTICS OF THE ENDEAVOR AND MY DECISION WAS TO FAVOR THE LATTER OVER THE FORMER &OR THE DURATION OF THE &ELIX RESIDENCE PROJECT THE PROXIMITY OF THE SITE TO CAMPUS AND THE ENGAGEMENT OF STUDENTS IN THE ENTIRE SPECTRUM OF CONSTRUCTION PROCESSES ENSURED A POWERFUL LEARNING EX PERIENCE 4HE lNAL PRODUCT WAS A WELL CRAFTED OBJECT OF PRIDE "OTH STUDENTS AND FACULTY FACED AN ETHICAL ISSUE AFTER THE PROJECT ENDED WHEN AN (&(4 CREW COVERED THE NATURAL EARTH WALLS WITH MINT GREEN PAINT 4HIS WAS THE RESULT OF A LAPSE IN COMMUNICATION ) HAD NOT BEEN CONSULTED OR NOTIlED OF THE INTENTION OF (&(4S "OARD OF $IRECTORS PRESIDENT TO PAINT THE HOUSE TO MAKE IT hBLEND INv WITH OTHERS IN THE NEIGHBORHOOD 4HE INCIDENT ILLUSTRATES ONE OF THE DIFlCULTIES IN WORK ING WITH AN INSTITUTIONAL CLIENT 4HE INSTITUTION HAS PRIORITIES THAT ARE DElNED BY GENERAL POLICIES AND DOES NOT RESPOND IN AN AGILE MANNER TO THE PARTICULAR CIRCUMSTANCES OF AN UNUSUAL INDIVIDUAL PROJECT )N THIS INSTANCE STUDENTS SAW THE IRREVERSIBLE PAINTING AS A TRAGEDY THAT DEFACED A YEARS LABOR TO CREATE A UNIQUE RESIDENCE OF ALL NATURAL MA TERIALS WITH NO PAINTED CARPETED OR VENEERED SURFACES /NE ACT TRANS FORMED THE LEARNING EXPERIENCE INTO A BITTER PERCEPTION OF FUTILITY PO TENTIALLY SOURING SOME OF THE STUDENTS ON COMMUNITY SERVICE WORK
4HE #OMMUNITY 0ERSPECTIVE !T THE DEDICATION CEREMONY FOR THE RAMMED EARTH CLASSROOM FA CILITY WHEN 2ICHARD 2AMIREZ DIRECTOR OF THE 2ECREATION $EPARTMENT PRAISED THE lNAL PRODUCT AS BEING hMUCH MUCH MORE THAN THE METAL
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SHED WE WOULD HAVE SETTLED FOR v IT BECAME CLEAR THAT FROM THE STAND POINT OF THE UNIVERSITY THE GOALS OF THE PROJECT HAD BEEN MET ! LOW COST FUNCTIONAL BUILDING BROKE NEW GROUND IN ENERGY CONSERVATION AND MATERIALS .EVERTHELESS IN RETROSPECT IT IS CLEAR THAT DECISIONS MADE ALONG THE WAY HAD SIGNIlCANT ETHICAL DIMENSIONS 7HEN THE STUDENTS IN THE ORIGINAL DESIGN STUDIO PROPOSED CON STRUCTING A BUILDING OF RAMMED EARTH THEY HAD NO EXPERIENCE WITH THE MATERIAL OR THE CONSTRUCTION METHODS )N DESIGN REVIEW SESSIONS THEY EDUCATED THE CLIENTS ABOUT THE THERMAL AND AESTHETIC BENElTS OF THE MATERIAL THUS STEERING THE DECISION IN THIS DIRECTION BUT COULD NOT SPEAK TO THE ACTUAL COSTS AND TECHNICAL REQUIREMENTS ,EAVING THESE DIFlCULT ISSUES TO THE PROFESSORS AND NEXT COHORT OF STUDENTS THE BUILDERS IS A BEHAVIOR ONE WOULD NOT ENCOURAGE IN PROFESSION AL PRACTICE -OST OFTEN THIS LEADS TO INADEQUATE TECHNICAL SOLUTIONS POOR DESIGN RESOLUTION IN THE HANDS OF THE BUILDER AND ASSOCIATED COST OVERRUNS (OWEVER 2ICHARD "RITTAIN FELT CONlDENT THAT NOVICE BUILD ERS COULD SUCCESSFULLY ADDRESS CONSTRUCTION AND COST ISSUES AFTER A PERIOD OF RESEARCH 4HE RESEARCH DID RESULT IN A COMMENDABLE PROCESS AND PRODUCT AND THE AWARD WINNING END SEEMS TO HAVE JUSTIlED THE RISKY MEANS )N THE CASE OF THE (UGHES RESIDENCE COMMUNITY MEMBERS SOUGHT OUT AN EARTHEN TECHNOLOGY FOR HOME BUILDING AND WERE WILLING RE SEARCH SUBJECTS 4HE MANY ARGUMENTS FOR USE OF RAMMED EARTH ON THE 'ILA RESERVATION UNDERSCORE AN ETHICAL PARTNERSHIP BETWEEN RESEARCH AND SERVICE 4HIS INSTANCE HOWEVER MAY BE CONTRASTED WITH THE CIR CUMSTANCES OF THE THIRD PROJECT 4HE RECIPIENTS OF THE (&(4 RAMMED EARTH RESIDENCE RECENT IM MIGRANTS FROM (ERMOSILLO -EXICO LIKED THE NATURAL EARTH APPEARANCE AND THERMAL RESISTANCE OF THEIR NEW HOME WHICH RESEMBLED THE ADOBE CONSTRUCTION THEY WERE FAMILIAR WITH 4HEY DID NOT CHOOSE TO PAINT THE INTERIOR RAMMED EARTH WALLS AFTER THE INVASION OF THE (&(4 EXTERIOR PAINT CREW AND THEY FELT THE STURDY THICK WALLS WERE SUPERIOR TO WOOD FRAME WALLS AND WOULD BETTER RESIST lRE AND TERMITES "UT THE LARGER COMMUNITY AND (&(4S STAFF AND VOLUNTEERS WERE UNCERTAIN ABOUT THE PROPRIETY OF THE EARTHEN WALLS IN THE CONTEXT OF 3TYROFOAM AND STUCCO CONSTRUCTION 4HE (&(4 SUPERVISOR AND OTHERS FACED A STEEP LEARNING CURVE AND CONSTRUCTION DEMANDED THE USE OF RENTED EQUIPMENT THAT ADDED WORK FOR THE STAFF &INALLY THE RAWNESS OF THE lNISHED PRODUCT PUZZLED THOSE WHO WERE USED TO THE MAINSTREAM HOUSING MARKET )N RETROSPECT WE MIGHT ASK IF CHOOSING A MATERIAL SO FAR OUT OF THE MAIN STREAM WAS THE BEST SOLUTION FOR THE CHALLENGES WE FACED IN DESIGNING THE RESIDENCE 4HERE ARE SEVERAL ETHICAL CONCERNS TIED TO SERVICE LEARNING HERE !GREEMENTS BETWEEN EDUCATORS AND COMMUNITY MEMBERS SHOULD CAREFULLY DESCRIBE THE RESPONSIBILITIES AND RIGHTS OF BOTH PARTIES TO
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COMMUNICATION AND DECISION MAKING %DUCATORS SHOULD INSIST ON AN AGREEMENT THAT PROTECTS THE WORK OF THE STUDENTS FROM DISRESPECT OR DEGRADATION AS FAR AS IS POSSIBLE AND SHOULD SHOULDER THE RESPONSIBIL ITY TO EDUCATE THE PUBLIC ABOUT UNUSUAL ASPECTS OF THE STUDENT WORK
!T THE %ND OF THE $AY 2ESEARCH TEACHING AND COMMUNITY OUTREACH NEED NOT BE CONSIDERED AS SEPARATE PURSUITS COMPETING FOR THE SCARCE RESOURCE OF FACULTY TIME "Y INTEGRATING SERVICE LEARNING INTO OUR STUDIOS EDUCATORS CAN MODEL FOR THEIR STUDENTS THE BEHAVIOR OF AN ETHICAL PROFESSIONAL PRACTITIONER "Y INTEGRATING TEACHING AND SERVICE WITHIN A RESEARCH AGENDA THE TIME AND RESOURCES NECESSARY FOR ALL CAN BE SPENT TO SHAPE OUTCOMES THAT ARE MUTUALLY BENElCIAL TO THE PROFESSOR STUDENT AND COMMUNITY 4HE THREE DESIGN BUILD STUDIO PROJECTS REVIEWED HERE LED ME TO THESE CONCLUSIONS &IRST SERVICE LEARNING CAN BE COMPATIBLE WITH ACADEMIC RESEARCH IN FACT lELD EXPERIENCES OFFER OPPORTUNITIES TO GROUND RESEARCH AGEN DAS IN THE EXIGENCIES OF ARCHITECTURAL PRACTICE AND THE MOST URGENT ISSUES OF CONTEMPORARY URBAN LIFE !S AN ACT OF ETHICAL PROFESSIONAL PRACTICE THE RElNEMENT OF AN INEXPENSIVE WAY TO USE A VALUABLE MATE RIAL IN AFFORDABLE HOUSING IS JUSTIlED 0ROFESSIONAL RAMMED EARTH CON TRACTORS IN THE 0HOENIX AND 4UCSON METRO AREAS CHARGE PER SQUARE FOOT OF WALL AREA FOR RAMMED EARTH CONSTRUCTION 4HE DEVELOPMENT OF AN INCREMENTAL FORM SYSTEM REDUCED THE COST FOR THE THIRD PROJECT TO PER SQUARE FOOT OF WALL AREA &ACTORING IN THE STUDENT LABOR AT MINIMUM WAGE THE TOTAL COST PER SQUARE FOOT CAME TO 4HE CUR RENT COST OF A WOOD STUD WALL SYSTEM WITH 2 INSULATION SHEETROCK INTERIOR RIGID INSULATION AND STUCCO EXTERIOR IS AND A CONCRETE MASONRY UNIT WALL SYSTEM WITH STEEL REINFORCING SHEETROCK INTERIOR RIGID INSULATION AND STUCCO EXTERIOR PRICES AT % #RETE 4HIS HIGHLIGHTS THE POTENTIAL OF RAMMED EARTH AS A CONSTRUCTION MATE RIAL FOR AFFORDABLE HOUSING ESPECIALLY IF THE REDUCED LONG TERM COSTS OF UTILITIES AND MAINTENANCE ARE lGURED IN 6IEWED AS THE EXTENSION OF A CULTURAL TRADITION THIS CONSTRUCTION METHOD MERITS FURTHER RE SEARCH AND DEVELOPMENT 4HE RESEARCH DRIVEN DEVELOPMENT OF BUILD ING SOUND LOW COST HOUSING BRINGS THE PRINCIPLES OF THE ARCHITECTURAL PROFESSION INTO ALIGNMENT WITH A PRESSING SOCIAL ISSUE 3ECOND THE TREMENDOUS TIME COMMITMENT FOR DEVELOPING AND TEACHING SERVICE LEARNING PROBLEMS CAN BE MITIGATED BY STRATEGIC USE OF THE CIRCUMSTANCES FOR PIGGYBACKING GRANTS PUBLICATIONS AWARDS AND OTHER FORMS OF PEER RECOGNITION -ANY EDUCATORS TESTIFY TO THE NECESSITY OF SPENDING MUCH MORE PREPARATION TIME ON SERVICE LEARN ING COURSES THAN ON MORE TRADITIONAL ONES 4HE FREQUENT COMMUNITY MEETINGS CONSTANT LOGISTICS PLANNING AND INDIVIDUAL STUDENT DEBRIEF
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INGS CAN CLAIM MUCH OF THE TIME USUALLY DEVOTED TO RESEARCH WRIT ING OR SERVICE ON SCHOOL AND UNIVERSITY COMMITTEES 5NLESS THIS EXTRA TIME CAN YIELD ACADEMIC RESULTS BEYOND THE TEACHING OBJECTIVES TEN URE TRACK FACULTY MAY VIEW SERVICE LEARNING PROJECTS AS RISKY ACTIVITY "UT WHEN MINED FOR OPPORTUNITIES FOR PEER RECOGNITION SERVICE LEARN ING PROJECTS CAN INTEGRATE THE THREE PRONGS OF ACADEMIA TEACHING RE SEARCH AND SERVICE IN A WAY THAT DESCRIBES A COHERENT AND COMPELLING CASE FOR TENURE AND PROMOTION 4HIRD A RESEARCH AGENDA DEVELOPED IN CONJUNCTION WITH SER VICE LEARNING PROJECTS CAN BE EFFECTIVELY COMBINED WITH PEDAGOGICAL AND SOCIAL AGENDAS ALTHOUGH MANAGING MULTIPLE AGENDAS REQUIRES VIGILANCE TO AVOID PRIORITY CONmICTS !LL ASPECTS OF A SERVICE LEARN ING PROJECT ARE IMPORTANT BUT ONE OF THEM WILL OCCASIONALLY TAKE PRECEDENCE DURING SOME OR ALL OF THE PROJECTS DURATION 4HE EDUCATOR MUST REVIEW THE PROJECTS PRIORITIES AGAINST THE OBJECTIVES FOR TEACH ING THE RESEARCH AGENDA AND THE COMMUNITY NEEDS AND ADJUST THE GOALS AND EXPECTATIONS OF THE INVOLVED PARTIES TO FAIRLY BALANCE THE OUTCOMES ! RESEARCH AGENDA THAT TIES A SERIES OF SERVICE LEARNING PROJECTS TOGETHER INTO AN OVERARCHING INVESTIGATION OR lELD OF STUDY ENSURES THAT THE SUM OF THE ENDEAVORS WILL BE MORE SIGNIlCANT THAN THE LIST OF DISCRETE EXPERIENCES 2EFERENCES % #RETE h% #RETE !UTOCLAVED #ONCRETE "LOCKv WWWE CRETECOMBUILDBUILD BUILDINGMAINHTML %ASTON $ 4HE 2AMMED %ARTH (OUSE 6ERMONT #HELSEA 'REEN 0UBLISHING #OM PANY %ASTON 2 AND 0 .ABAKOV .ATIVE !MERICAN !RCHITECTURE /XFORD /XFORD 5NIVER SITY 0RESS &RITZ 7 3 -ERRY AND - (ARDIN /CTOBER h%XPERIMENTAL )NVESTIGATION OF /PTI MUM #OMPACTION 0ARAMETERS FOR 2AMMED %ARTH #ONSTRUCTIONv "%4%# 3YMPOSIUM 4HE "UILDING %NVIRONMENT AND 4HERMAL %NVELOPE #OUNCIL 3ANTA &E .- 'REGONIS ,- AND +* 2EINHARD (OHOKAM )NDIANS OF THE 4UCSON "ASIN 4UCSON 5NIVERSITY OF !RIZONA 0RESS (ARDIN - AND * #OMELLA h4HE !VENUE OF )DEAS !N !FFORDABLE 3USTAINABLE (OUSING 0ROJECTv 0,%! CONFERENCE 0ASSIVE AND ,OW %NERGY !RCHITECTURE %INDHOVEN .ETHERLANDS 3EPTEMBER (ARDIN - 3 -ERRY AND 7 &RITZ .OVEMBER h4OWARDS AN !FFORDABLE 2AMMED %ARTH 2ESIDENCEv 0,%! CONFERENCE 0ASSIVE AND ,OW %NERGY !RCHITECTURE 3ANTIAGO #HILE -AZRIA % 4HE 0ASSIVE 3OLAR %NERGY "OOK %MMAUS 0! 2ODALE 0RESS 6AN 7ILLIGEN * h#ONTEMPORARY 0IMA (OUSE #ONSTRUCTION 0RACTICESv 4HE +IVA *OURNAL OF THE !RIZONA !RCHAEOLOGICAL AND (ISTORICAL 3OCIETY
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!CHIEVING ,ARGE 3CALE #OMMUNITY $EVELOPMENT 0ROJECTS IN A 4EACHING 5NIVERSITY "Y (OLLIE - ,UND AND 'WEN 5REY 3TUDENTS AND FACULTY IN THE PLANNING DEPARTMENT AT #ALIFORNIA 3TATE 0OLYTECHNIC 5NIVERSITY 0OMONA HAVE BEEN INVOLVED IN A MULTIFACET ED AND HIGHLY POLITICAL COMMUNITY DEVELOPMENT EFFORT IN THE !NGELA #HANSLOR NEIGHBORHOOD A PREDOMINANTLY IMMIGRANT COMMUNITY WITH HIGH LEVELS OF CRIME AND GANG ACTIVITY !CTIVISM BY THE LOCAL COUNCIL WOMAN BROUGHT THE AREA TO THE ATTENTION OF THE CITY OF 0OMONA AND OF FACULTY AT #AL 0OLY 0OMONA A CAMPUS WITH A STRONG COMMITMENT TO COMMUNITY SERVICE )N #AL 0OLY 0OMONA RECEIVED A (5$ #OM MUNITY /UTREACH 0ARTNERSHIP #ENTER #/0# GRANT AND FORMALIZED AN EMERGING PARTNERSHIP WITH THE CITY AND THE LOCAL SCHOOL DISTRICT 4HE PLANNING DEPARTMENTS CONTRIBUTIONS REVOLVE PRIMARILY AROUND SER VICE LEARNING COURSES AND INDIVIDUAL FACULTY EFFORTS 4HIS ESSAY DESCRIBES HOW WE INTEGRATED THESE ACTIVITIES THROUGH OUT OUR PLANNING CURRICULUM FOSTERED CONNECTIONS WITH OTHER DE SIGN AND POLICY ORIENTED DISCIPLINES AND CREATED POSSIBILITIES FOR NEW BENElTS TO ACCRUE TO OUR STUDENTS AND THE COMMUNITY &INALLY WE SHARE OUR OWN LEARNING PROCESS AS WE PROGRESSED THROUGH THE PART NERSHIP INCLUDING TIPS FOR CARRYING OUT SERVICE LEARNING ACTIVITIES AND SUGGESTIONS FOR DEALING WITH THE POLITICAL NATURE OF COMMUNITY PART NERSHIPS 7E HOPE THAT SHARING OUR EXPERIENCES WILL ENCOURAGE OTHERS TO ENGAGE IN SIMILAR EFFORTS AND PROVIDE SUPPORT FOR THOSE EMBARKING ON SUCH INITIATIVES
4HE h-ORE %NGAGEDv #AMPUS 7HEN UNIVERSITIES SHED THEIR IVORY TOWER IMAGE FOR THAT OF AN hENGAGEDv CAMPUS THEY SHIFT PARADIGMS IN HOW THEY PERCEIVE THEM SELVES AND ARE PERCEIVED BY OTHERS 2ECENTLY HOWEVER WE HAVE SEEN ANOTHER IMPORTANT SHIFT IN UNIVERSITY COMMUNITY DYNAMICS FROM CONDUCTING WORK ON OR FOR COMMUNITIES TO WORKING WITH COMMUNI TIES 4HIS NEW RELATIONSHIP HAS BEEN FACILITATED BY INCREASED FUNDING FOR UNIVERSITY COMMUNITY PARTNERSHIPS (5$S #OMMUNITY /UTREACH 0ARTNERSHIP #ENTER PROGRAM AND THE 7+ +ELLOGG &OUNDATIONS 5NI VERSITY#OMMUNITY 0ARTNERSHIP GRANTS PROGRAM ARE AMONG INITIATIVES THAT HAVE PROFOUNDLY CHANGED THE NATURE OF SERVICE LEARNING ACTIVITIES ACROSS CAMPUSES %ARLY FORMS OF SERVICE LEARNING TYPICALLY INVOLVED INSTRUCTORS SENDING STUDENTS INTO THE COMMUNITY FOR VOLUNTEER WORK OFTEN UN
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CONNECTED TO THE CONTENT OF THE COURSE OR CARRYING OUT COMMUNITY BASED PROJECTS FOLLOWING THE CONSULTANT CLIENT MODEL OFTEN WITHOUT INTERACTION WITH THE AFFECTED COMMUNITY MEMBERS 4HESE WERE OF TEN ONE TIME PROJECTS WHERE STUDENTS AND FACULTY PULLED UP ROOTS AT THE END OF THE COURSE LEAVING COMMUNITIES WITH A SENSE THAT THEY HAD JUST BEEN USED RATHER THAN STRENGTHENED BY THE UNIVERSITY )N SPITE OF GOOD INTENTIONS SUCH APPROACHES LEFT THE SERVICE ACTIVITIES OPEN TO CRITICISM 4HE NEW GENERATION OF SERVICE LEARNING PROPONENTS EMPHASIZES THE CREATION OF MEANINGFUL LASTING PARTNERSHIPS BETWEEN UNIVERSITIES AND COMMUNITIES 0ARTNERSHIPS ENABLE UNIVERSITIES TO CONDUCT LARGE SCALE ONGOING COMMUNITY DEVELOPMENT EFFORTS WHILE PROVIDING COMMUNITIES WITH A SENSE OF EMPOWERMENT AND WITH RESOURCES AND ENABLING THEM TO CONTINUE THEIR COMMUNITY IMPROVE MENT EFFORTS SHOULD THE UNIVERSITY END ITS INVOLVEMENT 3CHOOLS OF PLANNING ARE AT THE FOREFRONT OF THIS MOVEMENT 4HE SHIFT FROM WORKING ON OR FOR COMMUNITIES TO WORKING WITH COMMUNI TIES HAS PARALLELED A SIMILAR SHIFT WITHIN THE PLANNING PROFESSION AT THE SAME TIME THAT PLANNING EDUCATORS HAVE BEEN ENCOURAGING THEIR STUDENTS TO WORK ALONGSIDE COMMUNITY MEMBERS AND TO BE RESPON SIVE TO THEIR CONCERNS PLANNERS HAVE BEEN INCREASING THEIR EFFORTS TO ENGAGE COMMUNITIES IN PLANNING PROCESSES AND TO MAKE MORE RESPON SIVE DECISIONS 0LANNINGS POSITION AT THE FOREFRONT OF THE hMORE ENGAGEDv CAMPUS FOLLOWS FROM ITS MANY YEARS OF ASSOCIATION WITH COMMUNITY SERVICE 4HE INVOLVEMENT OF PLANNING STUDENTS AND EDUCATORS IN COMMUNITY SERVICE AROSE NATURALLY FROM THE lELDS INTEREST IN PROMOTING SOCIAL CHANGE ALONG WITH SCHOOLS OF SOCIAL WORK IT ORIGINATED DURING THE SO CIAL AND ENVIRONMENTAL MOVEMENTS OF THE S AND S 4HIS HIS TORY PLUS THE NATURAL RELATIONSHIP BETWEEN THE PROFESSION AND COM MUNITY SERVICE HAS LED TO MANY VALUABLE SERVICE LEARNING EXPERIENCES THAT SHOULD BE SHARED BOTH WITHIN AND OUTSIDE OF THE DISCIPLINE 5R BAN AND 2EGIONAL 0LANNING 520 IS AMONG SEVERAL DEPARTMENTS AT #AL 0OLY 0OMONA RECOGNIZED FOR ITS LONG TERM COMMITMENT TO COMMUNITY SERVICE #OMMUNITY BASED PROJECTS HAVE LONG BEEN AN EXPLICIT COM PONENT OF THE PLANNING CURRICULUM 4HE DEPARTMENT NOW SERVES AS AN EXAMPLE FOR OTHER DISCIPLINES AS #AL 0OLY 0OMONA AND THE #ALIFOR NIA 3TATE 5NIVERSITY INCREASE THEIR EFFORTS TO PROMOTE SERVICE LEARNING %VEN WITH A LONG HISTORY IN COMMUNITY SERVICE HOWEVER THE DEPART MENTS lNDS SERVICE LEARNING TO BE AN ONGOING LEARNING EXPERIENCE
3ERVICE ,EARNING AND THE 520 #URRICULUM 4AKING ON COMMUNITY ENGAGEMENT AS A DEPARTMENT RATHER THAN AS FACULTY MEMBERS FACILITATES INDIVIDUAL ENGAGEMENT THROUGH THE CRE ATION OF INFORMAL SUPPORT AND THE REDUCTION OF RISK ! DEPARTMENTAL
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COMMITMENT ALSO ENABLES FACULTY TO DEVELOP LONGER RANGE VIEWS OF THE ACADEMIC COMMUNITY RELATIONSHIP 520 PARTICIPATED IN AN h%NGAGED $EPARTMENT )NSTITUTE v SPONSORED JOINTLY BY #AMPUS #OMPACT AND #ALIFORNIA 3TATE 5NIVERSITY IN $URING THAT EVENT 520 ARTICULATED TWO GOALS FOR COMMUNITY ENGAGEMENT TO DEVELOP REmECTION AND ASSESSMENT MECHANISMS THAT SUPPORT STUDENT LEARNING AND FEED INTO SCHOLARSHIP AND DISSEMINATION AND TO DEVELOP STRATEGIES TO SELECT AND MANAGE COMMUNITY PARTNER RELATIONSHIPS 4HE LATTER GOAL RECOG NIZES THAT IT IS POSSIBLE TO MAP ANY GIVEN SERVICE LEARNING EXPERIENCE ON TWO DISTINCT CONTINUA /N THE lRST LEARNING OBJECTIVES LIE AT ONE END WITH THE CURRICULUM DRIVING COMMUNITY ENGAGEMENT AND A PRODUCT DESIRED BY A COMMUNITY LIES AT THE OTHER WITH COMMUNITY NEEDS DRIV ING CURRICULAR DECISIONS "OTH ENDS OF THE CONTINUUM BELONG IN A CUR RICULUM BUT FOR EDUCATORS THE DETERMINING FACTOR MUST BE THE COURSE LEARNING OBJECTIVES )N HIGHLY STRUCTURED CLASSES SUCH AS FOUNDATIONS IN A CORE CURRICULUM LEARNING OBJECTIVES OFTEN NEED TO BE THE DRIVING FORCE IN UPPER DIVISION STUDIOS WHERE LEARNING OBJECTIVES ARE BROADER A WIDER RANGE OF PROJECTS MAY BE CONSIDERED SUITABLE )N THE CONTEXT OF THE #/0# RELATED WORK COMMUNITY ENGAGEMENT IN THE INTRODUCTORY RESEARCH METHODS COURSE IS CURRICULUM DRIVEN STUDENTS MUST LEARN HOW TO CREATE EMPIRICAL KNOWLEDGE ABOUT PLACES 4O MEET THIS OBJECTIVE STUDENTS HAVE LEARNED ABOUT DESIGNING AND IMPLEMENTING EXPLORATORY AND DESCRIPTIVE RESEARCH DESIGNS BY INVES TIGATING ASPECTS OF THE TARGET #/0# COMMUNITY )N THE PRODUCT OF THE STUDENTS RESEARCH WAS USED TO PREPARE THE SUCCESSFUL #/0# GRANT APPLICATION THUS PROVIDING A CONCRETE COMMUNITY BENElT )T WAS ALSO USED TO GUIDE FUTURE SERVICE LEARNING CLASSES AT THE OTHER END OF THE SPECTRUM ONE PIECE OF KNOWLEDGE GAINED WAS THAT SAFETY AND FEAR OF CRIME ARE PRIMARY COMMUNITY CONCERNS 2ESPONDING TO THIS NEED FOR A SAFER COMMUNITY STUDENTS IN AN UPPER DIVISION STUDIO WORKED WITH COMMUNITY MEMBERS TO DEVELOP PROPOSALS TO THE CITY FOR PROGRAM MATIC AND DESIGN INTERVENTIONS TO ENHANCE THE NEIGHBORHOODS ABIL ITY TO PREVENT CRIME 4HE PROJECT ORGANIZERS WERE CAREFUL TO MEET THE COURSE LEARNING OBJECTIVES BUT GUIDED THE EFFORT PRIMARILY BY RESPOND ING TO COMMUNITY NEED 4HE SECOND CONTINUUM IS DElNED AT ONE END BY A BROAD EDUCA TIONAL AGENDA OF FOSTERING GOOD CITIZENSHIP AND AT THE OTHER END BY THE DISCIPLINE SPECIlC KNOWLEDGE SKILLS AND VALUES TO BE TAUGHT IN AN URBAN PLANNING COURSE 4HE hGOOD CITIZENSHIPv END OF THIS CONTINUUM DRIVES MUCH OF THE INTEREST IN SERVICE LEARNING OUTSIDE OF DESIGN AND SOCIAL SCIENCE BASED CURRICULA #ALIFORNIA 3TATE 5NIVERSITYS SYSTEM WIDE SERVICE LEARNING PROGRAM DISTINGUISHES BETWEEN COMMUNITY SER VICE PROGRAMS WHICH PROMOTE THE CREATION OF OPPORTUNITIES FOR STU DENT INITIATED SERVICE WITHOUT CONNECTING THEM TO A CURRICULUM AND ACADEMIC SERVICE LEARNING PROGRAMS WHICH PROMOTE FACULTY ADOPTION
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OF THE SERVICE LEARNING TEACHING METHOD 7ITHIN OUR DISCIPLINES HOW EVER IT IS MORE APPROPRIATE TO THINK ABOUT DEGREES TO WHICH COMMUNI TY ENGAGED LEARNING ACTIVITIES RELATE TO DISCIPLINE AND COURSE SPECIlC LEARNING OBJECTIVES INCLUDING THE EXPLICIT VALUE OF GOOD CITIZENSHIP 4HE %NGAGED $EPARTMENT )NSTITUTE HELPED US TO PLACE MORE DELIB ERATELY EACH COMMUNITY ENGAGEMENT PROJECT ALONG THE TWO CONTINUA AND TO ARTICULATE OUR NEW THOUGHTS REGARDING COMMUNITY ENGAGEMENT MORE FULLY INTO DOCUMENTS THAT SHAPE OUR FUTURE BOTH AS AN ORGA NIZATION THE STRATEGIC PLAN AND AS A COLLECTION OF INDIVIDUAL FACULTY THE REVIEW FOR TENURE AND PROMOTION DOCUMENT 4HE 0OMONA #/0# PROVIDED A TIMELY OPPORTUNITY TO USE OUR NEW TOOLS TO HELP REVITALIZE A DISTRESSED COMMUNITY IN OUR OWN BACKYARD
h!NGELA #HANSLORv AND THE #/0# 'RANT 4HROUGH THE #/0# PROPOSAL #AL 0OLY 0OMONA CREATED PARTNERSHIPS WITH THE CITY OF 0OMONA AND THE 0OMONA 5NIlED 3CHOOL $ISTRICT %ACH PARTNER CONTRIBUTED VARIOUS COMBINATIONS OF RESOURCES AND STAFF 520S PRIMARY CONTRIBUTIONS WERE FACULTY RELEASE TIME AND STUDENT IN VOLVEMENT THROUGH SERVICE LEARNING IN THE h#OMMUNITY 0LANNING AND #APACITY "UILDING FOR .EIGHBORHOOD 2EVITALIZATION AND #RIME 0REVEN TIONv FOCUS AREA
&IGURE "ARRICADED ALLEY TO MINIMIZE hESCAPE ROUTESv DURING POLICE CHASES AND GANG TERRITORY MARKINGS IN !NGELA #HANSLOR NEIGHBORHOOD
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&IGURE "OARDED UP HOMES AND GRAFlTI TAGGING IN !NGELA #HANSLOR NEIGHBORHOOD !NGELA #HANSLOR IS AN IMMIGRANT NEIGHBORHOOD IN SOUTH 0OMONA THAT EXPERIENCED SEVERE SOCIAL AND ECONOMIC DECLINE DURING THE S !S THE TABLE SHOWS INCOMES AND EDUCATION LEVELS DECLINED WHILE HOUSEHOLDS BECAME LINGUISTICALLY ISOLATED AND INCREASINGLY CROWDED #RIMINAL ACTIVITY ALSO ROSE CULMINATING IN A RASH OF GANG RELATED HO MICIDES THAT BROUGHT THE NEIGHBORHOOD TO THE ATTENTION OF THE CITY IN 4HE PHYSICAL CONDITIONS SHOWN IN &IGURES AND HELP COM PLETE THE PICTURE OF THIS DISTRESSED NEIGHBORHOOD
$EMOGRAPHIC CHARACTERISTICS OF !NGELA #HANSLORS #ENSUS 'EOGRAPHIC !REAS
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!RTICULATING !CTIVITIES ACROSS THE 520 #URRICULUM 4HE #/0# PROGRAM PROVIDED A UNIQUE OPPORTUNITY TO DElNE A LONG TERM COMPREHENSIVE APPROACH TO THE PROBLEMS OF THE NEIGHBORHOOD 520 THUS MADE A CONSCIOUS DECISION TO FULLY INTEGRATE #/0# SERVICE LEARNING ACTIVITIES INTO ITS UNDERGRADUATE CURRICULUM !S PART OF 520S ACCREDITED PROFESSIONAL ORIENTED PLANNING PRO GRAM UNDERGRADUATE STUDENTS BEGIN BUILDING PRACTICAL THEORETICAL AND ETHICAL FOUNDATIONS FOR hWORKING IN THE REAL WORLDv RIGHT FROM THE START $URING THEIR lRST TWO YEARS IN THE PROGRAM STUDENTS PARTICIPATE IN SERVICE LEARNING THROUGH SMALL PROJECTS MANY OF WHICH HAVE BEEN CONNECTED IN RECENT YEARS TO THE 0OMONA #/0# 'RADUALLY THEIR IN VOLVEMENT IN REAL COMMUNITIES INCREASES CULMINATING DURING THEIR SENIOR YEAR IN A VARIETY OF STUDIO BASED SERVICE LEARNING OPPORTUNITIES MANY OF WHICH RECENTLY HAVE FOCUSED ON THE #/0# PROJECT 4HIS PRO CESS IS DIAGRAMMED IN &IGURE
&IGURE 3TUDENTS PROGRESSION THROUGH THE SERVICE LEARNING COMPONENTS OF THE 520 CURRICULUM 9EARS AND #REATING A &OUNDATION 3TUDENTS BEGIN TO FORM A FOUNDATION FOR THE PRACTICE OF PLANNING ON WHICH THEY WILL BUILD AS THEY BEGIN THEIR COMMUNITY SERVICE WORK !MONG THE lRST SKILLS THAT STUDENTS LEARN ARE HOW TO OBSERVE COMMUNITIES FROM VARIOUS PER SPECTIVES AND HOW TO PRESENT THIS INFORMATION TO DIFFERENT AUDIENCES 4HEY ALSO BEGIN TO UNDERSTAND INSTITUTIONAL AND POLITICAL FRAMEWORKS FOR PLANNING WHERE PLANNERS lT IN THE LARGER PICTURE AND THE VARIOUS ROLES THEY PLAY !LTHOUGH STUDENTS HAVE LIMITED INTERACTION WITH COM MUNITY MEMBERS THROUGH FOR EXAMPLE MEETING WITH CITY PLANNERS SPEAKING INFORMALLY WITH HOMEOWNERS AND MAKING PRESENTATIONS TO THE CITY PLANNERS THEY LEARN THE VALUE OF TALKING TO RESIDENTS IN ORDER TO UNDERSTAND A COMMUNITY AND THE IMPORTANCE OF BALANCING CITY WIDE GOALS WITH NEIGHBORHOOD NEEDS AND CONCERNS 4HEY ALSO BEGIN TO OVERCOME THEIR NATURAL APPREHENSIONS AS THEY LEAVE THE SECURITY AND PROTECTION OF THE CLASSROOM 9EAR )NTRODUCTION TO #/0# 3TUDENTS CONTINUE TO BUILD A THEO
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RETICAL AND PRACTICAL FOUNDATION FOR FUTURE COMMUNITY WORK AND IN RECENT YEARS ARE INTRODUCED TO THE TARGET #/0# NEIGHBORHOOD !NGELA #HANSLOR ,EARNING OBJECTIVES SHIFT FROM OBSERVING COMMUNITIES TO ANALYZING AND UNDERSTANDING THEM THROUGH POLICY ANALYSIS QUANTITA TIVE AND QUALITATIVE RESEARCH AND OTHER PROBLEM SOLVING SKILLS 3TU DENTS ARE ALSO EXPOSED TO PROFESSIONAL ETHICS AND THE LEGAL FRAMEWORK FOR PLANNING 9EAR )N $EPTH #/0# 3TUDIO ! CAPSTONE STUDIO REQUIRES STUDENTS TO APPLY ALL THEY HAVE LEARNED TO AN IN DEPTH TWO QUARTER COMMUNITY SERVICE PROJECT $URING THE lRST YEAR OF THE 0OMONA #/0# 520 DEDI CATED ONE OF THESE STUDIOS TO WORK IN THE #/0# COMMUNITY 3TUDENTS DEVELOPED AND CARRIED OUT TWO COMMUNITY WORKSHOPS ABOUT HOW TO ENHANCE SAFETY AND LIVABILITY WITHIN THE NEIGHBORHOOD SEE &IGURE AND MADE RECOMMENDATIONS TO THE CITY OF 0OMONA BASED ON WHAT THEY HEARD FROM THE COMMUNITY MEMBERS 4HEY ALSO MADE RECOMMENDA TIONS FOR FOLLOW UP PROJECTS TO FUTURE 520 CLASSES -ANY OF THESE IDEAS WERE PURSUED IN AN ELECTIVE STUDIO THE FOLLOWING SUMMER 4HIS WAS OUR lRST INTENSE INTERACTION WITH !NGELA #HANSLOR RESI DENTS AND OUR lRST OPPORTUNITY TO BEGIN ESTABLISHING TRUST WITHIN THE COMMUNITY )T WAS CRITICAL THAT OUR STUDENTS BE PREPARED AND ABLE TO hCONNECTv WITH THE RESIDENTS WHILE ALSO ACTING RESPONSIBLY AND PRO FESSIONALLY 4HE STUDENTS SUCCEEDED -ORE THAN ADULT RESIDENTS ATTENDED EACH OF THE TWO WORKSHOPS ENGAGING IN OPEN DISCUSSIONS ABOUT THEIR NEIGHBORHOOD ,OCAL YOUTH AT LEAST PER WORKSHOP WERE ENGAGED IN SEPARATE ACTIVITIES AND PROVIDED THEIR OWN UNIQUE PERSPEC TIVE ON THE COMMUNITY 4HE SUCCESS OF THESE AND OTHER WORKSHOPS MUST BE PLACED IN THE CONTEXT OF THE 520 CURRICULUM AS A WHOLE 7ITHOUT THE THREE YEARS OF PREPARATION LEADING UP TO THE CAPSTONE STUDIO THIS PROJECT WOULD HAVE BEEN MUCH MORE DIFlCULT BECAUSE IT IS IMPOSSIBLE TO FULLY PRE PARE THE STUDENTS FOR CONDUCTING RESPONSIBLE EFFECTIVE AND MEANING FUL WORK IN THE COMMUNITY IN THE SHORT TIME FRAME OF WEEK ACA DEMIC QUARTERS %LECTIVES #/0# BASED SERVICE LEARNING ACTIVITIES HAVE ALSO BEEN INCORPORATED INTO A NUMBER OF DEPARTMENT ELECTIVES )N AN ELECTIVE COURSE DURING THE SUMMER FOLLOWING THE COMMUNITY WORKSHOPS PLAN NING STUDENTS ELABORATED IDEAS PUT FORTH BY RESIDENTS DURING WORK SHOPS AN OPEN SPACE AND YOUTH ACTIVITY PLAN A STREETSCAPE PLAN AND A STRATEGY FOR MITIGATING THE DISPLACEMENT OF RESIDENTS 3TUDENTS ALSO ORGANIZED AND FACILITATED A NEIGHBORHOOD IMPROVEMENT DAY THAT IN CLUDED A CLEAN UP COMPONENT AND A MURAL PAINTING BY CHILDREN &IGURE )N A SUBSEQUENT UPPER DIVISION INTERDISCIPLINARY STUDIO STUDENTS FROM PLANNING LANDSCAPE ARCHITECTURE AND ARCHITECTURE WORKED WITH THE 0OMONA 0OLICE AND !NGELA #HANSLOR ADULTS AND YOUTH ON CRIME PREVENTION APPROACHES THAT COMBINED DESIGN SOLUTIONS AND COMMU
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NITY EMPOWERMENT STRATEGIES 4HE #/0# PARTNERSHIP HAS OPENED THE DOOR TO INTERDISCIPLINARY OPPORTUNITIES THAT ARE IMPORTANT TO THE SUC CESS OF ANY LARGE COMMUNITY DEVELOPMENT AND WERE EXPLICIT COMPO NENTS OF THE 0OMONA #/0#
#ONNECTING TO OTHER #OURSES AND $ISCIPLINES 4HE COMPREHENSIVE NATURE OF #/0# HAS PROVIDED OPPORTUNITIES TO CONNECT ACROSS DISCIPLINES AND TO INVOLVE ADDITIONAL FACULTY )N THE lRST YEAR OF THE GRANT THE UNIVERSITYS PRESIDENT PROVIDED FUNDING FOR A MINI GRANT PROGRAM TO ENCOURAGE FACULTY PARTICIPATION IN SERVICE LEARNING PROJECTS THAT WOULD BENElT !NGELA #HANSLOR !MONG OTHER PROJECTS STUDENTS CREATED GRAPHIC MATERIALS DESIGNED TO ENHANCE THE CULTURAL IDENTITY OF THE PROJECT USING COMMUNITY MEMBERS AS hCUL TURAL INFORMANTSv AND DESIGN JUDGES REGENERATIVE STUDIES STUDENTS HOSTED SUSTAINABILITY WORKSHOPS FOR SIXTH GRADERS AND ENVIRONMEN TAL DESIGN STUDENTS PRODUCED A VIDEO DOCUMENTARY ABOUT LIFE IN !NGELA #HANSLOR
/BSERVED "ENElTS !N INTENSIVE APPROACH TO SERVICE LEARNING PARTICULARLY IN THE CON TEXT OF A SINGLE LARGE COMMUNITY PROJECT SUCH AS #/0# HAS MANY POTENTIAL ADVANTAGES AS WITNESSED WITHIN THE 0OMONA #/0# 3TUDENT "ENElTS "Y TAKING A CURRICULAR APPROACH TO THIS SERVICE LEARNING ENDEAVOR WE HAVE OBSERVED THAT OUR STUDENTS ARE s CONSTANTLY EXPERIENCING AND EXAMINING HOW THEY CAN SYNTHESIZE THEORIES AND SKILLS LEARNED THROUGHOUT THE PROGRAM AND APPLY THEM TO A REAL WORLD PROBLEM THUS ENHANCING THEIR EDUCATIONAL EXPERIENCE s ADEQUATELY PREPARED FOR THE INTENSIVE AND VERY SENSITIVE #/0# RELATED PROJECTS s GAINING THE EXPERIENCE AND PATIENCE FOR WORKING ON LONG TERM EFFORTS s ABLE TO SEE THEIR CONTRIBUTIONS DEVELOP AND BECOME VISIBLE IN THE COMMUNITY AS THEY PROGRESS THROUGH THE PROGRAM THUS CONTRIBUTING TO THEIR SENSE OF EMPOWERMENT s MORE ACTIVELY INVOLVED IN AND ENTHUSIASTIC ABOUT THE COURSE AS A WHOLE AND s PRODUCING HIGHER QUALITY WORK AS A RESULT OF SEEING THE COMMU NITYS INTEREST IN THEIR WORK AND REALIZING HOW MUCH THEY TRULY HAVE TO OFFER 7E ALSO WITNESSED AN INCREASED EFFORT AND COMMITMENT TO THE PROJECT BY PREVIOUSLY MARGINAL STUDENTS PARTICULARLY THOSE WITH lRST HAND EXPERIENCE OF SIMILAR NEIGHBORHOODS 4HEY SEEMED TO SUDDEN LY REALIZE THE VALUE OF THEIR INSIGHT AND EXPERTISE ! lNAL ADVANTAGE
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OF THE CURRICULAR APPROACH IS THE REDUCTION OF RISK WHEN INDIVIDUAL EVENTS FAIL TO UNFOLD AS ANTICIPATED 3TUDENTS AWARE OF THE BIG PICTURE CAN MORE EASILY REMAIN ENGAGED IN LEARNING EVEN WHEN POLITICAL AND OTHER CHANGES DISRUPT AN ACTIVITY
&IGURE 520 STUDENT *ORGE 0EREZ SHARING RESIDENTS INPUT AT COMMUNITY OUTREACH WORKSHOP FOR !NGELA #HANSLOR NEIGHBORHOOD #OMMUNITY "ENElTS 4HE MOST VISIBLE COMMUNITY BENElTS THUS FAR HAVE BEEN IN CAPACITY BUILDING AND EMPOWERMENT 'IVEN THE ORIGI NAL LACK OF TRUST EXPRESSED TOWARD hOUTSIDERS v THE SIMPLE FACT THAT RESIDENTS ATTEND OUR COMMUNITY WORKSHOPS AND PROJECT PRESENTATIONS AND PARTICIPATE IN STUDENT ORGANIZED EVENTS HAS BEEN EXTREMELY EN COURAGING !SIDE FROM SUPPORTING OUR EFFORTS AND DEMONSTRATING AN INTEREST IN COLLABORATING THEY HAVE HAD THE OPPORTUNITY TO WORK TO GETHER AND BEGIN BUILDING CAPACITY AMONG THEMSELVES &OR FURTHER EVIDENCE HOWEVER WE MUST LOOK BEYOND THE ACTIVITIES OF 520 %ARLY DURING THE #/0# GRANT A GROUP OF WOMEN FROM !NGELA #HANSLOR PARTICIPATED IN A SERIES OF LEADERSHIP TRAININGS ORGANIZED BY A FACULTY MEMBER FROM THE $EPARTMENT OF 0OLITICAL 3CIENCE 4HIS LEADERSHIP GROUP HAS SINCE HELPED TO ORGANIZE EVENTS AND ACTIVITIES WITHIN THE NEIGHBORHOOD AND HAS BEEN INSTRUMENTAL IN ENCOURAGING PARTICIPATION BY OTHER RESIDENTS 4HE MOST PROFOUND DISPLAY OF THEIR NEW SENSE OF CONlDENCE CAME IN RECENT EFFORTS TO REINSTATE THE COM MUNITY COORDINATOR WHOSE ABRUPT TERMINATION WAS THE FALLOUT OF A POLITICAL SHIFT DURING THE #/0#S lRST YEAR 7HILE THE #/0# REPRESEN TATIVES FROM THE CITY AND SCHOOL DISTRICT DID NOT VIEW THIS GRASSROOTS EFFORT FAVORABLY THOSE OF US WORKING IN THE NEIGHBORHOOD SAW IT AS VERY ENCOURAGING
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&ACULTY AND 5NIVERSITY "ENElTS 4HE UNIVERSITY AND ITS FACULTY HAVE BENElTED MOST NOTABLY THROUGH INCREASED CROSS DISCIPLINARY INTERACTIONS AND COLLABORATIONS THAT PROBABLY WOULD NOT OTHERWISE HAVE OCCURRED 4HE #/0# PROMPTED OUR COLLEGE TO OFFER ITS lRST UP PER DIVISION DESIGN STUDIO IN YEARS INVOLVING INTERDISCIPLINARY COLLABO RATION AT BOTH THE STUDENT AND INSTRUCTOR LEVELS !CROSS THE CAMPUS THE #/0# HAS FOSTERED COMMUNICATION AMONG PARTICIPATING FACULTY AND HAS PROVIDED A COMMON FORUM FOR DISCUSSING SERVICE LEARNING IN GENERAL &INALLY THE #/0# HAS HELPED PARTICIPATING FACULTY TO DEVELOP TIES TO PRACTITIONERS AND OTHER COMMUNITY PARTNERS THAT MAY SERVE AS RESOURCES IN THE FUTURE 4HIS IS IMPORTANT NOT ONLY FOR ACHIEVING OUR LONG TERM GOALS IN !NGELA #HANSLOR WHICH WILL REQUIRE SUSTAINED PART NERSHIPS BEYOND THE THREE YEARS OF THE GRANT BUT ALSO FOR FACILITATING ADDITIONAL SERVICE LEARNING ACTIVITIES OUTSIDE OF THE #/0#
,ESSONS ,EARNED !S THE #/0# PROJECT ENTERS ITS lNAL STAGES WE CAN SEE WHERE WE EX CELLED WHERE WE MISSED OPPORTUNITIES AND WHERE WE SIMPLY WISH WE HAD APPROACHED THINGS DIFFERENTLY 4HE FOLLOWING lVE LESSONS ARE THE MOST CRITICAL TO THE OVERALL SUCCESS OF THE PROJECT 4HEY ARE ALSO THE CHALLENGES MOST LIKELY TO BE FACED BY OTHER INSTITUTIONS SEEKING LONG TERM COMMUNITY PARTNERSHIPS ,ESSON "EGIN A $IALOGUE WITH THE 4ARGET #OMMUNITY 7E LEARNED NOT TO UNDERESTIMATE THE POWER OF TALKING WITH AND LISTENING TO COMMUNITY RESIDENTS $IALOGUE HELPS GENERATE SUPPORT FOR ACTIVITIES AND DEEPENS OUR UNDERSTANDING OF THE COMMUNITY BEYOND WHAT COULD BE ACHIEVED FROM SECOND HAND INFORMATION AND PERCEPTIONS &OR IN STANCE STUDENTS LEARNED FROM THE EARLY COMMUNITY SAFETY WORKSHOPS THAT CRIME WAS JUST ONE OF THE COMMUNITYS PRIMARY CONCERNS 4HE STUDENTS ALSO GAINED INSIGHT INTO THE SOURCES OF CRIME AND RESIDENTS IDEAS ABOUT STRATEGIES FOR COMBATING IT "Y ENGAGING RESIDENTS IN A CONVERSATION RATHER THAN A MORE FORMAL hPRESENTATION v STUDENTS HELPED THE NEIGHBORHOOD ARTICULATE WHAT RE ALLY CONCERNED THEM SUCH AS LANDLORD TENANT RELATIONS LACK OF TRUST IN THE POLICE AND LACK OF OPPORTUNITIES FOR THEIR CHILDREN 4HE RESULTS OF THE WORKSHOPS WERE USED TO MAKE FUTURE #/0# ACTIVITIES RESPONSIVE TO THE CONCERNS OF RESIDENTS 3UBSEQUENT SERVICE LEARNING ACTIVITIES IN BOTH 520 AND THE 0OLITICAL 3CIENCE $EPARTMENT HAVE ADDRESSED THE VARIOUS CONCERNS THROUGH THE ORGANIZATION OF TENANT LANDLORD MEET INGS PROJECTS WITH THE 0OMONA POLICE AND CREATION OF A hPUBLIC SPACE AND YOUTH ACTIVITIESv PLAN FOR THE NEIGHBORHOOD $IALOGUE HAS ENABLED OUR STUDENTS TO CHALLENGE COMMON MISPER CEPTIONS ABOUT THE NEIGHBORHOOD SUCH AS THE INCORRECT ASSUMPTION THAT !NGELA #HANSLOR IS AN ENTIRELY TRANSIENT COMMUNITY A MISCON
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CEPTION THAT PREVENTED THE CITY FROM UNDERSTANDING THE TRUE NATURE OF THE COMMUNITYS PROBLEMS 3TUDENTS FROM 520 AND OTHER DISCIPLINES WERE ABLE TO SHOW THAT THE NEIGHBORHOOD HAD LONG TERM RESIDENTS INCLUDING SOME WHO HAD LIVED THERE FOR MORE THAN YEARS 4HESE RESIDENTS HAVE BECOME LEADERS IN THE COMMUNITY AND REPRESENT A TRE MENDOUS RESOURCE FOR OUR COMMUNITY DEVELOPMENT EFFORTS
&IGURE #HILDREN FROM !NGELA #HANSLOR NEIGHBORHOOD PAINTING MURAL ON ALLEY WALL DURING 520 ORGANIZED .EIGHBORHOOD )MPROVEMENT $AY ,ESSON #REATE AND -AINTAIN 4RUST WITHIN THE 4ARGET #OM MUNITY 7E ARE NOT THE lRST TO EMPHASIZE THE IMPORTANCE OF CREAT ING TRUST WITH MEMBERS OF THE TARGET COMMUNITY 4HE FRAGILITY OF THIS TRUST HOWEVER AND THE PROFOUND IMPACT THAT A LOSS OF TRUST CAN HAVE ON A PROJECT BECAME AN ALL TOO REAL LEARNING EXPERIENCE FOR US 7E WANT TO STRONGLY EMPHASIZE IT HERE 4HE FOLLOWING ELEMENTS ARE CRITICAL IN ENGAGING WITH A COMMUNITY THAT DISTRUSTS OUTSIDERS s )MPORTANT COMMUNITY CONNECTIONS 7HILE DEVELOPING THE #/0# PROPOSAL #AL 0OLY 0OMONA CREATED A RELATIONSHIP OF TRUST WITH THE LO CAL COUNCILWOMAN WHO IS HIGHLY RESPECTED WITHIN THE COMMUNITY 7ITHOUT HER SUPPORT IT WOULD LIKELY HAVE BEEN VERY DIFlCULT TO ESTAB LISH ANY RELATIONSHIP WITH THE COMMUNITY s $EDICATED FACULTY &ACULTY COMMITMENT IS OBVIOUSLY IMPORTANT FOR PUSHING THROUGH OBSTACLES AND SUSTAINING EFFORTS OVER TIME IT IS ALSO SOMETHING THAT CAN BE SENSED BY COMMUNITY MEMBERS )F THEY SENSE A LACK OF DEDICATION THEY MAY BE APPREHENSIVE ABOUT YOUR IN VOLVEMENT AND THE EFFORTS OF YOUR STUDENTS AND LESS LIKELY TO MAKE SIGNIlCANT CONTRIBUTIONS s %FFECTIVE COMMUNITY COORDINATOR ! PROJECT COORDINATOR WITH A STRONG PRESENCE IN THE NEIGHBORHOOD PROVED CRITICAL TO OUR ESTABLISH ING TRUST 4HE COORDINATOR FACILITATED MAKING LINKS BETWEEN EACH OF THE
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PARTNERS INVOLVED AND THE COMMUNITY 2EADILY ACCESSIBLE TO RESIDENTS AT HER WORKSPACE IN A SCHOOL DISTRICT FACILITY WITH THE RIGHT PERSONALITY FOR ENGENDERING TRUST AND ARTICULATE AND BILINGUAL SHE HELPED US TO OVERCOME A PRIMARY BARRIER LANGUAGE WHILE ALSO BECOMING A TRUSTED AND APPRECIATED VOICE FOR RESIDENTS s /NGOING COMMITMENT 4HIS ASPECT IS BEST DESCRIBED WITH AN EX AMPLE )N THE COMMUNITY COORDINATOR POSITION DESCRIBED ABOVE WAS REORGANIZED SO THAT IT LOST ALMOST ALL ITS COMMUNITY COORDINATING RESPONSIBILITIES AND THE CURRENT COMMUNITY COORDINATOR WAS REPLACED MUCH TO THE DISSATISFACTION OF THE LOCAL RESIDENTS WHO FELT THAT THEY HAD LOST THEIR MAIN SOURCE OF TRUST AND SUPPORT 4HEY RESPOND ED BY ESSENTIALLY BOYCOTTING ACTIVITIES ASSOCIATED WITH THE PROJECT !T THE URGING OF THE JUST RELEASED COMMUNITY COORDINATOR THE RESIDENTS SLOWLY RETURNED TO THE #/0# ACTIVITIES BUT THE TRUST HAD ALREADY BEEN DAMAGED /UR FUTURE EFFORTS MAY BE FRUITLESS UNLESS WE CAN REGAIN THEIR TRUST ,ESSON 0ARTNER WITH /RGANIZATIONS 4HAT 6ALUE THE -EANING OF 0ARTNERSHIP /UR MOST FRUSTRATING CHALLENGE HAS BEEN WORKING WITH PARTNERS WHO PREFER TO DO THINGS THE WAY THAT THEY HAVE BEEN DOING THEM FOR YEARS !S A UNIVERSITY PARTICIPANT WHOSE CONTRIBUTIONS COME IN THE FORM OF KNOWLEDGE AND RECOMMENDATIONS AS OPPOSED TO DIRECT SERVICE ACTIVITIES OUR EFFORTS CAN HAVE NO LONG TERM IMPACT WITHOUT IMPLEMENTATION %VEN THE CAPACITY BUILDING GAINED BY INVOLVING COM MUNITY MEMBERS WILL BE LOST IF THEY SEE NO RETURN ON THEIR EFFORTS 5NFORTUNATELY OUR PARTNER WITH THE POWER OF IMPLEMENTATION THE CITY HAS DONE VERY LITTLE -UCH OF THIS RELATES TO A DIFFERENCE IN APPROACH ES TO COMMUNITY DEVELOPMENT THE UNIVERSITYS COMMUNITY BASED APPROACH AND THE CITYS TOP DOWN APPROACH EACH OF WHICH IS DEEPLY ROOTED AND NOT EASILY BROKEN DOWN 7E HOPED THAT THE CITYS WILLING NESS TO ENTER A PARTNERSHIP SIGNIlED THAT THEY WERE OPEN TO A MORE COMMUNITY BASED APPROACH IN !NGELA #HANSLOR AS THIS WAS A CLEAR COMPONENT OF THE #/0# 5NLESS PARTNERS RECOGNIZE EACH OTHERS STRENGTHS AND TRUST AND VALUE THEIR CONTRIBUTIONS THE PIECES OF THE PUZZLE ARE UNLIKELY TO COME TOGETHER AND THE POTENTIAL BENElTS OF COMMUNITY DEVELOPMENT WILL FAIL TO BECOME A REALITY ,ESSON "E #LEAR AND 2EALISTIC IN 3ETTING 'OALS 7E NOW RE ALIZE THAT THE RESPONSIBILITIES OF EACH PARTNER IN ACHIEVING THE GOALS OF THE GRANT SHOULD HAVE BEEN SPELLED OUT MORE PRECISELY 7E ALSO SHOULD HAVE RESPONDED MORE STRATEGICALLY TO THE POLITICAL CHANGE THAT OCCURRED IN YEAR ONE SUCH AS WITH A REVISION TO THOSE RESPONSIBILI TIES AND GOALS 5LTIMATELY PARTNERS WILL SHARE RESPONSIBILITY FOR A PRO GRAMS OUTCOMES WHILE EACH PARTNER WILL ALSO PURSUE INDEPENDENTLY ITS OWN PROJECT RELATED AGENDAS )T IS IMPORTANT TO ARTICULATE A SET OF GOALS EXPLICITLY RELATED TO THE PARTNERSHIP ITSELF AS WELL AS LAYING OUT
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MORE EXPLICITLY HOW ACCOUNTABILITY FOR OUTCOMES WOULD BE SHARED )T IS ALSO IMPORTANT TO CONSIDER THE TIMING OF PROJECT GOALS 0ART NERS ARE LIKELY TO MEET DISAPPOINTMENT IF THEY EXPECT DRAMATIC RESULTS TOO SOON !ND IF THEY PASS THESE EXPECTATIONS TO COMMUNITY MEMBERS THEY MAY LOSE THEIR TRUST EARLY %STABLISHING TRUST THE lRST TASK IN A COMMUNITY PARTNERSHIP TAKES TIME ESPECIALLY IN A COMMUNITY WHERE TRUST HAS NOT BEEN FOSTERED OR HAS EVEN BEEN DESTROYED "OTH FACUL TY AND THE OFF CAMPUS PARTNERS MAY NEED A THIRD PARTY OTHER THAN A GRANT WRITER TO FACILITATE THE NEGOTIATION OF GOALS AND OBJECTIVES ,ESSON +EEP 3PIRITS (IGH 7E HAVE EMPHASIZED THE NEED FOR SETTING REALISTIC GOALS AND NOT EXPECTING TO SEE DRAMATIC CHANGES IM MEDIATELY WE MUST ALSO EMPHASIZE THE NEED FOR VISIBLE SIGNS OF PROG RESS #ONTINUED INVOLVEMENT BY STUDENTS FACULTY AND THE TARGET COM MUNITY WHILE CRITICAL TO THE SUCCESS OF ANY LONG TERM SERVICE LEARNING PROJECT CAN BE LOST ALL TOO EASILY IF ANY OF THESE GROUPS FEEL THAT THEIR EFFORTS ARE FRUITLESS !CHIEVING SMALL SUCCESSES CAN THUS DO WONDERS FOR MAINTAINING ENTHUSIASM 3UCCESSES COULD BE A NEIGHBORHOOD CLEAN UP DAY OR OTHER COMMUNITY EVENT OR MAKING SMALL SCALE PHYSI CAL IMPROVEMENTS SUCH AS NEW MAILBOXES OR LANDSCAPING "E CAREFUL HOWEVER NOT TO OVERUSE THE SAME SMALL SUCCESS ACTIVITIES SUCH AS NEIGHBORHOOD CLEAN UPS UNLESS COMBINED WITH OTHER NEW SUCCESSES LOSE THEIR EXCITEMENT OVER TIME AND MAY LEAVE PARTICIPANTS FEELING THAT LITTLE OR NO PROGRESS IS BEING MADE !NOTHER FACTOR IS THE POTENTIAL FOR BURNOUT AMONG FACULTY MEM BERS AND STUDENTS )T CAN ARISE FROM CONTINUALLY DEALING WITH THE SAME COMMUNITY AND ISSUES QUARTER AFTER QUARTER AND HAVING TO COPE WITH THE DEMANDING NATURE OF THE ESSENTIAL COMMUNICATION AND COORDINA TION 2EMEDIES INCLUDE HAVING A VARIETY OF FACULTY INVOLVED ROTATING RESPONSIBILITIES AND PROVIDING STUDENTS WITH A RANGE OF COMMUNITY EXPERIENCES %XPOSING STUDENTS TO DIFFERENT COMMUNITIES AND SERVICE ACTIVITIES IS ALSO IMPORTANT FOR THEIR PLANNING EDUCATION AS A WHOLE ! PLANNING CURRICULUM THAT GIVES STUDENTS ALL OF THEIR PRACTICE ORIENTED EXPERIENCES FROM A SINGLE COMMUNITY MAY LEAVE THEM ILL PREPARED FOR WORK IN OTHER SETTINGS
2ECOMMENDATIONS FROM A 4EACHING 5NIVERSITY $EPARTMENTS IN TEACHING ORIENTED UNIVERSITIES CAN SUCCEED IN LARGE COMMUNITY DEVELOPMENT PROJECTS )N SPITE OF OUR SETBACKS WE HAVE SEEN TREMENDOUS BENElT TO OUR STUDENTS ON A VARIETY OF LEVELS AS WELL AS A VISIBLE INCREASE IN THE CAPACITY AND EMPOWERMENT OF THE TARGET COMMUNITY )T IS TOO SOON TO KNOW THE LONG TERM EFFECTS OR HOW OUR EFFORTS WILL BE PERCEIVED IN THE NEAR FUTURE AS THE POLITICAL ENVIRON MENT CONTINUES TO SHIFT BUT IT IS CLEAR THAT WE HAVE ESTABLISHED A STRONG BASE
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3UCH AN ENDEAVOR CAN SUCCEED HOWEVER ONLY IF THE CORE FACUL TY SUPPORT IT AND IF IT IS REGARDED AS CENTRAL TO THE DEPARTMENTS WAY OF OPERATING )N ADDITION SINCE MOST OF THE ACTIVITIES ESPECIALLY IN A TEACHING ORIENTED UNIVERSITY WILL RELY ON SERVICE LEARNING THE FACULTY MUST AGREE THAT SERVICE LEARNING IS AN APPROPRIATE AND BROAD INTEREST IN THE PEDAGOGIES OF COMMUNITY ENGAGEMENT &ACULTY MEMBERS NEED TO VALUE DISCUSSIONS ABOUT HOW AND WHERE SPECIlC LEVELS OF SERVICE LEARNING lT INTO THE CURRICULUM $EPARTMENT SUPPORT IS ALSO CRITICAL FOR MANAGING THE WORKLOAD BOTH OF ENGAGING IN INSTRUCTION WHICH IS PARTICULARLY HEAVY FOR FACULTY IN A TEACHING UNIVERSITY AND OF NURTURING RELATIONSHIPS WITH COMMUNITY PARTNERS "ALANCING THESE WORKLOADS CAN BECOME BURDENSOME UNLESS FACULTY MEMBERS SHARE RESPONSIBIL ITY FOR MAINTAINING THE RELATIONSHIPS AND AGREE THAT THEY HAVE VALUE 4HESE CONTRIBUTIONS NEED TO BE SEEN AS IMPORTANT BY THE REST OF THE FACULTY AND MUST ALSO BE EXPLICITLY ACKNOWLEDGED IN FACULTY EVALUA TION CRITERIA ESPECIALLY FOR UNTENURED FACULTY &INALLY STUDENT LEARNING MUST REMAIN FOREMOST !N OPPORTUNITY TO FOLLOW A REAL LIFE PROJECT THROUGH ITS MANY STAGES AND TO BE INVOLVED IN MANY IF NOT ALL THOSE STAGES SIMPLY CANNOT BE SIMULATED THROUGH PROJECTS OR ACHIEVED IN ONE TIME COMMUNITY SERVICE PROJECTS 3TUDENTS GET TO KNOW THE COMMUNITY AND ITS RESIDENTS BECOME INVESTED IN THE OUTCOMES OF THEIR PROJECTS AND GAIN A SENSE OF EMPOWERMENT AS THEY SEE HOW THEIR KNOWLEDGE AND SKILLS CAN CONTRIBUTE TO REAL COMMUNITY IMPROVEMENT %VEN THE SETBACKS AND DISAPPOINTMENTS PROVIDE LEARN ING EXPERIENCES THAT MAY NOT BE GAINED ELSEWHERE A PROPERLY HANDLED hBADv SERVICE LEARNING EXPERIENCE CAN BE A GREAT LESSON FOR STUDENTS /F COURSE IF THE STUDENTS CAN HELP TO TRANSFORM THE COMMUNITY FOR THE BETTER ALONG THE WAY THE REWARD IS CLEARLY THAT MUCH GREATER
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3ORE 3HOULDERS "RUISED %THICS 4HE 5NINTENDED ,ESSONS OF $ESIGN "UILD "Y 3COTT 7ING $ESIGN BUILD PROJECTS IN ARCHITECTURAL EDUCATION PROPONENTS ARGUE AID THE PROFESSIONAL DEVELOPMENT OF STUDENTS BY TEACHING THEM TECH NICAL SKILLS COMPLEMENTING THOSE GAINED THROUGH STANDARD CLASSROOM STUDY /PPONENTS OF DESIGN BUILD COMPLAIN THAT THE ACT OF CONSTRUC TION LIMITS DESIGN COMPLEXITY REQUIRES GREAT EXPENDITURES IN TIME AND MONEY AND PRESENTS RISKS NOT WORTH THE REWARDS #ONSTRUCTION KNOWLEDGE THEY SAY IS BETTER LEFT TO TECHNOLOGY COURSES AND PROFES SIONAL INTERNSHIP (OWEVER THESE DEBATES ABOUT MERIT OR INADEQUACY OBSCURE ONE OF THE CENTRAL VALUES OF DESIGN BUILD PROJECTS FOR TEACH ING CONSTRUCTION SKILLS AND PROCESSES WHEN SITUATED IN CONDITIONS OF SOCIAL CONSEQUENCE THEY PROVIDE AN EDUCATIONAL PLATFORM ON WHICH TO PRESENT ARCHITECTURE AS A COMPLEX STRUCTURE OF ETHICAL POSITIONS AND ACTIONS !S STUDENTS CONFRONT MATERIAL CONSEQUENCES AND COPE WITH PHYSICAL EXHAUSTION STRUGGLE TO RECONCILE THE DIVERGENT MISSIONS OF CLIENTS AND CLASSMATES AND PONDER LIMITS OF TIME AND MONEY THEY EXPERIENCE THE ACT OF CONSTRUCTION AS A PROCESS OF FORGING PERSONAL DElNITIONS OF hDOING THE RIGHT THINGv 2ATHER THAN A PROFESSOR hTEACH INGv A PREDETERMINED CODE OF CONDUCT ETHICAL CONDUCT EMERGES FROM THE STUDENTS CONFRONTATION WITH DIFlCULT CHOICES %XPERIENCES IN A SERIES OF SERVICE LEARNING DESIGN BUILD PROJECTS AT THE 5NIVERSITY OF !RKANSAS INCLUDING THE CAREFUL DISSECTION OF AN EARLY TH CENTURY HOUSE THE ERECTION OF A FOOT PEDESTRIAN BRIDGE AND THE MAKING OF A PROTOTYPE (ABITAT &OR (UMANITY (&( HOUSE SUGGEST THAT DESIGN BUILD PROJECTS CAN EXTEND THEIR VALUE BEYOND TECHNICAL IS SUES )N THESE PROJECTS LED BY %VA +ULTERMANN AND ME STUDENTS HAD TO WEIGH CONCERNS FOR PERSONAL RISK PUBLIC SAFETY AND LEGAL LIABILITY AGAINST THE RESPONSIBLE REUSING OF RESOURCES IMPROVING THE QUALITY OF THE PHYSICAL AND SOCIAL ENVIRONMENT AND HONING DESIGN SKILLS THROUGH THE ACT OF MAKING )N THE COURSE (OUSE $ISSECTION ! #RASH #OURSE IN "UILDING 0A THOLOGY THE DIFlCULT ETHICAL QUESTIONS CENTERED ON THE CHOICE BETWEEN DEMOLITION AND RESUSCITATION AS A CLASS OF lRST YEAR STUDENTS DELAMI NATED A WOOD FRAME HOUSE OVER A THREE WEEK PERIOD &IGURE %MPHASIZING SAFETY WE PREACHED CAREFUL DEMOLITION WHILE THE STU DENTS RECEIVED TETANUS SHOTS
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&IGURE 3TUDENTS DISSECTING A HOUSE TO REVEAL ITS INNER STRUCTURE 4HE HOUSE HAD BEEN CONDEMNED BY THE MUNICIPALITY AND WAS HEADING FOR A BULLDOZER TO LANDlLL DEATH 7E REALIZED THAT OUR PARTICI PATION IN THE DEMOLITION MADE US ACCESSORIES TO THE CRIME BUT JUDGED THAT THE EDUCATIONAL VALUE OF THE PROJECT OUR FOCUS ON CONSTRUCTION WASTE RECYCLING AND MATERIAL REUSE AND THE PUBLIC AWARENESS WE COULD AMPLIFY THROUGH PRINT AND TELEVISION JUSTIlED OUR INVOLVEMENT 3TUDENTS STRIPPED THE FRAME BARE REVEALING A GLORIOUS WHITE OAK FRAME 7E RECORDED THE HOUSES SUCCESSIVE ADDITIONS DEDUCED THE TECHNICAL WEAKNESSES LEADING TO ITS DECLINE AND RUMMAGED THROUGH THE REMAINS ABOVE AND BELOW GROUND 7E CATALOGUED NAILS AND BOARDS PIPES AND PLASTER AND EVERYTHING IN BETWEEN 4HE COMPONENTS OF THE HOUSE WERE THEN RECONSTITUTED AND DISPLAYED IN GLEAMING GALVA NIZED STEEL TRASHCANS FOR A GALLERY EXHIBITION 3TILL IN THE END FOUR YARD DUMPSTERS WENT TO THE LANDlLL 7E DID ESCAPE WITHOUT INJURY AND WITH WOOD AND STONE FOR FUTURE PROJECTS %THICAL CONSIDERATIONS EXPANDED FROM STUDENT SAFETY TO PUBLIC SAFETY IN THE BUILDING OF A PEDESTRIAN SUSPENSION BRIDGE IN THE TOWN OF #HESTER !RKANSAS POPULATION &IGURE /UR OBJECTIVE WAS TO DESIGN AND BUILD A BRIDGE CONNECTING THE TOWN TO A PUBLIC PARK ON THE SITE OF THREE PREVIOUS BRIDGES WASHED OUT BY STORMS OVER THE PAST ONE HUNDRED YEARS &ORTUNATELY WE WERE AGAIN WORKING WITH lRST YEAR STU DENTS WHO DIDNT KNOW IT WAS IMPOSSIBLE TO DESIGN AND BUILD A BRIDGE OF THIS SIZE IN LESS THAN FOUR WEEKS )N THE ABSENCE OF ZONING OR BUILD ING CODES IN THIS SMALL TOWN WE FACED AN ETHICAL ISSUE WHILE CODE FREE RURAL BUILDING SITES OFTEN ENABLE DESIGN BUILD PROJECTS TO PROGRESS QUICKLY WITHOUT OFlCIAL REVIEW LIFE SAFETY ISSUES ARE THE SOLE RESPONSI BILITY OF STUDENTS AND FACULTY
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&IGURE 0OURING OF CONCRETE ABUTMENT FOR A PEDESTRIAN BRIDGE IN #HESTER !RKANSAS 3TUDENTS RESEARCHED AND DESIGNED INDIVIDUALLY AND THEN IN GROUPS BEFORE CHOOSING ONE SCHEME A SUSPENSION BRIDGE TO BUILD DURING THE REMAINING TWO AND A HALF WEEKS 7HILE WE OVERSAW THE GEOTECHNI CAL AND STRUCTURAL ISSUES STUDENTS CUT WOOD PLANKS FROM THE FRAME OF THE DEMOLISHED HOUSE ASSEMBLED CABLES AND HARDWARE lTTINGS BUILT FORMWORK AND POURED CONCRETE 2ELATIVE TO THE NORMS OF PROFESSIONAL PRACTICE THE SPEED OF OUR EFFORTS MIGHT SEEM IRRESPONSIBLE YET ) HAVE TYPICALLY FOUND SUFlCIENT VALUE IN TAKING THESE RISKS )N TURN THE STU DENTS GIVEN THE SERIOUSNESS OF THEIR WORK HAVE SHOWN GREATER MATU RITY IN THEIR PERSONAL CONDUCT AND PERFORMANCE 5NFORTUNATELY WE FAILED TO COMPLETE THE SECOND ANCHORAGE AND NEVER GAINED THE SATISFACTION OF WALKING THE BRIDGE 4HE BRIDGE WAS LATER COMPLETED TO AN ALTERED PLAN AS A RIVER OVERLOOK 7HILE WE ADDRESSED THE PROBABILITY OF NOT COMPLETING OUR WORK WITH THE TOWNS REPRESENTATIVES AT THE OUTSET THE STUDENTS WERE DISAPPOINTED .ONETHELESS THE PEOPLE OF #HESTER WERE DEEPLY GRATEFUL AND THE STUDENTS EXPERIENCED ONE OF THE GREAT GIFTS OF DESIGN BUILD PUBLIC SER VICE WORK THE FEELING OF GENUINE APPRECIATION FROM THE PEOPLE THEY WERE ASSISTING
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/UR DESIGN AND CONSTRUCTION OF THE (OUSE OF -ODEST -EANS AN (&( HOUSE FOR THE "ROWN FAMILY CLARIlED THE ETHICAL QUESTIONS PROMPTED BY CONSTRUCTION !SIDE FROM ISSUES OF STUDENT AND PUBLIC SAFETY AND LEGAL LIABILITY WE DEBATED THE FOLLOWING QUESTIONS s 7HEN IS IT ETHICAL TO REJECT A CLIENTS DIRECTIVE s 4O WHAT DEGREE SHOULD THE MISSION OF ARCHITECTURAL EDUCATION CONFORM TO THE MISSION OF A NONPROlT BUILDING PARTNER s 7HAT OBLIGATIONS DO WE HAVE TO FUTURE INHABITANTS FOR ADAPTA TION AND CHANGE s 7HAT OBLIGATIONS DO WE HAVE BEYOND THE SITE TO THE NEIGHBOR HOOD AND REGION s 7HAT ARE OUR OBLIGATIONS TO ADDRESS LONG TERM COSTS IN DURABILITY ENERGY EFlCIENCY AND RESOURCE USE 3TUDENTS WERE ASKED TO DESIGN A SQUARE FOOT WHEELCHAIR AC CESSIBLE FOUR BEDROOM HOUSE ON A SOUTH FACING SLOPE BY FEET WITH A CONSTRUCTION BUDGET #OMPLICATING MATTERS THE SLOPE VARIED BETWEEN AND PERCENT WITH A STORMWATER DRAINAGE SWALE CARVED THROUGH THE MIDDLE OF THE SITE 3TUDENTS DEVELOPED INDIVIDUAL DESIGNS DURING THE FALL SEMESTER AND LATER IN TEAMS AS PROPOSALS WERE RElNED 4HE EXECUTIVE DIRECTOR OF THE (&( CHAPTER IN &AYETTEVILLE IN CONSULTATION WITH THE "ROWNS MADE THE lNAL CHOICE OF DESIGN #ON STRUCTION EXTENDED THROUGH THE SPRING SEMESTER AND THE "ROWN FAMILY TOOK POSSESSION IN -AY
&IGURE 4HE (OUSE OF -ODEST -EANS EAST ENTRY ELEVATION 7E IDENTIlED THE ISSUE OF LONG TERM COSTS NOT JUST lRST COSTS AS OUR ETHICAL IMPERATIVE FOR AFFORDABLE HOUSING DESIGN 4O THAT END WE SOUGHT TO DIMINISH LIFE CYCLE COSTS THROUGH USE OF DURABLE BUILDING MATERIALS AND ENERGY EFlCIENT BUILDING COMPONENTS AND SYSTEMS $U RABILITY BEGAN WITH THE FOUNDATION TWO FOOT DIAMETER CONCRETE PIERS FEET ON CENTER DRILLED TO RESISTANCE AND INTERLOCKED BY A REINFORCED GRADE BEAM 5NSTABLE WEATHERED SHALE ON THE HILLSIDE HAD UNDER MINED RECENT (&( HOUSES AS WELL AS MUCH MORE EXPENSIVE ONES
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THEREFORE OUR ETHICAL POSITION BEGAN WITH A FOUNDATION THAT WOULD LAST NO MATTER WHAT THE COST 5NFORTUNATELY AT THE COST WAS PERCENT OF OUR TOTAL BUDGET 4HE SOUTH FACING SLOPE ALLOWED US TO EASILY CONTROL SOLAR EXPOSURE WITH OVERHANGS WHILE MAXIMIZING DAYLIGHT &IGURE 4HE HILLSIDE PRO VIDED NATURAL VENTILATION THROUGH DAILY MICROCLIMATE BREEZES WHILE A VERTICAL AIR STACK IN THE HOUSE WITH ROOFTOP MECHANICAL FAN SUPPLE MENTED AIR MOVEMENT IN THE SUMMER 7OOD FRAME CONSTRUCTION WAS UPGRADED FROM (&( STANDARDS TO TWO BY SIX WALLS WITH ENERGY CON SERVING DETAILING AND CELLULOSE INSULATION THROUGHOUT 7E RIGOROUSLY SEALED THE BUILDING TO PREVENT AIR INlLTRATION A BLOWER DOOR TEST FOR TIGHTNESS SHOWED THE HOUSE WAS WITHIN THE TOP PERCENT IN THE STATE 4HE EFlCIENCY OF THE SHELL ALLOWED US TO DOWNSIZE THE MECHANICAL SYS TEM ,OCAL MATERIALS INCLUDING STONE GATHERED FROM THE SITE DURING CONSTRUCTION FORMED SITE WALLS DRAINAGE BEDS AND WALKWAYS &ORTU NATELY RESPONSIBLE DESIGN METHODS AND MATERIALS OFTEN COINCIDE WITH HAVING NO MONEY FOR ANY OTHER OPTION -ANY OF THE ETHICAL DILEMMAS WE FACED RESULTED IN PART FROM TWO COMMUNICATION LAPSES &IRST OUR DESIGN DOCUMENTS WERE NOT THOR OUGH AND LEFT MANY DESIGN DETAILS UNRESOLVED 4HIS WAS LARGELY INTEN TIONAL AS WE ENCOURAGED INDIVIDUAL STUDENT DESIGN INITIATIVES TO hlLL IN THE BLANKSv IN THE PROCESS OF BUILDING 5NFORTUNATELY (&( DISCOUR AGED CHANGES DURING CONSTRUCTION 7HILE A FEW IMPORTANT CHANGES AND RElNEMENTS WERE MADE THE SEMESTER LONG PERIOD FOR CONSTRUC TION RESTRICTED OUR ABILITY TO FULLY CONSIDER AND PRESENT ALTERNATIVES TO THE "ROWN FAMILY 7E ALL WOULD HAVE LEARNED MORE BY SLOWING DOWN WORKING MORE DELIBERATELY AND DEBATING THE MERITS OF VARIED DESIGN APPROACHES BUT OUR ETHICAL DECISION TO ENSURE THE COMPLETION OF THE HOUSE DROVE A CONSTRUCTION SCHEDULE THAT CONmICTED WITH THE ETHICAL IMPERATIVE TO TEACH 4HE SECOND COMMUNICATION LAPSE EXISTED BETWEEN THE "ROWN FAM ILY AND US $ESPITE OUR CLOSE CONTACT AND FRIENDSHIP WITH THE "ROWNS (&( MADE ALL DESIGN DECISIONS USUALLY WITHOUT HOMEOWNER INVOLVE MENT 5NDERSTANDABLY (&( WISHED TO MAINTAIN CONTROL OF THEIR PRI MARY MISSION PROVIDING BASIC UNIFORM AFFORDABLE SHELTER TO WORTHY FAMILIES 7E CAME TO UNDERSTAND THAT OUR STUDIOS EDUCATIONAL MISSION RAN TANGENTIALLY TO (&(S CHARGE )N OUR VIEW (&(S SEARCH FOR EQUITY RESULTED IN DESIGNS DIVORCED FROM THE PARTICULARITIES OF PEOPLE AND PLACE THAT WERE INEXPENSIVE AND EASY TO BUILD BUT NOT TO MAINTAIN /UR MISSION SOUGHT TO MAKE DISTINCT AND INTELLIGIBLE THE SPECIlCITY OF FAMILY ORGANIZATION AND ALIGN IT TO SITE REGION AND CULTURAL HERITAGE &IGURE !DDITIONALLY IN OUR ROLE AS BUILDERS WE HAD THE MEANS TO CONTROL AND IMPLEMENT DESIGN IN DIRECT RESPONSE TO OPPORTUNITY AND BUDGET CONSTRAINTS (ERE THE ETHICAL DEBATE CENTERED ON EQUALITY VER SUS QUALITY
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&IGURE 4HE (OUSE OF -ODEST -EANS "ROWN FAMILY CHILDREN ENJOYING THE SHADE OF THE SOUTH FACING PORCH 4HE GAP BETWEEN (&(S MISSION AND OURS FUELED A CONTINUOUS DE BATE AND CRITIQUE OF OUR ROLE AS ARCHITECTS 7E WERE OFTEN REMINDED OF THE DANGER OF CUSTOM DESIGN IF OTHER (&( FAMILIES PERCEIVED INEQUI TIES hDESIGN CREEP v IT WAS TERMED 3TUDENTS WERE ASKED TO TAKE RE SPONSIBILITY FOR THEIR WORK AS IT AFFECTED THE WIDER COMMUNITY AND TO UNDERSTAND (&(S CHALLENGES IN NEGOTIATING NEIGHBORHOOD OPPOSITION TO AFFORDABLE HOUSING 7E IN TURN ASKED (&( TO CONSIDER ADJUSTING THEIR STANDARDS FOR PARTICULAR SITE REGION AND FAMILY CIRCUMSTANCES TO ATTAIN A QUALITATIVELY BETTER LIVING ENVIRONMENT BUILT FOR LONGEVITY AND CHANGE !S WE STRUGGLED TO RESPECT (&(S MISSION AND OUR OWN FUNDAMEN TAL DIFFERENCES EMERGED THAT CREATED A STREAM OF DIFlCULT CHOICES &OR INSTANCE WE BATTLED (&(S STANDARD hMAINTENANCE FREEv VINYL SIDING ON THE GROUNDS IT WAS NOT ADAPTABLE TO THE HOMEOWNERS CHANGING TASTES IN COLOR (ABITAT AGREED ONLY RELUCTANTLY TO THE USE OF PAINTED CEMENT BOARD SIDING lNALLY RECOGNIZING THAT -R "ROWNS OCCUPATION AS A HOUSE PAINTER MADE FOR A UNIQUE CASE 3OME OF OUR ETHICAL DILEMMAS WERE OF OUR OWN MAKING 4IGHT BUD GET CONSTRAINTS FREQUENTLY PUSHED US TO DEBATE THE MERITS OF DESIGN ING FOR SAFETY VERSUS DURABILITY &OR EXAMPLE IN ONE MINUTE SPAN WE DECIDED NOT TO USE SAFETY GLASS IN THE DORMER WINDOW REALLOCATING THE FOR A WATERPROOF ROOF UNDERLAY 7E TRADED A POTENTIAL SAFETY GAIN FOR LONG TERM DURABILITY 4HESE DAILY JUDGMENTS AFFECTING PUBLIC WELFARE AND PLEASURE WERE FOR ME A JOY AS AN EDUCATOR AND AN ALL TOO RARE ALIGNMENT OF PRACTICE AND EDUCATION $ISAGREEMENTS WITH (&( CENTERED AROUND MATTERS CONSIDERED TRIVIAL IN MOST STUDENT DESIGN PROJECTS A WINDOW IN A BATHROOM A SHADE OF BLUE PAINT TRANSOM WINDOWS FOR NATURAL VENTILATION AN AL TERNATIVE KITCHEN CABINET LAYOUT MODESTLY INCREASING STORAGE SPACE A GLASS PANEL IN THE FRONT PORCH DOOR AND SO ON ) FOUND THESE MUNDANE DETAILS OF DESIGN RARELY DISCUSSED IN CONVENTIONAL STUDENT PROJECT
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CRITIQUES TO BE THE CORE OF OUR WORK !S STUDENTS MADE IMPASSIONED PLEAS FOR THE SMALLEST OF DESIGN ISSUES WE REALIZED THE POWER OF DE SIGN BUILD TO PROVIDE AN EDUCATIONAL PLATFORM FOR THE ETHICAL PRACTICE OF ARCHITECTURE /N OCCASION WE REFUSED TO CHANGE OUR WORK !FTER RECEIVING AP PROVALS EARLY FOR PAINT COLORS WE DECLINED THE DIRECTIVE TO REPAINT OUR TWO TONE COLOR SCHEME WHEN (&( NOTIlED US THAT THEY ONLY ALLOWED ONE COLOR HOUSES -ORE COMMONLY WE ATTEMPTED TO CONVINCE THEM OF THE WISDOM OF A DESIGN CHANGE BY BUILDING IT AND SHOWING IT TO THE DIRECTOR 4HIS APPROACH WAS RARELY SUCCESSFUL )N ONE INSTANCE STU DENTS PROPOSED A CHANGE IN A SECOND mOOR BEDROOM SPACE THAT WOULD INCREASE USABLE AREA BY REMOVING A WALL TO THE STORAGE ROOM IMPROVE LIGHT AND ROOM PROPORTIONS AND AVOID A BUILDING CODE VIOLATION (&( REFUSED THE ALTERATION CORRECTLY POINTING OUT THE NEW DESIGN EXCEEDED THEIR SQUARE FOOT SPACE LIMIT 7E REBUILT THE WALL AS DIRECTED 4HE DECISION WAS DEVASTATING TO STUDENTS WHO WERE CONVINCED OF THE WISDOM AND hRIGHTNESSv OF THEIR POSITION &OR MANY THE PROJECT WAS SUCCESSFUL )T MET THE BUDGET WHILE CRE ATING A BUILDING THAT IS SIGNIlCANTLY MORE SUBSTANTIAL THAN IN TYPICAL (&( PROJECTS )T IS MORE ENERGY EFlCIENT AND HAS WONDERFUL LIGHT 4HE STUDENTS LOVED MAKING IT AND THE "ROWNS LOVE LIVING THERE "UT FOR ME THE PROJECT FAILED IN ITS CENTRAL MISSION !S ARCHITECTS WE FAILED TO CONVINCE AN IMPORTANT PROVIDER OF AFFORDABLE HOUSING OF THE BENElTS OF BETTER DESIGN $ESPITE THE ENTHUSIASM THE PROJECT RECEIVED IT WAS UNDERSTOOD AS AN ANOMALY BUILT UNDER SPECIAL CIRCUMSTANCES AND NOT TO BE REPEATED )N SHORT OUR LABOR WAS RESPECTED BUT NOT OUR WORK !LTHOUGH (ABITAT HAS CONTINUED BUILDING HOUSES IN THE NEIGHBORHOOD THEY BEAR NO WITNESS TO OUR EFFORTS 5NIVERSITY OF !RKANSAS STUDENTS UNDER THE DIRECTION OF %VA +UL TERMANN AND 'REG (ERMAN COMPLETED A SECOND HOUSE IN SPRING WITH A SIMILAR BUDGET AND LESS TECHNICALLY CHALLENGING SITE ALTHOUGH THIS TIME NOT THROUGH (&( ! LOCAL BANK lNANCED THE HOUSE WHICH WAS NOT SOLD UNTIL AFTER ALL WORK WAS COMPLETED )N THIS CASE THE STU DENTS FRUSTRATION DURING CONSTRUCTION WAS A RESULT OF THE DISTANT IN VOLVEMENT OF THE BANKS REPRESENTATIVES AND UNCERTAINTY ABOUT WHO WOULD BUY THE lNAL PRODUCT ,IKE MOST ARCHITECTS DOING AFFORDABLE HOUSING THE STUDENTS HAD TO DESIGN FOR HYPOTHETICAL CLIENTS AND COULD NOT MAKE A PERSONALIZED DESIGN 7HILE DETACHMENT ELIMINATED CON mICT THE ABSENCE OF CLIENT PROVOCATION DID NOT FORCE THE STUDENTS TO FULLY SHAPE THEIR BELIEFS IN ORDER TO RESPOND DIRECTLY THROUGH DESIGN )N HINDSIGHT OUR CONmICTS AND FAILURES WITH (&( HAD A PRODUCTIVE END THEY PROVIDED A CIRCUMSCRIBED SPACE CHALLENGING THE STUDENTS TO EX PLORE AND CONSTRUCT DElNITIONS OF ETHICAL CONDUCT 4HIS IS AN APPRO PRIATE ACTIVITY FOR FUTURE ARCHITECTS AND A WORTHY GOAL OF A UNIVERSITY EDUCATION
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-ULTIPLYING +NOWLEDGE 3ERVICE ,EARNING X !CTIVISM #OMMUNITY 3CHOLARS "Y *ACQUELINE ,EAVITT AND +ARA (EFFERNAN
)NTRODUCTION 4HIS ESSAY DESCRIBES THE DEVELOPMENT AND ACCOMPLISHMENTS OF THE 5NIVERSITY OF #ALIFORNIA AT ,OS !NGELES 5#,! #OMMUNITY 3CHOLARS 0ROGRAM #30 AS ONE PROTOTYPE OF SERVICE LEARNING 3ERVICE LEARNING IS DElNED AND PRACTICED IN MANY WAYS RECIPROCITY METHOD CITIZENSHIP AND ACTIVITIES ORGANIZED TO MEET ACTUAL COMMUNITY NEEDS ARE A FEW DElNING KEYWORDS AND PHRASES #OMMUNICATIONS FOR A 3USTAINABLE &UTURE !NOTHER DIMENSION OF SERVICE LEARNING LINKS IT TO TRADI TIONS OF APPLIED RESEARCH 7E BEGIN WITH AN OVERVIEW OF THE #30 AND THE SEVERAL THEMES INFORMING IT DISCUSS THE STEPS INVOLVED IN FOUND ING AND SUSTAINING THE PROGRAM AND CONCLUDE WITH LESSONS LEARNED
0ROGRAM /VERVIEW 4HE #30 IS THE lRST PROGRAM OF ITS KIND IN THE 5NIVERSITY OF #ALIFORNIA SYSTEM )T TURNS RESOURCES OUTWARD BY ENGAGING ,OS !NGELES LABOR AND COMMUNITY ACTIVISTS THE 3CHOLARS IN COLLABORATIVE PROJECTS WITH GRAD UATE STUDENTS ,AUNCHED IN THE PROGRAM IS HOUSED IN THE $EPART MENT OF 5RBAN 0LANNING AND CO SPONSORED BY THE #ENTER FOR ,ABOR 2ESEARCH AND %DUCATION /N *UNE APPLICATIONS FROM ACTIVISTS IN THE REGION WERE SOLICITED "Y THE START OF THE SCHOOL YEAR A PILOT PROGRAM WAS LAUNCHED WITH A SMALL GRANT FROM THE 2OCKEFELLER &OUNDATION /NE HUNDRED AND TWENTY SCHOLARS HAVE PARTICIPATED SO FAR IN NUMBERS VARYING FROM TO PER YEAR AND THE CLASS OF WAS THE LARGEST EVER !PPROXIMATELY STUDENTS A YEAR TAKE MORE THAN ONE CLASS IN THE TWO QUARTER SEQUENCE AND ALTOGETHER MORE THAN STUDENTS HAVE ENROLLED IN AT LEAST ONE CLASS IN THE SEQUENCE 3CHOLARS MUST TAKE THE ENTIRE SEQUENCE TO FULlLL THE REQUIREMENTS OF THE PRO GRAM AND STUDENTS CAN FULlLL GRADUATE REQUIREMENTS IF THEY TAKE BOTH CLASSES
0ROGRAM 0HILOSOPHY ! DISTINGUISHING MARK OF THE #30 IS THAT RESEARCH INFORMS ACTION THE ACTION CAN TAKE PLACE DURING OR AFTER THE MORE FORMAL hLEARNINGv TAKES PLACE 4HIS ENABLES LEARNING TO BE RECONCEPTUALIZED AS ACTION RESEARCH AND APPLIED PRACTICE 4HE NATURE OF THE RESEARCH IS BASED ON UTILITY
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TO ACTIVISTS AND MEETS UNIVERSITY STANDARDS OF RESEARCH 'ILDA (AAS THE lRST DIRECTOR OF THE PROGRAM EXPLAINED h3OMEONE COMING FROM OUTSIDE TO DO RESEARCH HAS THE ADVANTAGE OF OBJECTIVITY BUT THE DISAD VANTAGE OF IGNORANCEx 7E LOOK TO THOSE EXPERIENCING THE PROBLEMS AS THE TOUCHSTONE FOR THE VALUES UNDERLYING OUR RESEARCHv .ATIONAL #OMMITTEE FOR 2ESPONSIVE 0HILANTHROPY ,EARNING IS NONSTOP DYNAMIC AND mUID CHANGING IN RESPONSE TO THE CONTEXT AND THE CON TEXT CHANGES AS THE RESEARCH IS APPLIED 4HE PROGRAM CAN BE DESCRIBED AS HORIZONTAL OR PEER LEARNING &REIRE WHICH BLURS THE BOUNDARY LINES BETWEEN STUDENT AND TEACHER 4EACHING AND LEARNING OCCUR BETWEEN AND AMONG STUDENTS 3CHOLARS AND FACULTY AND OFTEN CONTINUE AFTER THE PROGRAM ENDS 4HE PROGRAM STRIVES TO CREATE A BRIDGE BETWEEN PARTICIPANTS REGARDLESS OF EDUCATIONAL LEVEL AND TO OPEN THE UNIVERSITYS DOORS TO COMMUNITIES THAT MIGHT OTHERWISE BE DENIED ACCESS TO ITS RESOURCES 3CHOLARS SHARE THEIR EXPERIENCES IN WAYS THAT ARE ACCESSIBLE TO THOSE OUTSIDE THE EXPERIENCE AND IN TURN GAIN A REmECTIVE SPACE IN WHICH TO EXCHANGE VIEWS AND REmECT ON SOCIAL JUSTICE ISSUES 4O PARAPHRASE ONE 3CHOLAR h4HE 3CHOLARS PROGRAM ALLOWED ME TO EXPAND AND LEARN ABOUT THE EXPERIENCES VIEWS AND STRUGGLES OF OTHER PEOPLE WHICH ARE VERY SIMI LAR TO THE CAUSE OF THE #ENTRAL !MERICAN AND ,ATINO COMMUNITIESv 0EREZ 4HROUGH THE PROGRAM STUDENTS DEEPEN THEIR UNDERSTANDING OF POLICY PROBLEMS AND PUT A HUMAN FACE ON STATISTICS AND ANALYSES 4HEY GET PRACTICAL EXPERIENCE IN THE NATURE OF COALITION BUILDING AND ENGAGE WITH ACTIVISTS FROM DIFFERENT lELDS WHO HAVE A MULTIPLICITY OF VIEWS AND EXPERIENCES ALL IN PURSUIT OF A COMMON GOAL 3TUDENTS ARE GENERALLY FOLLOWING THEIR INTERESTS BOTH IN COLLABORATING WITH ACTIVISTS AND IN WORKING ON PROJECTS THAT CAN HAVE REAL UTILITY TO THE LARGER COMMUNITY AS OPPOSED TO WRITING REPORTS THAT MAY JUST SIT IN FACULTY OFlCES 4HE PROGRAM HAS lVE OBJECTIVES ADVANCING ACTIVIST NETWORKING BY ERASING BOUNDARIES SEPARATING UNIONS COMMUNITY ORGANIZATIONS AND COMMUNITY AND ECONOMIC DEVELOPMENT CORPORATIONS BREAK ING DOWN THE ACADEMYS INSULARITY BY HELPING IT CONNECT TO THE WORLD BEYOND THE IVORY TOWER TURNING RESOURCES OUTWARD THROUGH AN AP PLIED RESEARCH PROJECT THAT ENCOURAGES STUDENTS TO COLLABORATE WITH 3CHOLARS AND BY EXTENSION WITH THE SPONSORING ORGANIZATIONS EX POSING STUDENTS TO LABOR RESEARCH AND BROADENING THE CONTENT OF MORE TRADITIONAL CLASSES IN COMMUNITY DEVELOPMENT AND COMMUNITY BASED PLANNING AND LAYING A FOUNDATION FOR FUTURE PARTNERSHIPS 4HE PROGRAM IS STRUCTURED AROUND PRODUCTION OF A lNAL PRODUCT WHETHER REPORTS MAPS POSTERS TIMELINES OR BROCHURES 0RODUCTS IN TENTIONALLY TARGET A BROAD NONACADEMIC AUDIENCE AND MANY HAVE BEEN WIDELY USED BY COMMUNITY AND LABOR GROUPS THEY OFTEN HAVE
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VALUE BEYOND ANY ONE 3CHOLARS ORGANIZATION AND HAVE EVEN LED TO THE DEVELOPMENT OF NEW INSTITUTIONS HOUSED IN THE COMMUNITY 4HE lRST PROJECT h!CCIDENTAL 4OURISM v SET A PRECEDENT FOR THIS )T CRITIQUED THE CITY OF ,OS !NGELESS TOURISM PROMOTION STRATEGY AND PROPOSED AL TERNATIVES THAT WOULD BRING ECONOMIC BENElTS TO WORKING CLASS COM MUNITIES AND COMMUNITIES OF COLOR 4HE REPORT SUPPORTED THE WORK OF THE 4OURISM )NDUSTRY $EVELOPMENT #OUNCIL 4)$# WHICH EVOLVED INTO THE ,OS !NGELES !LLIANCE FOR A .EW %CONOMY ,!!.% )N TURN ,!!.% SPEARHEADED PASSAGE OF THE CITYS LIVING WAGE ORDINANCE 4HE PRODUCTS OF #30 PROJECTS ALSO HAVE RESONANCE IN TRAINING &OR EXAMPLE IN THE ,IBERTY (ILL &OUNDATION USED h#ONNECTING ,!S #OMMUNITY /RGA NIZATIONS ,ABOR 4OWARDS A 3OCIAL %CONOMIC *USTICE ,ANDSCAPEv IN ITS TRAINING OF LEADERS AND ORGANIZERS 0RODUCTS HAVE VERY PRACTICAL APPLICATIONS BUT STILL MEET AND OFTEN EXCEED ACADEMIC STANDARDS THE REPORT h#ARE IN /RGANIZING "UILDING #OALITIONS IN ,OS !NGELES ,ESSONS FROM THE (OMECARE 7ORKERS #AMPAIGNv WON LOCAL AND STATE PLANNING AWARDS FOR EXCELLENCE
0ROGRAM 4HREADS 4HE #30 DRAWS ON NUMEROUS TRADITIONS WITHIN NOT ONLY URBAN PLAN NING AND ARCHITECTURE BUT BROADER SOCIAL MOVEMENTS INCLUDING CIVIL RIGHTS AND LABOR 4HE MOST INmUENTIAL TRADITIONS INCLUDE POPULAR EDU CATION LABOR AND NEIGHBORHOOD COLLEGES AND INSTITUTES THAT FOCUS ON LEADERSHIP AND ORGANIZING 4ABLE PROVIDES AN OVERVIEW OF THE MANY DIFFERENT INmUENCES THEIR BOUNDARIES ARE mUID AND EACH HAS COMPET ING STRAINS WITHIN ITSELF ! SHORT DISCUSSION OF THESE TRADITIONS BEGINS WITH THOSE THAT HAVE THE CLOSEST RELATIONSHIP TO ARCHITECTURE AND PLAN NING THEN MOVES TO COLLEGES AND INSTITUTES AND CONCLUDES WITH POPU LAR EDUCATION
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4ABLE 4RADITIONS )NmUENCING THE #OMMUNITY 3CHOLARS 0ROGRAM
#OMMUNITY "ASED 5NIVERSITY 3TUDIOS 2EmECTIVE THINKING ABOUT COMMUNITY CAN BE PARTIALLY SIMULATED EVEN IF STUDENTS EXPERIENCES ARE DISSIMILAR FROM THE GROUPS WITH WHOM THEY WORK 3EVERAL 5#,! JOINT ARCHITECTURE URBAN PLANNING STUDIOS THAT WORKED WITH TWO ,! PUBLIC HOUSING DEVELOPMENTS .ICKERSON 'ARDENS AND AND 0ICO !LISO WERE DEVELOPED AS A WAY FOR STUDENTS TO UNDERSTAND THE LIVES OF PUBLIC HOUSING RESIDENTS %VEN THOUGH NONE OF THE STUDENTS HAD GROWN UP IN PUBLIC HOUSING AND SOME HAD NEVER SET FOOT IN A DEVELOPMENT THE CLASS PROVIDED A STRUCTURED WAY FOR THEM TO MEET WITH RESIDENTS ON A REGULAR BASIS 4HE GROUNDWORK FOR THE STUDIOS INVOLVED THE PROFESSOR BEING INTRODUCED TO LEADERS AND SLOWLY GAINING THEIR TRUST #LASSES FREQUENTLY MET AT THE DEVELOPMENT OFTEN IN HOMES WHERE RESIDENTS CONTROLLED THE SPACE 3TUDENTS HAD A CHANCE TO LISTEN TO THE RESIDENTS OPINIONS AND IDEAS /NE STUDIO ADDRESSED THE FACT THAT HOUSEHOLDS OF A DEVELOP MENT LACKED ONSITE COMMON LAUNDRY FACILITIES 5#,! *OINT 0LANNING 3TUDIO 7ITH ARCHITECT *UDITH 3CHEINE AS CO INSTRUCTOR PLANNING STUDENTS RESEARCHED TENANTS LAUNDRY EXPENSES AND IDENTIlED OTHER NEEDS SUCH AS LACK OF MEETING SPACE AND THIS INFORMATION ENABLED ARCHITECTURAL STUDENTS TO DElNE THE NEEDS SUCH AS THE NUMBER OF WASHERS AND DRYERS AND THE SPECIlCATIONS FOR MEETING SPACES &OR THE lNAL ASSIGNMENT ARCHITECTURE STUDENTS PRESENTED MODELS OF LAUNDRY BUILDINGS AND MEETING ROOMS TO A JURY OF RESIDENTS /THER STUDIOS MAY FOLLOW THE EXAMPLE OF !NTHONY 7ARD WHEN HE WAS ON THE ARCHITECTURE FACULTY AT THE 5NIVERSITY OF !UCKLAND .EW
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:EALAND 7ARD PIONEERED A STUDIO INFORMALLY KNOWN AS THE -AORI STU DIO /THERWISE UNDERREPRESENTED -AORI STUDENTS WERE A MAJORITY IN THE CLASS AND WERE ENCOURAGED TO DRAW ON THEIR CULTURE IN DEVELOPING DESIGN ALTERNATIVES ON A RANGE OF PROJECTS 7ARD
!DVOCACY 0LANNING 4HE SOCIAL AND PHYSICAL TURBULENCE OF THE S AND EARLY S IN CLUDING THE #IVIL 2IGHTS MOVEMENT AND THE LARGE SCALE URBAN RENEWAL PROJECTS THAT WERE WIPING OUT ENTIRE COMMUNITIES SPAWNED ADVOCACY PLANNING AN ACTIVIST ORIENTATION GROUNDED IN SOCIAL AND ECONOMIC JUSTICE AND AN EXPLICIT FOCUS ON IMPROVING THE LIVES OF LOW INCOME COMMUNITIES AND COMMUNITIES OF COLOR %ARLY ADVOCACY PLANNING WAS PIONEERED BY 7ALTER 4HABIT WHO WORKED IN #OOPER 3QUARE .EW 9ORK WHERE AN ORGANIZED COMMUNITY WARDED OFF A 2OBERT -OSES HIGHWAY PLAN THAT WOULD HAVE DISPLACED THOUSANDS OF HOUSEHOLDS 7HILE ADVO CACY PLANNING ADDRESSED THE VOICELESSNESS OF RESIDENTS LIVING IN THREAT ENED COMMUNITIES IT GENERALLY STOPPED SHORT OF GIVING THEM A MAJOR VOICE IN DIRECTING THE PLANNING AND MAKING THEM TRUE COLLABORATORS
#OMMUNITY $ESIGN #ENTERS 4HE COMMUNITY DESIGN MOVEMENT CAN BE TRACED TO A SPEECH IN WHICH 7HITNEY 9OUNG CHASTISED THE MEMBERS OF THE !MERICAN )NSTI TUTE OF !RCHITECTS !)! FOR THEIR INACTION IN THE #IVIL 2IGHTS MOVEMENT !SSOCIATION FOR #OMMUNITY $ESIGN !S WITH ADVOCACY PLANNING THE COMMUNITY DESIGN MOVEMENT AROSE IN RESPONSE TO URBAN RENEW AL AND THE CLIMATE OF CHANGE CAUSED BY THE #IVIL 2IGHTS AND ANTIWAR MOVEMENTS 'ROUPS LIKE 4HE !RCHITECTS 2ESISTANCE 4!2 IN .EW 9ORK #ITY PROTESTED THE SEGREGATED BATHROOMS THAT 3KIDMORE /WENS AND -ERRILL WERE INCLUDING IN PLANS FOR A 3OUTH !FRICAN PROJECT /THER AR CHITECTS FORMED DESIGN CENTERS TO WORK DIRECTLY WITH RESIDENTS STORE FRONT ARCHITECTURE OFlCES WERE SET UP AND LOCAL YOUTH WERE ENCOURAGED TO LEARN ARCHITECTURAL SKILLS /NE OF THE BEST AND OLDEST DESIGN CENTERS IS THE 0RATT )NSTITUTE #ENTER FOR #OMMUNITY AND %NVIRONMENTAL $EVEL OPMENT 0)##%$ WHICH TODAY WORKS WITH RESIDENTS ON ARCHITECTURE AND PLANNING PROJECTS TO ADDRESS GENTRIlCATION AND INDUSTRIAL RETEN TION AND OFFERS A WIDE RANGE OF LEADERSHIP AND COMMUNITY ORGANIZA TIONAL COURSES
,ABOR #OLLEGES 4HE THREE MOST NOTABLE LABOR COLLEGES FOUNDED IN THE S TO AD VANCE THE LABOR MOVEMENT WERE THE 7ORK 0EOPLES #OLLEGE IN $ULUTH -INNESOTA "ROOKWOOD ,ABOR #OLLEGE IN +ATONAH .EW 9ORK AND #OM MONWEALTH #OLLEGE NEAR -ENA !RKANSAS ,ABOR COLLEGES ESCHEWED THE TRADITIONAL HIERARCHICAL EDUCATIONAL SYSTEM IN FAVOR OF hDEMOCRATIC SETTINGS ;THAT= ENCOURAGED A CO OPERATIVE FEELING WHICH TRANSFERRED TO
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THE DEVELOPMENT OF FRATERNAL ATTITUDES AMONG WORKERS WHO BELONGED TO A COMMON UNION AND TO A RADICALLY NEW SOCIAL ARRANGEMENTv !L TENBAUGH AND 0AULSTON 2UTGERS 5NIVERSITY THE 5NIVERSITY OF #ALIFORNIA AND OTHERS OFFERED EXTENSION COURSES UNDER THE RUBRIC OF WORKERS EDUCATION -C%LROY ND 5NION EDUCATION DEPARTMENTS AND UNIVERSITIES OFFER WORKER EDUCATION IN MANY COUNTRIES TODAY
.EIGHBORHOOD #OLLEGE 4HE .ATIONAL #ONGRESS OF .EIGHBORHOOD 7OMEN .#.7 WITH OF lCES NOW IN !PPALACHIA WAS FOUNDED IN 7ILLIAMSBURG "ROOKLYN DUR ING THE S &UELED BY THE WOMENS MOVEMENT AND IN PURSUIT OF STRENGTHENING GRASSROOTS VOICES IN DOMESTIC AFFAIRS THE CONGRESS OR GANIZED A NEIGHBORHOOD BASED COLLEGE FOR LOCAL WOMEN 0ARTICIPANTS WANTED MORE EDUCATION TO PRESERVE THEIR COMMUNITIES FROM THE CLOS ING OF SERVICES AND DISPLACEMENT #LASSES WERE DESIGNED TO BUILD LOCAL LEADERSHIP BY TRAINING hSTUDENTSv IN THE SKILLS NEEDED TO SPEAK KNOWL EDGEABLY AT PUBLIC MEETINGS AND IN CONTENT BUILT ON NEIGHBORHOOD IS SUES THAT STUDENTS BROUGHT INTO THE CLASSROOM #LASS TIMES WERE AR RANGED TO RECOGNIZE THAT FAMILY RESPONSIBILITIES HAD TO BE MANAGED ALONG WITH SCHOOL ,EAVITT AND 3AEGERT 4HE .#.7 LATER TURNED TO INTERNATIONAL NETWORKING AS A MEMBER OF THE (UAIROU #OMMISSION /NE PART OF THE NETWORK HAS BEEN 'RASSROOTS 7OMENS )NTERNATIONAL !CADEMIES IN WHICH WOMEN ARE TEACHERS AND STUDENTS ,EAVITT AND 9ODER
&REEDOM 3CHOOLS#ITIZENSHIP 3CHOOLS $URING THE #IVIL 2IGHTS MOVEMENT SCHOOLS BORN OF &REEDOM 3UMMER IN -ISSISSIPPI EDUCATED BLACK STUDENTS IN BASIC SUBJECTS AND BLACK HIS TORY 3EPTIMA #LARK lRED FROM HER JOB AS A PUBLIC SCHOOL TEACHER OF YEARS BECAUSE SHE WAS A MEMBER OF THE .ATIONAL !SSOCIATION FOR THE !DVANCEMENT OF #OLORED 0EOPLE .!!#0 BECAME DIRECTOR OF EDU CATION AT THE (IGHLANDER #ENTER 7ITH (IGHLANDER AND THE 3OUTHERN #HRISTIAN ,EADERSHIP #ONFERENCE 3#,# #LARK ORGANIZED SCHOOLS TO TRAIN LEADERS TO PASS THE READING AND WRITING TESTS REQUIRED FOR VOT ING 4HROUGHOUT THE $EEP 3OUTH SCHOOLS TRAINED THOUSANDS OF PEOPLE CHANGED THE FACE OF LOCAL GOVERNMENT AND LED TO THE lRST FEDERAL (EAD 3TART PROGRAM
/RGANIZING )NSTITUTES )NSTITUTES FOUND IN BOTH THE LABOR AND COMMUNITY ORGANIZING TRADI TIONS HAVE FUNCTIONED AS A METHOD FOR TRAINING NEW ACTIVISTS AND AD VANCING THE SKILLS OF EXISTING ONES )N PURSUIT OF BUILDING POWER FOR SOCIAL CHANGE INSTITUTES EQUIP INDIVIDUALS WITH TECHNIQUES FOR ORGA NIZING MEMBERSHIP ORGANIZATIONS AND BUILDING COALITIONS /NE OF THE BEST KNOWN IS THE -IDWEST !CADEMY IN #HICAGO )LLINOIS "OBO ET AL
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3OME ORGANIZING INSTITUTES ARE OFFSHOOTS OF UNIVERSITY PROGRAMS SUCH AS 5#,!S #ENTER FOR ,ABOR 2ESEARCH AND %DUCATION WHICH RE CENTLY INTRODUCED AN ALL 3PANISH ORGANIZING WORKSHOP TO ITS ONGOING RESEARCH ACTIVITIES ON LABOR AND COMMUNITY ISSUES
0OPULAR %DUCATION 4RAINING 4HE POPULAR EDUCATION TRADITION IS BEST EXEMPLIlED BY THE WORK OF -YLES (ORTON AT THE (IGHLANDER #ENTER IN 4ENNESSEE AND 0AOLO &REIRE IN "RAZIL &REIRE USED LITERACY EDUCATION TO POLITICIZE COMMUNITY MEM BERS TO BECOME MORE ACTIVE CITIZENS (E SOUGHT TO HELP PARTICIPANTS hREAD THE WORLD AND BE ABLE TO CONNECT THE WORLD WITH THE WORDv &REIRE AND -ACEDO (IGHLANDER SIMILARLY WAS FOUNDED AS AN EDUCA TIONAL FACILITY TO EDUCATE WORKERS AND hCOMMON PEOPLE v AND LATER CIVIL RIGHTS ACTIVISTS )TS WORK WAS ROOTED IN A FUNDAMENTAL RESPECT FOR hTHE INTELLIGENCE OF THE STUDENTS AND THEIR CAPACITY TO HELP YOU TEACH THEMv +OHL
4HE 3CHOLARS #OME TO 5#,! ! CONVERGENCE OF INTERESTS WITHIN THE $EPARTMENT OF 5RBAN 0LANNING IN LED FACULTY WHO WORKED IN THE COMMUNITY AND COMMUNITY PLANNING TO DISCUSS A NEW ROLE FOR THE UNIVERSITY &OR YEARS THEY HAD BEEN WORKING WITH POOR AND UNDERREPRESENTED COMMUNITIES AROUND PLANNING PROBLEMS 7HILE THE FEDERAL hWAR ON POVERTYv HAD MADE MAR GINAL GAINS PEOPLE OF COLOR POOR AND WORKING CLASS PEOPLE WOMEN AND OTHER MARGINALIZED GROUPS WERE STILL FEELING THE BRUNT OF DISCRIMI NATION AND OF THE INCREASING GAP BETWEEN THE HAVES AND HAVE NOTS ,OS !NGELES WAS BECOMING A PLACE OF MULTICULTURALISM AND HOME TO 4HIRD 7ORLD CONDITIONS 4HE INVOLVED FACULTY DISCUSSED NEW WAYS TO ENGAGE WITH NONSTUDENTS IN THESE COMMUNITIES 'ILDA (AAS AN ADJUNCT LECTURER WHO WOULD HEAD THE 3CHOLARS 0ROGRAM SUBSEQUENTLY CONVENED A SERIES OF MEETINGS WITH COMMU NITY BASED GROUPS TO IDENTIFY RESEARCH TOPICS THAT COULD BE USEFUL TO THEIR WORK 4HE OVERWHELMING AGREEMENT WAS TO FOCUS ON ECONOMIC DEVELOPMENT !T THE TIME AND EVEN TODAY ,OS !NGELES LACKED A $E PARTMENT OF %CONOMIC $EVELOPMENT PER SE AND COMMUNITY ECONOMIC DEVELOPMENT WAS OF GREAT INTEREST TO GROUPS /VER A SERIES OF MEETINGS THE CONCEPT OF A #OMMUNITY 3CHOLARS PROGRAM EMERGED AND THE lRST CLASS WAS ADMITTED FOR THE SCHOOL YEAR 4HE PROGRAM HAS BEEN OFFERED EVERY YEAR SINCE THEN EXCEPT FOR 4HE MOST SIGNIlCANT PARTNER HAS BEEN THE 5#,! #ENTER FOR ,ABOR 2ESEARCH AND %DUCATION WHOSE DIRECTOR +ENT 7ONG HELPS FORMULATE EACH YEARS PROGRAM AND RECRUITS 3CHOLARS ESPECIALLY FROM THE LABOR COMMUNITY 4WO DIRECTORS HAVE RUN THE PROGRAM DESPITE THIS CHANGE IN LEADERSHIP THE PROGRAM HAS REMAINED TRUE TO ITS ORIGI
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NAL PRINCIPLES STRIVING TO INCLUDE EQUALITY IN THE CLASSROOM MINIMAL HIERARCHY ACCOUNTABILITY TO 3CHOLARS IN THE FORM OF PRODUCTS THAT ARE USEFUL TO THEIR ORGANIZATIONS COMMITMENT TO BUILDING LONG TERM RELA TIONSHIPS WITH 3CHOLARS AND VALUING ALL FORMS OF KNOWLEDGE ESPECIALLY THOSE GAINED THROUGH DIRECT ORGANIZING AND SERVICE BY 3CHOLARS
7HO !RE THE 3CHOLARS 3CHOLARS HAVE HAILED FROM ORGANIZATIONS WHICH WORK ON A RANGE OF ISSUES ACROSS THE ,! REGION INCLUDING IMMIGRANT RIGHTS AND SERVIC ES ECONOMIC DEVELOPMENT COMMUNITY DEVELOPMENT SOCIAL SERVICES THE ARTS ENVIRONMENTAL JUSTICE LABOR AND EDUCATION -OST COME FROM NONPROlT COMMUNITY BASED ORGANIZATIONS OR LABOR UNIONS BUT OTHERS COME FROM THE PUBLIC SECTOR AND FAITH BASED ORGANIZATIONS !T lRST 3CHOLARS TENDED TO BE DRAWN MORE FROM COMMUNITY BASED ORGANIZA TIONS WHILE IN THE LAST FEW YEARS UNION REPRESENTATION HAS BEEN HEAVI ER 4HE RACIAL AND ETHNIC BREAKDOWN OF 3CHOLARS IS ESTIMATED SINCE THE PROGRAM KEEPS NO FORMAL DATA ON RACE OR ETHNICITY OF PARTICIPANTS AS PERCENT ,ATINO PERCENT WHITE PERCENT !FRICAN !MERICAN AND PERCENT !SIAN 4HESE lGURES ARE GENERALLY REPRESENTATIVE OF THE REGIONS POPULATION WITH WHITES SLIGHTLY UNDERREPRESENTED AND !SIANS AND !FRICAN !MERICANS SLIGHTLY OVERREPRESENTED
3CHOLAR 0ROJECTS 4HE ANNUAL PLANNING FOR THE PROGRAM INVOLVES ESTABLISHING A LOOSE FRAMEWORK TO GIVE STRUCTURE WHILE AT THE SAME TIME ALLOWING ENOUGH mEXIBILITY FOR THE CLASS TO PURSUE ITS RESEARCH INTERESTS 7HEN THE PRO GRAM BEGAN 3CHOLARS LARGELY SHAPED THE TOPICS BUT LATER IT BECAME THE NORM TO IDENTIFY TOPICS PRIOR TO RECRUITMENT THOUGH THERE IS STILL LEEWAY FOR CHANGE )N ONE RECENT CLASS FOR EXAMPLE WHERE THE PLAN HAD BEEN TO EXAMINE RELATIONSHIPS BETWEEN WORKER CENTERS AND UNIONS THE 3CHOLARS WANTED INSTEAD TO RESPOND TO BREAKING EVENTS ABOUT THE #ALIFORNIA BUDGET CRISIS BY DEVELOPING A POSTER AS A POPULAR EDUCATION TOOL FOR ORGANIZERS 7ORKER CENTERS ARE COMMUNITY BASED ORGANIZATIONS LARGELY IMMIGRANT ORIENTED ADDRESSING WORKER RIGHTS HOUSING AND RELATED NEEDS 4ABLE DOCUMENTS TOPICS SINCE THE PRO GRAMS INCEPTION 7HILE PROJECTS MAY BE SHAPED BY CURRENT EVENTS AS JUST NOTED THE OVERALL PROGRAM HAS BEEN INmUENCED BY CHANGES THAT ACCOMPANIED THE ELECTION IN OF *OHN 3WEENEY AS 0RESIDENT OF THE !MERICAN &EDERATION OF ,ABOR #ONGRESS OF )NDUSTRIAL /RGANIZATIONS !&, #)/ 3WEENEYS ELECTION BROUGHT A COMMITMENT TO ORGANIZING AND FOSTERING LABOR COMMUNITY ALLIANCES 4HE HOMECARE AND LONG TERM CARE WORK ERS OF ,OCAL " OF THE 3ERVICE %MPLOYEES )NTERNATIONAL 5NION 3%)5
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IN ,OS !NGELES MADE AN ALLIANCE WITH COMMUNITY GROUPS TO ADVANCE THEIR JOB SECURITY AND WIN INCREASES IN WAGES AND BENElTS AS WELL AS RECOGNITION RESPECT AND DIGNITY )N THE 3CHOLARS 0ROGRAM WAS BASED ON IN DEPTH RESEARCH ABOUT LESSONS LEARNED FROM THAT CAMPAIGN
4ABLE 0ROJECT 4OPICS BY 9EAR
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3UCCESSES AND ,ESSONS ,EARNED 4HE 3CHOLARS 0ROGRAM HAS WIDE RANGING BENElTS 3OME ARE ACADEM IC IN NATURE h4HE #OMMUNITY 3CHOLARS PROGRAM PROVIDED ME WITH A THEORETICAL FRAMEWORK FOR UNDERSTANDING SOCIAL CHANGE v ONE FORMER 3CHOLAR NOTED 0EREZ /THER BENElTS ARE PURELY PRACTICAL PROVID ING 3CHOLARS WITH TOOLS TO DO THEIR JOBS BETTER &ROM ANOTHER FORMER 3CHOLAR h) LEARNED TO BROADEN MY OUTLOOK ON THE VARIOUS WAYS TO OB TAIN SUPPORT FOR MY IDEASx AND INCLUDE THOSE ) WOULD NOT ORDINARILY EXPECT TO SIDE WITH MY IDEASv 3TAVNEZER /N A BROADER LEVEL THE PROGRAM RAISES THE CONSCIOUSNESS OF MANY PARTICIPANTS h)T INCREASED MY AWARENESS OF THE UNEQUAL DISTRIBUTION OF RESOURCES v SAID ONE 3CHOLAR #ANNON h)T OPENED MY EYES TO HOW MUCH SOCIAL CHANGE IS ACTUALLY NEEDED v SAID ANOTHER 6ALENCIA /NE OF THE PROGRAMS MOST FREQUENTLY CITED BENElTS IS THE NET WORKING AND RELATIONSHIP BUILDING IT FOSTERS 4HESE RELATIONSHIPS WHICH TEND TO LIVE ON LONG AFTER THE PROGRAM ENDS CONTRIBUTE TO THE LONG TERM ADVANCEMENT OF THE ECONOMIC AND SOCIAL JUSTICE MOVE MENT 3OME 3CHOLARS COME INTO THE PROGRAM ALREADY KNOWING EACH OTHER &OR EXAMPLE THE CLASS INCLUDED THREE 3CHOLARS REP RESENTING THREE DIFFERENT ORGANIZATIONS THAT WERE FOUNDING MEMBERS OF THE -ULTI %THNIC )MMIGRANT 7ORKERS /RGANIZING .ETWORK -)7/. 3CHOLARS MAY ENTER THE PROGRAM WHILE WORKING FOR ONE ORGANIZATION ONLY TO MOVE ON TO ANOTHER BECOMING WORK COLLEAGUES OF ANOTHER 3CHOLAR 3TUDENTS lND INTERNSHIPS WITH THE 3CHOLARS ORGANIZATIONS AND IN SOME CASES ARE HIRED AS STAFF 2ELATIONSHIP BUILDING SERVES ANOTHER PURPOSE AS WELL IT HELPS MAKE THE PROGRAM A SAFE SPACE FOR THE SHARING OF IDEAS AND PERSPEC TIVES h7E TALK ABOUT RACE CLASS AND GENDER WHICH ARE THINGS THAT WE NEED TO TALK ABOUTx 4HE CLASS AND THE PROGRAM ENABLE PARTICIPANTS TO LEARN FROM EACH OTHER AND TO SHARE EXPERIENCESv *ACKSON )N THE CLASS A 3CHOLAR FROM A COMMUNITY DEVELOPMENT CORPORA TION INVOLVED IN ORGANIZING NEIGHBORHOOD YOUTH REALIZED THAT THE RESI DENTS IN HIS COMMUNITY ALSO HAD IDENTITIES AS WORKERS AND HE CAME TO APPRECIATE THE OVERLAPPING OBJECTIVES IN WORKERS AND RESIDENTS COM MUNITY STRUGGLES !T A MEETING OF 3CHOLARS IN WHEN EACH WAS ASKED WHAT THEY WANTED FROM THE PROGRAM A COMMON REQUEST WAS FOR LEARNING ABOUT ORGANIZING METHODS AND WAYS IN WHICH TO SUSTAIN MEMBERSHIP AFTER INITIAL RECRUITMENT 4HREE OF THE CLASS SESSIONS FOR THE FOLLOWING QUARTER INCLUDED COMMUNITY AND LABOR ORGANIZERS WHO WORKED WITH STUDENTS AND 3CHOLARS ON EXERCISES THAT INCLUDED ICEBREAKERS AND INTEGRATED WAYS OF UNDERSTANDING SIMILARITIES AND DIF FERENCES REGARDING RACE ETHNICITY CLASS AND GENDER $ESPITE ALL THESE POSITIVES THE PROGRAM IS NOT WITHOUT ITS CHALLENG ES /NE OF THEM IS GEOGRAPHY )N A REGION AS LARGE AS ,OS !NGELES THE
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TIME REQUIRED TO GET TO A CLASS AT THE 5#,! CAMPUS CAN BE A BARRIER )N RESPONSE TO THE LOGISTICAL CHALLENGES SOME CLASS MEETINGS WERE MOVED TO THE COMMUNITY MAKING IT EASIER FOR PARTICIPANTS TO ATTEND 3CHOLARS TEND TO BE VERY ENGAGED IN MANY ISSUES AND ACTIVITIES SO MEETING ONCE A WEEK CAN BE VERY DEMANDING ESPECIALLY WHEN IT INVOLVES PREPARA TION TIME 4HEREFORE DURING THE CHANGEOVER OF DIRECTORS IN THE PROGRAM WAS RESTRUCTURED FROM THREE QUARTERS TO TWO QUARTERS IN PART TO RESPOND TO THE TIME PRESSURE ISSUE !TTENDANCE ROSE IMMEDIATELY BUT THE CHANGE MEANT SACRIlCING AN INTRODUCTORY CLASS THAT WAS AN INCUBATOR FOR DEVELOPING THE CLASS RESEARCH TOPIC !NOTHER CHALLENGE IS TRYING TO MAKE THE PROGRAM TRULY OF THE COMMUNITY /NE FORMER 3CHOLAR NOTED THAT THE PROGRAM IS NOT COMMUNITY FRIENDLY ENOUGH SINCE 3CHOLARS TEND TO BE STAFF PERSONS OF ORGANIZATIONS h4HESE ARE NOT TRULY COMMUNITY MEMBERS v SHE STATED ARGUING THAT THE PROGRAM SHOULD BE REACHING DOWN INTO THE CONSTITUENTS OF ORGANIZATIONS 0OR TILLO ! RELATED CHALLENGE IS TRYING TO BRIDGE THE DIVIDE BETWEEN ACADEMIA AND THE ON THE GROUND STRUGGLES FOR JUSTICE THAT 3CHOLARS ARE IMMERSED IN ON A DAILY BASIS /NE 3CHOLAR CITED THE DIFlCULTIES OF INTERPRETING ACADEMIC JARGON AND COMPLICATED UNIVERSITY PROCEDURES "RENNAN "UT WHEN THE BRIDGE BETWEEN THE ACADEMY AND PRAC TICE IS BUILT IT CAN BE AMONG THE MOST REWARDING ASPECTS OF THE PRO GRAM 4HERE IS ALSO THE CONSTANT CHALLENGE OF TRYING TO MAKE THE PROJ ECT USEFUL TO THE WORK OF THE 3CHOLARS 4HIS CAN BE COMPLICATED BY THE BROAD ARRAY OF lELDS FROM WHICH 3CHOLARS HAIL 0ICKING AND REDElNING PROJECTS TO THE EXTENT THAT IT ATTEMPTS TO BE DEMOCRATIC AND INCLUSIVE CAN BE A TIME CONSUMING AND DIFlCULT PROCESS 4HIS BECOMES A FRUS TRATING EXPERIENCE FOR MANY 3CHOLARS STUDENTS AND FACULTY ALIKE 4HERE ARE ALSO THE DIFFERING MOTIVATIONS AMONG STUDENTS AND 3CHOLARS AND DIFFERENT EXPECTATIONS AMONG ALL INVOLVED 4ENSION CAN ARISE WHEN STUDENTS WHO ARE GRADED ON THEIR WORK AND 3CHOLARS FOR WHOM THE PROJECT IS OFTEN SECONDARY TO THEIR JOBS NEED TO NEGOTIATE THE TERRAIN OF THEIR VERY DIFFERENT VANTAGE POINTS TIME COMMITMENTS AND LEVELS OF INTEREST 7HILE THE BULK OF THE ACTUAL WRITTEN PARTS OF PROJECTS TEND TO FALL MORE HEAVILY ON THE STUDENTS THE INPUT OF 3CHOL ARS IS CRITICAL AND IN SOME INSTANCES 3CHOLARS ASSUME AS MUCH RE SPONSIBILITY FOR THE lNAL PRODUCT AS STUDENTS &URTHERMORE SOME PROJ ECT TOPICS ARE ESPECIALLY DIFlCULT TO RESEARCH WITHIN THE TIME FRAME OF THE TWO QUARTER CLASS AND OTHERS DO NOT APPEAR TO RELATE DIRECTLY TO THE IMMEDIATE NEEDS OF A 3CHOLARS ORGANIZATION "UT THE PROGRAM HAS BEEN A SUCCESS OVERALL /NE INDICATOR OF THIS IS THE NUMBER OF 3CHOLARS WHO APPLY BASED ON RECOMMENDATIONS OF COLLEAGUES WHO PARTICIPATED IN THE PROGRAM OR KNEW OTHERS WHO DID !NOTHER IS THE ONGOING WORK WITH 3%)5 ,OCAL " WHICH HAS SPON SORED SIX TO SEVEN 3CHOLARS IN THE PAST TWO YEARS 0ERHAPS THE MOST POWERFUL INDICATOR OF SUCCESS IS THE SOCIAL JUSTICE LANDSCAPE OF ,OS
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!NGELES TODAY 4HE 3CHOLARS 0ROGRAM HAS DIRECTLY INmUENCED TWO OR GANIZATIONS THE ,OS !NGELES !LLIANCE FOR A .EW %CONOMY ,!!.% AND 3TRATEGIC !CTIONS FOR A *UST %CONOMY 3!*% !S NOTED EARLIER ,!!.% WAS AN OUTGROWTH OF THE 4)$# AND THE CLIENT FOR THE lRST #OMMUNITY 3CHOLARS PROJECT AND TODAY IS A LEADING AND INNOVATIVE RESOURCE FOR ACCOUNTABLE ECONOMIC DEVELOPMENT ORGANIZATIONS IN THE REGION 3!*% WAS FOUNDED IN RESPONSE TO THE NEED POINTED TO OVER A NUMBER OF YEARS BY SEVERAL 3CHOLARS CLASSES FOR A DIFFERENT KIND OF INSTITUTION LOCATED IN THE COMMUNITY THAT WOULD INITIATE AND FOLLOW THROUGH ON ACTION RESEARCH PROJECTS 3INCE ITS FOUNDING IN 3!*% HAS SPEAR HEADED INNOVATIVE RESEARCH AND COMMUNITY DEVELOPMENT PROJECTS INCLUDING ACTING AS FACILITATOR FOR THE &IGUEROA #ORRIDOR #OALITION FOR %CONOMIC *USTICE &##%* A PARTICIPATORY PLANNING PROCESS IN WHICH THE COMMUNITY HAS NEGOTIATED FOR JOBS PARKS HOUSING AND HEALTH AND SAFETY BENElTS IN THE AREA ADJACENT TO DOWNTOWN ,OS !NGELES
#ONCLUSION &OR MORE THAN YEARS PRIOR TO THE INCEPTION OF THE 3CHOLARS 0ROGRAM THE URBAN PLANNING FACULTY AT 5#,! HAD BEEN WORKING WITH COMMU NITIES OF THE UNREPRESENTED .OT UNTIL DID 5#,! EMBARK ON A CAMPAIGN TO ENCOURAGE UNIVERSITY WIDE INVOLVEMENT WITH SUCH COM MUNITIES !S A RESULT THE NUMBER OF UNIVERSITY INITIATIVES THAT IN SOME FORM OR ANOTHER INVOLVE WORK IN THE ,OS !NGELES COMMUNITY HAS DRA MATICALLY INCREASED .ONETHELESS THE #OMMUNITY 3CHOLARS 0ROGRAM REMAINS UNIQUE ONE OF THE FEW POINTS OF CONNECTION AMONG SOCIAL JUSTICE ACTIVISTS STUDENTS AND ACADEMICS !S #ARLOS 0ORRAS A 3CHOLAR IN AND FORMER EXECUTIVE DIRECTOR OF #OMMUNITIES FOR A "ET TER %NVIRONMENT #"% TOLD THE CLASS h) HAVE COME FULL CIRCLE ) WAS A 3CHOLAR ON THE ADVISORY COMMITTEE AND NOW ) AM SPEAKING TO A 3CHOLARS CLASSv 0ORRAS
.OTES )N THE 5NIVERSITY OF #ALIFORNIA AT "ERKELEY #ENTER FOR ,ABOR 2ESEARCH AND %DUCATION IN CONJUNCTION WITH THE $EPARTMENT OF 3O CIOLOGY LAUNCHED A #OMMUNITY 3CHOLARS 0ROGRAM 4HEIR APPROACH DIFFERS FROM THE 5#,! PROGRAM AND INCLUDES MORE ATTENTION TO ORGA NIZATIONAL CAPACITY BUILDING /LDER PROGRAMS EXIST NATIONWIDE BUT TO OUR KNOWLEDGE AND WITH THE EXCEPTION OF 5# "ERKELEY NONE BRINGS STUDENTS AND 3CHOLARS TOGETHER IN THE SAME CLASSROOM 4HE 2OCKEFELLER &OUNDATION AWARDED A GRANT OF IN AND EXTENDED THIS FOR THE FOLLOWING YEAR 4HE PROGRAM RECEIVED FROM THE !2#/ &OUNDATION IN &ROM TO THE #ALIFOR NIA #OMMUNITY &OUNDATION AWARDED A GRANT FOR 4HE 'REAT
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7ESTERN "ANK AWARDED IN &ROM TO THE PRESENT THE (ARVEY 3 0ERLOFF &OUNDATION HAS PROVIDED ANNUALLY TO PAY FOR HONORARIA FOR VISITING ACADEMICS AND PRACTITIONERS A TEACHING ASSIS TANT AND PRODUCTION COSTS 4HE ,UCIE AND (ARRY ,ANG -EMORIAL &UND AT THE #ENTER FOR ,ABOR 2ESEARCH AND %DUCATION CONTRIBUTES FOR SMALL STIPENDS TO 3CHOLARS TO PARTIALLY COVER PARKING COSTS AT 5#,! AND BOOKS !DDITIONAL MONEY FROM THE )NSTITUTE OF ,ABOR AND %MPLOY MENT ),% CONTRIBUTED TO PRODUCTION COSTS OF PRODUCTS FROM TO ! #OMMUNITY /UTREACH 0ARTNERSHIP 'RANT #/0# AWARDED BY THE 53 $EPARTMENT OF (OUSING AND 5RBAN $EVELOPMENT ALSO INCLUD ED SOME SUPPORT TO THE PROGRAM 4HE TIME FRAME FOR A PROJECT HAS CHANGED SINCE THE PROGRAMS INCEP TION )NITIALLY THE PROGRAM WAS THE LENGTH OF AN ACADEMIC YEAR THREE QUARTERS IN THE CASE OF 5#,! WITH MEETINGS HELD ONCE A WEEK 'IVEN THE DIFlCULTY 3CHOLARS HAD IN ATTENDING ONCE A WEEK FOR THREE QUAR TERS IN THE CLASS TIME WAS SHORTENED TO TWO QUARTERS BEGINNING IN *ANUARY IN THE WINTER QUARTER AND ENDING IN MID *UNE 4HE POSITIVE OUTCOME OF THIS CHANGE WAS THAT ATTENDANCE IMMEDIATELY WENT UP THE DISADVANTAGE WAS THE LACK OF AN INTRODUCTORY CLASS THAT SERVED AS AN INCUBATION PERIOD IN WHICH THE CLASS COULD DEVELOP A RESEARCH TOPIC )N RESTRUCTURING AT 5#,! DIVIDED THE 3CHOOL OF !RCHITECTURE AND 5RBAN 0LANNING WITH A $EPARTMENT OF 5RBAN 0LANNING CREATED IN THE 3CHOOL OF 0UBLIC 0OLICY AND 3OCIAL 2ESEARCH &ACULTY INVOLVED IN #OMMUNITY 3CHOLARS WERE MORE ENGAGED WITH THE #ENTER FOR ,ABOR 2ESEARCH AND %DUCATION FACILITATED BY A 53 $EPARTMENT OF (OUSING AND 5RBAN $EVELOPMENT (5$ GRANT FOR A #OMMUNITY /UTREACH 0ART NERSHIP #ENTER #/0# 7HILE AN ARCHITECTURAL FACULTY MEMBER WAS WRITTEN INTO THE GRANT HER SUBSEQUENT DEPARTURE FROM THE RENAMED 3CHOOL OF !RCHITECTURE WAS NOT FOLLOWED BY A REPLACEMENT /THER EVENTS CONTRIBUTING TO GREATER COLLABORATION WITH THE #ENTER FOR ,ABOR 2ESEARCH AND %DUCATION CAN BE TRACED TO INTERESTS OF SOME FACULTY WITHIN URBAN PLANNING ! REACTIVATED LABOR MOVEMENT RAISED QUES TIONS ABOUT ECONOMIC DEVELOPMENT THAT FURTHER HEIGHTENED THE NEED FOR COMMUNITY BASED GROUPS TO UNDERSTAND THOSE ISSUES 3IMULTANE OUSLY HOUSING BASED COMMUNITY GROUPS AND COMMUNITY DEVELOP MENT CORPORATIONS WERE TURNING TO ECONOMIC DEVELOPMENT AS HOUS ING MONEY DRIED UP AND HOUSING COSTS OUTPACED INCOME 4HESE EVENTS DREW THE #OMMUNITY 3CHOLARS 0ROGRAM CLOSER TO TRADITIONS OF MOVE MENT BUILDING IN LABOR AND CIVIL RIGHTS
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"EYOND "OUNDARIES 7EAVING #ONNECTIONS 2EmECTIONS ON THE !MERICAN )NDIAN (OUSING )NITIATIVE "Y $AVID 2ILEY -ICHAEL 2IOS 3COTT 7ING AND "ETH 7ORKMAN 4HE !MERICAN )NDIAN (OUSING )NITIATIVE !)() INTEGRATES RESEARCH AND EDUCATION ABOUT SUSTAINABLE COMMUNITY BUILDING PRACTICES WITH HANDS ON INTERDISCIPLINARY EXPERIENCES FOR STUDENTS FACULTY AND DE SIGN PROFESSIONALS )T FOCUSES ON THE HOUSING CRISES ENDEMIC TO !MERI CAN )NDIAN RESERVATIONS AND PROMOTES ECONOMICALLY AND ENVIRONMEN TALLY SUSTAINABLE DESIGN STRATEGIES 4HE INITIATIVE WAS ESTABLISHED IN AS A NATIONAL COLLABORATION INVOLVING 0ENNSYLVANIA 3TATE 5NIVER SITY THE 5NIVERSITY OF 7ASHINGTON AND #HIEF $ULL +NIFE #OLLEGE OF THE .ORTHERN #HEYENNE RESERVATION IN -ONTANA )TS ACADEMIC PROGRAM CONCENTRATES ON STUDENTS AND FACULTY IN THE DESIGN DISCIPLINES OF AR CHITECTURE ARCHITECTURAL ENGINEERING AND LANDSCAPE ARCHITECTURE BUT ALSO INCLUDES STUDENTS WITH DIVERSE BACKGROUNDS IN lELDS SUCH AS NU TRITION BIOLOGY AND ART EDUCATION 4HE YEARLONG THREE PART SERVICE LEARNING COURSE PIVOTS AROUND A SUMMER DESIGN BUILD EXPERIENCE ON TRIBAL LANDS WHERE FACULTY AND STUDENTS JOIN PRACTITIONERS AND THE .ORTHERN #HEYENNE COMMUNITY IN THE CONSTRUCTION OF HOUSING COM MUNITY FACILITIES AND SITE INSTALLATIONS 0ROJECTS TO DATE INCLUDE A DEM ONSTRATION HOME AN ADULT EDUCATION CENTER AND COURTYARD A COMMU NITY MEETING HALL AND THREE PRIVATELY OWNED RESIDENCES 0RACTITIONERS WITH BACKGROUNDS IN ARCHITECTURE HISTORIC PRESERVATION ART LANDSCAPE ARCHITECTURE ENGINEERING CONSTRUCTION MANAGEMENT AND VARIOUS BUILDING TRADES JOIN WITH STUDENTS IN THE PLANNING AND CONSTRUCTION OF LOAD BEARING STRAW BALE BUILDINGS AND ASSOCIATED LANDSCAPES 4HE INITIATIVE WAS SPURRED BY "OYER AND -ITGANGS "UILDING #OMMUNITY ! .EW &UTURE FOR !RCHITECTURE %DUCATION AND 0RACTICE AND CREATES A COLLABORATIVE INTERDISCIPLINARY ACTIVE LEARNING ENVI RONMENT LINKING STUDENTS AND PRACTITIONERS ACROSS THE COUNTRY AND ACROSS GENERATIONS IN A COMMON PURSUIT OF AN ETHICAL AND CULTURALLY APPROPRIATE BASIS FOR WORK #OMBINING INNOVATION IN ARCHITECTURAL AND ENGINEERING DESIGN WITH PROJECTS OF SOCIAL CONSEQUENCE THE !)() BROADENS PARTICIPANTS UNDERSTANDING OF ENVIRONMENTALLY RESPONSIVE TECHNOLOGIES THROUGH RESEARCH AND THE INCLUSION OF AN UNDERREPRE SENTED POPULATION )T ALSO AIMS TO IMPLEMENT SUSTAINABLE COMMUNITY DEVELOPMENT STRATEGIES THROUGH THE TECHNICAL ASSISTANCE IT PROVIDES TO TRIBAL ORGANIZATIONS
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(OUSING #HALLENGES -ARKING 4URF UNDER THE "IG 3KY 4HE .ORTHERN #HEYENNE WERE SEVERED FROM THEIR NOMADIC BUILDING TRA DITIONS AFTER FEDERAL RESETTLEMENT A CENTURY AGO ON A PORTION OF THEIR NATIVE LANDS ON THE UPPER PLAINS OF EASTERN -ONTANA 4HEIR HOUSING INCLUDING MUCH PLANNED AND BUILT BY THE 53 $EPARTMENT OF (OUSING AND 5RBAN $EVELOPMENT (5$ IS ILL SUITED TO LOCAL NEEDS SHODDILY CONSTRUCTED AND INADEQUATE 3TATISTICS ILLUMINATE THE HOUSING CRISIS ON TRIBAL RESERVATIONS s /NLY PERCENT OF .ATIVE !MERICANS HAVE ACCEPTABLE HOUSING THE LOWEST PROPORTION OF ANY SECTOR OF THE 53 POPULATION 'AFFNEY 53 $EPARTMENT OF (OUSING AND 5RBAN $EVELOPMENT s -ORE THAN PERCENT OF HOMES IN TRIBAL AREAS ARE OVERCROWDED AND HAVE SERIOUS PHYSICAL DElCIENCIES )N THE 5NITED 3TATES AS A WHOLE ONLY PERCENT OF HOUSEHOLDS ARE OVERCROWDED .ATIONAL !MERICAN )NDIAN (OUSING #OUNCIL s 4HE AVERAGE LIFESPAN OF A 0LAINS )NDIAN IS ONLY YEARS )NDIAN (EALTH 3ERVICES &EDERALLY SUBSIDIZED HOUSING PROGRAMS ADDRESSING THE TRIBAL HOUS ING CRISIS HAVE FAILED FROM A LACK OF EDUCATION COMMITMENT TRIBAL INVOLVEMENT OR ACCEPTANCE 3HORT LIVED AND LIMITED (5$ HOUSING PROGRAMS OFTEN IGNORE THE CULTURAL AND SOCIAL VALUES OF TRIBES USE IN EFlCIENT MODULAR HOUSING TECHNOLOGIES AND IMPORT LABOR AND MATERI ALS INTO COMMUNITIES THAT ALREADY HAVE CAPABLE LABOR AND INDIGENOUS BUILDING MATERIALS
3OCIAL #HALLENGES h.ATIVEv )DENTITY AND 9OUTH /N THE RESERVATIONS THE SOCIAL CONSTRUCTION OF YOUTH IDENTITY CAN BE DOUBLY PROBLEMATIC THE INCREASING MEDIA DEPICTION OF YOUTH AS A hPROBLEMv IS COUPLED WITH THE FACT THAT YOUTH REPRESENT ONE OF THE MOST ACTIVELY TARGETED CONSUMER GROUPS 9OUTH LACK SPACE TO ARTICU LATE THEIR FEARS DESIRES AND IDENTITIES )N THE CASE OF THE .ORTHERN #HEYENNE RESERVATION LACK OF AGENCY IS COMPLICATED BY STEREOTYPES OF NATIVE IDENTITY AS EXOTIC hOTHERv AND THE ABSENCE OF .ORTHERN #HEY ENNE REFERENCES IN MAINSTREAM CULTURE .OT SURPRISINGLY THE SOCIAL CONDITIONS OF RESERVATION YOUTH CONTIN UE TO DECLINE .ATIVE !MERICA AT THE .EW -ILLENNIUM A REPORT PUBLISHED BY THE (ARVARD 0ROJECT ON !MERICAN )NDIAN %CONOMIC $EVELOPMENT (ENSON ET AL ND IDENTIlES THE CHALLENGES s /F THE APPROXIMATELY )NDIAN CHILDREN ENROLLED IN PRIMARY AND SECONDARY LEVEL SCHOOLS OVER ONE THIRD WILL DROP OUT )NDIAN CHIL DREN HAVE THE LOWEST EDUCATIONAL ATTAINMENT OF ALL MINORITY GROUPS
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s .ATIONALLY ONE IN lVE )NDIAN CHILDREN BETWEEN THE AGES OF AND USES ILLICIT DRUGS THE HIGHEST RATE FOR ANY ETHNIC GROUP IN THAT AGE CLASS s 4EEN CIGARETTE USE STANDS AT PERCENT OF THE NATIONAL AVERAGE AND THE DEATH RATE OF )NDIAN YOUTH AGES lVE TO FROM ALCOHOL ABUSE IS TIMES THE COMPARABLE LEVEL FOR ALL RACES 4HE CONmUENCE OF SO MANY ECONOMIC SOCIAL AND HEALTH PROBLEMS LEAVES )NDIAN YOUTH FEW OPPORTUNITIES TO EXPERIENCE SELF AFlRMATION OR BECOME FULLY ENGAGED MEMBERS OF THE COMMUNITY 'ANG ACTIVITY AND RELATED VIOLENCE ARE INCREASING AS A RESULT (ENSON ET AL ND
!N !LTERNATIVE !PPROACH 7ORKING FROM THE )NSIDE /UT 4HE !)() AND ITS MAIN PARTNER #HIEF $ULL +NIFE #OLLEGE ARE COMMIT TED TO MAKING LOCAL IMPROVEMENTS AND IDENTIFYING CULTURALLY SPECIlC STRATEGIES WITH THE POTENTIAL FOR NATIONAL APPLICATION 7ORKING FROM THE INSIDE OUT THE !)() HELPS THE TRIBE USE THE RESEARCH EXPERTISE AND TECHNICAL ASSISTANCE OF FACULTY AND DESIGN PROFESSIONALS IN DElNING THEIR OWN TERMS OF SUSTAINABLE DEVELOPMENT 4O REDUCE DEPENDENCY ON FEDERAL PROGRAMS THE !)() EXPLORES ALTERNATIVE HOUSING SOLUTIONS THROUGH THE APPLICATION OF REGIONALLY APPROPRIATE MATERIALS hGREEN DESIGNv STRATEGIES AND COMMUNITY CENTERED CONSTRUCTION PROCESSES CREATING COMMUNITY FACILITIES AND HOMES THAT REmECT .ORTHERN #HEY ENNE CULTURE VALUES AND VISIONS OF SUSTAINABILITY 7ITH THE .ORTHERN #HEYENNE (OUSING !UTHORITY THE !)() HAS STARTED AN APPRENTICESHIP PROGRAM IN WHICH TRIBAL MEMBERS WORK WITH STUDENTS FACULTY AND PRACTITIONERS TO LEARN HOW TO BUILD WITH STRAW BALE CONSTRUCTION AND OTHER SUSTAINABLE TECHNOLOGIES 4HE LONG TERM GOAL IS FOR APPRENTICES TO APPLY THEIR NEW SKILLS TO THE CONSTRUCTION OF ADDITIONAL HOUSING UNITS EDUCATING MORE COMMUNITY MEMBERS IN THE PROCESS AND WORKING TOWARD A MODEL OF COMMUNITY BUILT SUSTAIN ABLE HOUSING ! NEW COMMUNITY ARTS PROGRAM THE 9OUTH 2ESTORATION !RT 0ROJECT 9OUTH2!0 IN PARTNERSHIP WITH THE .ORTHERN #HEYENNE "OYS AND 'IRLS #LUB AIMS TO BRING ART BACK INTO THE SPACES OF EVERY DAY LIFE !RT WAS ONCE A MULTIFUNCTIONAL FORCE VARIOUSLY MEETING THE PERSONAL SOCIAL POLITICAL AND SPIRITUAL NEEDS OF THE .ORTHERN #HEY ENNE 3PANG 9OUTH2!0 ENABLES LOCAL YOUTH TO EXPLORE ASPECTS OF THEIR OWN IDENTITY AND THE RESERVATION LANDSCAPE THROUGH SITE INSTAL LATIONS ASSOCIATED WITH !)() PROJECTS 4HE PROGRAM CREATES A SPACE FOR DIALOGUE ABOUT WHAT IT MEANS TO BE A .ORTHERN #HEYENNE AND GIVES PARTICIPANTS SKILLS IN TEAM BUILDING AND GROUP DYNAMICS IN ADDITION TO OPPORTUNITIES TO LEARN ABOUT PHOTOGRAPHY DIGITAL MEDIA AND OTHER ART FORMS
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%AST AND 7EST -EET ON THE .ORTHERN 0LAINS 4HE CORE OF THE !)() IS A COLLABORATION BETWEEN TWO MAJOR LAND GRANT UNIVERSITIES AND A TRIBAL COLLEGE 4HIS UNIQUE INSTITUTIONAL RELATIONSHIP COMBINES THE RESOURCES OF 0ENN 3TATE AND THE 5NIVERSITY OF 7ASH INGTON ALONG WITH THE UNIQUE MISSION OF $ULL +NIFE #OLLEGE A COM MUNITY BASED TRIBALLY CONTROLLED COMMUNITY COLLEGE AND LAND GRANT INSTITUTION THAT SERVES THE .ORTHERN #HEYENNE RESERVATION AND SUR ROUNDING COMMUNITIES 4HE COMBINED EFFORTS OF 0ENN 3TATE AND THE 5NIVERSITY OF 7ASHINGTON THROUGH A VARIETY OF EXTERNAL AND INTERNAL GRANTS TO SUPPORT TEACHING RESEARCH AND OUTREACH CREATE THE CAPAC ITY NEEDED TO SUSTAIN INTENSIVE SERVICE LEARNING PROGRAMS SUCH AS THE !)() !T 0ENN 3TATE THE INITIATIVE IS SUPPORTED THROUGH A NUMBER OF COLLEGES AND DEPARTMENTS THAT PROVIDE lNANCIAL AND HUMAN RESOURCES THROUGH EXISTING PROGRAMS AND CENTERS INCLUDING 0ENN 3TATES 3CHREY ER (ONORS #OLLEGE "OWERS 0ROGRAM FOR %XCELLENCE IN $ESIGN AND #ON STRUCTION OF THE "UILT %NVIRONMENT AN ENDOWMENT THAT SUPPORTS IN TERDISCIPLINARY PROGRAMS IN ARCHITECTURE LANDSCAPE ARCHITECTURE AND ARCHITECTURAL ENGINEERING AND (AMER #ENTER FOR #OMMUNITY $ESIGN !SSISTANCE A RESEARCH AND OUTREACH UNIT OF THE 3CHOOL OF !RCHITEC TURE AND ,ANDSCAPE !RCHITECTURE )N ADDITION A MULTIYEAR .ATIONAL 3CIENCE &OUNDATION GRANT SUPPORTS RESEARCH THROUGH SERVICE LEARN ING AND PROVIDES RESOURCES FOR GRADUATE STUDENT ASSISTANTSHIPS !T THE 5NIVERSITY OF 7ASHINGTON THE !)() BENElTS FROM THE "A3I# "UILDING 3USTAINABLE #OMMUNITIES )NITIATIVE A PROGRAM OF THE #OLLEGE OF !R CHITECTURE AND 5RBAN 0LANNING WHICH ALSO SUPPORTS SIMILAR PROJECTS IN !FRICA )NDIA AND -EXICO 4HE COMPLETION OF SEVERAL PROJECTS AND THE MUTUAL LEARNING GAINED THROUGH TRIAL AND ERROR HAVE BUILT THE TRUST AND RESPECT THAT DElNE THE !)() 4HE RESULTS OF THIS PROCESS TESTIFY TO THE EMERGENCE OF A STRONG AND RESILIENT PARTNERSHIP )N THE PAST TWO YEARS APPROXIMATELY HAS BEEN RAISED TO SUPPORT TEACHING AND RESEARCH AT 0ENN 3TATE ASSOCIATED WITH !)() PROJECTS AND RELATED PROGRAMS )N ADDITION A MEMORANDUM OF AGREEMENT SIGNED IN FORMALIZED THE RELATION SHIP AMONG THE THREE ACADEMIC PARTNERS AND MADE EXPLICIT THE GOALS AND OBJECTIVES OF THE !)()
4HREE 0ART #OURSEWORK 0REPARE 0ARTICIPATE 2EmECT !T 0ENN 3TATE THE !)() COURSEWORK INTRODUCES STUDENTS STUDYING AR CHITECTURE ENGINEERING LANDSCAPE ARCHITECTURE AND A RANGE OF OTHER DISCIPLINES TO EMERGING SUSTAINABLE TECHNOLOGIES AND APPLIES THEM IN A PUBLIC CONTEXT INTRODUCING ISSUES OF ETHICS CULTURAL IDENTITY ECON OMY AND POLITICS 3TUDENTS OF ALL LEVELS FROM lRST YEAR TO GRADUATE PARTICIPATE IN THE THREE PARTS OF THE COURSE SPRING SUMMER AND
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FALL SEMESTERS SEQUENTIALLY WHICH PROVIDES AN OPPORTUNITY TO APPLY AND EVALUATE STRAW BALE TECHNOLOGY THROUGH DESIGN AND CONSTRUCTION ON THE .ORTHERN #HEYENNE RESERVATION 0AST BUILDING PROJECTS INCLUDE THE CONSTRUCTION OF PRIVATE AND COMMUNITY OWNED HOUSES A COM MUNITY CENTER AND AN ADULT EDUCATION LITERACY CENTER AND COURTYARD 4HE COURSE OBJECTIVES ARE FOR STUDENTS TO IDENTIFY THE EFFECTS OF CROSS CULTURAL INTERACTION AND ETHICS AS APPLIED IN HOUSING AND COM MUNITY DEVELOPMENT PROGRAMS ASSESS THE APPLICATION OF APPROPRI ATE TECHNOLOGIES AND COMMUNITY BUILT HOUSING METHODS ON A RESERVA TION AND UNDERSTAND THE ATTRIBUTES AND LIMITATIONS OF STRAW BALE BUILDING METHODS 4HE COURSE HAS THREE PARTS 0ART /NE 3PRING 0REPARATION 3TUDENTS REVIEW APPLICATIONS OF STRAW BALE CONSTRUCTION WITH AN EMPHASIS ON HOUSING IN MARGINALIZED COMMUNITIES 4HEY REVIEW ATTRIBUTES AND LIMITATIONS OF LOAD BEARING STRAW BALE TECHNOLOGIES INCLUDING CONSTRUCTION OF A TEST WALL TO INTRO DUCE BUILDING METHODS AND EVALUATE THE STRAW BALE SYSTEM 3TUDENTS LEARN CONCEPTS OF TRANSCULTURAL INTERVENTION AND THE EFFECTS OF CULTURE IN THE DESIGN OF BUILDINGS AND LANDSCAPES WITH A SPECIlC FOCUS ON .A TIVE !MERICAN CULTURE 4HEY ALSO ENCOUNTER COMMUNITY DESIGN AND DEVELOPMENT CONCEPTS AND EXPLORE LINKS BETWEEN HOUSING AND LARGER COMMUNITY ISSUES 3TUDENTS ARE INTRODUCED TO PROJECT PARTNERS AND 7EB BASED TOOLS FOR THE COLLABORATIVE EXCHANGE OF DESIGN IDEAS WITH PEERS IN A SIMILAR COURSE AT THE 5NIVERSITY OF 7ASHINGTON AND WITH PROJECT ADVISORS FROM THE .ORTHERN #HEYENNE TRIBE 3TUDENTS AND FAC ULTY CONSULT WITH PRACTITIONERS EXPERIENCED IN CONSTRUCTION DOCUMEN TATION MATERIAL SPECIlCATIONS AND ORDERING AND CONSTRUCTION SCHED ULING AND MANAGEMENT IN PREPARATION FOR THE SUMMER PHASE 'IVEN THE RANGE OF INTERESTS AND THE TIME REQUIRED FOR PREPARATION DESIGN OF THE SUMMERS PROJECT IS OFTEN LED BY AN INDIVIDUAL FACULTY MEMBER AND A SMALLER GROUP OF STUDENTS 0ART 4WO 3UMMER 0ARTICIPATORY ,EARNING 4HE CLASS TRAVELS TO THE .ORTHERN #HEYENNE RESERVATION TO JOIN CONSTRUCTION OF A STRAW BALE BUILDING AND SMALLER INSTALLATION AND RENOVATION PROJECTS 4HEY WORK ALONGSIDE TRIBAL MEMBERS ALUMNI PRACTITIONERS AND STUDENTS FROM THE COMPANION COURSE AT THE 5NIVERSITY OF 7ASHINGTON ,ODGING FOR STUDENTS AND FACULTY HAS RANGED FROM SLEEPING IN THE CLASSROOMS OF A LOCAL ELEMENTARY SCHOOL TO PITCHING TENTS NEAR PROJECT SITES !L THOUGH PROJECTS TYPICALLY TAKE THREE TO lVE WEEKS TO COMPLETE STU DENTS WORK ON SITE FOR TWO FULL WEEKS 3MALLER GROUPS OF FACULTY STU DENTS AND LOCAL PARTNERS BEGIN WITH SITE PREPARATION BEFORE THE REST OF THE STUDENTS ARRIVE AND OFTEN EXTEND THE WORK BEYOND THE TWO WEEKS TO COMPLETE A PROJECT 3TUDENTS TAKE PART IN WORKSHOP PRESENTATIONS STUDY CIRCLES AND OTHER SOCIAL AND CEREMONIAL ACTIVITIES WITH TRIBAL MEMBERS 4HE GROUP VISITS COMPLETED PROJECTS TO ASSESS THE PERFOR
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MANCE OF STRAW BALE WALLS AND THE FUNCTIONALITY OF DESIGNS BASED ON INSPECTION AND POST OCCUPANCY INTERVIEWS 3TUDENTS MUST DOCUMENT THEIR EXPERIENCES THROUGH DRAWINGS PHOTOGRAPHS AND WRITINGS COM MENT ON THE APPLICATION AND VIABILITY OF SUSTAINABLE BUILDING TECHNOL OGY IN THE REGION AND PLAN PROJECTS FOR THE FOLLOWING YEAR
&IGURE $EMONSTRATION HOUSE FOR LOCAL HOUSING AUTHORITY DETAIL ON RIGHT CONSTRUCTED TO HIGHLIGHT ENERGY COST SAVINGS OF STRAW BALE TECHNOLOGY 0ART 4HREE &ALL 2EmECTION AND 2ECORDING 3TUDENTS COMPARE THEIR EXPECTATIONS OF THE BUILDING PROCESS AND ON SITE EXPERIENCE WITH THEIR ACTUAL OBSERVATIONS !LONG WITH RECORDING THEIR EXPERIENCES THROUGH PHOTOGRAPHIC AND VIDEO COMPILATIONS AND AS BUILT DRAWINGS AND MOD ELS OF THE PROJECT OUTCOME THEY SUGGEST IMPROVEMENT OF THE DESIGN CONSTRUCTION PROCESS COLLABORATIVE ACTIVITIES AND INTERACTION WITH THE TRIBAL MEMBERS AND THEY SUMMARIZE THE RESULTS OF THE PROJECT FOR AN INFORMATIONAL WEBSITE 3MALL GROUPS OF FACULTY AND STUDENTS EVALUATE PREVIOUS EFFORTS AND BEGIN TO PLAN FOR FUTURE PROJECTS THROUGH DIALOGUE WITH TRIBAL PARTNERS 4HE FALL SEMESTER ALSO OFFERS THE OPPORTUNITY FOR BEGINNING THE DESIGN OF SPECULATIVE PROJECTS TO BE CONSIDERED IN SUB SEQUENT SEMESTERS 4HE COURSE CONCLUDES WITH A PUBLIC PRESENTATION OF THE YEARLONG EFFORT TO THE UNIVERSITY COMMUNITY
+NOWLEDGE #OMPETENCIES AND 3KILLS %NGAGEMENT WITH THE .ORTHERN #HEYENNE COMMUNITY OFFERS KNOWL EDGE AND SKILLS THAT DIFFER FROM BUT COMPLEMENT CLASSROOM LEARNING 4HE IMMERSIVE EXPERIENCE OF BEING ON THE RESERVATION EXPOSES STU
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DENTS TO A DIFFERENT LIFE WORLD AND HELPS THEM GAIN CULTURAL COMPE TENCIES TOOLS NECESSARY IN UNDERSTANDING DIVERSE PERSPECTIVES AND COMMUNICATING ACROSS CULTURAL CLASS AND RACIAL DIFFERENCES 4HEY ARE ALSO EXPOSED TO THE MATERIAL CONDITIONS ON THE .ORTHERN #HEYENNE RESERVATION AND GAIN A DEEPER UNDERSTANDING OF THE COMPLEX SOCIAL AND ECONOMIC ISSUES THAT DElNE RESERVATION LIFE 3TUDENTS ALSO GAIN lRST HAND KNOWLEDGE OF AN EMERGING SUSTAIN ABLE BUILDING TECHNOLOGY 4HEY APPLY CONCEPTS OF SUSTAINABILITY TO A REAL SITUATION AND ACQUIRE A MULTIDIMENSIONAL UNDERSTANDING OF THE TENSIONS AND TRADEOFFS AMONG DESIGN OPTIONS 7ORKING IN GROUPS AND COLLABORATING WITH STUDENTS IN OTHER DISCIPLINES ENABLES THEM TO DE VELOP COMMUNICATION AND TEAM PROBLEM SOLVING SKILLS 4HE HANDS ON COMPONENTS OF DESIGNING AND BUILDING ALLOW STUDENTS TO DEVELOP COMPETENCIES IN WORKING WITHIN THE PHYSICAL CONSTRAINTS OF MATERIAL PROPERTIES AND GRAVITY AS THEY NEGOTIATE INTERCULTURAL SENSITIVITY AND THE ETHICS OF DESIGN AND CONSTRUCTION
%XPANDED 6ISIONS OF $ESIGN 0RACTICE AND %DUCATION 4HE !)() COURSE SERIES RESPONDS TO THE CURRENT RAPID SHIFT TOWARD PRO MOTING THE DESIGN AND CONSTRUCTION OF BUILDINGS THAT ARE HEALTHIER FOR OCCUPANTS MORE ENERGY EFlCIENT AND LESS DISRUPTIVE TO THE ENVIRON MENT "UILDINGS AND THEIR CONSTRUCTION PROCESSES IN THE 5NITED 3TATES ALONE ACCOUNT FOR ONE SIXTH OF THE WORLDS FRESHWATER WITHDRAWALS ONE QUARTER OF ITS WOOD HARVEST AND TWO lFTHS OF ITS MATERIAL AND EN ERGY mOWS 2OODMAN AND ,ENSSEN 4HE NEED TO MINIMIZE THE ENVIRONMENTAL EFFECTS OF BUILDINGS IS EVIDENT CONSIDERING THAT PERCENT OF TOTAL 53 ELECTRICITY CONSUMPTION AND MORE THAN PERCENT OF TOTAL PRIMARY ENERGY USE RELATE DIRECTLY TO BUILDINGS AND THEIR CON STRUCTION 53 $EPARTMENT OF %NERGY ! WIDELY ACCEPTED CONCEPT IN GREEN BUILDING DESIGN AND CONSTRUCTION IS THE SHIFT AWAY FROM LIN EAR AND SEQUENTIAL DESIGN TOWARD AN INTEGRATED PROCESS ALLOWING FOR GREATER SYSTEM EFlCIENCIES 4HE ROLES AND CONTRIBUTIONS OF MANY DISCI PLINES MUST BE RECOGNIZED SIMULTANEOUSLY IN ORDER TO ACHIEVE SUCCESS !N INTEGRATED DESIGN PROCESS REQUIRES NEW FORMULATIONS IN WHICH DE SIGN AND CONSTRUCTION TEAMS COLLABORATE IN A DESIGN ENVIRONMENT 4HE !)() COURSE SERIES PREPARES STUDENTS FROM VARIED DESIGN DISCIPLINES TO FUNCTION PRODUCTIVELY WITHIN INTEGRATED GREEN DESIGN TEAMS 4HE COURSE SERIES ALSO PROVIDES A PEDAGOGICAL HYBRID OF COLLABORA TIVE LEARNING AND PUBLIC SCHOLARSHIP )N ADDITION TO DEVELOPING SKILLS AND A RESEARCH BODY IN A SPECIlED lELD STUDENTS LEARN TO APPRECI ATE THE DYNAMICS OF INTEGRATIVE PROCESS IN WHICH DISCIPLINARY SKILLS INFORM A GREATER INTERDISCIPLINARY EFFORT 7HEN THE STUDENTS RE SEARCH IN THE LAB INFORMS THE WORK CARRIED OUT IN THE PUBLIC REALM THE BORDERS OF COLLABORATIVE LEARNING EXPAND TO INCLUDE A REAL LIFE CLIENT
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AND COMMUNITY 4HE CULTURALLY RICH AND HISTORICALLY DEVASTATED CONTEXT OF THE .ORTHERN #HEYENNE COMMUNITY RAISES ISSUES OF ETHICS CULTURE HISTORY ECONOMY POLITICS AND RACE (ERE THE LEARNING BECOMES ACTIVE AND THE RESEARCH MEANINGFUL 4HE DEVELOPMENT AND SURVIVAL OF THE !)() DE PENDS ON THE mEXIBLE WORKING RELATIONSHIP OF ALL COLLEAGUES INVOLVED A RELATIONSHIP THAT IS COLLABORATIVE IN ITS TRUEST SENSE A hCO LABORINGv 4HE ROLES OF PARTICIPANTS ARE DYNAMIC &OR INSTANCE A FACULTY MEMBER DOING RESEARCH ON COMMUNITY NONPROlT ORGANIZATIONS MAY NETWORK WITH TRIBAL ADVOCACY GROUPS ON ONE DAY AND HELP DESIGN A COMMUNAL SPACE ON THE NEXT ! GRADUATE STUDENT IN ARCHITECTURE MIGHT DIVIDE HER TIME IN -ONTANA BETWEEN MEETINGS WITH TRIBAL HOUSING AUTHORITY MEMBERS TO DETERMINE SOLUTIONS TO HOUSING NEEDS WORKING AS A CREW MEMBER ON THE CONSTRUCTION SITE AND DRIVING THE STUDENT VAN ON lELD TRIPS TO -EDICINE 7HEEL A 7YOMING RODEO OR A POW WOW AT A NEARBY RESERVATION 4HE VICE PRESIDENT OF THE TRIBAL COLLEGE MIGHT WORK WITH A GRANT WRITER ON A BUDGET FOR A PROPOSAL IN ONE HOUR AND IN THE NEXT BE MAKING A TRIP TO PROVIDE MORE WATER JUGS TO THE CONSTRUCTION SITE %S SENTIALLY EACH PERSON HAS A mUID ROLE WITH SUCCESS DEPENDING ON THE UNDERSTANDING THAT EVERYONE IS A KEY CONTRIBUTOR TO A GREATER EFFORT AND THAT LEADERSHIP IS COLLABORATION )N HIS BOOK ,EARNING BY "UILDING $ESIGN AND #ONSTRUCTION IN !RCHITEC TURAL %DUCATION X XI 7ILLIAM #ARPENTER EXPLAINS THE ADVANTAGES OF THIS TYPE OF PUBLIC SCHOLARSHIP 7ITH THE RECENT FOCUS ON REDESIGNING THE WAY AN ARCHITECT LEARNS CONSTRUC TION STUDIOS ARE AN IDEAL VEHICLE TO SYNTHESIZE COMPLEX AREAS OF KNOWLEDGEx #ONSTRUCTION STUDIOS OFFER A WAY TO LEARN IN A PRACTICAL SENSE WITHOUT SACRI lCING A HIGH CALIBER OF DESIGNx ;AND= CAN OFFER STUDENTS THE OPPORTUNITY FOR CROSS DISCIPLINARY APPROACHES AND PROJECTS THAT REACH OUT TO THE COMMUNITY GROUPS WHO ARE IN NEED -OST OF ALL STUDENTS LEARN THE ABILITY TO COMMU NICATE WITH TEAMMATES AND ACTUAL CLIENTSx AND ;LEARN= THAT ARCHITECTURE IS A COLLABORATIVE EFFORT AND NOT AN EXERCISE IN ISOLATION "OTH IN SCHOOL AND IN PRACTICE THE ETHIC OF GIVING BACK TO SOCIETY CAN BE ENCOURAGED
!S AN AMBITIOUS PEDAGOGICAL MODEL THE !)() COURSE SERIES SEEKS TO ENHANCE THE QUALITY AND MEANING OF INTEGRATED RESEARCH EDUCA TION AND OUTREACH IN THE GREATER ACADEMIC COMMUNITY 4HE THREE STEP PROCESS OF EXPERIMENTATION APPLICATION AND ASSESSMENT SERVES AS A MODEL FOR OTHER PROGRAMS IN THE UNIVERSITY COMMUNITY THAT SEEK TO INTEGRATE TEACHING AND SERVICE AND DEPLOY VALUABLE RESEARCH RESULTS
"UILDING #IVIC #APACITY THROUGH #OMMUNITY "ASED $ESIGN 4HE !)() BRINGS ISSUES OF ART CULTURE AND EDUCATION TO THE FORE TO ADDRESS THE SOCIAL DIMENSION OF SUSTAINABILITY 2ECENTLY DEVELOPED
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PROGRAMS SUCH AS 9OUTH2!0 ENABLE THE !)() TO APPLY AN ART BASED APPROACH THROUGH WHICH .ORTHERN #HEYENNE YOUTH CAN COMMUNI CATE THEIR WORLD TO OTHERS 0ROJECTS ACKNOWLEDGE DIVERSITY AS A CENTRAL ELEMENT IN COMMUNITY BASED DESIGN BY EXPOSING THE FALLACIOUS STE REOTYPES OF NATIVE PEOPLES AND REVEALING THE RICH COMPLEXITY OF HY BRID AND TRANSCULTURAL IDENTITIES 4HE MATERIAL RESULT WHETHER A SMALL COURTYARD ON A COLLEGE CAMPUS OR A PHOTO EXHIBIT BY YOUTH ESTABLISHES A DISCOURSE BETWEEN NATIVE AND NON NATIVE EPISTEMOLOGIES YOUTH AND ADULT REALMS 9OUTH2!0 WILL BE ADOPTED AS AN ONGOING COMMUNITY ARTS AND DESIGN PROGRAM ON THE .ORTHERN #HEYENNE RESERVATION 9OUTH AND STUDENTS WILL EXPLORE ISSUES OF IDENTITY LANDSCAPE AND CIVIC ENGAGE MENT WHILE DESIGNING AND CONSTRUCTING COMMUNAL SPACES ON THE RES ERVATION 3TUDIES OF DESIGN BASED LEARNING CONDUCTED BY THE .ATIONAL %NDOWMENT OF THE !RTS HAVE SHOWN THAT DESIGN EDUCATION PROGRAMS ENGAGE MANY INTELLIGENCES CREATE STUDENT CENTERED PROGRAM DEVELOP MENT AND ASSIST STUDENTS IN DEVELOPING A VARIETY OF COMMUNICATION SKILLS $AVIS 4HESE STUDIES HAVE ALSO DEMONSTRATED THAT STUDENTS PARTICIPATING IN DESIGN BASED PROGRAMS DEVELOP AN INCREASED SENSE OF CIVIC RESPONSIBILITY AND COMMUNITY ENGAGEMENT 3TUDENTS THUS LEARN ABOUT COMMUNITY AFFAIRS POLITICAL ISSUES AND THE PROCESSES THROUGH WHICH CITIZENS BECOME INFORMED AND EFFECT CHANGE 3PECIlC CIVIC LEAD ERSHIP SKILLS INCLUDE COLLABORATION AND CONmICT RESOLUTION ACTIVE LIS TENING PERSPECTIVE TAKING AND PUBLIC SPEAKING AND ENGAGEMENT WITH SOCIAL INSTITUTIONS &LANAGAN AND &AISON
&IGURE 3TONES INSCRIBED WITH WORDS CHOSEN BY YOUTH AS A FORM OF SELF EXPRESSION DETAIL ON RIGHT AND PLACED IN A COURTYARD SYMBOLIC OF A #HEYENNE CAMPlRE
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!DDITIONALLY THE !)() PROGRAM CREATES A FRAMEWORK THAT EMPHASIZ ES INTERDISCIPLINARY COLLABORATIVE STUDENT CENTERED ENGAGED LEARNING EXPERIENCES )N REPRESENTATIVES OF THE STATE EDUCATIONAL AGENCIES CONSTITUTING THE 3TATE %DUCATION AND %NVIRONMENT 2OUNDTABLE INITIAT ED A STUDY TO EXAMINE ENVIRONMENT BASED EDUCATION TO DETERMINE ITS EFFECTIVENESS IN IMPROVING LEARNING AND INmUENCING THE ABILITY OF STU DENTS TO GARNER THE LEADERSHIP AND CIVIC SKILLS NEEDED TO BE ACTIVE CITI ZENS !FTER EXAMINING PROGRAMS FROM ACROSS THE NATION THE STUDYS AUTHORS CONCLUDED THAT STUDENTS ENGAGED IN PLACE BASED LEARNING EXPERIENCES OUTPERFORM THEIR PEERS IN TRADITIONAL PROGRAMS DEVELOP AN INTEREST IN ARTS SKILLS MATHEMATICAL CONCEPTS SCIENTIlC PROBLEM SOLVING AND CIVIC PROCESSES AND DEVELOP ANALYTICAL SKILLS 4HEY ALSO THINK CREATIVELY APPLY KNOWLEDGE TO COMPLEX COMMUNITY AND NATURAL SYSTEMS PROMOTE STRONGER GROUP WORK VALUES COMMUNICATION SKILLS AND MUTUAL RESPECT AND HAVE FEWER DISCIPLINARY PROBLEMS ,IEBERMAN AND (OODY 4EACHERS REPORT AN INCREASED ENTHUSIASM AND COM MITMENT AMONG STUDENTS AND GREATER OPPORTUNITIES TO APPLY INNOVA TIVE INSTRUCTIONAL STRATEGIES &EW MODELS EXIST THAT PERMIT STUDENTS TO EXPLORE AND LEARN THROUGH AN INTEGRATIVE PROCESS SUCH AS 9OUTH2!0
&UTURE OF THE !)() AND 0UBLIC 3CHOLARSHIP 4HE !)()S COLLABORATION IS CHALLENGED BY GEOGRAPHICAL DISTANCE SINCE ITS LEAD COLLABORATORS ARE BASED IN 0ENNSYLVANIA AND 7ASHINGTON BUT IT COMPENSATES THROUGH A COLLECTIVE SENSE OF LEADERSHIP 4HE !)() HAS DEVELOPED AN IDENTITY SEPARATE FROM YET DEPENDENT UPON THE INSTITU TIONS IT JOINS #OLLABORATORS SEE IN !)()S GRASSROOTS HANDS ON STRAW AND STUCCO NATURE THE POTENTIAL BOTH TO MAKE LEARNING ACTIVE AND RESEARCH MEANINGFUL AND TO CHANGE LIVES 4HE PROGRAMS SEARCH FOR PRODUCTIVE WORKING RELATIONSHIPS ACTIVELY ADDRESSES SOCIAL AND PEDA GOGICAL PRIORITY WHILE BENElTING ALL WHO PARTICIPATE 0UBLIC SCHOLAR SHIP PROGRAMS LIKE THE !)() PUT hKNOWLEDGE IN THE SERVICE OF A MORE FULLY REALIZED DEMOCRACYv ,ONG AND BY RUPTURING THE TRADI TIONAL INSULARITY AND PRIVILEGED ISOLATION OF HIGHER EDUCATION STRETCH THE CAPABILITY OF TRADITIONAL SCHOLARSHIP 4HE !)() ADVANCES A DElNITION OF PUBLIC SCHOLARSHIP THAT IS PAR TICIPATORY AND REQUIRES MUTUAL ENGAGEMENT AND COLLABORATION CHAR ACTERISTICS ESSENTIAL TO CREATING NEW SITES OF KNOWLEDGE CENTERED ON CIVIC SOCIAL AND CULTURAL ISSUES 4HUS IT ADDRESSES SEVERAL GOALS IN PUBLIC SCHOLARSHIP AND INTEGRATIVE LEARNING s PARTNERING ACROSS ACADEMIC INSTITUTIONAL AND SOCIAL BOUNDARIES s ENGAGING DIVERSE PERSPECTIVES IN COMMUNITY CENTERED PROJECTS s LEARNING THROUGH PROCESS AND PARTICIPATION s COLLABORATING AND EXCHANGING ACROSS CULTURES
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&URTHER THE INITIATIVE SEEKS TO TRANSCEND TRADITIONAL MODES OF EDU CATION AND RECOGNIZES THAT KNOWLEDGE DEVELOPS THROUGH NEGOTIATION INSTEAD OF BEING REGARDED AS A PREDETERMINED PRODUCT OF EXPERIENCE KNOWLEDGE IS THE EXPERIENCE IT IS THE PROCESS
.OTES #OAUTHORS ARE LISTED IN ALPHABETICAL ORDER AND SHARE EQUAL RESPON SIBILITY FOR THIS ESSAY 0ROGRAM COLLABORATORS ARE $AVID 2ILEY -ICHAEL 2IOS AND 3COTT 7ING OF 0ENNSYLVANIA 3TATE 5NIVERSITY AND 3ERGIO 0ALLERONI OF THE 5NIVERSITY OF 7ASHINGTON 2EFERENCES !LLEN 72 -AY h7 2ON !LLEN 0RESIDENT .ATIONAL #ONGRESS OF !MERICAN )NDIANS 3ENATE #OMMITTEE /VERSIGHT (EARING ON THE 5NMET (EALTH #ARE .EEDS IN )NDIAN #OUNTRYv 4ESTIMONY BEFORE THE 53 3ENATE "OYER % AND ,$ -ITGANG "UILDING #OMMUNITY ! .EW &UTURE FOR !RCHITECTURE %DU CATION AND 0RACTICE ! 3PECIAL 2EPORT 0RINCETON .* #ARNEGIE &OUNDATION FOR THE !DVANCE MENT OF 4EACHING #ARPENTER 7 ,EARNING BY "UILDING $ESIGN AND #ONSTRUCTION IN !RCHITECTURAL %DUCA TION .EW 9ORK 6AN .OSTRAND 2EINHOLD $AVIS - h$ESIGN AS THE #ATALYST FOR ,EARNINGv !LEXANDRIA 6! !SSOCIATION FOR 3UPERVISION AND #URRICULUM $EVELOPMENT &LANAGAN # AND . &AISO h9OUTH #IVIC $EVELOPMENT )MPLICATION OF 2ESEARCH FOR 3OCIAL 0OLICY AND 0ROGRAMSv 3OCIAL 0OLICY 2EPORT 'IVING #HILDREN AND 9OUTH $EVELOPMENT +NOWLEDGE !WAY 'AFFNEY 3 h0ROlLE OF .ATIVE !MERICAN (OUSINGv )NSPECTOR 'ENERALS 3TATEMENT BEFORE THE #OMMITTEE ON )NDIAN !FFAIRS AND THE #OMMITTEE ON "ANKING (OUSING AND 5RBAN !FFAIRS 5NITED 3TATES 3ENATE (ENSON % *" 4AYLOR ET AL ND .ATIVE !MERICA AT THE .EW -ILLENNIUM #AMBRIDGE -! 4HE (ARVARD 0ROJECT ON !MERICAN )NDIAN %CONOMIC $EVELOPMENT WWWKSGHARVARD EDUHPAIEDPUBSPUB?HTM !CCESSED *ANUARY )NDIAN (EALTH 3ERVICES 3TATISTICAL $ATABASE WWWIHSGOV.ON-EDICAL0ROGRAMS )(3?3TATS)(3?(1?0UBLICATIONSASP !CCESSED $ECEMBER ,IEBERMAN '! AND ,, (OODY #LOSING THE !CHIEVEMENT 'AP 5SING THE %NVIRON MENT AS AN )NTEGRATING #ONTEXT FOR ,EARNING 3AN $IEGO #! 3TATE %DUCATION AND %NVIRON MENT 2OUNDTABLE ,ONG % h)NTRODUCTION %NGAGING 3OCIOLOGY AND #ULTURAL 3TUDIES $ISCIPLINAR ITY AND 3OCIAL #HANGEv )N &ROM 3OCIOLOGY TO #ULTURAL 3TUDIES EDITED BY % ,ONG PP -ALDEN -! "LACKWELL 0UBLISHERS .ATIONAL !MERICAN )NDIAN (OUSING #OUNCIL h4OO &EW 2OOMS 2ESIDENTIAL #ROWDING IN .ATIVE !MERICAN #OMMUNITIES AND !LASKAN .ATIVE 6ILLAGESv #OOPERATIVE !GREEMENT ( 2' WITH 53 $EPARTMENT OF (OUSING AND 5RBAN $EVELOPMENT 7ASHING
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3HIFTING 'ROUND $ESIGN AS #IVIC !CTION AND #OMMUNITY "UILDING "Y 0AULA (ORRIGAN
)NTRODUCTION 0RACTICING PLACE BASED DESIGN AND PLANNING THAT IS LOCAL PARTICIPA TORY AND ENGAGED WITH THE COMMUNITY IS THE APPROACH ADVOCATED BY lVE 3TATE 5NIVERSITY OF .EW 9ORK 35.9 .ETWORK SCHOOLS THAT ARE HELPING TO SPEARHEAD THE .EW 9ORK 3TATE 1UALITY #OMMUNITIES )NI TIATIVE 1#) 4HE 1#)S MAIN GOAL IS IDENTIFYING AND FOSTERING INNO VATIVE URBAN DESIGN AND PLANNING PROJECTS )N A 1#) TASK FORCE WAS CHARGED WITH STUDYING COMMUNITY GROWTH AND WAYS OF ASSISTING WITH LAND DEVELOPMENT PRESERVATION AND REHABILITATION PROJECTS THAT PROMOTE ECONOMIC DEVELOPMENT AND ENVIRONMENTAL PROTECTION 4HE TASK FORCE REPORT $ONOHUE AND 4READWELL INCLUDED SPECIlC RECOMMENDATIONS FOR RETHINKING HOW AND WHEN COMMUNITIES NEED HELP AND IMAGINING WAYS TO MAXIMIZE RESOURCES THROUGH COOPERATIVE AND INTEGRATED PROCESSES 2ECOMMENDATION IDENTIlED 35.9 AS AN UNDERUSED RESOURCE AND LED TO FORMING 35.9 .ETWORK WHICH ) DIRECT 4HE NETWORK CONSISTS OF 35.9 SCHOOLS WITH DEPARTMENTS PROGRAMS AND INSTITUTES DEDICATED TO DESIGN AND PLANNING 4HEY BEGAN MEETING IN LATE WITH THE GOAL OF REPOSITIONING THEIR TEACHING PUBLIC SCHOL ARSHIP AND OUTREACH EFFORTS TO ALIGN WITH THE 1#) GOALS 3EE THE 1#) WEBSITE WWWDOSSTATENYUSQCPQCPHTML 35.9 .ETWORK FACULTY AND STUDENTS ASSIST 1#) COMMUNITIES BY FACILITATING DESIGN VISION ING AND PREPARING COMMUNITY SUPPORTED URBAN DESIGN PROPOSALS FOR STATE FUNDING 4HE .ORTH 3IDE .EIGHBORHOOD 6ISIONING 0ROJECT IN "INGHAMTON .EW 9ORK WAS THE lRST 35.9 .ETWORK PROJECT UNDERTAKEN BY FACULTY AND STUDENTS IN THE DEPARTMENTS OF ,ANDSCAPE !RCHITECTURE AT 35.9 #OLLEGE OF %NVIRONMENTAL 3CIENCE AND &ORESTRY %3& AND #ORNELL 5NI VERSITY )T BEGAN IN *ANUARY 3EVEN MONTHS LATER .ORTH 3IDE LEAD ERS WOULD STAND WITH CITY AND STATE OFlCIALS TO RECOGNIZE "INGHAMTON AS ONE OF STATE DEMONSTRATION 1#) CITIES 4HE .ORTH 3IDES AGENDA GOT TO #ITY (ALL AS A RESULT OF AN ACADEMIC SERVICE LEARNING DESIGN PRO CESS INVOLVING STUDENT DESIGNERS FACULTY AND COMMUNITY MEMBERS 4HIS PROJECT OFFERS A GLIMPSE OF SERVICE LEARNINGS POTENTIAL TO SHIFT GROUND IN THE ACADEMY AND THE COMMUNITY )T DEMONSTRATES HOW SER VICE LEARNING ADDRESSES MUTUAL ACADEMIC AND COMMUNITY GOALS WHILE FOSTERING DESIGN AS PLACE MAKING CIVIC ACTION AND COMMUNITY BUILD ING 4HE PROCESS AND APPROACH OUTLINED IN THE FOLLOWING PAGES ARE PART
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OF AN EMERGING METHODOLOGY FOR UNDERTAKING PROJECTS BETWEEN THE 35.9 .ETWORK AND PARTICIPATING 1#) COMMUNITIES 4HE .ORTH 3IDE .EIGHBORHOOD 6ISIONING 0ROJECT DEMONSTRATES A MOVE TOWARD DESIGN AS CIVIC ACTION AND COMMUNITY BUILDING )T IS ABOUT SHIFTING DESIGN EDUCATIONS RESPONSIBILITY TOWARD PROCESS AND AWAY FROM ITS USUAL PRODUCT FOCUS )T IS ABOUT SHIFTING EDUCATORS TOWARD ADOPTING PEDAGOGICAL METHODS AND MODES THAT HELP DESIGN ERS BECOME ENGAGED AND REmECTIVE PRACTITIONER CITIZENS SENSITIVE TO THE EXIGENCIES OF PLACE AND THE COMPLEXITY OF COMMUNITIES )T IS ABOUT SHIFTING THE ACADEMY TOWARD PUBLIC DESIGN SCHOLARSHIP !ND IT IS ABOUT RECOGNIZING THAT THE DIVERSE AND COMPLEX WORLD OF CONTESTED PUBLIC AND PRIVATE SPACE REQUIRES EDUCATIONAL APPROACHES AND DESIGN PRACTICES THAT CULTIVATE POSITIVE RELATIONSHIPS BETWEEN PEOPLE AND PLACES -OST IMPORTANTLY THIS WORK IS ABOUT SHIFTING THE hSPACEv OF DE SIGN LEARNING TO THE COMMUNITY /NLY THEN CAN DESIGN BE FULLY REALIZED AS CIVIC ACTION AND COMMUNITY BUILDING 7HEN THE SPACE OF LEARNING SHIFTS FROM THE ACADEMY TO THE COMMUNITY THE CENTER OF KNOWLEDGE AND INQUIRY SHIFTS TOO +NOWLEDGE IS REDISCOVERED IN PLACE IN A COM MUNITYS RESIDENTS INSTITUTIONS PATTERNS AND HISTORY ! LETTING GO OF RIGID COURSE STRUCTURE AND DESIGN METHODOLOGY OCCURS AS PARTICIPANTS STUDENTS FACULTY AND COMMUNITY ARE DRAWN INTO DYNAMIC PART NERSHIPS AND ENGAGED IN STEERING AND DIRECTING THE COURSE OF ACTION 4HE SHIFT FOSTERS DEMOCRATIC ENGAGEMENT ENCOURAGING PARTICIPANTS TO BECOME GENERATORS AND PRODUCERS OF KNOWLEDGE NOT PASSIVE CON SUMERS 0LANNING AND DESIGN PROCESSES AND PROPOSALS BEGIN TO WORK CLOSELY WITH BUILDING COMMUNITY IDENTITY AND LOCAL CAPACITY 7HEN THE SPACE OF LEARNING MOVES TO THE COMMUNITY THE DESIGNER IS RECAST AS A PARTNER AND CO LEARNER AND THE DISTANCE BETWEEN hEXPERTSv AND hCLIENTSv NARROWS &INALLY EVALUATION AND REmECTION ARE TRANSFORMED FROM ENDGAME ACTIVITIES INTO ONGOING SHAPERS AND INDICATORS OF A PROJ ECTS UNFOLDING DIRECTION
0LACE 4HEORY AS 'UIDE 4HE .ORTH 3IDE .EIGHBORHOOD 6ISIONING 0ROJECT TOOK A PLACE BASED AP PROACH %MBEDDED IN SUCH AN APPROACH ARE THEORIES CONCEPTS AND PRACTICES DRAWN FROM PLACE MAKING PHENOMENOLOGY SERVICE LEARN ING PARTICIPATORY COMMUNITY DESIGN AND ACTION RESEARCH 0LACE AS DElNED BY GEOGRAPHER %DWARD 2ELPH MEANS A CONCRETE TOTALITY OR EN VIRONMENTAL CHARACTER 2ELPH 0LACES ARE hINDETERMINATE WHOLES v hIMPALPABLE TERRITORIES OF SOCIAL ACTIVITIES AND MEANINGS PRO JECTED INTO ENTIRE ASSEMBLAGES OF BUILDINGS AND SPACESv 2ELPH 0LACE THEORY AND PRACTICE RECAST THE LANDSCAPE ARCHITECT AS AN INSIDER A MEMBER OF THE COMMUNITY 4HE ACT OF DESIGN AS PLACE MAK
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ING BECOMES hTHE WAY WE TRANSFORM PLACES IN WHICH WE lND OURSELVES INTO PLACES IN WHICH WE LIVEv 3CHNEEKLOTH AND 3HIBLEY 0LACE THEORY AND PRACTICE RELINK DESIGN PROCESS AND PRODUCT 2ESISTING THE APPEAL OF PERFECTION THEY SEEK MORE HUMANISTIC RATHER THAN FORMAL ISTIC APPROACHES TO DESIGN -ANY LANDSCAPE ARCHITECTS ARCHITECTS AND PLANNERS HAVE LED IN DERIVING THE VOCABULARY AND THEORY OF PLACE AND THE PRACTICE OF PLACE MAKING (ESTER 3CHNEEKLOTH AND 3HIBLEY !RENDT AND 9ARO "ROWN AND -OORISH -UGERAUER !RCHITECT 2OBERT -UGERAUER CALLS PLACE MAKING A HOMECOMING A RETURN TO DESIGN AS AN ACT OF CULTIVATING RELATIONSHIPS BETWEEN THINGS )T REQUIRES DESIGNERS TO ACT AS hARTICULATORSv AND ADVOCATES OF WAYS OF LIVING AND TO THINK REmECTIVELY WHILE REMAINING CRITICAL mEXIBLE AND SENSITIVE TO THE UNIQUE CIRCUMSTANCES OF EACH CONTEXT )T REQUIRES NEW WAYS OF SEE ING AND ENGAGING RELATIONSHIPS AND BELONGING 4O 7ES *ACKSON HOMECOMING MEANS hBECOMING NATIVEv *ACKSON BY BEING ATTENTIVE LISTENING AND RECONNECTING TO THE REALITIES OF PLACE THINGS NOT READILY TAUGHT AND LEARNED IN THE CANONS OF DESIGN AND DESIGN TEACHING 0LACE THEORY INFORMS ASSET BASED COMMUNITY DEVELOPMENT A COMMUNITY DRIVEN PROCESS THAT MOBILIZES INDIVIDUAL AND COMMUNITY TALENTS AND SKILLS )T BUILDS ON A COMMUNITYS SUCCESSES AND STRENGTHS AND FOCUSES ON THE POWER OF ASSOCIATIONS AND COMMUNITY RELATION SHIPS !SSET BASED DEVELOPMENT SEEKS TO ENABLE PEOPLE TO OWN THE PROCESS OF PLANNING THEIR COMMUNITYS FUTURE WHILE ENCOURAGING LO CAL GOVERNMENT TO BE EFFECTIVE AND RESPONSIVE )T ADHERES TO THE IDEA THAT REAL CHANGE BEGINS INTERNALLY 4HIS APPROACH AND FRAMEWORK ARE EXPRESSED IN 7ILLIAM -OORISH AND #ATHERINE "ROWNS WORK WITH THE #ENTER FOR !MERICAN ,ANDSCAPE AND THEIR BOOK 0LANNING TO 3TAY -OOR ISH AND "ROWN ADVOCATE A PROCESS OF COMMUNITY PLANNING AND DESIGN THAT BEGINS WITH THE INDIVIDUAL AND GROWS TO EMBRACE THE WHOLE 3UCH AN ACT OF COMMUNITY PARTICIPATION IS A POWERFUL STRATEGY FOR CHANGE
%DUCATING $ESIGNERS AS 0LACE -AKERS 4O MAKE PLACES DESIGNERS MUST BECOME SENSITIVE TO THE ATTRIBUTES OF PLACE DISTINGUISH WHAT A PLACE BASED APPROACH IS AND UNDERSTAND HOW DESIGN PROCESSES AND PLANS CAN ENHANCE RELATIONSHIPS BETWEEN PLACES AND PEOPLE $ESIGN PRACTITIONERS AND EDUCATORS ARE UNIQUELY POISED TO LEAD PLACE BASED DESIGN THAT REINFORCES AND ENRICHES SOCIAL CULTURAL AND ENVIRONMENTAL RELATIONSHIPS (OWEVER THE ON CAMPUS DESIGN STUDIO IS NOT THE BEST PLACE TO ENGAGE THE REAL DYNAMICS OF A COMMUNITY CONTEXT )N FACT IT OFTEN WORKS AGAINST PLACE MAKING BY FOSTERING A PURELY PROFESSIONAL EXPERT APPROACH 5SING A hREALv SITE AS THE BASIS OF A STUDIO PROBLEM OFFERS AN OPPORTUNITY TO EXAMINE CON DITIONS AND EVEN MEET A CLIENT BUT IT OFTEN MISSES THE NUANCES AND
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COMPLEXITIES OF A PLACE BY FAVORING ACADEMIC DESIGN LEARNING GOALS OVER ALL ELSE $ESIGN CHALLENGES AND DISCOVERIES ARE MORE NARROWLY LIMITED BY THE CRITICS PARAMETERS AND THE DISCOURSE BETWEEN FACULTY AND STUDENTS !CADEMIC SERVICE LEARNING ON THE OTHER HAND IS UNIQUELY SUITED TO PLACE BASED DESIGN EDUCATION #OMBINED WITH PARTICIPATORY DESIGN SERVICE LEARNING HAS THE POTENTIAL TO LITERALLY MOVE THE SPACE OF LEARN ING INTO THE COMMUNITY BY ENGAGING BOTH ACADEMIC AND COMMUNITY PARTNERS AS CO TEACHERS AND CO LEARNERS 3ERVICE LEARNING POSITIONS THE YOUNG DESIGNERS FOR DIRECT ENCOUNTERS AND FOSTERS AN INQUIRY GROUNDED IN LIVED EXPERIENCE PHENOMENOLOGY CONTRADICTION AND DIRECT ENCOUNTER WITH MULTIPLE AND CONmICTING MEANINGS AND INTER PRETATIONS )T EXPOSES THEM TO THE COMPLEXITIES OF PLACES AND ENABLES THEM TO UNDERSTAND HOW DESIGN PROCESS AND PRODUCT ARE REmECTIVE ACTS FROM WHICH CONCEPTS AND IDEAS EMERGE 3ERVICE LEARNING MAKES VISIBLE WHAT IS HIDDEN IN THE ON CAMPUS STUDIO SETTING )T ADVOCATES REmECTION AND CRITICAL REVISION DIALOGUE AND RESPONSIVENESS
3ERVICE ,EARNING AT #ORNELL AND %3& #HERYL $OBLE AND ) HAVE ENJOYED A COLLABORATION WITH STUDENTS THAT GREW NATURALLY OUT OF OUR COMMITMENT TO ACADEMIC SERVICE LEARN ING AS A PEDAGOGY THROUGH WHICH TO DISCOVER THE THEORIES AND PRAC TICES OF PLACE MAKING AND COMMUNITY DESIGN 7E HAVE DEVELOPED ACADEMIC SERVICE LEARNING COURSES AND CURRICULA THAT INTERWEAVE COM MUNITY DESIGN OUTREACH WITH DESIGN INSTRUCTION PRACTICE AND PUBLIC SCHOLARSHIP &OR THE PAST SIX YEARS MY SENIOR YEAR STUDIO %XPERIENTIAL #OMMUNITY $ESIGN ,! HAS BEEN THE ACADEMIC LOCUS FOR MANY PARTICIPATORY COMMUNITY DESIGN PROJECTS INCLUDING THE .ORTH 3IDE .EIGHBORHOOD 0ROJECT !T 35.9 %3& $OBLES ELECTIVE WORKSHOP COURSE EXPOSES STUDENTS TO THE THEORY AND PRACTICE OF COMMUNITY VISION ING AND SETS THE STAGE FOR LONGER TERM PLANNING AND DESIGN INITIATIVES IN LATER STUDIOS 7E ENCOURAGE SERVICE LEARNING WHILE ALSO ENGAGING IN PARTICIPANT ACTION RESEARCH 0!2 A mEXIBLE PROCESS THAT IS EVALUAT ED AND RECONSIDERED OVER THE PROJECTS DURATION AS COMMUNITY NEEDS DEVELOP AND UNFOLD "ARNSLEY AND %LLIS
#OLLABORATING WITH "INGHAMTONS .ORTH 3IDE #OMMUNITY "INGHAMTON .EW 9ORK ONCE A THRIVING BUSINESS AND MANUFACTUR ING NEXUS FOR )"- AND %NDICOTT *OHNSON HAS DECLINED OVER THE PAST FEW DECADES 4RANSPORTATION PLANNING URBAN RENEWAL SUBURBANIZA TION AND SHIFTING DEMOGRAPHICS HAVE LEFT THE CITYS POPULATION NEAR ITS LEVEL 4HE .ORTH 3IDES DETERIORATED HOUSING STOCK DWINDLING HOMEOWNERSHIP AND RISING CRIME ARE ALL SYMPTOMS OF ITS DOWNWARD TREND "UT THE .ORTH 3IDE ALSO OFFERS ADVANTAGES INCLUDING PROXIM ITY TO DOWNTOWN AND EXTENSIVE ALBEIT INACCESSIBLE FRONTAGE ALONG THE
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#HENANGO 2IVER 4HESE ATTRIBUTES ARE FOCAL THEMES IN THE CITYS #OM PREHENSIVE 0LAN AND ,OCAL 7ATERFRONT 2EVITALIZATION 0LAN 3ARATOGA !SSOCIATES 3MITH AND #OMPANY 7HILE THE CITY BUSIED ITSELF WITH PLANS A .ORTH 3IDE NEIGHBOR HOOD ALLIANCE BEGAN GROWING INTO THE .ORTH 3IDE #OMMUNITIES OF 3HALOM .3#3 A hMISSION COMMUNITYv MADE UP OF RESIDENTS AFlLI ATED WITH CHURCHES AND OTHER AREA ORGANIZATIONS 3EVERAL .ORTH 3ID ERS JOINED A COMMUNITY PLANNING SEMINAR SPONSORED BY THE .ATIONAL #OMMUNITIES OF 3HALOM 4HE 5NITED -ETHODIST #HURCH BEGAN THE #OMMUNITIES OF 3HALOM INITIATIVE IN AFTER THE ,OS !NGELES RI OTS AS A WAY OF EQUIPPING RESIDENTS OF A NEIGHBORHOOD WITH THE IDEAS AND SKILLS FOR LOCAL DEVELOPMENT ! SIX MONTH TRAINING COURSE WAS DEVELOPED TO GIVE CLERGY COMMUNITY LEADERS AND RESIDENTS SKILLS IN PLANNING AND LEADERSHIP AND KNOWLEDGE FOR CREATING PARTNERSHIPS FOR 3HALOM DEVELOPMENT -ORE THAN SITES HAVE RECEIVED TRAINING IN THE 5NITED 3TATES AND !FRICA HTTPGBGM UMCORGPROGRAMSSHALOM 4HE .ORTH 3IDE #OMMUNITIES OF 3HALOM RECEIVED TRAINING FROM *EAN 0IERRE $UNCAN COORDINATOR OF THE 7YOMING #ONFERENCE 5NIT ED -ETHODIST #HURCH 3OUTHERN 4IER OF .EW 9ORK #OMMUNITIES OF 3HALOM 2ESIDENTS RECEIVED INFORMATION AND STRATEGIES FOR IDENTIFYING COMMUNITY ASSETS AND WORKING ON SOLVING LOCAL PROBLEMS )T WAS THE 3HALOM TRAINING THAT SPARKED THE SEARCH OF THE .ORTH 3IDE #OMMUNITIES OF 3HALOM FOR hA BROAD PLANv OF NEIGHBORHOOD REVITALIZA TION THAT ADDRESSED hISSUES OF COMMUNITY MORALE AND CONlDENCE AS WELL AS THE CONDITION OF HOUSES OPPORTUNITIES FOR YOUTH AND ATTRAC TION OF BUSINESSv &OR ASSISTANCE THE .3#3 REACHED OUT TO UNIVERSITY PARTNERS REP RESENTING THE .EW 9ORK 3TATE 1UALITY #OMMUNITIES 35.9 .ETWORK 7HEN $OBLE AND ) MET WITH OUR .ORTH 3IDE COMMUNITY PARTNER IN *AN UARY THE COMMUNITY WAS READY TO MOVE !S 0ASTOR 'ARY % $OUPE OF THE #ENTENARY #HENANGO 3TREET 5NITED -ETHODIST #HURCH WOULD LATER RECALL h7E HAD A SENSE OF SPIRITUAL READINESS 7E WERE PREPARED AS A RESULT OF THE 3HALOM TRAINING AND WE WERE ALREADY DEVELOPING OUR GOALS AND MISSIONv $OBLE AND ) TALKED ABOUT OUR SERVICE LEARNING AND PARTICIPATORY DESIGN PROCESS AN APPROACH THAT RESONATED WITH THE COMMUNITY DEVELOPMENT APPROACH CHAMPIONED BY THE #OMMUNITIES OF 3HALOM 2ECOGNIZING THREADS OF 0AOLO &REIRES ADULT LEARNING PEDA GOGY IN THE SERVICE LEARNING AND PARTICIPATORY PARTNERSHIP $OUPE AND HIS 3HALOM GROUP DECIDED TO WORK WITH THE #ORNELL AND %3& TEAM 3O BEGAN THE .ORTH 3IDE #OMMUNITY 6ISIONING PROCESS DESCRIBED IN THE FOLLOWING PAGES
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)NTEGRATED 0ROJECT $IMENSIONS 4RUE INTEGRATION MEANS A JOINING TOGETHER AN ENFOLDING OF THE ACA DEMIC AND THE COMMUNITY REALM A DIFlCULT TASK 4HE .ORTH 3IDE 0ROJECT DEMONSTRATED INTEGRATED COLLABORATIVE ROLES AND RESPONSI BILITIES INTEGRATED PROCESSES SCORING STORYTELLING MATRIX VISIONING REPRESENTING AND MODELING AND INTEGRATED OUTCOMES
)NTEGRATED #OLLABORATIVE 2OLES AND 2ESPONSIBILITIES (OW ONE ENTERS THE COMMUNITY AND SEEKS TO RELATE TO IT ARE THE lRST CONSCIOUS ACTS OF SERVICE LEARNING AND PLACE MAKING 3TUDENTS MUST INTEGRATE WITH THE COMMUNITY IN A SENSITIVE OPEN MINDED AND RE SPONSIBLE MANNER 4HEY MUST BE BOTH INVITED AND WILLING TO ENTER AS PARTICIPANTS WITH THOSE WHO HAVE ORGANIZED THE INITIATIVE IN A CONTEXT WHERE ACTIONS MAY ALREADY HAVE BEEN SET IN MOTION )T WAS IMPORTANT THAT THE INVOLVEMENT OF #ORNELL AND %3& GROW IN A WAY THAT CONTRIBUTED TO THE DIRECTIONS AND PARTNERSHIPS ALREADY ESTABLISHED AND THAT THE ENERGY OF OUR STUDENTS NOT DETRACT FROM THE MOMENTUM !N IMPORTANT lRST STEP WAS TO DElNE THE PROJECT AS A COLLABORATION 4HE THREE ENTITIES NEGOTIATED GUIDING PRINCIPLES THAT INCLUDED EXPLICIT STATEMENTS FRAMING THE PROJECT AS A PARTNERSHIP OF PEERS WHO WOULD PARTICIPATE FULLY AND OPENLY AND ASSUME IMPORTANT ROLES AND RESPONSIBILITIES 0ARTNERS ALSO AGREED THAT THE PROJECT WOULD BE COMMUNITY LOCATED AND ACCESSIBLE AND WOULD TEACH PRACTICE AND MODEL COMMUNITY DESIGN AND VISIONING WHENEVER POSSIBLE &INALLY THE PROCESS WOULD BE MODELED AS ACTION RESEARCH REVISING ITERATIVE AND NONLINEAR &ACULTY AND THE STUDENTS IN THE INTRODUCTORY SESSIONS OF THE COURSE PROBED THESE PRINCIPLES AND RESPONSIBILITIES ALONG WITH THE THEORY AND PRACTICE OF PLACE BASED COMMUNITY DESIGN AND SERVICE LEARN ING !T BOTH #ORNELL AND %3& CLASSROOM DYNAMICS SEEK TO UNDERSCORE PARTICIPATION AND REmECTIVE LEARNING 4HIS MEANS THAT EACH MEETING AND SESSION IS INTERACTIVE AND PARTICIPATORY SHIFTING AWAY FROM A TRA DITIONAL TEACHER STUDENT MODEL AND TOWARD A MENTOR STUDENT AND COLLECTIVE TEAM PARTNERSHIP MODEL 4HE GOAL IS TO MAKE VISIBLE AND EXPERIENTIALLY CULTIVATE APPROACHES AND ATTITUDES THAT WILL BE CARRIED INTO THE PROJECT WITH THE COMMUNITY PARTNER -Y CLASS FOR EXAMPLE DEVOTES AN INITIAL PERIOD TO DEVELOPING A SHARED HISTORY STORYBOARD AND TIMELINE THAT DEPICT THE HISTORY OF COMMUNITY WORK SERVICE AND CREATIVE ENTERPRISE !N EMPTY TIMELINE STRETCHED ACROSS THE ROOM REG ISTERS THE EARLIEST DATE OF BIRTH OF THE COURSE PARTICIPANTS AND MOVES TO THE PRESENT %ACH STUDENT HAS TIME TO DRAW PICTOGRAPHS REPRESENTING THEIR LIFETIME EXPERIENCES 4HEN THE STUDENTS RETELL THE VISUAL STORY TO ONE ANOTHER )NVARIABLY INVISIBLE ATTRIBUTES OF THE GROUP COME TO THE SURFACE 4HIS PROCESS RECASTS THE RELATIONSHIP OF INDIVIDUALS TO THE
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GROUP REDISTRIBUTES EQUITY INTRODUCES A PARTICIPATION TOOL AND EX POSES STUDENTS TO ASSETS ON WHICH THEY CAN CAPITALIZE AS THEIR PROJ ECT MOVES FROM CAMPUS TO COMMUNITY &INALLY AN INFORMAL CONTRACT OUTLINING STUDENT FACULTY AND COMMUNITY RESPONSIBILITIES IS REVIEWED AND AGREED UPON BY EACH PARTICIPANT 4WO JOINT #ORNELL %3& WORKSHOPS HELD AS TEAM BUILDING AND DIA LOGUE SESSIONS DEVOTED TO LEARNING AND PRACTICING THE PARTICIPATORY TOOLS USED IN COMMUNITY MEETINGS ALONG WITH THE INITIAL COMMUNITY MEETING LED TO THE FORMATION OF FOUR WORKING GROUPS OF STUDENTS AND COMMUNITY COLLABORATORS 4HE GROUPS MET REGULARLY STAYED IN TOUCH WITH EACH OTHER AND WORKED TOGETHER ON .ORTH 3IDE FOCUS AREAS IN CLUDING THE RIVERFRONT SHOPPING DISTRICT ,IBERTY 3TREET NEIGHBORHOOD AND VISION STATEMENT 4HE STUDENTS AND COMMUNITY MEMBERS BROUGHT DIFFERENT EXPERTISE AND UNDERSTANDING TO THE GROUPS 4HE TASKS OF EACH WORKING GROUP EMERGED OUT OF ITS DYNAMICS CHALLENGES AND GOALS 4HE 6ISION 'ROUP HAD TO EXPAND ON A VISION OF SOCIAL GOALS TO INCORPORATE PHYSICAL CONDITIONS OF THE NEIGHBORHOOD 4HE 2IVERFRONT 'ROUP HAD TO IMAGINE NEW LAND USE AND DESIGN OPPOR TUNITIES ON A DERELICT SITE THAT HAD ALWAYS BEEN CONSIDERED DANGEROUS 4HE .EIGHBORHOOD 'ROUP HAD TO IDENTIFY A FRAMEWORK IN A TROUBLED NEIGHBORHOOD ON WHICH THEY COULD REBUILD A VITAL RESIDENTIAL COMMU NITY 4HE #OMMERCIAL 'ROUP HAD TO IMAGINE THE DYNAMICS OF INTEGRAT ING LOCAL NEEDS WITH CITYWIDE ECONOMICS TRANSPORTATION AND RECRE ATIONAL PLANNING INITIATIVES
)NTEGRATED 0ROCESSES 3CORING ! hPROCESS SCOREv ACTED AS A mEXIBLE AND mUID TOOL OR hPARTICI PATORY DESIGN METHODOLOGYv FOR GUIDING THE lVE MONTH PROJECT 5N LIKE A DESIGN PROGRAM THE PROCESS SCORE IS A WRITTEN DOCUMENT THAT IS MODIlED AS THE PROJECT UNFOLDS )T SITUATES THE PLANNING PROCESS WITH IN THE COMMUNITY BY BEING THE lRST ACT OF AGREEMENT AND ACTION THAT THE PARTNERS DESIGN 3CORING AN APPROACH ADVOCATED BY LANDSCAPE AR CHITECT ,AWRENCE (ALPRIN IS A METHOD FOR CHOREOGRAPHING PARTICIPANT INTERACTION AND ASSESSING ENVIRONMENTAL CHANGES OVER TIME (ALPRIN "OTH TERMS PROCESS AND SCORE PROJECT A SENSE OF ACTION mEXIBILITY AND OPENENDEDNESS 0LACE BASED DESIGNERS AND PLANNERS EMPHASIZE THE IMPORTANCE OF A PROJECTS PREPARATORY PHASE WHEN COLLABORATORS BEGIN DESIGNING PARTICIPATORY APPROACHES AND MEETING VENUES +ING 3CHNEEKLOTH AND 3HIBLEY #REATING THE PRO CESS SCORE IS THE lRST ACT OF REDISTRIBUTING POWER AND SHARING LEADER SHIP AND RESPONSIBILITIES AMONG PROJECT PARTICIPANTS )N THIS WAY THEY ACKNOWLEDGE THAT THE PROCESS WILL BE OPEN AND UNFOLDING NOT lXED AND PRESCRIPTIVE 0ARTNERS CONTRIBUTED TO WRITING AND lNALIZING THE PROCESS SCORE 4HE .ORTH 3IDE 3HALOM GROUP OFFERED SPACE AT CHURCHES FOR ALL PLAN
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NING MEETINGS INCLUDING A 3UNDAY DINNER SERVED BY THE HOST CHURCH 4HE DINNER BECAME A SOCIAL RITUAL AND PROVIDED AN OPPORTUNITY FOR PARTICIPANTS TO BECOME ACQUAINTED 4HE 3HALOM GROUP WAS SENSITIVE TO REACHING OUT TO ALL RESIDENTS ESPECIALLY THOSE WHO WERE PARTICULAR LY UNDERSERVED (OSTING EACH DINNER AND EVENT AT A DIFFERENT CHURCH BECAME A WAY TO MAKE VISIBLE THE COMMUNITYS ASSETS INCREASE PAR TICIPATION AND REPRESENT THE NEIGHBORHOODS DIVERSITY )N TOTAL lVE COMMUNITY DINNERS FOLLOWED BY BREAKOUT WORK SESSIONS AND GROUP DIALOGUES WERE HELD DURING THE PROJECT 4HE PROCESS SCORE CREATED A TEMPORAL PICTURE OF HOW THE PROJECT MIGHT UNFOLD )T ESTABLISHED THE CONCEPT OF WORKING IN SMALLER TEAMS OF STUDENTS AND COMMUNITY MEMBERS WHOSE SCOPE OF WORK EMERGED FROM THE GROUPS DYNAMICS AND INTERESTS 4HE PROCESS SCORE OUTLINED METHODS THAT COULD BE USED TO ENGAGE THE COMMUNITY IN SEEING AND COMPREHENDING THEIR NEIGHBORHOOD 6ISIONING WAS USED AS AN INFORM ING PRINCIPLE TO ENCOURAGE BROAD AND INTEGRATED WAYS OF THINKING ABOUT PROBLEM SOLVING 3TORYTELLING ! BIG CHALLENGE IS THE CONSTRAINT OF A SEMESTER BOUND TIMEFRAME 2ELATIONSHIPS AND A hDIALOGIC SPACE v WHERE TEAMWORK DIA LOGUE AND DISAGREEMENT ARE ALL WELCOME REQUIRE TIME TO GROW AND DEVELOP 3TORIES WERE CHOSEN AS A WAY OF INITIATING AND DEVELOPING DIA LOGIC SPACE 3CHNEEKLOTH AND 3HIBLEY AMONG STUDENTS 3HALOM MEMBERS AND RESIDENTS 4HE STUDENTS BEGAN BY SHARING STORIES UNCOV ERED THROUGH BACKGROUND RESEARCH AND COMMUNITY SITE VISITS 4HEY USED MAPS TO PRESENT FOR EXAMPLE THE h2IVER 3TORY v h3ETTLEMENT 3TO RY v AND h#ANAL 3TORYv 4HE STORIES AND MAPS PROVIDED HISTORIC PERSPEC TIVE AND ILLUSTRATED THE DYNAMICS INmUENCING THE .ORTH 3IDES PHYSICAL CHANGE OVER TIME 7HILE VISIBLE TRACES OF SOME STORIES REMAIN OTHERS HAVE BEEN BURIED AND FORGOTTEN #OMMUNITY MEMBERS WERE FASCINAT ED BY THE INTERRELATIONSHIPS AMONG THE DIFFERENT STORIES 4HEN COM MUNITY MEMBERS SHARED AND MAPPED THEIR MORE PERSONAL STORIES OF THE NEIGHBORHOOD 4HIS STORY AND MAPPING PROCESS GAVE PARTICIPANTS NEW PERSPECTIVES ON THE NEIGHBORHOODS IDENTITY VALUES AND HOPES 4HE GROUPS CONTINUED TO USE STORIES THROUGHOUT THE PROJECT 2ESIDENTS CONDUCTED A WALKING TOUR OF THEIR NEIGHBORHOOD AND RECORDED IT WITH PHOTO ESSAYS WHILE STUDENTS SHARED SUCCESS STORIES FROM OTHER COM MUNITIES 4HE STORYTELLING BECAME MORE COLLABORATIVE AS STUDENTS AND COMMUNITY MEMBERS BEGAN TO CONSTRUCT NARRATIVES TOGETHER 3TORY TELLING WAS AN EFFECTIVE WAY TO SHARE INFORMATION WITHOUT GIVING PRIVI LEGE TO ONE GROUPS EXPERTISE OR UNDERSTANDING IT ENCOURAGED LISTENING RATHER THAN DEBATE AND FOSTERED TRUE DIALOGUE -ATRIX 6ISIONING 7HEN THE .ORTH 3IDE 0ROJECT BEGAN THE 3HALOM GROUP HAD ALREADY PREPARED AN OUTLINE VISION STATEMENT .OT SURPRIS INGLY THEY GROUNDED IT IN SOCIAL ISSUES /NE OF THE lRST TASKS WAS TO RELATE THE 3HALOM VISION TO THE SPATIAL AND PHYSICAL CONDITION OF THE
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.ORTH 3IDE 4HE 6ISION 'ROUP DEVELOPED A LARGE MATRIX TO VISUALIZE AND CONSTRUCT THE RELATIONSHIPS BETWEEN THEIR VISION AND THE PHYSICAL PLANNING OPPORTUNITIES 3UCH A MATRIX APPROACH IS ILLUSTRATED IN -OOR ISH AND "ROWNS WORK -OORISH AND "ROWN /N THE RIGHT SIDE OF THE MATRIX THE 6ISION 'ROUP LISTED THE OBJECTIVES OF THE ORIGINAL VI SION STATEMENT AND ACROSS THE TOP THEY LISTED THE PHYSICAL PLACES THAT 3HALOM MEMBERS IDENTIlED AS NEIGHBORHOOD ATTRIBUTES 6ISION 'ROUP MEMBERS THEN CONSIDERED HOW EACH OF THESE SITES MIGHT PLAY A PART IN REALIZING THE ORIGINAL VISION GOALS 4HE MATRIX ENABLED THE COMMUNITY TO CONSIDER THEIR VISION FROM A NEW PERSPECTIVE COORDINATE THE ACTIVI TIES OF THE THREE OTHER PROJECT TEAMS AND GAIN AN UNDERSTANDING OF THE INTERCONNECTED NATURE OF PLANNING DECISIONS 3UCH A SHIFT IN VISUAL IZING THE INTERCONNECTEDNESS OF COMMUNITY ISSUES WAS ACKNOWLEDGED IN THE REmECTION OF A PARTICIPANT WHO EXCLAIMED h.OW ) GET IT )M SEE ING HOW THESE THINGS ARE ALL INTERCONNECTEDv 'ROUPS WORKING ON RIVER FRONT NEIGHBORHOOD AND COMMERCIAL AREAS ADDED DETAIL TO THE MATRIX AS THEIR WORK PROGRESSED 4HE 6ISION 'ROUP THEN REVISED THE MATRIX AND RElNED THEIR VISION WHILE FOCUSING ON SPECIlC ACTION STEPS 2EPRESENTING 4HE .EIGHBORHOOD 'ROUP HAD THE LARGEST PARTICIPA TION BY THE 3HALOM MEMBERS AND FACED SEEMINGLY THE GREATEST CHAL LENGE 4HE SOUTHERNMOST PART OF THE .ORTH 3IDE WAS ONCE A VITAL RESI DENTIAL NEIGHBORHOOD BUT HAD EXPERIENCED FALLING INVESTMENT AND AN INCREASE IN RENTAL PROPERTIES ABSENTEE OWNERSHIP VACANCY AND CRIME 4HE SOCIAL FABRIC AND PHYSICAL CONDITION WERE SO DISCOURAGING THAT RESIDENTS FOUND IT DIFlCULT TO ENGAGE IN PHYSICAL PLANNING !S PART OF THE GROUPS STORYTELLING THE STUDENTS BEGAN TO SHARE STORIES OF THE IN TERWOVEN SPATIAL AND SOCIAL DYNAMICS CONSTITUTING hHEALTHYv NEIGHBOR HOODS 4HEY THEN DEVELOPED A VISUAL DIAGRAM CIRCLE GRAPH REPRESENT ING THE TOTALITY OF NEIGHBORHOOD DYNAMICS AND USED IT TO INVENTORY AND EVALUATE THE DYNAMICS IN THE .ORTH 3IDE 4HE STUDY REVEALED THAT IN VARYING DEGREES EACH OF THE ELEMENTS CONSTITUTING HEALTHY NEIGH BORHOODS WAS STILL PRESENT IN THE .ORTH 3IDE THOUGH SOME WERE WEAK OR OUT OF BALANCE 4HIS HOLISTIC POSITIVE PORTRAYAL AND UNDERSTANDING OF THE COMMUNITYS DYNAMICS HELPED TO CATALYZE IDEAS FOR ACTIONS THAT WOULD STRENGTHEN NOT REMAKE OR REMODEL THE NEIGHBORHOOD -ODELING -ODELING HELPS UNDERSTAND POTENTIAL CHANGES AND EVAL UATE THE IMPACTS OF ALTERNATIVES (OWEVER ITS OFTEN DIFlCULT TO EN GAGE COMMUNITY RESIDENTS IN THE MODELING PROCESS FOR WHILE THEY TALK WILLINGLY ABOUT IDEAS THAT OTHERS MODEL THEY ARE OFTEN UNCOMFORTABLE GENERATING IDEAS THEMSELVES )N THIS PARTICULAR PROJECT STORYTELLING AC TUALLY FACILITATED THE MODELING PROCESS 4HE 2IVERFRONT AND #OMMER CIAL GROUPS HAD BEEN WORKING SEPARATELY FOR SEVERAL MEETINGS WHEN THEY DECIDED IT WAS TIME TO JOIN AND MUTUALLY CONSIDER THE INTERRE LATIONSHIP BETWEEN THE RIVERFRONT AND ITS SURROUNDING DEVELOPMENT 4HEY THOUGHT IT WOULD BE HELPFUL TO USE MODELING AS A WAY TO DEVELOP
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A DIALOGUE BETWEEN THE TWO GROUPS COMBINE GOALS AND EXPLORE INITIAL DESIGN AND PLANNING CONCEPTS AND IDEAS "EFORE THE MODELING ACTIV ITY THE STUDENTS SHARED SEVERAL CASE STUDIES OF COMMUNITY RIVERFRONT PROJECTS THAT ADDRESSED MANY OF THE SAME OPPORTUNITIES IDENTIlED BY THE 2IVERFRONT 'ROUP !FTER REVIEWING THE CASE STUDIES GROUP MEMBERS GATHERED AROUND A SIMPLE FOAM CORE CONTOUR MODEL OVER WHICH AN AERIAL PHOTOGRAPH HAD BEEN MOUNTED 4HEY MODELED AND DISCUSSED A RANGE OF IDEAS USING SIMPLE BUT ELEGANTLY CONSTRUCTED MODEL PIECES 4WO THINGS SEEMED TO CONTRIBUTE TO THE SUCCESS OF THIS PROCESS AND QUALITY OF THE DISCUSSION &IRST AND PROBABLY MOST IMPORTANT THE DIS CUSSION OF THE CASE STUDIES PLANTED THE SEEDS OF NEW IDEAS AND INITI ATED THINKING BEYOND THE ORDINARY 3ECOND THE MODEL ELEMENTS WERE CRAFTED WITH A LEVEL OF DETAIL THAT GAVE THEM VISUAL AND TACTILE INTEREST /NCE THE GROUP BEGAN HANDLING THE ELEMENTS THE MODELING PROCESS WAS WELL ON ITS WAY
)NTEGRATED /UTCOMES 3EVERAL RESULTS OF THE .ORTH 3IDE 0ROJECT TESTIFY TO ITS SUCCESS )T GAVE THE .ORTH 3IDE 3HALOM 'ROUP A GREATER ROLE IN PLANNING THEIR NEIGH BORHOODS FUTURE AND GAINED THEM AN AUDIENCE AT #ITY (ALL )T HELPED TO REDIRECT RESOURCES AND ATTENTION FROM CITY PLANNING TO THE .ORTH 3IDE AND LED TO AN INVITATION TO COMMENT FORMALLY ON THE CITYS DRAFT COMPREHENSIVE PLAN 4HE .ORTH 3IDE GROUP WAS INVITED TO SUBMIT A SIGNIlCANT GRANT PROPOSAL REQUESTING CONTINUATION OF THEIR PLANNING PROCESS AND FUNDS TO UNDERTAKE A COMMUNITY BASED REVITALIZATION PLAN FOR THE RIVERFRONT 4HIS PROPOSAL WAS FUNDED AND THE .ORTH 3IDE BEGAN A SECOND PHASE OF THE COMMUNITY DESIGN PROCESS WITH #ORNELL AND %3& &INALLY AT THE *ULY PUBLIC ANNOUNCEMENT OF "INGHAMTON AS A 1UALITY #OMMUNITY REPRESENTATIVES OF THE .ORTH 3IDE 3HALOM 'ROUP SPOKE ON BEHALF OF THE .ORTH 3IDES COMMITMENT TO NEIGHBOR HOOD REVITALIZATION FROM THE GROUND UP AND THE INSIDE OUT 4HE GROUP WAS ABLE TO ARTICULATE A CLEAR VISION FOR UNDERTAKING LONG AND SHORT TERM BROAD AND SMALL SCALE APPROACHES 4HROUGH THE .ORTH 3IDE 0ROJECT #ORNELL AND %3& STUDENTS ENJOYED A SERVICE LEARNING EXPERIENCE THAT ALLOWED THEM TO LEARN AND PRACTICE A PLACE BASED COMMUNITY DESIGN APPROACH 4HEY LEARNED HOW DESIGN AND PLANNING DECISIONS AFFECT PEOPLES LIVES AND THEY BEGAN TO COM PREHEND THE RECIPROCITY BETWEEN PROCESS AND PRODUCT
)NTEGRATED %VALUATION AND 2EmECTION )NTEGRATED EVALUATION AND REmECTION SUPPORT THE hSHIFTING GROUNDv PREMISE OF THIS ESSAY AND UNDERSCORE THE NEED TO CONTINUALLY REFRAME ALL ASPECTS OF THE DESIGN PROCESS IN AND OUTSIDE THE ACADEMY AS A SET OF hACTIONSv THAT STRENGTHEN CIVIC AND COMMUNITY BUILDING FOR STU DENTS FACULTY AND RESIDENTS
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4HE %3& WORKSHOP INTEGRATED THREE REmECTION EXPERIENCES AND AT #ORNELL REmECTION INCLUDED FREQUENT ROUNDTABLE DISCUSSIONS AND AN END OF SEMESTER hREmECTION ESSAYv /NGOING EVALUATION OCCURRED THROUGH FREQUENT CONTACT AND INTERACTION BETWEEN PARTNERS 3TUDENTS FACULTY AND COMMUNITY MEMBERS ENGAGED IN SHAPING AND FRAMING THE PROJECTS UNFOLDING 3TUDENTS WERE IN DIRECT CONTACT WITH COMMU NITY PARTNERS THROUGH TELEPHONE WORKSHOPS AND MEETINGS 3TUDENTS SOUGHT TO CULTIVATE A CYCLE OF INQUIRY AND CONlRMATION BY CREATING A COMMUNICATION mOW AMONG %3& #ORNELL AND THE .ORTH 3IDE 7HILE THIS WAS DIFlCULT AND CUMBERSOME AT TIMES IT UNDERSCORED THE REmEC TIVE ACT AS AN IMPORTANT ASPECT OF THE PROJECT AND DREW STUDENTS INTO CLOSER RELATIONSHIP WITH THEIR COMMUNITY PARTNERS !T %3& THREE EVALUATION EXERCISES TRACKED THE STUDENTS CHANGES DURING THE SEMESTER /NE OF THE MOST MARKED CHANGES WAS THE SHIFT FROM VIEWING THE DESIGN AS BEING FOR THE CRITIC TO BEING FOR THE COMMU NITY !T #ORNELL FREQUENT GROUP REmECTION SESSIONS DREW OUT THE CRITI CAL INCIDENTS QUESTIONS AND CONCERNS ARISING THROUGHOUT THE PROJECT /NE OF THE BIGGEST CHALLENGES FOR STUDENTS WAS THE NONLINEAR ASPECT OF THE PROCESS AND REDElNING THEIR PERCEPTION OF MOVEMENT AND MO MENTUM 4HE .ORTH 3IDERS HAD THE OPPOSITE CONCERN THAT THINGS MIGHT MOVE TOO FAST &OR BOTH ACADEMIC AND COMMUNITY PARTNERS A BIG CHALLENGE INVOLVED STRIKING A BALANCE BETWEEN WHOLESALE VISION THE BIG IDEAS AND FEASIBLE AND TANGIBLE ACTION STEPS 4HE STUDENTS ADDRESSED THIS CONCERN IN THE VISION PLANS AND DOCUMENTS BY REPRE SENTING BOTH ENDS OF THE SPECTRUM THEY OUTLINED GOALS DIRECTIVES AND ACTION STEPS ALONGSIDE THE GRANDER VISIONARY PLANS ILLUSTRATING FUTURE REDESIGN OF THE NEIGHBORHOOD
#ONCLUSION 4HE .ORTH 3IDE .EIGHBORHOOD 6ISIONING 0ROJECT OFFERS AN EXAMPLE OF COMBINED SERVICE LEARNING PLACE MAKING AND PARTICIPATORY COMMU NITY DESIGN 5NDERTAKING SUCH A PROJECT IS MESSY AND NONLINEAR 4HE EFFORT TO INTERWEAVE COMMUNITY DYNAMICS WITH COMPLEX INTEGRATED TEACHING SERVICE AND RESEARCH GOALS GENERATES UNEXPECTED CHALLENGES AND SITUATIONS 4HE RESULTS OF THE PROJECT ARE HELPING TO SHAPE FUTURE COLLABORATIONS UNDERTAKEN THROUGH THE 35.9 .ETWORK AND THE 1UAL ITY #OMMUNITY )NITIATIVE AND TO INTERCONNECT A SET OF DYNAMIC ACTIONS AND PRACTICES TO FOSTER CHANGE IN BOTH THE COMMUNITY AND THE ACAD EMY )T IS THIS INTERCONNECTED SET OF CHANGES THAT TAKES PLACE WHEN THE GROUND SHIFTS WHEN DESIGN EDUCATION COMBINES WITH SERVICE LEARN ING 4HE ALIGNMENT OF SERVICE LEARNING PUBLIC SCHOLARSHIP AND DESIGN RESEARCH CONTRIBUTES TO A LARGER COMMUNITY BENElT WHILE IT PREPARES STUDENTS TO BE BOTH CITIZENS AND PROFESSIONAL PRACTITIONERS ENGAGED IN SUPPORTING INTERCONNECTIONS BETWEEN PEOPLE AND PLACES
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.OTE #HERYL $OBLE AND ) PRESENTED PARTS OF THIS PAPER AT THE #%,! ANNUAL CONFERENCE HELD IN 3YRACUSE .EW 9ORK IN 3EPTEMBER AND AT THE 3ECOND !NNUAL 1UALITY #OMMUNITIES #ONFERENCE IN !LBANY .EW 9ORK IN /CTOBER 1UOTATIONS BY .ORTH 3IDE 3HALOM PARTICI PANTS COME FROM MEETINGS DISCUSSIONS AND INTERVIEWS 2EFERENCES !RENDT 2 AND 2$ 9ARO $EALING WITH #HANGE IN THE #ONNECTICUT 2IVER 6ALLEY ! $ESIGN -ANUAL FOR #ONSERVATION AND $EVELOPMENT !MHERST -! ,INCOLN )NSTITUTE OF ,AND 0OLICY AND THE %NVIRONMENTAL ,AW &OUNDATION "ARNSLEY * AND $ %LLIS h2ESEARCH FOR #HANGE 0ARTICIPATORY !CTION 2ESEARCH FOR #OMMUNITY 'ROUPSv /RIGINALLY PUBLISHED IN BY THE 7OMENS 2ESEARCH #ENTRE 6ANCOUVER "# 2EPRINTED IN 7HAT )S 0ARTICIPATORY !CTION 2ESEARCH AND 7HY $OES )T -ATTER 3AINT !LBANS 64 .ATIONAL #OMMUNITY &ORESTRY #ENTER .ORTHERN &OREST 2EGION "ROWN # AND 7 -OORISH 0LANNING TO 3TAY -INNEAPOLIS -ILKWEED 0RESS $ONOHUE -/ AND !& 4READWELL 1UALITY #OMMUNITIES )NTERAGENCY 4ASK &ORCE 2EPORT !LBANY .9 (ALPRIN , 4HE 2360 #YCLES #REATIVE 0ROCESSES IN THE (UMAN %NVIRONMENT .EW 9ORK ' "RAZILLER (ESTER 2 h3ACRED 3TRUCTURES AND %VERYDAY ,IFE ! 2ETURN TO -ANTEO .ORTH #AROLINAv )N $WELLING 3EEING AND $ESIGNING 4OWARD A 0HENOMENOLOGICAL %COLOGY EDITED BY $ 3EAMON PP !LBANY 35.9 0RESS *ACKSON 7 h"ECOMING .ATIVE TO THIS 0LACEv )N 0EOPLE ,AND AND #OMMUNITY ED ITED BY ( (ANNUM PP .EW (AVEN 9ALE 5NIVERSITY 0RESS +ING 3 #O $ESIGN ! 0ROCESS OF $ESIGN 0ARTICIPATION .EW 9ORK 6AN .OSTRAND 2EINHOLD -UGERAUER 2 ED )NTERPRETATIONS ON "EHALF OF 0LACE !LBANY 35.9 0RESS 2ELPH % h-ODERNITY AND THE 2ECLAMATION OF 0LACEv )N $WELLING 3EEING AND $E SIGNING 4OWARD A 0HENOMENOLOGICAL %COLOGY EDITED BY $ 3EAMON PP !LBANY 35.9 0RESS ????? 0LACE AND 0LACELESSNESS ,ONDON 0ION 3ARATOGA !SSOCIATES #ITY OF "INGHAMTON .9 #OMPREHENSIVE 0LAN 3ARATOGA 3PRINGS .9 3CHNEEKLOTH ,( AND 2' 3HIBLEY 0LACEMAKING 4HE !RT AND 0RACTICE OF "UILDING #OMMUNITIES .EW 9ORK AND 4ORONTO 7ILEY 3MITH 0* AND #OMPANY 4WO 2IVERS /NE &UTURE $RAFT ,OCAL 7ATERFRONT 2EVITALIZA TION 0ROGRAM FOR THE #ITY OF "INGHAMTON .9 "UFFALO .9
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3ERVICE ,EARNING AS A (OLISTIC )NQUIRY AND #OMMUNITY /UTREACH 3TUDIOS "Y *OONGSUB +IM AND *AMES !BERNETHY
#URRENT 4REND 4WO 0REVAILING !PPROACHES 4HIS ESSAY DISCUSSES SEVERAL MODELS OF HOLISTIC INQUIRY INTO THE BUILT ENVIRONMENT THAT USE COLLABORATIVE AND INTERDISCIPLINARY STRATEGIES 4WO SUCH EXAMPLES A SERVICE LEARNING MODEL AND A HUMAN EQUITY MODEL ARE CONSIDERED HERE BECAUSE THEY ARE MOST RELEVANT TO THE GOALS OF THREE COMMUNITY OUTREACH PROGRAMS OF ,AWRENCE 4ECHNO LOGICAL 5NIVERSITY IN -ICHIGAN THE $ETROIT 3TUDIO THE 0ONTIAC 3TUDIO AND A (ABITAT FOR (UMANITY (&( PROJECT 4HE SOCIAL VALUE OF SERVICE LEARNING HAS RECEIVED MUCH ATTENTION AS A POSSIBLE VEHICLE TO ASSIST IN THE REVIVAL OF !MERICAN COMMUNITY 3OCIOLOGIST 2OBERT 0UTNAM AND OTHERS ARGUE THAT THE ETHICAL BOND IN !MERICAN SOCIETY WHAT 0UTNAM CALLS GENERALIZED RECIPROCITY HAS SOMEHOW BEEN LOST 4HIS LEADS TO INDIVIDUAL ISOLATION AND LACK OF INTEREST IN SOCIAL OR COLLECTIVE ACTIVITY IN ITS MANY FORMS !CCORDING TO 0UTNAM WE STOP TO HELP AN ELDERLY PERSON CHANGE A TIRE ON THE ROAD NOT BECAUSE WE EXPECT THAT PERSON TO RETURN THE FAVOR BUT BECAUSE WE WANT TO LIVE IN A WORLD WHERE THAT KIND OF BEHAVIOR IS COMMONPLACE (E SEES THE LACK OF SOCIAL INTERACTION SHARED UNDERSTANDING OF VALUES AND SOCIAL CAPITAL AS DISSOLVING A SENSE OF COMMON PURPOSE AND COM MUNITY IN !MERICA 4HE SERVICE LEARNING MODEL HAS ALSO BEEN WIDELY DEBATED IN AR CHITECTURE URBAN PLANNING AND RELATED lELDS !LTHOUGH ITS DElNITIONS VARY ITS SUPPORTERS WOULD AGREE THAT SERVICE LEARNING IS AT HEART A FORM OF EXPERIENTIAL LEARNING THAT EMPLOYS SERVICE AS ITS PRIMARY FO CUS #REWS )T IS OFTEN REFERRED TO AS AN OUTGROWTH OF THE 0ROGRES SIVE EDUCATIONAL PHILOSOPHY OF *OHN $EWEY WHO ADVOCATED FOR A CLOSE INTERACTION OF KNOWLEDGE AND SKILLS WITH EXPERIENCE AS KEY TO LEARNING %HRLICH 4HE ARGUMENT IS THAT STUDENTS REQUIRE DIRECT INVOLVE MENT WITH PROBLEM SOLVING NOT ABSTRACTLY EXAMINING SUCH PROBLEMS IN SOCIAL ISOLATION BY REVIEWING ACADEMIC CONCEPTS IN hTHE GREAT BOOKSv "Y INTEGRATING COMMUNITY SERVICE PROJECTS WITH ACADEMIC LEARNING LESSONS IN CITIZENSHIP AND SOCIAL RESPONSIBILITY CAN BE MERGED WITH TRADITIONAL ACADEMIC KNOWLEDGE 3ERVICE LEARNING AS A PEDAGOGY LINKS COMMUNITY SERVICE AND ACADEMIC STUDY AND ENABLES EACH TO STRENGTH EN THE OTHER ,EARNING STARTS WITH PROBLEMS AND CONTINUES WITH THE APPLICATION OF INCREASINGLY COMPLEX IDEAS AND SOPHISTICATED SKILLS TO MORE COMPLICATED PROBLEMS %HRLICH
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+RAFT AND +RUG OBSERVE THAT A SERVICE LEARNING PROGRAM OF FERS EDUCATIONAL EXPERIENCES THROUGH WHICH STUDENTS LEARN AND DE VELOP BY ACTIVELY PARTICIPATING IN CAREFULLY ORGANIZED EXPERIENCES THAT MEET COMMUNITY NEEDS #OORDINATING SUCH SERVICE IN COLLABORATION WITH THE COMMUNITY AND SCHOOLS ENHANCES WHAT IS TAUGHT BY EXTEND ING LEARNING BEYOND THE CLASSROOM 4HIS FOSTERS A SENSE OF CARING FOR OTHERS WITH GREATER NEEDS &ORESTERS CENTRAL THESIS IS THAT CITIZEN PARTICIPATION IN COMPLEX ISSUES LIKE THE QUALITY OF HOUSING AND URBAN DESIGN OFTEN PROVOKES ANGER AMONG STAKEHOLDERS AND POWER PLAYS BY MANY #OMMUNITY DESIGNERS PLANNERS AND ARCHITECTS CAN BE INSTRU MENTS OF SOCIAL EQUITY BY HELPING DISADVANTAGED COMMUNITIES MAIN TAIN DEMOCRATIC PRINCIPLES TO OVERCOME INEQUITIES AND PRIVATE SECTOR MANIPULATION OF RESOURCES BY SPECIAL INTEREST GROUPS -AYO -ANY SCHOLARS IN ARCHITECTURE HAVE BEEN CONCERNED ABOUT EDUCA TION AS AN AGENT OF SOCIALIZATION AND SOME OF THEM HAVE CONTRIBUTED ESSAYS IN SEVERAL RECENT PUBLICATIONS AND REPORTS ABOUT ARCHITECTURAL EDUCATION AS PART OF A DEBATE ABOUT ALTERNATIVE APPROACHES TO TEACH ING A DESIGN STUDIO /NE SUCH APPROACH PERTAINS TO HUMAN EQUITY !R GUABLY A STUDY BY "OYER AND -ITGANG BEST ADVANCES THE HUMAN EQUITY MODEL 0ROPONENTS URGE FACULTY TO ENGAGE IN TEACHING ARCHITEC TURE AS A SOCIALLY EMBEDDED DISCIPLINE AND PRACTICE AND TO FOSTER AN ATMOSPHERE OF COLLABORATION AND RESPECT IN THEIR CLASSROOMS "OYER AND -ITGANG CONTEND THAT THE CURRICULAR AND DESIGN SEQUENCES SHOULD FOSTER A CLIMATE OF CARING FOR HUMAN NEEDS BY INCLUDING MORE FRE QUENT CONTACT WITH CLIENTS AND COMMUNITIES AND BY PLACING GREATER EMPHASIS ON ENVIRONMENTAL AND BEHAVIORAL DESIGN ELEMENTS "UILDING TO MEET HUMAN NEEDS MEANS HELPING ARCHITECTURE STUDENTS BECOME EFFECTIVE TEACHERS AND LISTENERS WHO ARE ABLE TO TRANSLATE THE CONCERNS OF CLIENTS AND COMMUNITIES INTO CARING DESIGN ! RECENT REPORT 4HE 2EDESIGN OF 3TUDIO #ULTURE BY THE !MERICAN )N STITUTE OF !RCHITECTURE 3TUDENTS !)!3 RECOGNIZES THE DESIGN STU DIO AS BOTH A CHALLENGE AND A VENUE WITH THE POTENTIAL FOR INCREASING AWARENESS OF HUMAN EQUITY ISSUES )T CALLS FOR CHANGE THROUGHOUT ITS DETAILED CRITIQUE OF CURRENT PRACTICES EMPHASIZING THE NEED FOR MORE DIVERSITY IN ARCHITECTURAL EDUCATION )N ADDITION TO ISSUES OF RACE AND GENDER ARCHITECTURAL EDUCATION TOO OFTEN IGNORES OTHER UNDERREPRE SENTED GROUPS THE AUTHORS ARGUE WHEN IN FACT WE SHOULD BE SEEKING ACCEPTANCE OF ALL INDIVIDUALS REGARDLESS OF GENDER RACE CREED RELIGION SEXUALITY SOCIOECONOMIC BACKGROUND OR PHYSICAL DISABILITY #ONSE QUENTLY EXPOSURE TO PEOPLE WITH WHOM WE MAY BE LESS FAMILIAR HELPS STRENGTHEN THE DISCIPLINE THROUGH A BETTER UNDERSTANDING OF HOW TO DESIGN FOR EVERYONE 4HE IDEAS UNDERLYING BOTH THE SERVICE LEARNING AND HUMAN EQUITY MODELS WHICH ARE CLOSELY RELATED TO EACH OTHER ARE COMPARABLE TO THE CONCEPTS THAT SUPPORT THE COMMUNITY BASED FACILITIES AT THE $ETROIT
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3TUDIO AND THE 0ONTIAC 3TUDIO AS WELL AS THE (&( PROJECT IN 0ONTIAC 4HE STUDIOS ALONG WITH ORGANIZATIONS SUCH AS !DAPTIVE %NVIRONMENTS ADVOCATE FOR MORE HUMAN CENTERED CURRICULA AND IMPROVED ACCESS FOR PEOPLE WHO NEED IT THE MOST IN SCHOOLS OF ARCHITECTURE SEE WWWADOP TIVEENVIRONMENTSORG 4HEY ALSO FAVOR A HOLISTIC VIEW OF DESIGN THAT DOES NOT SEPARATE HUMAN HEALTH ENVIRONMENTAL HEALTH AND SOCIAL JUSTICE AND THEY HIGHLIGHT THE ESSENTIAL OR VITAL CONNECTIONS THAT MUST BE MADE TO CREATE INCLUSIVE HEALTHY AND SUSTAINABLE NEIGHBORHOODS OR COMMUNITIES 4HE INCREASING SEPARATION OF POPULATIONS OR SOCIETIES BY RACE AND INCOME AND THE STRUGGLE TO END ENVIRONMENTAL RACISM AND GENDER DISCRIMINATION ARE ALL INTERRELATED COMMUNITY BUILDING CHAL LENGES AND TASKS 3UCH MODELS OR APPROACHES ALSO EMPHASIZE TEACH ING THE GOALS AND TECHNIQUES OF INCLUSIVE OR UNIVERSAL DESIGN IN DESIGN SCHOOL PROGRAMS #OMMUNITY DESIGN CENTERS OR DESIGN BUILD STUDIOS HOUSED TYPI CALLY IN COLLEGES OR SCHOOLS OF ARCHITECTURE HAVE BEEN DEVELOPED IN PART ON THE BASIS OF A HUMAN EQUITY MODEL OR A SERVICE LEARNING MODEL 4HEY HAVE GROWN IN NUMBER YET RIGOROUS EMPIRICAL STUDY OF THEIR EF FECTIVENESS IS RARE AS THE STUDY BY (OU AND 2IOS AND OTHER RE SEARCH SUGGESTS 4HIS PAPER LAYS THE FOUNDATION FOR A SOCIAL SCIENTIlC ASSESSMENT OF OUR COMMUNITY BASED STUDIOS OR PROJECTS
)NTRODUCTION TO 4HREE 0ROGRAMS 3ERVICE LEARNING AS A HOLISTIC INQUIRY INTO THE BUILT ENVIRONMENT USES COMMUNITY BASED INTERDISCIPLINARY AND COLLABORATIVE STRATEGIES AS WELL AS SOCIAL SCIENTIlC METHODS IN A DESIGN STUDIO OR IN A BUILDING CONSTRUCTION PROJECT 7ORKING WITH RESIDENTS AND COMMUNITY AGENCIES IN LOW INCOME NEIGHBORHOODS THROUGH ARCHITECTURAL DESIGN STUDIOS OR DESIGN BUILD PROJECTS CHALLENGES INSTRUCTORS STUDENTS AND OTHER STAKEHOLDERS TO OVERCOME LIMITED RESOURCES SUCH AS LOW RESIDENT PAR TICIPATION OR FUNDING AND LACK OF FACILITIES FOR COMMUNITY MEETINGS OR PRESENTATIONS AS WELL AS COMMUNICATION DIFlCULTIES EG BETWEEN STUDENT ARCHITECTS AND LAYPERSONS AND CULTURAL DIFFERENCES EG WHITE SUBURBAN STUDENTS VERSUS BLACK URBAN RESIDENTS -OREOVER TEACHING WHITE STUDENTS THE VALUE OF A COMMUNITY BASED APPROACH WHILE BUILD ING A LONG TERM PROFESSIONAL WORKING RELATIONSHIP WITH POOR RESIDENTS OF COLOR IMPOSES AN EXTRA PEDAGOGICAL CHALLENGE 7ORKING WITH INSTRUCTORS FROM SEVERAL DISCIPLINES STUDENTS COL LABORATE WITH RESIDENTS OF POOR NEIGHBORHOODS AT EITHER THE $ETROIT 3TUDIO OR THE 0ONTIAC 3TUDIO $URING A TYPICAL SEMESTER THE STUDIOS OFFER A JUNIOR LEVEL COURSE THAT CONSISTS OF THREE DISTINCTIVE BUT RELATED COMPONENTS ARCHITECTURE URBAN DESIGN AND BUILDING SYSTEMS !N ARCHITECTURE INSTRUCTOR TAKES THE LEAD COORDINATING THE THREE COM PONENTS REGARDING MAJOR STUDIO ACTIVITIES EG JOINT REVIEW SESSIONS
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COMMUNITY PRESENTATIONS 4HE (&( PROJECT REPRESENTS APPROXIMATELY PERCENT OF THE STUDENT GRADE FOR THE BUILDING SYSTEMS COURSE WHICH IS TAKEN CONCURRENTLY WITH THE DESIGN PROJECTS AT THE $ETROIT 3TUDIO OR THE 0ONTIAC 3TUDIO 4HE (&( PROJECT IS NESTED WITHIN THE BUILDING SYSTEMS COURSE BUT THE (&( UNDERTAKING AND THE STUDIOS ARE DISTINCT PROGRAMS %ACH STUDIOS LOCATION IS AN IMPORTANT FACTOR GIVEN THE INTERDISCI PLINARY AND COLLABORATIVE STRUCTURE OF THE STUDIO AND ITS TYPICAL PROJ ECT CONTENT FOR EXAMPLE DESIGN OF A CHURCH IN A POOR URBAN AREA %ACH STUDIO IS LOCATED A SHORT DRIVE FROM POOR URBAN NEIGHBORHOODS IN $ETROIT OR 0ONTIAC %ACH HAS COMMUNITY BASED SATELLITE FACILITIES OF THE #OLLEGE OF !RCHITECTURE AND $ESIGN SERVING AS OUTREACH STUDIOS AND COMMUNITY LEARNING LABS TO ENGAGE THE COMMUNITY AND DIVERSE STAKEHOLDERS IN ANY GIVEN PROJECT 4HE (&( INVOLVEMENT ADDS A COM MUNITY BUILDING CONSTRUCTION EXPERIENCE TO COMPLEMENT THE DESIGN EMPHASIS OF THE STUDIOS (&( PROJECTS ARE LOCATED IN UNDERSERVED NEIGHBORHOODS IN 0ONTIAC /UR ROLE HAS BEEN TO PARTNER WITH THE CLI ENT (&( TO EXPLORE DESIGN AND CONSTRUCTION ALTERNATIVES THAT OFFER IMPROVEMENTS IN RESOURCE CONSERVATION AND SUSTAINABILITY &OR THE LAST THREE YEARS ALMOST THE ENTIRE JUNIOR CLASS ABOUT ARCHITECTURE STUDENTS HAS COMMITTED EIGHT HOURS TO THE (&( PROJECT -OST STUDENTS ARE ENCOURAGED TO SIGN UP FOR TWO DIFFERENT FOUR HOUR PERIODS SO THAT THEY CAN PARTICIPATE IN DIFFERENT PORTIONS OF THE CON STRUCTION PROCESS /UR APPROXIMATELY HOURS REPRESENT ABOUT ONE HALF OF THE VOLUNTEER HOURS NECESSARY TO BUILD A HOUSE 4HE STUDENT AC TIVITY CONCLUDES WITH INDIVIDUAL REPORTS OF THEIR ACTIVITIES COMPARING THE CONSTRUCTION SYSTEMS USED AT (&( WITH THOSE MOST COMMONLY OB SERVED IN LOCAL CONSTRUCTION )N GENERAL ,AWRENCE 4ECHS COMMITMENT TO BUILD THE MAJOR PART OF SQUARE FOOT HOUSES IN 0ONTIAC BEGINS WITH SPRING AND SUMMER MEETINGS WITH (&( OFlCIALS FULL TIME AND ADJUNCT TEACHING COLLEAGUES AND THE HOUSE DESIGNER 4HE COURSE FACIL ITATOR PARTICIPATES IN THE OFlCIAL GROUNDBREAKING EVENT AND STUDENTS PARTICIPATE IN THE lNAL HOUSE DEDICATION CEREMONIES /UR CONSTRUCTION INVOLVES A WEEKEND PRESENCE OVER A THREE MONTH PERIOD ENDING JUST BEFORE 4HANKSGIVING 4HE HOUSE COMPLETION IS ACCOMPLISHED BY OTHER VOLUNTEERS DURING THE WINTER MONTHS 4HE $ETROIT 3TUDIO IN PARTICULAR RECEIVES PROJECT PROPOSALS FROM COMMUNITY ORGANIZATIONS OR RESIDENTS WHO ARE INTERESTED IN COLLABO RATION !LL OF THE PROJECTS ARE LOCATED IN UNDERSERVED AREAS OF $ETROIT 0ROPOSALS ARE REVIEWED BY THE STUDIOS COORDINATING FACULTY AND ITS AD VISORY COMMITTEE
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4HEORETICAL #ONSTRUCTS AND 3TRATEGIES FOR A (OLISTIC )NQUIRY 4HE PROJECTS ADDRESS THE CONCERNS AND IDEALS DESCRIBED EARLIER IN THE WORKS BY "OYER AND -ITGANG AND OTHERS BUT SPECIlC MODELS PROPOSED BY OTHER SCHOLARS PROVIDE A THEORETICAL UNDERPINNING AND PRACTICAL TOOLS 7E WILL DISCUSS THE lVE MODELS BELOW
#ONVERSATION 3CHNEEKLOTH AND 3HIBLEY PROPOSING THE PLACE MAKING MODEL ARGUE THAT PLACE MAKING EMBODIES A SET OF TASKS PERFORMED TO SUPPORT PRACTICE CREATING AN OPEN SPACE FOR DIALOGUE ABOUT PLACE AND PLACE MAKING THROUGH GOOD RELATIONSHIPS WITH CONSTITUENCIES OR STAKEHOLD ERS SEEKING THE DIALECTICAL WORK OF CONlRMATION AND INTERROGATION AND FACILITATING THE FRAMING OF ACTION 3UCH PLACE MAKING CAN BE REAL IZED IN PART THROUGH A CONVERSATION BASED hCONSTRUCTIVEv DESIGN PRO CESS TO PROMOTE MORE ACTIVE COMMUNITY PARTICIPATION &REQUENT IN FORMAL BUT PERSONALIZED hDESK CRITS v FOR EXAMPLE AT THE $ETROIT 3TUDIO AND THE 0ONTIAC 3TUDIO EMULATE INTENSE CONVERSATIONAL PLACE MAKING 2EGARDING THE (&( UNDERTAKING SELECTED STUDENTS AND THE (&( TEAM ARE CONSTANTLY ENGAGED IN CONVERSATION AS ISSUES ARISE DAILY AT THE CONSTRUCTION SITE
3OCIAL ,EARNING $OGAN AND :IMRING SEEKING TO DEMONSTRATE THE SOCIAL LEARNING BEN ElT OF INTERACTION WITH CLIENTS ARGUE THAT THE RELATIONSHIP BETWEEN PROGRAMMING AND DESIGN IS INTERACTIVE 0ROGRAMMATIC ISSUES AND DESIGN ISSUES SHOULD BE CLARIlED TOGETHER !CCORDINGLY DURING THIS INTERACTIVE PROCESS BOTH CLIENT AND ARCHITECT ASSUME SIGNIlCANT RESPONSIBILITIES AND CLIENTS HAVE THE POTENTIAL TO PLAY CRUCIAL ROLES IN DESIGN 4HE INTERACTIVE MODEL SUGGESTS THAT THE ARCHITECT EXPERTS SHOULD FACILITATE THE OPPORTUNITY FOR CLIENTS TO PLAY A CO PARTNER ROLE IN IDENTIFYING CHALLENGES AND OPPORTUNITIES THAT THE PROJECT PRESENTS AND IN DEVELOPING OR EVALUATING DESIGN ALTERNATIVES 3UCH AN INTERACTIVE PROCESS OFFERS THE OPPORTUNITY FOR EACH PARTY TO LEARN FROM THE OTHERS PERSPECTIVES IN DIVERSE SOCIAL SETTINGS &REQUENT INFORMATIVE MEETINGS AND FOCUS GROUP SESSIONS WITH THE STUDIO CLIENTS AND OTHER STAKEHOLD ERS AT THE $ETROIT 3TUDIO OR THE 0ONTIAC 3TUDIO AS WELL AS CONSTANT ON SITE INTERACTION AMONG THE STUDENTS THE (&( CLIENT AND THE HOUSE DESIGNER PROVIDE AMPLE OPPORTUNITY FOR RICH SOCIAL LEARNING
.EGOTIATION 4HE APPROACH TAKEN IN $AYS CONSENSUS DESIGN MODEL POSITS NE GOTIATION AS AN ESSENTIAL COMPONENT OF SUCCESSFUL CONSENSUS BUILDING $AY CONTENDS THAT WHEN PROFESSIONALS DESIGN PLACES FOR PEOPLE MANY THINGS OBVIOUS TO THE RESIDENTS ARE OVERLOOKED WHEN PLACES ARE DE
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SIGNED BY LAYPERSONS THE DESIGN CAN SUFFER FROM A LOWEST COMMON DE NOMINATOR EFFECT WHEN PLACES ARE DESIGNED BY BOTH TOGETHER CONmICT OFTEN ENSUES (OWEVER AS THE AUTHOR ARGUES CO DESIGN IS NOT DOOMED TO CONmICT OR BANALITY IF IT IS MANAGED CORRECTLY #ONSENSUS DESIGN TEACHES US HOW TO REACH AGREEMENT WITHIN A SPECIlC TIME FRAME WITH DIVERSE GROUPS OF PEOPLE .EGOTIATION IS ONE SUCH APPROACH TO FACILI TATE CONSENSUS #ONSENSUS DESIGN CAN INVOLVE PEOPLE IN MEANINGFULLY SHAPING WHERE THEY LIVE AND WORK #ONSTRUCTIVE NEGOTIATION CAN HELP STAKEHOLDERS TO SEE OPPORTUNITIES AND CHALLENGES THAT EACH OTHERS EN VIRONMENTS PRESENT TO RECOGNIZE THE CONSTRAINTS WITHIN WHICH THEY HAVE TO WORK TO LIVE TOGETHER BUT DIFFERENTLY AND TO MAINTAIN STABLE AND HEALTHY RELATIONSHIPS AMONG DIFFERENT PARTIES $AY ARGUES THAT CONSENSUS CAN INmUENCE SOCIAL STABILITY PERSONAL HEALTH AND BUILDING LONGEVITY ALL OF WHICH IN TURN AFFECT ENVIRONMENTAL COSTS )N VARIOUS REVIEWS AT THE $ETROIT 3TUDIO AND THE 0ONTIAC 3TUDIO SESSIONS BOTH FOR MAL AND INFORMAL ALL PARTICIPANTS ARE CHALLENGED TO ENGAGE IN NEGOTI ATION CONCERNING DESIGN DECISIONS 3IMILARLY (&( PROJECT PARTICIPANTS ARE OFTEN INVOLVED IN NEGOTIATION REGARDING THE SELECTION OF BUILDING MATERIALS IN TERMS OF BUDGET AND CONSTRUCTION TIMING
&IGURE $ISTRIBUTION OF SURVEY QUESTIONNAIRE AND CONTACT WITH RESIDENTS #OMMUNITY 4HEATRE $ESIGN AND 5RBAN AND #ULTURAL 2EGENERATION 0ROJECT IN $ETROIT
$ELIBERATIVE $ESIGN AND 0RACTICES &ORESTER IN 4HE $ELIBERATIVE 0RACTITIONER CONTENDS THAT CITIZEN PAR TICIPATION IN SUCH COMPLEX ISSUES AS THE QUALITY OF THE ENVIRONMENT HOUSING AND URBAN DESIGN OFTEN PROVOKES ANGER AMONG STAKEHOLDERS AND POWER PLAYS BY MANY AS WELL AS APPEALS TO RATIONAL ARGUMENT &ORESTER SHOWS HOW SKILLFUL DELIBERATIVE PRACTICES CAN FACILITATE PRAC TICAL AND TIMELY PARTICIPATORY PLANNING PROCESSES (E DRAWS ON LAW PHILOSOPHY LITERATURE POLITICAL SCIENCE AND PLANNING TO EXPLORE THE
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CHALLENGES AND POSSIBILITIES OF DELIBERATIVE PRACTICE &ORESTERS IDEAS ARE RELEVANT TO ARCHITECTURE SINCE THE DESIGN AND CONSTRUCTION CONTEXT IS OFTEN FRAUGHT WITH DIFFERENCES CONmICTS AND INEQUALITIES ! DESIGN AND BUILDING PROCESS CAN SHAPE OPINION AND CREATE VALUE TRANSFORM ING NOT JUST MATERIAL CONDITIONS BUT HUMAN RELATIONSHIPS &ORESTERS THEORY DEMONSTRATES THE SIGNIlCANCE OF PUBLIC DELIBERATIONS THAT GIVE SPACE TO PLURAL VOICES AND STRENGTHEN DEMOCRATIC PRACTICES (E ARGUES THAT ADVERSARIAL SITUATIONS ARE NOT PREDETERMINING )N THE CONTEXT OF DESIGN OR CONSTRUCTION SOLUTIONS THEY CAN BE NEGOTIATED TOWARD COL LABORATIVE ACTION $ELIBERATIVE DESIGN AND PRACTICES SHOULD USE A PRO CESS OF LEARNING TOGETHER TO CRAFT STRATEGIES TOWARD GREATER COMMUNITY GOOD 3PECIlC EXAMPLES THAT PROMOTE DELIBERATIVE DESIGN AND PRAC TICES SUCH AS GROUP DECISION MAKING WORKSHOPS OR DESIGN CHARRETTES UNDERTAKEN AT THE $ETROIT 3TUDIO OR THROUGH THE (&( INVOLVEMENT ARE DISCUSSED LATER &IGURES AND
%NVIRONMENT AND "EHAVIOR 0ERSPECTIVE "OYER AND -ITGANG EMPHASIZE ENVIRONMENT AND BEHAVIOR IN DESIGN EDUCATION AND PRACTICE #ANTERS hPLACEv MODEL IS ONE SUCH EX AMPLE OF A SOCIAL SCIENTIlC PERSPECTIVE (E PROPOSES THAT PLACE CON SISTS OF PHYSICAL ATTRIBUTES PEOPLES BEHAVIOR AND PEOPLES MEANING 4HIS SUGGESTS THAT AN INQUIRY INTO A PLACE REQUIRES AN UNDER STANDING OF ITS CHARACTERISTICS EG THE CONDITION OF BUILDINGS AND OF THE PEOPLE WHO USE IT EG ACTIVITIES DEMOGRAPHIC INFORMATION 'IVEN THE POVERTY OF THE NEIGHBORHOODS WE WORK WITH AT THE $ETROIT 3TUDIO FOR EXAMPLE THIS WOULD REQUIRE US TO BETTER UNDERSTAND THE UNIQUE NEEDS OF THE SUBGROUPS WITHIN ANY GIVEN PLACE 3UCH INVESTIGATION WOULD OFTEN REQUIRE A SOCIAL SCIENTIlC APPROACH SUCH AS A SURVEY )N $ETROIT OR 0ONTIAC WITHIN AN AUDIENCE THAT IS PRIMARILY !FRICAN !MERI CAN THE SUBGROUPS OFTEN INCLUDE CHILDREN AND OLDER PEOPLE AS WELL AS PEOPLE OF ALL AGES WITH DISABILITIES 3IMILARLY THE ,AWRENCE 4ECH TEAM IN ITS COLLABORATION WITH (&( CONSIDERS DEMOGRAPHIC SOCIAL AND ECO NOMIC FACTORS IN DECIDING FOR EXAMPLE APPROPRIATE BUILDING MATERIALS THROUGH BEHAVIORAL OBSERVATIONAL AND PRECEDENT STUDIES $RAWING UPON THESE lNDINGS WE HAVE CREATED A DESIGNRESEARCH STUDIO OR A BUILDING CONSTRUCTION PROJECT USING INTERDISCIPLINARY COM MUNITY BASED AND COLLABORATIVE APPROACHES TO ARCHITECTURE AND UR BAN ISSUES &URTHERMORE WE HAVE EXPLORED ARCHITECTURAL DESIGN OR CONSTRUCTION CONCEIVED AS A SET OF hDELIBERATIVEv PRACTICES 4O THIS END THE $ETROIT 3TUDIO THE 0ONTIAC 3TUDIO AND THE (&( PROJECT FOCUS ON THE USE OF ARCHITECTURAL DESIGN OR CONSTRUCTION AS A TOOL TO PROMOTE SO CIAL LEARNING NEGOTIATION CONVERSATION AND COMMUNITY BUILDING !LL OF THESE CONSTRUCTS CONVERSATION A DIALOGUE ON COMMON GOALS SO CIAL LEARNING SHARING COMMUNITY PERSPECTIVES NEGOTIATION FOR GROUP CONSENSUS AND DELIBERATIVE PRACTICES FOSTERING PARTICIPATION FOR CRE
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ATING COMMUNITY VALUE PROMOTE COMMUNITY BUILDING DURING THE PLANNING DESIGN AND CONSTRUCTION OF THE BUILT ENVIRONMENT !NY GIVEN PROJECT AREA BECOMES A LIVING LABORATORY FOR EXPLORING FRESH PERSPECTIVES IN COMMUNITY DESIGN OR BUILDING CONSTRUCTION FOR FOSTERING HEALTHY CULTURAL REFORM AND FOR REVITALIZING THE URBAN EN VIRONMENT 4HE STUDIO OR THE PROJECT SERVES AS A CIVIC DESIGN FORUM FOR DEBATING CONTEMPORARY DESIGN PARADIGMS DEVELOPING ARGUMENTS FOR NEW URBAN THEORIES AND TESTING THEORIES 4O ACCOMPLISH THIS THE $ETROIT AND 0ONTIAC STUDIOS IN ADDITION TO INCLUDING THE TYPICAL FOCUS GROUP SESSIONS CHARRETTES NEIGHBORHOOD PRESENTATIONS CRITS AND WORKSHOPS ENGAGE IN SOCIAL SCIENTIlC RESEARCH INTERVIEWS A SURVEY OBSERVATIONAL STUDIES POST OCCUPANCY EVALUATION AND ARCHI VAL RESEARCH 2ESEARCH ACTIVITIES INCLUDE TESTING HYPOTHESES EVALUAT ING EXISTING FACILITIES CONDUCTING FEASIBILITY STUDIES AND FORMULATING DESIGN PRINCIPLES 3OCIAL SCIENTIlC RESEARCH IS ALSO USED TO EVALUATE STUDENT WORK AND STUDIO OUTCOMES FOR EXAMPLE BY TESTING A DESIGN HYPOTHESIS THROUGH A COMMUNITY SURVEY
&IGURE $ELIBERATIVE DESIGN WITH STUDENTS AND STAKEHOLDERS 1UINN !-% #HURCH $ESIGN AND .EIGHBORHOOD 2EVITALIZATION 0ROJECT AT $ETROIT 3TUDIO $OCUMENTATION OF STUDIO OUTCOMES INVOLVES NOT JUST THE lNAL PRODUCT BUT ALSO THE PROCESS WHAT STEPS WE TAKE HOW WE ARRIVE AT CONSENSUS HOW WE RESOLVE CONmICTS OR DIFFERENCES OF OPINION IN DE SIGN WHAT DISAGREEMENTS WE HAVE AND HOW WE USE DISAGREEMENT TO PROMOTE CONSENSUS 3TUDIO PUBLICATIONS INCLUDE IN GENERAL STUDENTS DESIGN AND PLANNING WORKS OUTCOMES OF COMMUNITY BASED ACTIVITIES EG MEETINGS WITH RESIDENTS COMMUNITY DESIGN CHARRETTES lELD TRIPS AND SITE VISITS AND INFORMATION ON INTERVIEWS SURVEYS AND OTHER RESEARCH TASKS 2EADERS OF STUDIO PUBLICATIONS WOULD BE ABLE TO USE SUCH PROCESS BASED INFORMATION AS A PRACTICAL PRECEDENT SETTING EDU
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CATIONAL RESOURCE )N THE CASE OF THE (&( PROJECT SELECTED STUDENTS SHADOW THE (&( HOUSE LEADER DOCUMENTING THE KEY ACTIVITIES OF THE DAY 4HIS GRAPHIC AND WRITTEN COMMENTARY IS INTENDED TO ASSIST HOUSE LEADERS IN THE PRODUCTION OF SAFE EFlCIENT AND ACCURATE RESULTS IN GREATLY EXPANDED (&( CONSTRUCTION IN THE FUTURE /NCE THE SEMESTER BEGINS THE STUDENTS GAIN DIRECT CONTACT WITH THE STUDIO CLIENTS AND OTHER STAKEHOLDERS THROUGH SITE TOURS INTER VIEWS THE SURVEY MEETINGS PRESENTATIONS FOCUS GROUP SESSIONS DE SIGN CHARRETTES DESK CRITS AND THE PUBLIC RECEPTION OF THE lNAL PROJ ECT 3OME MEETINGS AND INTERVIEWS ARE INITIATED OR COORDINATED BY THE STUDENTS THEMSELVES !LSO THE STUDIO ACTIVITIES ARE SHARED WITH THE ENTIRE UNIVERSITY VIA THE $ETROIT 3TUDIOS WEBSITE WWWTUEDUDE TROITSTUDIO CURRENTLY BEING RENOVATED OR THE UNIVERSITYS SITES 4HE FOCUS GROUP SESSIONS AND A COMMUNITY CHARRETTE PROVIDE ADDITIONAL SPECIAL OCCASIONS WHEN OTHER STUDENTS AND INSTRUCTORS ARE WELCOME TO PARTICIPATE
3PECIlC 0ROCESSES AND !PPROACHES 5NDERSTANDING THE .EEDS OF THE 3UBGROUPS WITHIN A 4ARGET !REA 4HE FOLLOWING IS AN OVERVIEW OF A MULTIFACETED SYSTEM THAT WE INCOR PORATED INTO THE TWO STUDIOS AND THE (&( INVOLVEMENT TO ADDRESS THIS ISSUE EFFECTIVELY &OR EXAMPLE REGARDING THE CURRENT PROJECT AT THE $E TROIT 3TUDIO h#OMMUNITY 4HEATRE AS A #ATALYST FOR 5RBAN AND #UL TURAL 2EGENERATION IN 0OOR !REAS OF $ETROITv THE STUDENTS HAVE BEEN CONDUCTING SITE LOCAL AND REGIONAL ANALYSES OF OUR PROJECT AREA /NE OF THE MAIN GOALS OF THE ANALYSIS IS IMPROVED UNDERSTANDING OF KEY DEMOGRAPHIC CHARACTERISTICS 4HE CLASS AND THE $ETROIT 2EPERTORY 4HE ATRE OUR STUDIO CLIENT MET SEVERAL TIMES TO COMPARE NOTES REGARDING THE lNDINGS OF RESEARCH BY STUDENTS AND THE THEATER 4HIS WAS TO BEN ElT FROM ONE ANOTHERS PERSPECTIVES AND TO CAPTURE A REASONABLY AC CURATE DEMOGRAPHIC PICTURE OF THE PROJECT AREA )N THE ,ODGE,INWOOD !REA #OMMUNITY $ESIGN PROJECT THIS WAS DONE IN COLLABORATION WITH STUDENTS IN AN URBAN PLANNING CLASS FROM OUR NEIGHBORING UNIVERSITY AND THE STUDIO CLIENTS 4HE SECOND COMPONENT OF THE MULTIFACETED APPROACH IS USING THE INITIAL lNDINGS OF THE DEMOGRAPHIC ANALYSIS AS A BASE FROM WHICH TO REACH OUT TO LOCAL COMMUNITY ORGANIZATIONS 7ITH THE ASSISTANCE OF BLOCK ORGANIZATIONS AND OTHER GROUPS WE ATTEMPT TO IDENTIFY AND UN DERSTAND THE UNIQUE NEEDS OF THE SUBGROUPS WITHIN THE TARGET AREA 2EGARDING THE 3OUTHWEST $ETROIT .EIGHBORHOOD 5RBAN $ESIGN PROJECT IN THE SPRING TERM THE CLASS HAD A NUMBER OF MEETINGS AT THE STUDIO WITH SOME OF THESE ORGANIZATIONS REGARDING THE NEEDS AND CON CERNS OF THE SUBGROUPS AND THE COMMUNITY AT LARGE )N SOME OF THE PROJECTS AT THE $ETROIT 3TUDIO A SERIES OF WORKSHOP MINI SESSIONS WAS
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HELD WITH CITY PLANNERS DEVELOPERS OF PUBLIC HOUSING ECONOMIC AND BUSINESS DEVELOPMENT AGENCIES TRANSPORTATION PROVIDERS AND TRAFlC PLANNERS AND OTHER REPRESENTATIVES OF MUNICIPAL SERVICES 4HE SES SIONS ENABLED COMMUNITY LEADERS TO GATHER AND EXCHANGE INFORMA TION ABOUT AGENCY SERVICES AND PUBLIC APPROVAL 4HIS AIDED IN DEVELOP ING A GREATER PUBLIC AWARENESS ABOUT THE GROUPS PLANS FOR COMMUNITY REDEVELOPMENT ACTIVITIES 3TUDENTS ENJOYED AMPLE SOCIAL LEARNING OP PORTUNITIES TO INTERACT WITH ALL PARTICIPATING COMMUNITY GROUPS )N THE ,ODGE,INWOOD !REA #OMMUNITY $ESIGN PROJECT COMMU NITY LEADERS REPRESENTING NONPROlT GROUPS AND LOCAL NEIGHBORHOOD BLOCK CLUBS FORMED A STEERING COMMITTEE WHOSE PURPOSE WAS TO BE THE PRIMARY CONTACT GROUP TO FACILITATE RESIDENT INVOLVEMENT AND TO IDENTIFY THE NEEDS OF SUBGROUPS )N THE (&( PROJECT THE STUDENTS IN TERACT WITH OUR CLIENT (&( AND THE HOUSE DESIGNER TO FACILITATE SO CIAL LEARNING OPPORTUNITIES IN WHICH ALL PARTICIPANTS DEBATE TYPES OF CONSTRUCTION MATERIALS AND SYSTEMS SO AS NOT TO DELAY THE PROJECT OR STRAIN THE LIMITED BUDGET /UR ROLE HAS BEEN TO BRIDGE THE GAP BETWEEN OUR CLIENT AND THE HOUSE DESIGNER TO SUGGEST THE USE OF VARIOUS CON STRUCTION MATERIALS AND SYSTEMS THAT WILL lT THE NEEDS OF THE TARGET RESIDENTS 4HESE TWO APPROACHES OFFER SOCIAL LEARNING OPPORTUNITIES THROUGH WHICH STUDIO PARTICIPANTS CAN ENRICH THEIR VIEWS ON THE CHAR ACTERISTICS OF THE TARGET COMMUNITY 4HE THIRD COMPONENT IS CONDUCTING IN DEPTH INTERVIEWS WITH REP RESENTATIVE SAMPLES OF EACH OF THE SUBGROUPS REGARDING THEIR NEEDS 7E DEVELOPED THE INTERVIEW QUESTIONS FOR THE #OMMUNITY 4HEATRE AND 5RBAN AND #ULTURAL 2EGENERATION PROJECT AND FOR THE 3OUTHWEST $ETROIT .EIGHBORHOOD 5RBAN $ESIGN PROJECT AT THE $ETROIT 3TUDIO IN COLLABORATION WITH THE STUDENTS THE CLIENT AND OTHER ORGANIZATIONS BASED ON THE OUTCOMES OF THE SECOND COMPONENT ABOVE /UR STUDENTS AND WE CONDUCTED THE INTERVIEWS 4HE FOURTH COMPONENT IS USING SOCIAL SCIENTIlC METHODS TO EX PLORE THE NEEDS OF THE SUBGROUPS 2EGARDING THE 1UINN !-% #HURCH AND .EIGHBORHOOD 2EVITALIZATION PROJECT THE #OMMUNITY 4HEATRE AND 5RBAN AND #ULTURAL 2EGENERATION PROJECT AND THE 3OUTHWEST $ETROIT .EIGHBORHOOD 5RBAN $ESIGN PROJECT AT THE $ETROIT 3TUDIO AN EFFORT WAS ALREADY UNDERWAY BY US TO DEVELOP A QUESTIONNAIRE SURVEY IN THE BEGINNING OF THE SEMESTER 4HE MAIN GOAL WAS TO REACH THE LARGER POPULATION IN THE TARGET AREA ESPECIALLY GROUPS WHO WERE UNDERREP RESENTED OR RELUCTANT TO PARTICIPATE IN THE IN DEPTH INTERVIEW SESSIONS MENTIONED ABOVE -OREOVER THE CONVERSATIONAL AND QUALITATIVE NATURE OF INTERVIEWS SUPPORTED THE QUANTITATIVE DATA OF THE SURVEY 4HE PRE LIMINARY QUESTIONNAIRE WAS DEVELOPED ON THE BASIS OF ADDITIONAL lELD WORK AND INTERVIEWS WITH THE CLIENT GROUP AND OTHER STAKEHOLDERS 4HE STUDENTS THE CLIENT AND THE COMMUNITY GROUPS REVIEWED THE DRAFT SURVEY 7E HAD MULTIPLE PRETESTS IN THE BEGINNING OF THE SEMESTER 4HE
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STUDIO CONDUCTED FOLLOW UP INTERVIEWS WITH SOME OF THE SURVEY PAR TICIPANTS WHO WERE WILLING TO BE INTERVIEWED
!PPROACH TO 2EVIEW OF 3TUDENTS 7ORK 4HE FOLLOWING DESCRIBES THE PHILOSOPHY AND PROCESS USED FOR THE IM PLEMENTATION OF THE HOLISTIC ASSESSMENT OF THE STUDENTS PROJECTS AT THE TWO STUDIOS ! HOLISTIC ASSESSMENT APPROACH INCORPORATES VARIOUS MEASURES THAT ARE INCLUSIVE BALANCED AND MULTIDIMENSIONAL ! STU DIO ACTS BOTH AS A COMMUNITY OUTREACH AGENCY AND A LEARNING LAB TO ENGAGE THE COMMUNITY AND DIVERSE STAKEHOLDERS IN A GIVEN SEMESTERS PROJECT "OTH ASPECTS PROVIDE AMPLE OPPORTUNITY FOR PARTICIPANTS TO ASSESS THE STUDENTS WORK ACCORDING TO AN APPROACH THAT IS INTERDISCI PLINARY PROCESS AND PRODUCT BASED INCREMENTAL AND COMPREHENSIVE FORMAL AND INFORMAL THEORETICAL AND PRACTICAL AND ARCHITECTURAL AND SOCIAL SCIENTIlC
&IGURE $ESIGN CHARRETTE WITH COMMUNITY ,ODGE,INWOOD #OMMUNITY $ESIGN 0ROJECT AT $ETROIT 3TUDIO &OR EXAMPLE IN THE CASE OF THE 3OUTHWEST $ETROIT .EIGHBORHOOD 5RBAN $ESIGN PROJECT WE DID NOT COMPLETELY REJECT THE TYPICAL TRA DITIONAL REVIEW PROCESS WHERE STUDENTS PUBLICLY PRESENT THEIR WORK TO EXPERT JURIESCRITICS FOR THEIR COMMENTS 2ATHER THE STUDIO INVITED THE CRITICS TO THE PUBLIC ARENA WHERE THEIR VIEWS POINTS OF FOCUS AND REVIEW APPROACHES WERE CONTESTED AND CONTRASTED WITH THE VIEWS OF OTHER STAKEHOLDERS SUCH AS THE STUDIO CLIENTS LOCAL COMMUNITY ORGANI ZATIONS AND LOCAL OFlCIALS 4HIS PUBLIC FORUM EXPOSED DISAGREEMENTS CONmICTS AND MISCOMMUNICATIONS AND ALL ASSESSING PARTIES HAD TO LEARN HOW TO RECONCILE DIFFERENCES AMONG PARTICIPANTS OF DIVERSE BACK GROUNDS AND BETWEEN THEORY AND PRACTICE 0ARTICIPANTS LEARNED HOW TO ARRIVE AT A TIMELY CONSENSUS ABOUT A SUCCESSFUL OR DESIRABLE RESPONSE TO THE ISSUES THAT THE TARGET COMMUNITY AND THE CLIENT GROUP FACED
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4HE KEY LAY IN PROMOTING EACH PARTICIPANTS ABILITY TO MANAGE DIFFER ENCES DEMOCRATIC DECISION MAKING AND COLLECTIVE AGREEMENT THROUGH VARIOUS REVIEW AND DELIBERATIVE PROCESSES 4HESE APPROACHES PROMOT ED AMPLE OPPORTUNITIES FOR RICH SOCIAL LEARNING DELIBERATIVE PRACTICE AND NEGOTIATION !LSO INCORPORATED INTO THE SCHEDULE THROUGHOUT THE SEMESTER ARE NUMEROUS LESS FORMAL OR PROGRESS REVIEWS SUCH AS WEEKLY ASSIGNMENT PROGRESS REVIEWS A PRE lNAL REVIEW AND INDIVIDUAL DESK CRITS WHERE STUDENTS HAVE MORE INFORMAL CASUAL OR CONVERSATIONAL BUT NEVERTHE LESS FOCUSED AND PERSONALIZED ATTENTION AND INPUT FROM DESIGN EXPERT CRITICS AND LAYPEOPLE EG STUDIO CLIENTS AS WELL AS MUNICIPAL OFl CIALS !RGUABLY THIS TYPE OF INFORMAL REVIEW IN A NON THREATENING AT MOSPHERE ALSO RESPECTS THOSE INTROVERTED STUDENTS WHO DO NOT ALWAYS PERFORM WELL IN A TRADITIONAL REVIEW PROCESS -OREOVER SUCH CASUAL CONVERSATIONAL INDIVIDUAL BASED REVIEWS CAN BENElT NONTRADITIONAL STUDENT GROUPS IN THE DIVERSE STUDENT MIX AT THE $ETROIT 3TUDIO &OR THE (&( PROJECT THE HOUSE DESIGNS HAVE SUGGESTED FEATURES MATERIALS AND SYSTEMS THAT EXCEED CODE AND (&( MINIMUMS .E GOTIATIONS WITH (&( MATERIAL SUPPLIERS AND THE HOUSE DESIGNER SOMETIMES RESULT IN TRADEOFFS *UDGING HOW BEST TO UNDERSTAND THESE TRADEOFFS lGURES IN THE EXAMINATION TOPICS AS PART OF THE STUDENTS PROGRESS REVIEW AND THE PROJECT REVIEW )N OUR MOST RECENT PROJECT FOR EXAMPLE SUGGESTIONS TO USE MORE ENERGY EFlCIENT AND COSTLY WALL AND ROOF FRAMING AND INSULATION WERE ADOPTED 2ECOMMENDATIONS FOR THE USE OF FRAMING SYSTEMS THAT USE FEWER RESOURCES WERE REJECTED THOUGH IN ORDER TO CONTROL BUDGETS AND CONSTRUCTION TIMING AND TO ASSURE ADEQUATE STUDENT VOLUNTEER SUPERVISION BY TRAINED PERSONNEL 4HE STUDENTS ARE AWARE OF THESE NEGOTIATIONS AS THEY BUILD USING THE SELECTED SYSTEMS AND MATERIALS
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&IGURE $ELIBERATIVE PRACTICES WITH STUDENTS (ABITAT &OR (UMANITY OFlCIALS INSTRUCTORS AND RESIDENTS IN 0ONTIAC #OMMUNITY BASED DESIGN CHARRETTES AND FOCUS GROUP SESSIONS PROVIDE INVALUABLE VENUES FOR TESTING THE STUDENTS DESIGN HYPOTHESES AND REVIEWING PRELIMINARY DESIGN ALTERNATIVES THROUGH HANDS ON COL LECTIVE EXERCISES AND THEMATIC GROUP DISCUSSION IN THE CLASS AND WITH VARIOUS PARTICIPATING GROUPS -OREOVER THE SURVEY OF THE STUDIO PAR TICIPANTS SUGGESTS THAT THESE EVENTS HELP PROMOTE COMMUNITY BUILD ING EFFORTS /N THE WHOLE GRADING IS BASED ON THE COMBINED ASSESSMENT SCORES OF STUDENTS WORK AS JUDGED BY ALL PARTICIPATING REVIEWERS DESIGN EXPERTS STUDIO CLIENT LOCAL COMMUNITY ORGANIZATIONS AND US 2EVIEW ERS USE THE QUESTIONNAIRE TO DOCUMENT THEIR COMMENTS OR GRADES FOR EACH REVIEW /VERALL STUDENT PROGRESS IS AGGREGATED AND INCORPORATED INTO THE PUBLICATION OF THE lNAL STUDIO PROJECTS 4HIS IS ONE WAY TO EN SURE THE DOCUMENTATION OF THE PROCESS THROUGH WHICH STUDIO PROGRESS IS MADE )N THE 3OUTHWEST $ETROIT .EIGHBORHOOD 5RBAN $ESIGN PROJECT AND THE 1UINN !-% #HURCH $ESIGN AND .EIGHBORHOOD 2EVITALIZATION PROJ ECT THE SURVEY QUESTIONNAIRE AND INTERVIEWS WERE USED TO ASSESS THE OVERALL OUTCOMES OF THE STUDIO AT THE $ETROIT 3TUDIO AFTER THE SEMESTER WAS COMPLETED 4HIS WAS USED IN TURN TO ASSESS THE STUDIO FROM THE VIEWPOINT OF THE CLIENTS OTHER STAKEHOLDERS AND GUEST CRITICS
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#ONCLUSION 3TUDENTS STUDIO CLIENTS COMMUNITY RESIDENTS GUEST CRITICS AND OTHER STAKEHOLDERS HAVE PARTICIPATED IN A SURVEY AND INTERVIEWS SINCE FALL "ASED ON COMPLETED SURVEY QUESTIONNAIRES WHICH INCLUDED BOTH CLOSED AND OPEN ENDED QUESTIONS MORE THAN PERCENT OF RE SPONDENTS REPORTED THAT THE STUDIO EXPERIENCE WAS POSITIVE IN VARIOUS RESPECTS 4HE BENElTS INCLUDED GAINING REAL LIFE EXPERIENCE LEARNING FROM DIVERSE PERSPECTIVES EXPERIENCING A SENSE OF COMMUNITY PRO MOTING COMMUNITY BUILDING LEARNING FROM VARIOUS DISCIPLINES BUILD ING WORKING RELATIONSHIPS WITH STAKEHOLDERS AND NETWORKING TO NAME JUST A FEW 4HESE lNDINGS WERE CORROBORATED BY QUALITATIVE INTERVIEW lNDINGS 2ESPONDENTS FREQUENTLY COMMENTED TO THE EFFECT THAT THE STUDIO TAUGHT THEM HOW TO WORK WITH PEOPLE WHO WERE DIF FERENT FROM THEM IN TERMS OF AGE RACE OR EDUCATIONAL BACKGROUND h) LEARNED THAT REALITY OUT THERE IS MESSY v IS A TYPICAL COMMENT hTHINGS TAKE SO MUCH TIME AND EFFORT BEING INCLUSIVE AND COLLABORATIVE IS SO IMPORTANT v 4HE FEW COMMENTS ON NEGATIVE ASPECTS OF THE EX PERIENCE MENTIONED DISAGREEMENTS WORKING ON GROUP PROJECTS WHERE DIVERSE STAKEHOLDERS HAD STRONG VOICES ON EVERY ISSUE AND NOT BEING ABLE TO MAKE DECISIONS IN AN EXPEDITIOUS MANNER BECAUSE SO MANY PEOPLE PARTICIPATED IN THE PROJECT -OST RESPONDENTS AGREED THAT THE APPROACH TAKEN AT THE $ETROIT 3TUDIO AND THE 0ONTIAC 3TUDIO GAVE THEM AN INVALUABLE OPPORTUNITY TO EXPERIENCE PLACE MAKING IN A HOLISTIC WAY 4HE OUTCOMES OF THE INTERVIEWS AND THE SURVEY OF PARTICIPANTS IN THIS INTERDISCIPLINARY AND COLLABORATIVE STUDIO DEMONSTRATE THE CONSIDERABLE BENElTS OF LEARNING FROM PEOPLE WHO REPRESENT DIVERSE PROFESSIONAL AND DISCIPLINARY lELDS 4HE STUDIO ACTIVITIES PROMOTE A BETTER UNDERSTANDING OF THE CULTURAL POLITICAL AND ECONOMIC FABRIC THAT SHAPES URBAN DESIGN OR COMMUNITY DESIGN 4HIS IN TURN HELPS STUDENTS UNDERSTAND HOW DESIGN BECOMES MEANINGFUL FOR A COMMUNITY OR NEIGHBORHOOD AND HOW THEORY AND PRACTICE ARE WOVEN INTO A HOLISTIC VIEW OF AND INQUIRY INTO THE LARGE SCALE BUILT ENVIRONMENT
!CKNOWLEDGMENTS 7E WOULD LIKE TO THANK 0ROFESSOR $ANIEL &AORO OF ,AWRENCE 4ECHNO LOGICAL 5NIVERSITY FOR HIS CONTRIBUTION TO OUR PAPER
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2EFERENCES !DAPTIVE %NVIRONMENTS *ULY !CCESS TO $ESIGN 0ROFESSIONS WWWADAPTIVEENVIRON MENTSORG !CCESSED *ULY !)!3 4HE 2EDESIGN OF 3TUDIO #ULTURE ! 2EPORT OF THE !)!3 3TUDIO #ULTURE 4ASK &ORCE 7ASHINGTON $# 4HE !MERICAN )NSTITUTE OF !RCHITECTURE 3TUDENTS "OYER % AND , -ITGANG "UILDING #OMMUNITY ! .EW &UTURE FOR !RCHITECTURE %DUCA TION AND 0RACTICE 0RINCETON .* #ARNEGIE &OUNDATION FOR THE !DVANCEMENT OF 4EACHING #ANTER $ 4HE 0SYCHOLOGY OF 0LACE ,ONDON !RCHITECTURAL 0RESS #REWS 2 7HAT )S 3ERVICE ,EARNING 5NIVERSITY OF #OLORADO AT "OULDER 3ERVICE ,EARNING (ANDBOOK ST ED "OULDER #/ 5NIVERSITY OF #OLORADO AT "OULDER $AY # #ONSENSUS $ESIGN 3OCIALLY )NCLUSIVE 0ROCESS /XFORD !RCHITECTURAL 0RESS $OGAN & AND # :IMRING 3EPTEMBER h)NTERACTION OF 0ROGRAMMING AND $ESIGN 4HE &IRST 5NITARIAN #ONGREGATION OF 2OCHESTER AND ,OUIS ) +AHNv *OURNAL OF !RCHITECTURAL %DUCATION %HRLICH 4 h&OREWORDv )N 3ERVICE ,EARNING IN (IGHER %DUCATION #ONCEPTS AND 0RAC TICES EDITED BY "ARBARA *ACOBY ET AL PP XI XII 3AN &RANCISCO *OSSEY "ASS &ORESTER * 4HE $ELIBERATIVE 0RACTITIONER %NCOURAGING 0ARTICIPATORY 0LANNING 0ROCESSES #AMBRIDGE -)4 0RESS (OU * AND - 2IOS 3EPTEMBER h#OMMUNITY $RIVEN 0LACE -AKING 4HE 3OCIAL 0RACTICE OF 0ARTICIPATORY $ESIGN IN THE -AKING OF 5NION 0OINT 0ARKv *OURNAL OF !RCHITEC TURAL %DUCATION +RAFT 2 AND * +RUG h2EVIEW OF 2ESEARCH AND %VALUATION ON 3ERVICE ,EARNING IN 0UBLIC AND (IGHER %DUCATIONv )N "UILDING #OMMUNITY 3ERVICE ,EARNING IN THE !CADEMIC $ISCIPLINES EDITED BY 2 +RAFT AND - 3WADENER PP $ENVER #/ #OLORADO #AM PUS #OMPACT -AYO * !UTUMN h"OOK 2EVIEW 0LANNING OF THE &ACE OF 0OWER BY * &ORESTERv *OURNAL OF !RCHITECTURAL %DUCATION 0UTNAM 2 "OWLING !LONE 4HE #OLLAPSE AND 2EVIVAL OF !MERICAN #OMMUNITY .EW 9ORK 3IMON AND 3CHUSTER 3CHNEEKLOTH , AND 2 3HIBLEY 0LACEMAKING 4HE !RT AND 0RACTICE OF "UILDING #OM MUNITIES .EW 9ORK 7ILEY
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2EmECTION AND 2ECIPROCITY IN )NTERDISCIPLINARY $ESIGN 3ERVICE ,EARNING "Y +EITH $IAZ -OORE AND $AVID 7ANG )N "ARBARA *ACOBY SUGGESTED THAT hREmECTION AND RECIPROCITY ARE KEY CONCEPTS OF SERVICE LEARNINGv P 2EmECTION REFERS TO THE OPPOR TUNITIES TO MAKE LEARNED UNDERSTANDINGS EXPLICIT WHILE RECIPROCITY IS TWOFOLD IN NATURE SUGGESTING A SENSE OF EQUILIBRIUM WITH BOTH THE COMMUNITY AND STUDENTS VIEWED AS LEARNERS AND TEACHERS AND AN INTERACTION THAT BALANCES THE DIFFERENT AGENDAS OF THESE GROUPS !LSO IN THE )NTERDISCIPLINARY $ESIGN )NSTITUTE OF 7ASHINGTON 3TATE 5NIVERSITY 735 AT 3POKANE WAS FOUNDED WITH THE EXPLICIT MIS SION hTO ADVANCE KNOWLEDGE TO ENHANCE THE QUALITY OF PEOPLES LIVES IN THE BUILT AND NATURAL ENVIRONMENTx THROUGH INTERDISCIPLINARY IN STRUCTION RESEARCH AND SERVICE AMONG DESIGN CONSTRUCTION AND AL LIED DISCIPLINESv )NSTITUTING INTERDISCIPLINARY EXPECTATIONS WITHIN THE LEARNING SETTING NECESSARILY CHALLENGES THE ASSUMPTIONS OF LANGUAGE AND APPROACH FOUND IN THE DIFFERENT DISCIPLINES $IAZ -OORE 4HE IMPLEMENTATION OF SERVICE LEARNING HAS SHOWN SIGNIlCANT MERIT IN TRANSCENDING DISCIPLINARY BOUNDARIES WHILE SIMULTANEOUSLY POSING SUBSTANTIAL CHALLENGES TO STUDENTS TEACHERS AND THE INSTITUTION !LTHOUGH THE CONCEPTS OF REmECTION AND RECIPROCITY AS DElNED BY *ACOBY REMAIN INTERNAL TO THE SERVICE LEARNING ACTIVITY THIS ESSAY EX TENDS THE CONNOTATIONS OF THESE TERMS BY USING THEM TO STRUCTURE A REmECTIVE EVALUATION OF THE INTERDISCIPLINARY SERVICE LEARNING ACTIVITIES AT THE )NTERDISCIPLINARY $ESIGN )NSTITUTE 4HE FOCUS OF THE FOLLOWING PROGRAM EVALUATION IS CONSISTENT WITH THESE KEY ASPECTS OF SERVICE LEARNING AN ATTEMPT AT PRACTICING WHAT SERVICE LEARNING PREACHES 4HE CHAPTER FOCUSES ON THE TWO PRIMARY ACTIVITIES OF SERVICE LEARNING AT THE INSTITUTE NAMELY COMMUNITY DESIGN AND CONSTRUCTION CHAR RETTES AND INTERDISCIPLINARY DESIGN STUDIOS )T EVALUATES THE PROGRAM OF SERVICE LEARNING WITH A FOCUS ON BOTH REmECTION AND RECIPROCITY 2E mECTION REFERS TO A CRITICAL CONSIDERATION OF THE PURPOSES AND ACTION TAKING OF THE VARIOUS HUMAN SYSTEMS ENGAGED IN THE SERVICE LEARNING EXPERIENCE 2ECIPROCITY REFERS TO THE BALANCE IN EXCHANGE FOUND IN THE RELATIONSHIPS AMONG STUDENTS FACULTY INSTITUTE AND COMMUNITY HERE DISCUSSED IN TERMS OF SOCIAL TRUST 4OOLE 4HE DISCUSSION EMPHA SIZES THE LESSONS LEARNED FROM ENGAGING IN SERVICE LEARNING FOR SEVEN YEARS
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#ONTEXT 4HE )NTERDISCIPLINARY $ESIGN )NSTITUTE INVOLVES STUDENTS AND FACULTY OF THE 3CHOOL OF !RCHITECTURE AND #ONSTRUCTION -ANAGEMENT 3/!#- AND THE PROGRAMS OF )NTERIOR $ESIGN AND ,ANDSCAPE !RCHITECTURE OF 735 !N URBAN BRANCH CAMPUS IN 3POKANE IS HOME TO THE INSTITUTE 4HE CAMPUS HAS LOCAL CONTROL OVER ADMINISTRATION INCLUDING BUDGETS BUT ITS ACADEMIC AFFAIRS SUCH AS TEACHING ASSIGNMENTS AND PROMOTION AND TENURE ARE RUN FROM THE MAIN CAMPUS IN 0ULLMAN 4HIS SITUATION CREATES CONmICT FOR BOTH FACULTY MEMBERS AND THE ORGANIZATIONAL LEAD ERSHIP IN PARTICULAR WITH REGARD TO INVESTMENT IN AND REWARDS FOR SER VICE LEARNING ENDEAVORS )T DEMANDS COLLABORATION BETWEEN THE TWO CAMPUSES IN ORDER FOR EFFECTIVE DECISION MAKING AND PROGRAM IMPLE MENTATION TO OCCUR 4HE mIP SIDE IS THAT FACULTY ARE TORN WITH THEIR MISSION AND RESOURCES SALARY ASSISTANTSHIPS SOFTWARE COMING FROM THE INSTITUTE BUT THEIR TEACHING RESPONSIBILITIES AND TENURE AND PRO MOTION CRITERIA COMING FROM THEIR ACADEMIC DEPARTMENT IN 0ULLMAN 4HEY lND THEMSELVES SERVING TWO MASTERS WHO ARE LIKELY TO HAVE QUITE DIFFERENT VISIONS ABOUT THE FACULTYS ROLE AND PURPOSE 4HESE VARYING EXPECTATIONS ALSO LIMIT THE ABILITY OF THE ADMINISTRATIONS IN 3POKANE AND 0ULLMAN TO FACILITATE THEIR DIFFERING VISIONS 4HIS SITUATION IS QUITE UNSETTLING FOR STUDENTS TOO 5NDERGRADUATES FROM THE THREE DIFFERENT ACADEMIC UNITS HAVING COMPLETED THREE YEARS OF THEIR PROGRAMS IN 0ULLMAN ARE TRANSPLANTED TO THE )NTERDISCIPLIN ARY $ESIGN )NSTITUTE IN 3POKANE FOR THEIR SENIOR YEAR OF INSTRUCTION 3TUDENTS lND THEMSELVES IN A NEW CONTEXT WITH A NEW COHORT OF COL LEAGUES AND UNFAMILIAR FACULTY ENGAGING IN A PARADIGM CHALLENGING MODE OF INSTRUCTION NAMELY INTERDISCIPLINARY SERVICE LEARNING 4HE INSTITUTES GEOGRAPHICAL LOCATION OFFERS ENORMOUS OPPORTUNI TIES FOR MEANINGFUL COMMUNITY ENGAGEMENT 3POKANE IS A CITY OF AP PROXIMATELY RESIDENTS WITH ALMOST ONE HALF MILLION PEOPLE IN THE CORRIDOR FROM 3POKANE TO #OEUR $!LENE )DAHO )N 3POKANE ONE OUT OF EVERY EIGHT RESIDENTS ONE OF FOUR PRESCHOOL CHILDREN AND NEARLY ONE OUT OF FOUR ELDERLY RESIDENTS LIVE IN POVERTY /NE 3POKANE !DD THE MANY SOCIAL ILLS RELATED TO POVERTY AND 3POKANE IS A CITY IN CRITICAL CONDITION 7HAT 3POKANE LACKS IN ECONOMIC CAPITAL IT OFFSETS WITH A LARGE RES ERVOIR OF SOCIAL CAPITAL hTHE NETWORKS NORMS AND SOCIAL TRUST THAT FACILITATE COORDINATION AND COOPERATION FOR MUTUAL BENElTv 0UTNAM &ACULTY MEMBERS FROM THE INSTITUTE ARE ABLE TO QUICKLY lND IMPRESSIVE NETWORKS OF INDIVIDUALS WORKING TO ADDRESS VARIOUS AREAS OF SOCIAL CONCERN 4HIS POSITIONS THE $ESIGN )NSTITUTE IN AN URBAN SET TING THAT CAN BENElT FROM SERVICE LEARNING AND ALSO HAS ASSETS THAT CAN BE LEVERAGED IN SERVICE LEARNING EFFORTS
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4HESE ARE PRECISELY THE CONDITIONS UNDER WHICH THE LAND GRANT UNIVERSITY IDEA OF PROVIDING EDUCATION AND RESEARCH IN SERVICE TO SOCI ETY WAS MEANT TO BE APPLIED (OWEVER THE LAND GRANT IDEA IS JUST THAT A SET OF BELIEFS ABOUT THE SOCIAL ROLE OF THE UNIVERSITY "ONNEN 735S VISION 7ASHINGTON 3TATE 5NIVERSITY HEAVILY EMPHASIZES EDUCATION AND RESEARCH WHILE CASTING hENGAGEMENTv INTO AN EVENTUAL ITY h7ASHINGTON 3TATE 5NIVERSITY OFFERS A PREMIER UNDERGRADUATE EX PERIENCE CONDUCTS AND STIMULATES WORLD CLASS RESEARCH GRADUATE AND PROFESSIONAL EDUCATION SCHOLARSHIP AND ARTS AND PROVIDES AN EXEM PLARY WORKING AND LEARNING ENVIRONMENT THAT FOSTERS ENGAGEMENTv 4HIS VISION DOES NOT EMBRACE OUTREACH TO THE DEGREE FOUND AT SOME OTHER LAND GRANT UNIVERSITIES AND ENDORSES A RATHER TRADITIONAL CON CEPTUALIZATION OF THE UNIVERSITY AS AN IVORY TOWER REPOSITORY OF KNOWL EDGE BY FOCUSING ON ITS OWN ENVIRONMENT IN ISOLATION FROM ITS CONTEXT 4HUS WHILE 735 IS A LAND GRANT UNIVERSITY IT DOES NOT EMPHASIZE THE OUTREACH ASPECTS OFTEN ASSOCIATED WITH THE LAND GRANT MISSION BUT RATHER ALIGNS ITSELF MORE AS A RESEARCH UNIVERSITY !LTHOUGH 3POKANE IS RIPE FOR ENGAGEMENT BOTH COGNITIVE AND STRUCTURAL BARRIERS ASSOCI ATED WITH THE UNIVERSITY AND THE BRANCH CAMPUS PROVIDE CHALLENGES TO THOSE INTERESTED IN ENGAGING IN SERVICE LEARNING
3ERVICE ,EARNING #OMPONENTS AT THE )NSTITUTE *ACOBY DElNES SERVICE LEARNING AS hA FORM OF EXPERIENTIAL EDU CATION IN WHICH STUDENTS ENGAGE IN ACTIVITIES THAT ADDRESS HUMAN AND COMMUNITY NEEDS TOGETHER WITH STRUCTURED OPPORTUNITIES INTENTION ALLY DESIGNED TO PROMOTE STUDENT LEARNING AND DEVELOPMENT 2EmEC TION AND RECIPROCITY ARE KEY CONCEPTS OF SERVICE LEARNINGv !T THE )NTERDISCIPLINARY $ESIGN )NSTITUTE SERVICE LEARNING OCCURS MAINLY THROUGH CHARRETTES AND STUDIO PROJECTS ! COMMUNITY ORIENTED DESIGN AND CONSTRUCTION CHARRETTE IN WHICH INTERDISCIPLINARY TEAMS WORK INTENSIVELY FOR THREE DAYS DEVELOPING A SCHEMATIC DESIGN PROPOS AL FOR A GIVEN PROBLEM TAKES PLACE DURING THE lRST WEEK OF EVERY FALL SEMESTER 3EMESTER LONG DESIGN STUDIO PROJECTS ARE OFTEN STRUCTURED AS PROBLEM BASED SERVICE LEARNING EXPERIENCES INVOLVING INTERDISCIPLIN ARY TEAMS 4HESE EFFORTS ARE DESCRIBED MORE FULLY BELOW EACH DESCRIP TION BRIEmY ADDRESSING THE CORE SERVICE LEARNING ISSUES OF REmECTION AND RECIPROCITY
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&IGURE #HARRETTE PROJECTS BEING JUDGED ON THE &RIDAY MORNING OF #HARRETTE 7EEK 4HE DIRECTOR OF THE -AYORS /FlCE OF %CONOMIC $EVELOPMENT COMMENTS ON THE FEASIBILITY OF 4EAM S PROPOSAL AS STUDENTS LOOK ON
#OMMUNITY $ESIGN AND #ONSTRUCTION #HARRETTES !T THE BEGINNING OF EACH ACADEMIC YEAR INSTRUCTION AT THE )NTERDIS CIPLINARY $ESIGN )NSTITUTE COMMENCES WITH A COMMUNITY DESIGN AND CONSTRUCTION CHARRETTE 4HE CONCEPT OF THE CHARRETTE STEMMING FROM A TRADITION AT THE ,%COLE DES "EAUX !RTS IN &RANCE HAS IN DESIGN EDUCA TION COME TO MEAN A PROJECT OF SHORT DURATION WITH A STRICT DEADLINE 4HE COMMUNITY DESIGN AND CONSTRUCTION CHARRETTE IS CONlNED TO A FEW HECTIC DAYS IN WHICH THE STUDENTS ARE GIVEN THEIR PROJECT ON A 4UESDAY AND ARE JUDGED THE FOLLOWING &RIDAY MORNING BY COMMUNITY REPRESEN TATIVES DESIGN PROFESSIONALS AND SOME FACULTY %ACH TEAM IS LIMITED TO ONE BY INCH POSTERBOARD &IGURE (OWEVER OUR VERSION OF A CHARRETTE ADDS EXTRA DIMENSIONS BY ENGAGING THE COMMUNITY FOR THE PURPOSES OF SERVICE AND PARTICIPATORY LEARNING
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&IGURE 53 3ENATOR 0ATTY -URRAY SPEAKING AT THE 'ATEWAY TO THE #ITY OF 3POKANE PROJECT JUST AFTER THE CHARRETTE 3HE HAS BEEN INVOLVED WITH 735 REPRESENTATIVES AND 3POKANE CIVIC LEADERS TO PROCURE FUNDING FOR REVITALIZATION OF THIS AREA 4HE CHARRETTES ONLY ADDRESS PROJECTS THAT ARE ON THE AGENDA OF AN ACTUAL PRIVATELY OWNED ORGANIZATION PUBLIC COMPANY OR GOVERNMEN TAL AGENCY HAVING A KEY STAKE IN 3POKANES BUILT ENVIRONMENT )NTER ESTED ORGANIZATIONS NEED lRST TO PROVIDE THE NECESSARY lNANCIAL SUP PORT FOR THE CHARRETTE EFFORT AND THEN WORK WITH 735 DESIGN FACULTY TO DEVELOP A DESIGN PROGRAM !S AN EXAMPLE THE FALL CHARRETTE TARGETED A 'ATEWAY TO THE #ITY OF 3POKANE INVOLVING ARCHITECTURAL LANDSCAPE SCULPTURAL ELEMENTS TO GIVE FOCUS TO THE CITYS DOWNTOWN AND A PROPOSED UNIVERSITY DISTRICT 4HE REALITY OF THIS PROJECT IS EVI DENCED BY CONCERTED EFFORTS TO ACQUIRE FUNDING FOR IMPROVEMENTS TO THE UNIVERSITY DISTRICT &IGURE 3PONSORS OF THE CHARRETTE INCLUDED !6)34! THE UTILITY COMPANY OF EASTERN 7ASHINGTON THE $OWNTOWN 3POKANE 0ARTNERSHIP AN UMBRELLA ORGANIZATION WORKING ON GROWTH MANAGEMENT AND THE -AYORS /FlCE OF THE #ITY OF 3POKANE AS WELL AS A LOCAL ART STORE 3TUDENTS FROM THE DISCIPLINES OF ARCHITECTURE LANDSCAPE ARCHI TECTURE INTERIOR DESIGN AND CONSTRUCTION MANAGEMENT ARE ASSIGNED TO INTERDISCIPLINARY TEAMS 4HE CHARRETTE CONSISTED OF TEAMS
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NUMBERING APPROXIMATELY STUDENTS 4HIS FORMAT IS ITSELF A KIND OF COMMUNITY LEARNING )T IS THE PHILOSOPHICAL POSITION OF THE $ESIGN )NSTITUTE THAT DESIGN INSTRUCTION IS BEST DELIVERED hIN COMMUNITY v THAT IS WHEN THE EDUCATIONAL CONTENT hSIMULATESv THE ACTUAL BUSINESS EN VIRONMENT 4HIS CONCEPT OF SIMULATING THE PRODUCTION OF ACTUAL DE SIGNS IN GROUP SETTINGS ADDS ANOTHER IMPORTANT LAYER TO THE MEANING OF REmECTION *ACOBY POSITS THAT REmECTION ENTAILS hSTEPPING BACK AND PONDERINGv A SERVICE LEARNING EXPERIENCE FOR THE PURPOSE OF ABSTRACT ING GENERAL PRINCIPLES *ACOBY 4HIS LARGELY DIACHRON IC VIEW OF REmECTION SUGGESTS THAT MUCH OF THE LEARNING TAKES PLACE AFTER THE EVENT ITSELF THROUGH CLASS DISCUSSIONS AND JOURNAL ARTICLES WRITTEN BY FACULTY )N THIS REGARD STUDENTS HAVE FEW OPPORTUNITIES FOR REmECTION LIMITED TO A SERIES OF SURVEYS BY ONE CHARRETTE FACULTY MEMBER 3EPTELKA 7E POSIT HOWEVER THAT THE CHARRETTE PROCESS NECESSARILY DEMANDS hREmECTION IN ACTION v A CONCEPT CHAMPIONED BY $ONALD 3CHÚNS 4HE 2EmECTIVE 0RACTITIONER 3CHÚN AND THE LITERA TURE IN ACTION RESEARCH 3USMAN YET SEEMINGLY OVERLOOKED BY *ACOBYS DElNITION )F THIS IS VIEWED AS MEANINGFUL REmECTION THEN THE ENTIRE CHARRETTE PROCESS IS RICH WITH REmECTION OPPORTUNITIES /F COURSE REmECTION IN ACTION IS OFTEN SIMPLY ASSERTED AND THEN ASSUMED TO OCCUR IN DESIGN ACTIVITIES BUT THE CHALLENGE REMAINS TO DOCUMENT IT EXPLICITLY 4HE CHARRETTES SERVE AS OPPORTUNITIES FOR RECIPROCAL LEARNING WHICH *ACOBY DElNES AS A LEARNING CONTEXT WHERE PARTICIPANT LABELS EG TEACHER CLIENT PROFESSIONAL ARE SUBORDINATED TO A JOINT COLLABO RATION IN WHICH ALL ARE CONSIDERED hCOLLEAGUESv *ACOBY #HAR RETTE EFFORTS OVER THE YEARS HAVE CONSISTENTLY FOUND THAT THE STUDENT DESIGNS ALTHOUGH CLEARLY STATED AS PROPOSALS FOR THE PURPOSE OF DE SIGN EDUCATION AND NOT FOR ACTUAL CONSTRUCTION OFTEN INFORM SUB SEQUENT hIMPLEMENTATIONv DESIGNS "ECAUSE THE SPONSORS ARE AWARE OF THE ACADEMIC NATURE OF THE EFFORT THEY ARE FREED FROM HAVING TO COMMIT TO ANY PARTICULAR DESIGN OR IDEA AND ARE ABLE TO SAMPLE A WIDE RANGE OF POSSIBILITIES 4HIS FREEDOM ALLOWS CLIENTS TO EMBRACE A SPIRIT OF COLLABORATION IN THE DESIGN PROCESS AND TO BE OPEN TO CHALLENGING THEIR OWN ASSUMPTIONS JUST AS THEIR PROJECTS SIMILARLY CHALLENGE THE STUDENTS &OR THE STUDENTS BECAUSE THEY NEED TO ADDRESS CLIENTS AS OPPOSED TO ONLY FACULTY THEIR ROLE IS STRETCHED IN THE SENSE THAT WHAT THEY SAY WILL BE EVALUATED BY THE CLIENT AS COMING FROM A DESIGN PRO FESSIONAL )N THE CHARRETTE PROCESS THE VARIOUS ROLES OF THE REAL WORLD ARE RECIPROCATED EVEN AS IDEAS FOR A REAL PROJECT ARE SHARED
)NTERDISCIPLINARY $ESIGN 3TUDIOS 4HE INTERDISCIPLINARY UNDERGRADUATE STUDIOS THAT TAKE A SERVICE LEARN ING APPROACH HAVE TYPICALLY ADOPTED PROBLEM BASED SERVICE LEARNING 0"3, A METHOD THAT ENGAGES STUDENTS WORKING IN TEAMS TO SOLVE
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REAL LIFE COMMUNITY BASED PROBLEMS (EFFERNAN )N THE MORE SUCCESSFUL 0"3, PROJECTS COMMUNITY GROUPS APPROACH AN INDIVIDUAL FACULTY MEMBER TO ASSIST IN EXPLORING A PARTICULAR DESIGN ISSUE &OR EXAMPLE THE %ASTER 3EALS 3OCIETY WANTED TO DEVELOP A NATIONAL NET WORK OF INTERGENERATIONAL DAY CENTERS AND ASKED THE LEAD AUTHOR TO HAVE A STUDIO EXPLORE THE DESIGN IMPLICATIONS OF THE ARCHITECTURAL PRO GRAM THEY HAD DEVELOPED 4HE PROJECT PROVED TO BE OF INTEREST NOT ONLY TO %ASTER 3EALS AS THE CLIENT BUT ALSO TO THE DESIGN COMMUNITY WHO THROUGH THE !RCHITECTS FOR (EALTH 0ANEL PROVIDED FUNDING AND VOLUN TEERED THEIR PROFESSIONAL TIME TO ASSIST IN THE EDUCATIONAL EXPERIENCE
&IGURE $ESIGN PROFESSIONALS AND COMMUNITY CLIENTS COLLABORATE WITH STUDENTS IN DEVELOPING THEIR DESIGNS 4HIS PROJECT PROVIDED NUMEROUS OPPORTUNITIES FOR STUDENT REmEC TION 3TUDENTS GAINED UNDERSTANDING OF ONE OF THE USER GROUPS BY SPENDING A DAY IN A WHEELCHAIR AND DEVELOPING A SLIDE PRESENTATION REmECTING UPON THEIR EXPERIENCES 3TUDENTS PARTICIPATED IN A SYMPO SIUM WITH PANELS INVOLVING NATIONAL AND LOCAL EXPERTS IN GERONTOLOGY CHILDCARE DEVELOPMENTAL DISABILITIES AND HEALTHCARE DESIGN 4HEY DIS CUSSED THE NEEDS OF THE VARIOUS USER GROUPS AND EFFECTIVE STRATEGIES FOR MEETING THOSE NEEDS AND FACILITATING A SUCCESSFUL ENVIRONMENT 3TUDENTS WERE ABLE TO ENGAGE IN DIALOGUE WITH COMMUNITY REPRESEN TATIVES AS WELL AS EXPERTS THROUGH AN EMAIL ,ISTSERV &INALLY STUDENTS
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WORKED IN TEAMS TO DEVELOP DESIGN PROPOSALS 6OLUNTEERS FROM THE DESIGN AND CARE PROVIDING COMMUNITIES WERE ASSIGNED TO THE TEAMS AS CO INVESTIGATORS &IGURE )N THE lNAL ASSIGNMENT STUDENTS WERE ASKED TO DOCUMENT AND CRITIQUE BOTH THEIR DESIGNS AND THEIR PROCESS REmECTIVE QUESTIONS WERE PROVIDED TO STIMULATE THE TASK 4HESE INTER ACTIONS PROVIDED OPPORTUNITIES FOR STUDENTS TO REmECT UPON THEIR UN DERLYING ASSUMPTIONS AND VALUES AND ASSESS ANY CHANGES NEEDED TO PROMOTE EFlCACIOUS PRACTICE A PROCESS OFTEN REFERRED TO AS DOUBLE LOOP LEARNING !RGYRIS &OR MOST STUDENTS 0"3, DESIGN PROJECTS RESULT IN A FORMATIVE LEARN ING EXPERIENCE AS IS REmECTED IN THE FOLLOWING COMMENTS ) LEARNED DIFFERENT LANGUAGES PERSPECTIVES ON DESIGN THAT USED BY MY ;ARCHITECTURAL AND INTERIOR DESIGN= TEAMMATES AS WELL AS OF OUR CLIENTS AND OF DESIGN PROFESSIONALS 4HIS HELPED US ELEVATE THE PROJECT TO ANOTHER LEVEL WE OTHERWISE WOULD NOT HAVE ACHIEVED ) LEARNED THE IMPORTANCE OF RESPECTING DIFFERENT EXPERIENCESBACKGROUNDS AS THEIR PERCEPTIONS CAN REALLY INFORM A BETTER DESIGN ;!ND= COMMUNICATION IS THE KEY TO WORKING AS A TEAM
/THER 0"3, STUDIOS HAVE NOT RECEIVED AS POSITIVE COMMENTARY 4YPICALLY COMMUNITY CLIENTS SEEK hDISCOUNTEDv PROFESSIONAL SERVICES 4HESE TYPES OF PROJECTS ARE OFTEN ACCEPTED BY THE INSTITUTE AND GIVEN TO FACULTY MEMBERS TO ENACT BECAUSE THEIR REVENUE GENERATING CHAR ACTERISTICS PREEMPT THE PEDAGOGICAL INTENTION 7HEN SERVICE LEARN ING IS VIEWED SOLELY THROUGH THE LENS OF hACADEMIC ENTREPRENEURSHIP v THE BALANCED RECIPROCITY BETWEEN SERVICE AND LEARNING IS OFTEN COM PROMISED RESULTING IN LESS THAN DESIRABLE LEARNING EXPERIENCES FOR STUDENTS AND OFTEN LESS THAN THE DESIRED COMMODITY FOR THE COMMU NITY CLIENT
2EmECTION AND 2ECIPROCITY IN 0ROGRAM !SSESSMENT "OTH THE CHARRETTES AND THE 0"3, INTERDISCIPLINARY STUDIOS CONSTITUTE THE MAJORITY OF SERVICE LEARNING EFFORTS AT THE )NTERDISCIPLINARY $ESIGN )NSTITUTE )N THIS SECTION WE WILL CONSIDER THE SERVICE LEARNING EFFORTS THROUGH *ACOBYS ELEMENTS OF REmECTION AND RECIPROCITY &IRST WE REmECT UPON THE LAND GRANT UNIVERSITY PURPOSES OF SERVICE TEACHING AND RESEARCH 7ITH hSOCIAL TRUSTv AS A FOCUS WE THEN CONSIDER RECIPROC ITY 4OOLE
2EmECTION ON 3ERVICE 4HE )NTERDISCIPLINARY $ESIGN )NSTITUTE ENGAGES IN COMMUNITY ORIENTED PROJECTS THAT HAVE WIDE RANGING IMPACTS ON THE 3POKANE COMMUNITY A COMMUNITY HUNGRY FOR ENVIRONMENTAL DESIGN ASSISTANCE IN MANY
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ARENAS 4HE POOR AND ELDERLY ARE POPULATIONS FOR WHOM SERVICE LEARN ING PROVIDES A GREAT POTENTIAL BENElT 4HIS BENElT IS RECIPROCAL 4HE COMMUNITY GAINS A BETTER UNDERSTANDING OF THE ENVIRONMENTAL NEEDS OF THESE MARGINALIZED GROUPS WHILE THE STUDENTS HAVE THE OPPORTUNITY TO LEARN ABOUT IMPORTANT ISSUES INVOLVING ALTERNATIVE PERSPECTIVES ON ENVIRONMENTAL EXPERIENCE 4HE SERVICE TO COMMUNITY FROM THE CHARRETTE AND THE )NTERDISCI PLINARY 3TUDIOS MAY BE ASSESSED AS LARGELY POSITIVE BUT THE LEARNING OUTCOMES ARE MORE UNEVEN -UCH OF THE SERVICE LEARNING AT THE INSTI TUTE TAKES THE FORM OF WHAT 3IGMON REFERS TO AS h3%26)#% LEARN ING v WHERE THE SERVICE AGENDA IS PRIMARY TO THE LEARNING OUTCOMES 4HIS HAPPENS WHEN THE ACTIVITY IS DONE PURELY FOR THE BENElT THAT MAY COME FROM COMMUNITY ENGAGEMENT EG PUBLIC AWARENESS COM MUNITY LEARNING &ACULTY MEMBERS SEE THEMSELVES AS FACILITATING THE RENDERING OF A SERVICE USEFUL TO THE COMMUNITY AND ASSUME LEARNING WILL SIMPLY OCCUR THROUGH THAT ACTIVITY /THER PROJECTS OF THE INSTITUTE ARE OF THE TYPE 3IGMON LABELS hSERVICE LEARNING v WHERE THE TWO ACTIVI TIES ARE VIEWED AS COMPLETELY SEPARATE ENDEAVORS &EW IF ANY OPPOR TUNITIES FOR REmECTION ARE EXTENDED TO STUDENTS DURING THEIR SERVICE ACTIVITIES 4HESE PROJECTS ARE OFTEN EFFORTS TO RAISE EXTERNAL FUNDS TO SUPPORT THE PROJECT AS WELL AS OTHER INSTITUTE ENDEAVORS 0ART OF THE DRIVE TO ENGAGE IN SUCH ENTREPRENEURIAL ACTIVITIES DERIVES FROM THE FACT THAT FACULTY MUST SHOW SERVICE AS A GENERATOR OF GRANTS OR CONTRACTS IN ORDER TO COUNT TOWARD TENURE AND PROMOTION
2EmECTION ON 4EACHING,EARNING /NE PRIMARY AREA OF NEEDED IMPROVEMENT IN SERVICE LEARNING PROJ ECTS IS IN BALANCING THE SERVICE AND LEARNING OUTCOMES 3EVERAL FACTORS LIMIT THE DEGREE TO WHICH POSITIVE LEARNING OUTCOMES ARE ACHIEVED IN THESE ACTIVITIES &IRST BOTH THE INTERDISCIPLINARY AND SERVICE LEARNING ASPECTS THAT STUDENTS CONFRONT IN THESE STUDIOS ARE NOT CHOSEN BY THE STUDENTS BUT RATHER ARE IMPOSED BY THE CURRICULUM !DDITIONALLY THE DESIRED LEARNING OUTCOMES ARE TYPICALLY QUITE NEBULOUS AND MAY NOT EVEN REFER TO THE SERVICE LEARNING CHARACTER OF THE COURSE &INALLY THESE NEW CHALLENGES TAKE PLACE IN A CONTEXT UNFAMILIAR TO THE STUDENTS 4HE CONDITIONS DIVERGE FROM THEIR PRECEDING EDUCATIONAL EXPERIENCE WHICH HAS BEEN TRADITIONAL DISCIPLINARY BASED DESIGN EDUCATION AND CONSTI TUTE A CHALLENGE THAT MANY STUDENTS ARE SIMPLY NOT EXCITED ABOUT NOR PREPARED TO CONFRONT DURING THEIR SENIOR YEAR 4HIS AFFECTS THE DEGREE OF INVESTMENT MANY STUDENTS HAVE TOWARD SERVICE LEARNING ACTIVITIES 1UITE SIMPLY MANY STUDENTS MAY NOT KNOW WHAT THEY ARE IN FOR DO NOT KNOW HOW THEY ARE GOING TO BE ASSESSED DO NOT KNOW THE FACULTY OR THE COMMUNITY OR MANY OF THE STUDENTS WITH WHOM THEY NEED TO WORK AND ARRIVE WITH LESS THAN A FULL COMMITMENT TO OR KNOWLEDGE OF INTERDISCIPLINARY SERVICE LEARNING
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2EmECTION ON 2ESEARCH 3IMILARLY INSTITUTE FACULTY HAVE MISSED THE OPPORTUNITY TO DOCUMENT THE INNOVATIVE NATURE OF THESE ENDEAVORS AND MORE IMPORTANTLY TO LEARN FROM THEM -OST FACULTY INQUIRY ON INTERDISCIPLINARITY HAS FOCUSED LARGELY ON ITS THEORETICAL ASPECTS .DUBISI BUT THE GROUNDED EXPERIENCES OF THE PAST FEW YEARS RAISE SIGNIlCANT QUESTIONS REGARDING THOSE THEORETICAL EXERCISES 4HREE FACTORS LARGELY ACCOUNT FOR THIS LACK OF INQUIRY &IRST AS A FACULTY THE INSTITUTES INSTRUCTORS DO NOT REmECT A SHARED SENSE OF VISION OR COMMITMENT TO SERVICE LEARN ING 4HOSE WHO ARE ENGAGED IN SERVICE LEARNING INVEST A TREMENDOUS AMOUNT OF TIME AND EFFORT TO ENSURE THAT SERVICE LEARNING EXPERIENCES OCCUR AND DO SO ESSENTIALLY ON THEIR OWN AND WITHOUT SUPPORT 4IME SPENT ON STRUCTURING THE SERVICE LEARNING ACTIVITIES LEAVES LESS TIME FOR REmECTION 3ECOND THE SERVICE LEARNING FACULTY HAVE SUCH DIVER GENT INTERESTS THAT THERE IS NO INFORMAL SUPPORT NETWORK EVEN AMONG THEMSELVES 4HIRD THE CONTEXT WITHIN WHICH THESE ACTIVITIES OCCUR MAKES INQUIRY MUCH LESS PALATABLE TO FACULTY 4HE AMBIGUITY REGARD ING THE INTENTION OF THE STUDIO ITS PLACE IN THE VARIOUS CURRICULA THE LACK OF EXPLICIT SUPPORT FOR SERVICE LEARNING IN ORGANIZATIONAL MISSIONS AND PRIORITIES AND lNALLY THE LACK OF ENDORSEMENT FROM THE FACULTY ON THE MAIN CAMPUS FOR BOTH INTERDISCIPLINARITY AND SERVICE LEARNING ALL CREATE A PRECARIOUS SITUATION IN WHICH TO CAST ONES EFFORT IN CRE ATIVE SCHOLARSHIP
2ECIPROCITY IN +EY 2ELATIONSHIPS 2ECIPROCITY IS REALLY ABOUT THE NATURE OF THE RELATIONSHIP BETWEEN THE SERVER AND THE SERVED )N ORDER TO HAVE TRUE RECIPROCITY THE COMMUNI TY NEEDS TO DElNE THE NEED OR PROBLEM THE ACADEMY WILL ADDRESS AND THE VALUATION OF THE KNOWLEDGE OF BOTH SERVER THE STUDENTS AND FAC ULTY AND SERVED THE COMMUNITY MUST BE EQUAL 4OOLE POINTS OUT THAT SUCH RECIPROCITY CAN OCCUR ONLY WHEN THERE IS SOCIAL TRUST BETWEEN THE INVOLVED PARTIES 3ERVICE LEARNING DEMANDS WORKING IN AMBIGUITY CREATING A CLEAN DIALOGICAL SPACE WHERE COMMUNICATION SALIENT TO THE LOCAL CONDITION CAN EMERGE 'IROUX )N ORDER TO ENGAGE IN SUCH AN AMBIGUOUS ACTIVITY WITH ANOTHER TRUST BECOMES ESSENTIAL 4HE RECIPROCITY THAT EXISTS IN THE KEY RELATIONSHIPS BETWEEN STUDENTS AND FACULTY AND STUDENTS AND COMMUNITY CAN BE ADDRESSED IN TERMS OF TRUST
2ECIPROCITY IN THE 3TUDENT &ACULTY 2ELATIONSHIP /NE OF THE CORE RELATIONSHIPS IN SERVICE LEARNING IS THAT BETWEEN STUDENTS AND FACULTY MEMBERS ALL OF WHOM ARE ENGAGED WITH THE COMMUNITY IN THIS EDUCATIONAL EXPERIENCE 4HE ACTIVITY ASKS STUDENTS TO ENGAGE IN SERVICE TO THE REAL WORLD COMMUNITY AND INTERACT WITH
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PEOPLE WHOM THEY HAVE NEVER MET AND AS DISCUSSED ABOVE TO DO SO UNDER VERY UNCERTAIN CIRCUMSTANCES 3TUDENTS THEREFORE NEED TO BELIEVE THAT THEIR INSTRUCTOR IS BOTH COMPETENT AND BENEVOLENT HAS THE ABILITY TO ASSIST IN FACILITATING THE PROBLEM SOLVING ACTIV ITY AND CARES ABOUT EACH STUDENTS WELL BEING 4HE INSTRUCTOR NEEDS TO BE AVAILABLE TO STUDENTS AND CREATE AN ATMOSPHERE THAT FAVORS OPEN DIALOGUE &ROM STUDENTS OPEN AND HONEST COMMUNICATIONS WITH THE FACULTY MEMBER AS WELL AS OTHER CLASSMATES ARE ESSENTIAL !DDITIONALLY BE CAUSE SERVICE LEARNING PROJECTS ARE BY DElNITION MORE UNCERTAIN AND mUID THAN TRADITIONAL ACADEMIC PROJECTS STUDENTS MUST BE DEDICATED TO THE SERVICE AND LEARNING INTENTIONS OF THE CLASS 4HAT IS WHY CLEAR COURSE OBJECTIVES ARE PARTICULARLY ESSENTIAL IN NONTRADITIONAL EDUCA TIONAL ACTIVITIES SUCH AS SERVICE LEARNING 3TUDENTS NEED TO BUY IN TO THE UNDERLYING PURPOSES OF THE PROJECT )F THEY DO NOT OR IF THOSE PUR POSES ARE UNCLEAR THE CONDITIONS ARE RIPE FOR CONFUSION AND THE LOSS OF TRUST
2ECIPROCITY IN THE 3TUDENT #OMMUNITY 2ELATIONSHIP 2ECIPROCITY BETWEEN STUDENTS AND COMMUNITY DEPENDS UPON THE SPE CIlC SERVICE LEARNING EXPERIENCE &OR THOSE EXPERIENCES CHARACTERIZED ABOVE AS MOST SUCCESSFUL THE RECIPROCITY IN SERVICE AND IN LEARNING WAS SIGNIlCANT 4O ILLUSTRATE CONSIDER THE )NTERGENERATIONAL 7ELLNESS #ENTER FOR THE %ASTER 3EALS 3OCIETY %ASTER 3EALS APPROACHED THE LEAD AUTHOR ABOUT PURSUING THE DESIGN IMPLICATIONS OF A PROTOTYPE PROGRAM THEY HAD DEVELOPED FOR THIS KIND OF PLACE 4HEY VOLUNTEERED THEIR TIME AND EXPERTISE TO WORK WITH STUDENTS AND BE SURE THAT ALL PARTIES UN DERSTOOD THE PROGRAM AND ITS INTENTIONS 3TUDENTS PROVIDED A DESIGN SERVICE THAT %ASTER 3EALS SIMPLY DID NOT HAVE IN HOUSE AND COULD NOT AFFORD TO BUY 7HILE UNDERSTANDING THAT STUDENT DESIGNS ARE THEORETI CAL IN NATURE AND NOT MEANT FOR CONSTRUCTION %ASTER 3EALS STILL GAINED INSIGHT INTO WHAT THOSE PLACES COULD LOOK LIKE AND SOME OF THE EN VIRONMENTAL PARAMETERS WITHIN WHICH SUCH A FACILITY WOULD NEED TO BE DESIGNED %ASTER 3EALS LEARNED ABOUT THE CRITICALITY OF THE PHYSI CAL ENVIRONMENT IN THERAPEUTIC SETTINGS AND STUDENTS LEARNED ABOUT THE ENVIRONMENTAL NEEDS OF VARIOUS SPECIALIZED USER GROUPS SUCH AS THE AGED AND THOSE WITH DEVELOPMENTAL DISABILITIES "OTH PARTIES ALSO LEARNED ABOUT THE DESIGN PROCESS 3TUDENTS EMERGING FROM SUCCESSFUL SERVICE LEARNING EXPERIENCES GROW A GREAT DEAL NOT ONLY ACADEMICALLY BUT TO A GREATER EXTENT PER SONALLY /NE OF THE TELLING SUCCESSES IS THAT THE LAST THREE PRESIDENTS OF THE CAMPUS STUDENT ASSOCIATION HAVE ALL COME THROUGH A SERVICE LEARNING STUDIO 4YPICALLY BECAUSE OF THE TIME CONSTRAINTS ASSOCIATED WITH DESIGN EDUCATION STUDENT LEADERSHIP IS NOT EXHIBITED FROM THE DESIGN DISCIPLINES BUT HERE THESE SERVICE LEARNING EXPERIENCES ARE
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FUNDAMENTAL IN ALTERING THE STUDENTS VIEWS ON THE IMPORTANCE OF LEADERSHIP AND ACTIVISM !S ONE SIGN OF THIS INCREASED CIVIC ENGAGE MENT TWO SERVICE LEARNING hGRADUATESv ARE NOW SERVING ON THE CITY OF 3POKANES $ESIGN 2EVIEW #OMMITTEE 3UCH GROWTH IN CIVIC LEADERSHIP IS MORE LIKELY TO MANIFEST ITSELF YEARS DOWN THE ROAD SO THE GREATEST SUCCESSES OF THE STUDIO ARE LIKELY STILL TO COME
$ISCUSSION 3ERVICE LEARNING AT THE )NTERDISCIPLINARY $ESIGN )NSTITUTE HAS MET WITH A CERTAIN DEGREE OF SUCCESS WITH PROJECTS SUCH AS THE 5NIVERSITY $IS TRICT AND THE %ASTER 3EALS 3OCIETY SERVING AS EXEMPLARS !S A PEDA GOGICAL STRATEGY THERE IS LITTLE DOUBT THAT SERVICE LEARNING BECAUSE OF ITS INVOLVEMENT OF COMMUNITY STAKEHOLDERS DEMANDS THE DROPPING OF DISCIPLINARY BARRIERS AND ENABLES THE CREATION OF A SHARED LANGUAGE AMONG ALL PARTICIPANTS THEREBY FACILITATING INTERDISCIPLINARITY 7HILE ENGAGING IN SERVICE LEARNING TO FACILITATE INTERDISCIPLINARY DIALOGUE MAKES GREAT PEDAGOGICAL SENSE ENACTING SUCH ACTIVITIES AT THE INSTI TUTE REQUIRES A SPECIAL EFFORT BY FACULTY ! FACULTY MEMBER MUST BE ACTIVE IN THE COMMUNITY IN ORDER FOR SUCH SERVICE LEARNING OPPORTU NITIES TO ARISE 4HIS REQUIRES TIME THAT THE INSTITUTION AGAIN WOULD IMPLICITLY PREFER BE SPENT ON SCHOLARSHIP 4HE INTERDISCIPLINARY DIMEN SION OF THESE ACTIVITIES MAKES THESE TEACHING SITUATIONS MORE COMPLEX BY FUNDAMENTALLY CHALLENGING THE DISCIPLINARY PRESUMPTIONS 'IROUX 4HIS CAN EASILY BECOME A PRECARIOUS SITUATION IN DEPARTMENTAL DYNAMICS INASMUCH AS FACULTY MEMBERS ENGAGED IN INTERDISCIPLIN ARY ACTIVITY ARE BY DElNITION CHALLENGING THEIR OWN DISCIPLINES &UR THERMORE THERE IS NO QUESTION THAT THE EMPHASIS ON ENTREPRENEURSHIP PLACED UPON FACULTY TO FUND SUCH INITIATIVES AFFECTS THE PROJECT TYPE AND MEANINGFULNESS OF THE LEARNING EXPERIENCE &INALLY THE lNANCIAL CONSTRAINTS OF THE BRANCH CAMPUS OFTEN BURDEN $ESIGN )NSTITUTE FAC ULTY MEMBERS WITH TEACHING OVERLOADS IN COMPARISON TO THEIR 0ULLMAN COLLEAGUES WHO ARE NOT CHALLENGED BY INTERDISCIPLINARITY 4OGETHER THESE FACTORS CREATE A SITUATION IN WHICH RESOURCE USE CONmICTS WITH THE INTERDISCIPLINARY INTENTIONS OF THE $ESIGN )NSTITUTE $ESIGN )NSTITUTE FACULTY WITH THEIR TEACHING OVERLOADS HAVE LESS TIME TO ENGAGE IN RESEARCH AND SERVICE YET NEED TO ENGAGE IN MORE SERVICE RELATED ACTIVITIES TO FACILITATE THE SERVICE LEARNING PEDAGOGY 3IMULTA NEOUSLY THEY ARE ENCOURAGED TO SEEK FUNDING FOR THESE ENDEAVORS TO OFFSET THE RESOURCE SHORTFALL OF THE BRANCH CAMPUS WHICH REQUIRES EVEN MORE TIME FOR SOLICITATION NURTURING OF THE RELATIONSHIP AND SIM ILAR ACTIVITIES 4HUS FACULTY ARE ENGAGED IN A HIGHLY DEMANDING ACTIVITY IN A CONTEXT WHERE MISSION CURRICULA TENURE AND PROMOTION CRITERIA ALL FAIL TO EVEN MENTION EITHER SERVICE LEARNING OR INTERDISCIPLINARITY IN ANY MEANINGFUL WAY .O WONDER SOME INTERDISCIPLINARY SERVICE LEARN
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ING EFFORTS HAVE PROVEN DISAPPOINTING FOR BOTH COMMUNITY CLIENTS AND FOR STUDENTS 4HIS CONTEXT MAKES SUCCESS THE LEAST LIKELY OF OUTCOMES 7E SUGGEST THAT CLEAR AND OPEN COMMUNICATION REGARDING THE RE mECTIVE AND RECIPROCAL ASPECTS OF BOTH SERVICE AND LEARNING NEEDS TO OCCUR AMONG STUDENTS FACULTY COMMUNITY MEMBERS AND THE UNIVER SITY ADMINISTRATION &IRST IT IS IMPERATIVE THAT FACULTY CAREFULLY CRAFT REmECTION OPPORTUNITIES IN THE SERVICE LEARNING ACTIVITY RATHER THAN AS SUMING THAT THE EXPERIENCE ITSELF WILL LEAD TO EDUCATIONAL GROWTH 4HE RATIONALE IS SIMPLE EACH DESIGN PROGRAM PLACES GREAT EMPHASIS ON THE QUALITY OF EDUCATION THAT THEIR STUDENTS RECEIVE AND THUS IF POSITIVE OUTCOMES EMERGE AND CAN BE SUBSTANTIATED THE SITUATION MAY SLOWLY EVOLVE TOWARD GREATER ACCEPTANCE AND PERHAPS EVEN SUPPORT FOR THIS REVOLUTIONARY APPROACH TO DESIGN EDUCATION (AVING STUDENTS EMERGE VIEWING DESIGN AS AN ACT OF SOCIAL RESPONSIBILITY AND CIVIC LEADERSHIP IS PERHAPS THE MOST PALPABLE OUTCOME FROM THESE EFFORTS ,EADERS AL READY HAVE EMERGED FROM THESE EXPERIENCES AS REFERRED TO ABOVE SUG GESTING THAT THE ACTIVITIES DO ENCOURAGE GREATER CIVIC ENGAGEMENT 4HIS WAS ONE OF THE MANDATES FOR ARCHITECTURE FROM THE SO CALLED "OYER 2EPORT "UILDING #OMMUNITY ! .EW &UTURE FOR !RCHITECTURE %DUCATION AND 0RACTICE "OYER AND -ITGANG AND THE INTERDISCIPLINARY SERVICE LEARNING OCCURRING AT THE )NTERDISCIPLINARY $ESIGN )NSTITUTE COULD EAS ILY BE SEEN AS A BEACON IN THIS REGARD 7HILE SOME STUDENTS EXPERIENCE A STAGGERING GROWTH IN THE CIVIC AND MORAL DIMENSIONS OF THEIR EDUCATION OTHERS LESS CONlDENT IN THEIR DISCIPLINES OR MATURE IN THEIR PERSONALITIES ARE ILL EQUIPPED TO ENGAGE MEANINGFULLY WITH THE ROBUST EDUCATIONAL OPPORTUNITIES PRESENTED WITHIN INTERDISCIPLINARY SERVICE LEARNING &OR THE EXCELLENT STUDENT THIS STUDIO IS OFTEN A SPRINGBOARD TO ANOTHER LEVEL IN DESIGN THINKING BUT FOR THE STRUGGLING STUDENT THE CHALLENGES ARE TOO SIGNIlCANT TO OVERCOME )S THE DISPARITY AN ACCEPTABLE TRADE OFF &ROM A CURRICULAR STANDPOINT THIS OBSERVATION BEGS THE QUESTION AS TO WHICH STUDENTS SHOULD BE ASKED TO ENGAGE IN THE ACTIVITY 0ERHAPS INTERDISCIPLINARY SERVICE LEARNING CANNOT BE VIEWED AS ONE SIZE THAT lTS ALL !N EMERGING SUGGESTION TO FACILITATE CURRICULAR COHERENCE EASE THE RISK FACTOR FOR FACULTY AND ENHANCE STUDENT BUY IN IS TO IDENTIFY A SINGLE SOCIAL ISSUE AS THE FULCRUM ON WHICH TO STRUCTURE ALL SERVICE LEARNING ACTIVITIES IN A GIVEN SEMESTER 4HIS WOULD NECESSITATE TEAM BUILDING AMONG FACULTY AND LINKING SUCH ACTIVITIES AS THE DESIGN AND CONSTRUCTION CHARRETTE AND THE FALL INTERDISCIPLINARY STUDIOS &ACULTY COULD ROTATE THE LEAD ROLE EASING THE BURDEN OF COORDINATION AND THE COMMUNITY CLIENTS WOULD SEE GREATER DEVELOPMENT AND UNDERSTANDING OF THEIR ISSUES 4HE CURRICULUM FOR THE SEMESTER COULD BE INTEGRATED BY EMBRACING A SHARED PROBLEM FOCUS LIKELY INCREASING BOTH STUDENT AND FACULTY BUY IN TO THE SERVICE LEARNING AND INTERDISCIPLINARY ASPECTS AND PROBABLY ENHANCING THE LEARNING OUTCOMES
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3TILL SUCH RADICAL SUGGESTIONS COULD ONLY BE OFFERED AFTER DEVELOP ING CLEAR AND COMPELLING LEARNING OUTCOMES AND IN THE CASE OF INTER DISCIPLINARY SERVICE LEARNING THE OUTCOMES MAY BEST BE EXPRESSED IN TERMS OF QUALITATIVE LONG TERM OUTCOMES SUCH AS CIVIC LEADERSHIP 9ET IT IS UNCERTAIN IF SUCH AN EFFORT COULD SUCCEED GIVEN THAT THE INSTITU TIONAL LEADERSHIP IS FRACTURED AND THE INSTITUTE AND UNIVERSITY HAVE MISSIONS WEAK IN REGARD TO COMMUNITY SERVICE ! LACK OF PURPOSE AT THE )NTERDISCIPLINARY $ESIGN )NSTITUTE CASTS SERVICE LEARNING AS AN AL TERNATIVE PEDAGOGICAL APPROACH IN A DUBIOUS CONTEXT 7ITHOUT A CLEAR MISSION THAT EMBRACES SERVICE LEARNING AND INSTITUTIONAL ACTION THAT WOULD SUPPORT THESE INITIATIVES IN BOTH WORD AND DEED FACULTY WILL CONTINUE TO EXPLORE THIS PEDAGOGY AT THEIR OWN PERIL 4HE QUESTION IS FOR HOW LONG AND TO WHAT END
!CKNOWLEDGMENTS 4HIS ESSAY BENElTED GREATLY FROM THE INITIAL BLIND REVIEWS FACILITATED BY THE REVIEW TEAM AND BY SUBSEQUENT REVIEWS FROM -ARY (ARDIN AND #ORKY 0OSTER !DDITIONALLY WE WOULD LIKE TO THANK OUR FACULTY COL LEAGUES AT 7ASHINGTON 3TATE 5NIVERSITY FOR SUPPORTING OUR EFFORTS TO ENGAGE IN AN HONEST AND OPEN REmECTION UPON THE STATE OF INTERDISCI PLINARY SERVICE LEARNING AT THE )NTERDISCIPLINARY $ESIGN )NSTITUTE 2EFERENCES !RGYRIS # )NCREASING ,EADERSHIP %FFECTIVENESS .EW 9ORK 7ILEY "ONNEN * h4HE ,AND 'RANT )DEA AND THE %VOLVING /UTREACH 5NIVERSITYv )N 5NIVERSITY #OMMUNITY #OLLABORATIONS FOR THE 4WENTY &IRST #ENTURY /UTREACH TO 3CHOLARSHIP FOR 9OUTH AND &AMILIES EDITED BY 2 ,ERNER AND ,! 3IMON PP .EW 9ORK 'ARLAND "OYER % AND , -ITGANG "UILDING #OMMUNITY ! .EW &UTURE FOR !RCHITECTURE %DUCA TION AND 0RACTICE 0RINCETON .* #ARNEGIE &OUNDATION FOR THE !DVANCEMENT OF 4EACHING $IAZ -OORE + h/VERCOMING $ISCIPLINARY "OUNDARIES 7EAVING A $ISCOURSE OF 0LACE -AKING IN AN )NTERDISCIPLINARY 3TUDIOv )N 7EAVING #ONSTRUCTING AND #ONSTRUING THE -ATERIAL 7ORLD AS 4APESTRY 0ROCEEDINGS OF THE !#3! #ENTRAL 2EGIONAL -EETING EDITED BY 0 (ARWOOD P -UNCIE ). "ALL 3TATE 5NIVERSITY 'IROUX ( "ORDER #ROSSINGS #ULTURAL 7ORKERS AND THE 0OLITICS OF %DUCATION .EW 9ORK 2OUTLEDGE (EFFERNAN + &UNDAMENTALS OF 3ERVICE ,EARNING #OURSE #ONSTRUCTION 0ROVIDENCE 2) #AMPUS #OMPACT *ACOBY " h3ERVICE ,EARNING IN 4ODAYS (IGHER %DUCATIONv )N 3ERVICE ,EARNING IN (IGHER %DUCATION #ONCEPTS AND 0RACTICES EDITED BY " *ACOBY PP 3AN &RANCISCO *OSSEY "ASS .DUBISI & /CTOBER h&ACILITATING #OLLABORATIVE ,EARNING AMONG $ESIGN AND 0LAN NING $ISCIPLINES /PPORTUNITIES AND #HALLENGESv 0RESENTATION AT THE #OUNCIL OF %DUCA
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3ERVICE ,EARNING IN 4EXAS #OLONIAS "Y !NNE "EAMISH
)NTRODUCTION 3ERVICE LEARNING AND COMMUNITY OUTREACH PROJECTS HAVE BECOME IN CREASINGLY COMMON IN + SCHOOLS AS WELL AS IN HIGHER EDUCATION IN A WIDE RANGE OF lELDS INCLUDING PUBLIC HEALTH SOCIAL WORK EDUCA TION TECHNICAL WRITING AND PSYCHOLOGY 3ERVICE LEARNING WAS A TERM COINED IN THE LATE S TO DESCRIBE hTHE ACCOMPLISHMENT OF TASKS THAT MEET GENUINE HUMAN NEEDS IN COMBINATION WITH CONSCIOUS EDUCA TIONAL GROWTHv 3TANTON 'ILES AND #RUZ 3OMETIMES CALLED EX PERIENTIAL LEARNING COMMUNITY BASED EDUCATION OR lELD EXPERIENCE SERVICE LEARNING DIFFERS FROM VOLUNTEERISM BECAUSE OF ITS INTENTIONAL FOCUS ON RIGOROUS ACADEMIC EXPERIENCE /'RADY &OR THE LIBERAL ARTS WHICH HAVE DEPENDED MAINLY ON LECTURING AS THE PRIMARY TEACHING METHOD INCORPORATING SERVICE LEARNING INTO TEACHING IS A RADICAL DEPARTURE BUT FOR THE DESIGN AND PLANNING PRO FESSIONS WHICH HAVE LONG INCORPORATED EXPERIENTIAL LEARNING INTO THEIR CURRICULA THE STEP TO SERVICE LEARNING IS A MUCH SMALLER ONE &ORSYTH ET AL ,EARNING BY DOING HAS BEEN ONE OF THE FOUNDATIONS OF DESIGN AND PLANNING PEDAGOGY AND THE NUMBER OF SERVICE LEARN ING PROJECTS IN LANDSCAPE ARCHITECTURE ARCHITECTURE AND PLANNING CURRICULA HAS BEEN INCREASING &ORSYTH ET AL &ORSYTH ET AL (AQUE ET AL 7INTERBOTTOM !ND THOUGH THE SHIFT BETWEEN PRACTICAL LEARNING BY DOING AND SERVICE LEARNING MAY BE A LESS DRA MATIC ONE THERE ARE STILL SIGNIlCANT ISSUES TO CONSIDER 4HE #OMMUNITY AND 2EGIONAL 0LANNING 0ROGRAM AT THE 5NIVERSITY OF 4EXAS AT !USTIN AIMS TO PROVIDE STUDENTS IN THE TWO YEAR MASTERS PROGRAM WITH AN EDUCATION AS CHALLENGING RELEVANT AND hREAL WORLDv AS POSSIBLE )T DOES THIS NOT ONLY BY TEACHING THE SKILLS AND KNOWLEDGE THEY WILL NEED AS PLANNERS BUT BY GIVING THEM A GLIMPSE INTO THE TYPES OF PROJECTS AND WORK THAT THEIR FUTURE PROFESSIONAL WORK MAY HOLD !LL SECOND YEAR STUDENTS IN THE #OMMUNITY AND 2EGIONAL 0LAN NING 0ROGRAM ARE REQUIRED TO TAKE THE 0HYSICAL 0LANNING 7ORKSHOP WHICH GIVES THEM EXPERIENCE WORKING IN INTERDISCIPLINARY TEAMS AND DEVELOPING PHYSICAL PLANNING AND DESIGN SOLUTIONS IN REAL WORLD SITU ATIONS 4HE GOAL IS NOT TO TURN THE STUDENTS INTO DESIGNERS BUT RATHER TO HELP THEM BECOME MORE VERSATILE PLANNERS AND MORE EFFECTIVE PART NERS WITH THE DESIGN PROFESSIONS 3TUDENTS LEARN TO DEAL WITH THE MANY AND OFTEN CONmICTING NEEDS OF CLIENT SITE AND CONTEXT AS WELL AS THE COMPLEXITIES OF DESIGN AND THE DESIGN PROCESS -OST OF THE STUDENTS COME TO THE CLASS WITH NO DESIGN BACKGROUND AND THEREFORE THIS CLASS
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IS OFTEN THE lRST AND SOMETIMES THE ONLY EXPERIENCE THEY HAVE WITH PHYSICAL DESIGN 4HOUGH WE STRIVE TO MAKE THE WORKSHOP REALISTIC NOT ALL THE PROJECTS INVOLVE SERVICE LEARNING %ACH YEAR WE CHOOSE A DIFFERENT SITE AND PROJECT )N FALL THE STUDENTS WERE ASKED TO DESIGN A COMMUNITY OPEN SPACE OR PARK FOR A COLONIA A VERY LOW INCOME COMMUNITY LOCATED ON THE 4EXAS -EXICO BORDER 4HE EXPERIENCE OF THIS CLASS HIGHLIGHTS BOTH THE SUCCESSES AND CHALLENGES OF SERVICE LEARNING FOR TEACHING DESIGN TO PLANNING STU DENTS 4HIS PAPER WILL DESCRIBE THE PROJECT DISCUSS THE CONDITIONS THAT WORKED FOR AND AGAINST IT AND CONCLUDE WITH THE LESSONS LEARNED FOR SUCCESSFUL IMPLEMENTATION OF FUTURE PROJECTS
4HE 0ROJECT #OLONIAS ARE VERY LOW INCOME RURAL COMMUNITIES LOCATED ALONG THE 53 -EXICO BORDER WITH LIVING CONDITIONS THAT ARE OFTEN COMPARED TO THOSE OF DEVELOPING COUNTRIES &OR EXAMPLE 3TARR #OUNTY WHERE THE PROJECT WAS LOCATED IS THE THIRD POOREST COUNTY IN THE 5NITED 3TATES WITH AN AVERAGE ANNUAL FAMILY INCOME OF 4WENTY THREE PER CENT OF RESIDENTS ARE FARMWORKERS AND PERCENT HAVE LESS THAN A NINTH GRADE EDUCATION /VER PERCENT OF RESIDENTS LIVE BELOW THE POVERTY LINE 4HOUGH TWO THIRDS OF THE RESIDENTS ARE !MERICAN CITIZENS NOT ILLEGAL IMMIGRANTS AS IS OFTEN ASSUMED THEY LACK ACCESS TO EDU CATION AND WORK OPPORTUNITIES $AVIDHIZAR AND "ECHTEL /FlCE OF 3TRATEGIC -ANAGEMENT 2ESEARCH AND $EVELOPMENT #OLONIAS ARE UNREGULATED SUBDIVISIONS ON PRIVATE LAND OUTSIDE CITY LIMITS THAT TYPICALLY LACK WATER SEWERAGE ELECTRICITY PAVED ROADS AND OTHER BASIC SERVICES )N THE PAST DEVELOPERS WOULD SELL LOTS FOR LOW SUMS OF MONEY AND OFFER CONTRACTS FOR DEEDS 2ESIDENTS WOULD THEN PLACE TRAILERS CONSTRUCT MANUFACTURED HOMES OR ENGAGE IN SELF BUILD ON THE LOTS 7ARD AND #AREW -OST COLONIAS ARE PLAGUED BY SUBSTANDARD HOUSING INADEQUATE PLUMBING AND SEWAGE DISPOSAL SYSTEMS AND LIMITED ACCESS TO CLEAN WATER RESULTING IN A NUMBER OF SEVERE PUBLIC HEALTH PROBLEMS $AVIDHIZAR AND "ECHTEL !S THE LOCATION FOR THE SECOND YEAR 0HYSICAL 0LANNING 7ORKSHOP WE SELECTED -IKES A COLONIA OF HOUSEHOLDS IN 3TARR #OUNTY MILES EAST OF 2IO 'RANDE #ITY THAT WAS APPARENTLY NAMED AFTER THE SON OF THE RANCHER WHO ORIGINALLY DIVIDED AND SOLD THE LAND 4HE SITE WAS A LONG NARROW EMPTY TWO ACRE LOT THAT mOODED MODERATELY SEV ERAL TIMES A YEAR "ECAUSE OF ITS LOCATION IN A mOOD PLAIN THE LAND WAS UNUSABLE FOR HOUSING BUT THE COMMUNITY WAS INTERESTED IN USING IT AS SOME TYPE OF PARK RECREATIONAL AREA OR COMMON OPEN SPACE 4HERE WERE THREE MAIN REASONS FOR CHOOSING THIS LOCATION AND SITE &IRST THE FACT THAT IT WAS LOCATED IN A COLONIA WAS VERY ATTRACTIVE BE CAUSE OF THE UNUSUAL AND EXTREME CONDITIONS THAT EXIST THERE MOST
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4EXANS ARE AWARE ONLY VAGUELY IF AT ALL THAT COLONIAS EXIST AND VERY FEW EVER VISIT OR EXPERIENCE THEM lRST HAND &OR PLANNING STUDENTS WHO ARE GENERALLY VERY POLITICALLY AWARE AND SENSITIVE TO EQUITY ISSUES IT WAS HIGHLY LIKELY THAT THEY WOULD BE EXCITED AT THE OPPORTUNITY OF WORKING IN THIS COMMUNITY 3ECOND THE PROJECT WAS RELATIVELY MODEST 4HE SITE WAS RATHER SMALL AND THE PROGRAM WAS COMPREHENSIBLE MAKING IT MORE ACCES SIBLE TO STUDENTS WITH NO DESIGN EXPERIENCE )N ADDITION THE PROJECT WAS VERY LIKELY TO BE IMPLEMENTED 4HE OPPORTUNITY TO DESIGN A PROJECT THAT WOULD ACTUALLY BE BUILT WOULD CLEARLY BE A MOTIVATING FORCE FOR THE STUDENTS !ND LAST BUT MOST IMPORTANTLY THE PROJECT AND SITE WERE CHOSEN BECAUSE WE WOULD BE COLLABORATING WITH THE #OMMUNITY 2ESOURCE 'ROUP #2' A NONPROlT ORGANIZATION THAT HAD BEEN WORKING ON THE 4EXAS -EXICO BORDER FOR MANY YEARS TO IMPROVE WATER SANITATION HOUSING TRANSPORTATION AND ACCESS TO SMALL LOANS "ASED IN !USTIN THEY HAD AN OFlCE IN 2IO 'RANDE #ITY AND HAD WORKED CLOSELY WITH THE COMMUNITY FOR SEVERAL YEARS )T WAS #2' THAT ACTUALLY HELD THE TWO ACRE PIECE OF LAND 4HEY WERE MAKING IT AVAILABLE AS A PARK BE CAUSE IT WAS UNUSABLE FOR HOUSING AND BECAUSE THE RESIDENTS HAD LONG EXPRESSED AN INTEREST IN HAVING A COMMON SPACE IN THE SETTLEMENT 4HE ASSISTANCE OF #2' WAS INVALUABLE 4HEY SERVED AS A RESOURCE FOR THE WORKSHOP ACTED AS LIAISON WITH THE COMMUNITY AND PARTICIPATED IN REVIEWS AND DISCUSSIONS DURING THE SEMESTER )T WOULD HAVE BEEN NEARLY IMPOSSIBLE TO BRING A LARGE GROUP OF STUDENTS MANY OF WHOM DID NOT SPEAK 3PANISH TO A COMMUNITY SUCH AS -IKES WITHOUT THEIR ACTIVE SUPPORT
#LASS /RGANIZATION 4HE 0HYSICAL 0LANNING 7ORKSHOP IS A REQUIRED COURSE AND THEREFORE THE CLASS SIZE OF STUDENTS WAS RATHER LARGE )NITIALLY THE STUDENTS WERE DIVIDED INTO lVE TEAMS EACH RESPONSIBLE FOR UNDERTAKING THE SITE INVENTORY AND BASIC RESEARCH FOR ONE OF THE FOLLOWING CATEGORIES PHYSI CAL ENVIRONMENT NATURALBIOLOGICAL ENVIRONMENT SOCIAL ENVIRONMENT PARK DESIGN AND USER NEEDS 4HE 0HYSICAL %NVIRONMENT 4EAM WAS CHARGED WITH STUDYING AND REPORTING ON GEOLOGY CLIMATE SURFACE WATER DRAINAGE AND POSSIBLE mOOD CONTROL STRATEGIES AS WELL AS CREATING A SURVEY OF THE SITE 4HE .ATURAL %NVIRONMENT 4EAM CATALOGUED THE SOILS AND VEGETATION AND RESEARCHED NATIVE PLANTS IN THE REGION 4HE 3OCIAL %NVIRONMENT 4EAM INVESTIGATED THE DEMOGRAPHIC SOCIAL CULTURAL ECONOMIC AND HISTORI CAL BACKGROUNDS TO THE SITE AND REGION 4HE 0ARK $ESIGN AND )MPLE MENTATION 4EAM LOOKED AT EXISTING PARKS AND COMMUNITY OPEN SPAC ES IN THE AREA EXAMPLES OF PARKS AND PARK DESIGN IN THE REGION AND
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ELSEWHERE AND POSSIBLE FUNDING SOURCES FOR THE COMMUNITY &INALLY THE 5SERS .EEDS 4EAM MET WITH COMMUNITY MEMBERS TO ASSESS THEIR REQUIREMENTS POSSIBLE USES OF THE SITE EXISTING LAND USE SURROUNDING THE SITE AND OVERALL GOALS OF THE COMMUNITY %ARLY IN THE SEMESTER THE ENTIRE CLASS OF TOOK THE SIX HOUR DRIVE FROM !USTIN DOWN TO 2IO 'RANDE #ITY AND -IKES FOR A THREE DAY lELD TRIP 4HERE STUDENTS UNDERTOOK THEIR SITE INVENTORIES COLLECTED DATA MET WITH THE COMMUNITY CONTACTED LOCAL GOVERNMENT OFlCIALS AND GENERALLY BECAME FAMILIAR WITH THE COMMUNITY THE SITE AND THE AREA %ACH TEAM WROTE A SUMMARY OF THEIR lNDINGS AND SHARED IT WITH CLASSMATES
&IGURE 3TUDENTS #AMELIA 3UAREZ AND -ARK -AZZOLA OF THE 0HYSICAL %NVIRONMENT 4EAM SURVEYING THE TWO ACRE SITE /NCE THE DATA WAS COLLECTED COMPILED AND SUMMARIZED THE STU DENTS WERE REDISTRIBUTED INTO SIX DESIGN TEAMS FOR THE SECOND HALF OF THE SEMESTER %VERY DESIGN TEAM INCLUDED AT LAST ONE MEMBER FROM EACH OF THE INVENTORY TEAMS IN ORDER TO ENSURE PRESENCE OF AN hEXPERTv IN EACH SUBJECT 4HE DESIGN TEAMS WERE RESPONSIBLE FOR lRST DEVELOPING DESIGN CONCEPTS AND THEN PRODUCING A REALISTIC AND DETAILED PHYSICAL DESIGN AND PLAN FOR THE PARK TAKING INTO CONSIDERATION COMMUNITY NEEDS CLIMATE APPROPRIATE TECHNOLOGIES AND MATERIALS NATIVE PLANTS AND LANDSCAPING DRAINAGE IMPLEMENTATION LOCAL RESOURCES AND THE COMMUNITYS LIMITED BUDGET 7HILE THE STUDENTS WERE WORKING ON THEIR PROPOSALS IN !USTIN SEV
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ERAL GUEST SPEAKERS CAME FROM 3TARR #OUNTY TO SPEAK TO THE STUDENTS ABOUT THE CONDITIONS CHALLENGES AND ISSUES FACED BY RESIDENTS IN THE VALLEY ! SECOND lELD TRIP TOOK PLACE NEAR THE END OF THE SEMESTER WITH TWO MEMBERS FROM EACH OF THE SIX DESIGN TEAMS TRAVELING TO 2IO 'RANDE #ITY AND -IKES TO PRESENT THEIR WORK TO THE #OUNTY #OMMIS SIONER AND COMMUNITY MEMBERS
&IGURE 3TUDENT $ANIELLE 7HITE OF THE 5SERS .EEDS 4EAM WORKING WITH COMMUNITY MEMBERS TO RECORD THEIR DESIRES AND WISHES FOR THE PARK 4HE OBJECTIVE OF THE PROJECT WAS NOT TO HAVE ONE OF THE SIX TEAM PROPOSALS CHOSEN OR DECLARED THE WINNER )NSTEAD THE INTENTION WAS TO OFFER THE COMMUNITY A RANGE OF POSSIBILITIES TO CONSIDER COMBINE AND ADAPT AND THIS IS EXACTLY WHAT THEY DID 4HE COMMUNITY IS USING THE SIX DESIGN PROPOSALS AS THE BASIS FOR DEVELOPING THEIR OWN VERSION WHICH WILL BE BUILT IN PHASES AS FUNDS BECOME AVAILABLE 4HERE WAS CLEARLY NOT ENOUGH TIME TO BUILD THE PARK DURING THE SEMESTER BUT A 6)34! VOLUNTEER WORKING WITH #2' TOOK ON THE PROJECT AND IS WORKING WITH THE COMMUNITY AND THE #OUNTY #OMMISSIONER TO SECURE FUNDING AND BEGIN IMPLEMENTING SOME ASPECTS OF THE DESIGNS %ACH TEAMS lNAL DESIGN WAS UNIQUE BUT WITH MANY OVERLAPPING APPROACHES AND FEATURES !LL TEAMS TOOK THE APPROACH THAT A SIGNIl CANT PART OF THEIR DESIGN WOULD BE SELF BUILT BY THE COMMUNITY AND EMPHASIZE LOW COST MAINTENANCE 4HEY PROPOSED PHASING THE DESIGN
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SO THAT FEATURES COULD BE BUILT AS FUNDING BECAME AVAILABLE !ND ALL PROPOSED TO USE WATER CONSERVING NATIVE PLANTS IN THE LANDSCAPING AND MAKE THE PARK ACCESSIBLE AND ATTRACTIVE TO ALL AGE GROUPS )N ADDI TION SOME OF THE TEAMS EMPHASIZED ASPECTS SUCH AS CELEBRATING LOCAL CULTURE USING THE PARK FOR INCOME GENERATION PROMOTING HEALTH IN THE COMMUNITY AND mOOD MITIGATION !LL OF THE TEAMS PROPOSED CHILDRENS PLAYGROUNDS AND MOST INCLUDED BASKETBALL COURTS AND MULTI USE PLAYING lELDS ! COUPLE OF TEAMS PROPOSED AN EXTREME BICYCLE PARK AND A hZIP LINEv A TIGHT LY STRETCHED STEEL CABLE DOWN WHICH THE RIDER GLIDES WHILE GRASPING A HANDLE ATTACHED TO A TROLLEY !LL INCLUDED A PERFORMANCE AREA OR STAGE FOR THE FREQUENT SHOWS PLAYS AND MUSIC PRODUCED AND ENJOYED BY THE COMMUNITY 4HE PROPOSALS ALSO ALL INCORPORATED COMMUNITY GARDENS COMMUNITY ART PICNIC AREAS AND A PAVILION FOR THE FREQUENT FAMILY AND COMMUNITY GATHERINGS )N ADDITION SOME TEAMS PROPOSED A WATER FEATURE PLAZA CONTEMPLATIVE GARDEN COMMUNITY CENTER OR MARKET AREA 4HE COMMUNITY MEMBERS WERE INTERESTED IN ALL THE DESIGNS AND THE PROPOSED FEATURES !T lRST THEY HAD DIFlCULTY HOWEVER ARTICULAT ING THEIR VISION BECAUSE OF THEIR LIMITED EXPERIENCE WITH PARKS IN GEN ERAL AND BECAUSE THERE WERE SO FEW EXAMPLES IN THE AREA 4HEY WERE FAMILIAR WITH CHILDRENS PLAYGROUNDS BUT WERE NOT SURE WHAT OTHER FEATURES COULD LEGITIMATELY BE INCLUDED IN A COMMUNITY PARK 4HE STU DENTS PROPOSALS GREATLY INCREASED THEIR RANGE AND APPARENTLY LEGITI MIZED THEIR WISH LIST OF FEATURES !LTHOUGH NONE OF THE TEAMS INCLUDED EXACTLY THE DESIRED COMBINATION COMMUNITY MEMBERS WERE ABLE TO SELECT FROM THE PROPOSALS THE FEATURES THAT THEY MOST HOPED FOR IN THEIR FUTURE PARK A STAGE FOR COMMUNITY SHOWS AND ENTERTAINMENT A COVERED MARKET AREA WHERE VENDORS COULD SELL PRODUCE AND HOME MADE PRODUCTS A COMMUNITY GARDEN A PLAYGROUND FOR THE CHILDREN A PLAYING lELD A BASKETBALL COURT A PICNIC AREA SHADED SEATING AND A COMMUNITY CENTER
3UCCESSES #ERTAINLY FROM ONE PERSPECTIVE WORKING IN THE COLONIA WAS AN OVER WHELMING SUCCESS 4HE STUDENTS WORK WAS INTENDED TO OFFER A RANGE OF POSSIBILITIES TO CONSIDER COMBINE AND ADAPT WHICH THE COMMUNITY IS DOING 2ESIDENTS IN CONJUNCTION WITH #2' AND THE #OUNTY #OM MISSIONER ARE RAISING FUNDS TO BUILD THE lRST PHASE OF THEIR PARK )N ADDITION THE PROJECT WAS RECOGNIZED BY THE #ENTRAL 4EXAS AND 4EXAS STATE CHAPTERS OF THE !MERICAN 0LANNING !SSOCIATION !0! AND WON THE BEST STUDENT PROJECT AWARDS 7E WERE VERY FORTUNATE TO WORK WITH #2' AN ORGANIZATION THAT HAD A SOLID RELATIONSHIP WITH THE COMMUNITY IN -IKES AS WELL AS WITH
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OTHER COLONIAS IN THE VALLEY AND WHO SHARED THEIR EXPERIENCE KNOWL EDGE AND INSIGHT WITH THE STUDENTS 4HEIR SUPPORT OF THE PROJECT LE GITIMIZED THE PROJECT IN THE EYES OF THE COMMUNITY AND ENABLED THE STUDENTS TO BECOME QUICKLY KNOWLEDGEABLE ABOUT THE COMMUNITY AND INVOLVED WITH THE ISSUES IT FACED 4HE PEDAGOGICAL INTENTION WAS TO GIVE STUDENTS EXPERIENCE WORK ING IN A REAL WORLD SITUATION ON A SCALE THAT THEY COULD MANAGE AND INTRODUCE THEM TO DESIGN AND THE DESIGN PROCESS GOALS THAT THE PROJECT MET 4HE SIZE AND SCALE OF THE PROJECT WERE APPROPRIATE FOR THE STUDENTS GIVEN THAT NONE HAD A DESIGN BACKGROUND )NITIALLY THEY WERE FRUSTRATED AT THE SMALL SIZE OF THE SITE BUT THEY SOON APPRECIATED HOW MUCH EFFORT IT TAKES TO PLAN AND DESIGN EVEN A SMALL SPACE ! PARK OR COMMUNITY SPACE WAS A GOOD PROGRAM CHOICE BECAUSE ALL THE STUDENTS HAD SOME KIND OF PERSONAL EXPERIENCE WITH PARKS 0LANNING STUDENTS COME FROM A WIDE RANGE OF BACKGROUNDS BUT ALL ARE FAMILIAR WITH A VARIETY OF PARKS COMMUNITY GARDENS AND PUBLIC SPACES AND THEREFORE CAN BUILD ON THAT STRENGTH AND FAMILIARITY "ECAUSE THERE WAS ENOUGH OF THE UNKNOWN IN THIS CLASS AN UNFAMILIAR COMMUNITY AND NO EXPERIENCE WITH DESIGN A PROGRAM WITH WHICH THEY WERE COM FORTABLE WAS VERY HELPFUL
&IGURE 3TUDENTS OF THE 5SERS .EEDS 4EAM DISCUSSING THE COMMUNITYS IDEAS FOR A FUTURE PARK IN -IKES !S EXPECTED THE STUDENTS WERE HIGHLY MOTIVATED BY WORKING WITH A REAL CLIENT ON A REAL PROJECT THAT WAS LIKELY TO BE IMPLEMENTED IN SOME
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FORM 4HE OPPORTUNITY OF WORKING IN A COLONIA CAUSED THEM TO WORK HARDER AND PUSH THEMSELVES MORE THAN WITH AN ACADEMIC EXERCISE 4HE COMBINATION OF WORKING WITH AN EXPERT AND DEDICATED LOCAL COMMUNITY GROUP CHOOSING A PROJECT THAT WAS APPROPRIATE IN SIZE AND SCALE AND LOCATING IT IN A COMMUNITY THAT EXCITED AND MOTIVATED THE STUDENTS ALL HELPED THE QUALITY OF THE PROPOSALS 4HOUGH THE STUDENTS CAME TO THE CLASS WITH NO DESIGN BACKGROUND THEIR WORK WAS THOUGHT FUL RESPONSIVE REALISTIC AND OFTEN CREATIVE 4HEY DISPLAYED A HIGH LEVEL OF MATURITY AND INSIGHT WHICH ALLOWED THEM TO SUCCEED IN AN UNFA MILIAR ENVIRONMENT AND LESS THAN IDEAL WORKING CONDITIONS 4HEY ALSO DEMONSTRATED ENORMOUS RESPECT AND SENSITIVITY TO THE COMMUNITYS NEEDS AND RESOURCES !N ADDITIONAL AND ADMITTEDLY SOMEWHAT UNEXPECTED BONUS OF USING A SERVICE LEARNING PROJECT FOR TEACHING DESIGN TO PLANNING STU DENTS WAS THAT IT HELPED OVERCOME THEIR BIAS AGAINST DESIGN 0LANNING STUDENTS OFTEN STEREOTYPE DESIGN AS SIMPLY THE ABILITY TO DRAW WELL OR AT MOST A PROCESS OF MAKING SOMETHING hLOOK GOOD v AND THEY OFTEN ASSUME THAT DESIGN IS IRRELEVANT TO ISSUES SUCH AS POVERTY AND SOCIAL INEQUITY 4HIS PROJECT WHICH FORCED STUDENTS TO CONSIDER MANY CON mICTING DEMANDS AND NEEDS MADE THEM REALIZE NOT ONLY HOW DEMAND ING DESIGN IS BUT ALSO THE IMPORTANT ROLE PHYSICAL DESIGN CAN PLAY IN SUPPORTING THE ASPIRATIONS AND SUSTAINABILITY OF COMMUNITIES 3IMPLY PUT WORKING IN A VERY LOW INCOME COMMUNITY MADE PHYSICAL DESIGN ACCESSIBLE AND ACCEPTABLE TO STUDENTS WHO PREVIOUSLY MIGHT HAVE HELD LESS THAN POSITIVE VIEWS OR ATTITUDES ABOUT ITS VALUE OR WORTH
#HALLENGES 4HERE ARE MANY CHALLENGES TO SERVICE LEARNING WELL DESCRIBED IN &OR SYTH ET AL INCLUDING INCREASED FACULTY RESPONSIBILITY AND WORK LOAD PRE PROFESSIONAL WORK SCHEDULING DIFlCULTIES WITH THE ACA DEMIC CALENDAR AND CREATING UNREALISTIC HOPES FOR THE COMMUNITY 4HE CHALLENGES CERTAINLY APPLIED TO AN EXTENT BUT IN THIS PARTICULAR CASE FOUR MAJOR PEDAGOGICAL AND ADMINISTRATIVE CHALLENGES TOOK PRECE DENCE AND BECAME SERIOUS OBSTACLES TO FUTURE SERVICE BASED PROJECTS LACK OF A DESIGN BACKGROUND ON THE PART OF THE STUDENTS INADEQUATE CLASS TIME AND CREDIT HOURS EXCESSIVE ADMINISTRATIVE AND LOGISTICAL DEMANDS AND LACK OF lNANCIAL SUPPORT FROM THE UNIVERSITY ADMINIS TRATION 4HE lRST CHALLENGE THE LACK OF DESIGN EXPERIENCE ON THE PART OF THE STUDENTS CAN BE A PROBLEM AS NOTED BY &ORSYTH ET AL BECAUSE THE PRE PROFESSIONAL QUALITY OF THE STUDENTS WORK CAN BURDEN A COMMUNITY WITH LOW QUALITY PRODUCT &ORTUNATELY IT WAS NOT A PROB LEM IN THIS CASE MOSTLY BECAUSE OF THE RELATIVELY SIMPLE AND STRAIGHT FORWARD PROGRAM AND BECAUSE THE WORK PROPOSED BY THE STUDENTS WAS
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ALWAYS COUCHED IN TERMS OF OFFERING A RANGE OF IDEAS TO THE COMMU NITY FOR THEIR CONSIDERATION AND AS A MEANS OF PROMPTING DISCUSSION RATHER THAN GIVING AN ANSWER TO THEIR PROBLEM 4HE LACK OF DESIGN EXPERIENCE IS NOT UNIQUE TO A SERVICE LEARNING PROJECT !NY PRACTICAL DESIGN PROJECT WOULD HAVE POSED THE SAME OR A SIMILAR CHALLENGE BUT THE SERVICE LEARNING PROJECT SEEMED TO EXACER BATE THE PROBLEM BECAUSE THE STUDENTS TOOK IT FAR MORE SERIOUSLY THAN AN ACADEMIC EXERCISE )N ADDITION BECAUSE THEY HAD NO EXPERIENCE WITH DESIGN DESIGNERS OR THE DESIGN PROCESS THE STUDENTS OFTEN HAD WILDLY UNREALISTIC EXPECTATIONS AND ASSUMPTIONS ABOUT THE AMOUNT OF TIME AND EFFORT REQUIRED TO GAIN DESIGN AND DRAWING SKILLS AND WERE CONSEQUENTLY QUICKLY FRUSTRATED &OR EXAMPLE MOST PLANNING STUDENTS ARE SKEPTICAL ABOUT THEIR ABILITY OR POTENTIAL TO DRAW HAVING CONVINCED THEMSELVES YEARS AGO THAT THEY HAVE NO TALENT IN THIS AREA 7E INVITED A TALENTED LANDSCAPE ARCHITECT AND EXPERIENCED INSTRUCTOR AS A GUEST LECTURER TO DEMONSTRATE QUICK DRAWING TECHNIQUES )NITIALLY THE STU DENTS WERE THRILLED BECAUSE HE MANAGED TO CONVINCE THEM THAT THEY COULD INDEED DRAW BUT WHEN THEIR lRST ATTEMPTS WERE NOT QUITE AS POLISHED AS HIS THEY QUICKLY BECAME IRRITATED AT THE GAP BETWEEN THEIR ABILITY AND THEIR ASPIRATIONS
&IGURE 3TUDENTS #HRISTINA ,OWERY AND #HRISTOPHER &RYE PRESENTING THEIR TEAMS PROPOSAL TO COMMUNITY MEMBERS
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4HE AMBIGUOUS AND ITERATIVE NATURE OF DESIGN WAS ALSO A CHALLENGE TO MANY OF THE STUDENTS MOST OF WHOM HAD LIBERAL ARTS BACKGROUNDS 3INCE THEIR PREVIOUS EDUCATION HAD TRAINED THEM TO LOOK FOR AND EX PECT THE hCORRECTv ANSWER THEY INITIALLY APPROACHED DESIGN IN A SIMI LAR MANNER 4HEY HOPED FOR A FORMULA THAT WOULD DELIVER THE CORRECT ANSWER OR AT LEAST A STRAIGHTFORWARD STEP BY STEP PROCESS THAT WOULD ALLOW THEM TO ARRIVE AT THE RIGHT SOLUTION 2EALIZING THAT THERE COULD BE MULTIPLE ANSWERS AND PATHS TO A SUCCESSFUL DESIGN WAS INITIALLY CONFUSING AND VERY FRUSTRATING 4HE DEMANDS OF DESIGNING A COMMUNITY PARK FOR -IKES PUSHED THE STUDENTS OUTSIDE THEIR COMFORT ZONE AND IN THE PROCESS CREATED A CERTAIN AMOUNT OF ANXIETY (OWEVER THEIR FRUSTRATION CAN ALSO BE SEEN IN A VERY POSITIVE LIGHT BECAUSE IT DEMONSTRATED THAT THEY CARED DEEPLY ABOUT SUCCEEDING AND PRODUCING A SUCCESSFUL AND PROFESSIONAL DESIGN PROPOSAL FOR THE COMMUNITY !GAIN A LACK OF DESIGN EXPERIENCE WOULD BE A CHALLENGE FOR ANY PROJECT BUT THE SERVICE LEARNING ASPECT OF THE PROBLEM HEIGHTENED THE STAKES FOR THE PLANNING STUDENTS AND INCREASED THEIR FEAR OF FAILURE -ANY OF THESE CONCERNS AND MUCH OF THE FRUSTRATION CAUSED BY A LACK OF SKILLS COULD HAVE BEEN ADDRESSED AND SIMPLY ALLEVIATED WITH MORE CLASS TIME (OWEVER THE WORKSHOP ONLY MET FOR THREE HOURS PER WEEK COMPARED WITH THE NORMAL ARCHITECTURE OR DESIGN STUDIO OF HOURS WHICH MEANT THAT WE WERE EXPECTING STUDENTS WITH NO BACKGROUND OR EXPERIENCE IN DESIGN OR FAMILIARITY WITH THE COM MUNITY TO PRODUCE FAIRLY PROFESSIONAL PROPOSALS IN A FRACTION OF THE TIME ALLOTTED TO DESIGN STUDENTS OBVIOUSLY AN AMBITIOUS AND IN HINDSIGHT PERHAPS UNREALISTIC EXPECTATION )N SPITE OF THE LIMITED TIME FOR THE WORKSHOP THE STUDENTS MET THE CHALLENGE BY PUTTING IN AN EXTRAORDINARY AMOUNT OF EXTRA WORK AND EFFORT AND SUCCEEDED IN PRO DUCING VERY CONVINCING WORK .EVERTHELESS IT WOULD HAVE BEEN FAIRER AND LESS STRESSFUL TO INCREASE THE NUMBER OF CLASS HOURS AS WELL AS TO INCREASE THE NUMBER OF CREDIT HOURS TO A LEVEL THAT MORE CLOSELY RE mECTED THE TIME AND EFFORT REQUIRED IN THE CLASS !N ALTERNATIVE WOULD HAVE BEEN TO SCALE BACK THE PROJECT TO BETTER lT THE ASSIGNED CREDIT HOURS BUT THE STUDENTS WOULD STILL HAVE HAD TO SPEND TIME LEARNING BASIC DESIGN SKILLS WHICH IS TIME CONSUMING IN ITS OWN RIGHT AND ANY PROJECT WOULD HAVE TO BE SO SIMPLE AS TO BE UNREALISTIC UNINTERESTING TO THE STUDENTS AND NOT VERY USEFUL TO A COMMUNITY 4HE THIRD MAJOR CHALLENGE WAS ONE OF GEOGRAPHY A SIMPLE PROBLEM BUT NOT EASILY OVERCOME 4HE COLONIAS ARE LOCATED ALONG THE 4EXAS -EXICO BORDER IN THE 2IO 'RANDE 6ALLEY AND !USTIN IS A SIX HOUR DRIVE AWAY 4HE SHEER DISTANCE LIMITED THE NUMBER OF TRIPS WE COULD MAKE DURING THE SEMESTER AND CREATED LOGISTICAL CHALLENGES )N ADDITION THE ORGANIZATIONAL WORK INVOLVED WITH TAKING STU DENTS ON A lELD TRIP ENTAILED ARRANGING ACCOMMODATION VAN RENTALS
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TRANSPORTATION INSURANCE WAIVERS AND HEALTH INSURANCE AND COLLECTING MONEY ASSIGNING VOLUNTEER DRIVERS AND COORDINATING ROOM MATES ALL OF WHICH TOOK UP AN INORDINATE AMOUNT OF TIME AND CRE ATED AN ADDITIONAL ADMINISTRATIVE BURDEN FOR THE INSTRUCTOR AND TEACHING ASSISTANT &INALLY ONE OF THE MOST DISAPPOINTING ASPECTS OF THE PROJECT WAS THE LACK OF PRACTICAL AND lNANCIAL SUPPORT FROM THE UNIVERSITY )N SPITE OF REPEATED STATEMENTS BY THE HIGHEST LEVELS OF THE ADMINISTRATION ABOUT THE IMPORTANCE AND NECESSITY OF WORKING WITH COLONIAS ALONG THE BORDER NO FUNDING WAS EARMARKED FOR THIS TYPE OF WORK AND THE STUDENTS HAD TO SHOULDER MOST OF THE COSTS THEMSELVES 3EVERAL OF THE SENIOR PLANNING FACULTY DID CONTRIBUTE FUNDS TO SUPPORT THE SECOND TRIP TO 2IO 'RANDE #ITY AND MADE IT POSSIBLE FOR TWO STUDENTS FROM EACH DESIGN TEAM TO PRESENT THEIR lNAL WORK TO THE #OUNTY #OMMISSIONER AND THE COMMUNITY 4HE EXTRA BURDEN OF HAVING TO PAY FOR lELD TRIPS FOR A REQUIRED CLASS CREATED A SOUR NOTE IN AN OTHERWISE EXCITING AND FAIRLY POSITIVE ALBEIT DEMANDING EXPERIENCE 4HE STUDENTS THOUGHT HAVING TO PAY EXTRA FOR A REQUIRED CLASS WAS UNFAIR AND INTERPRETED THE LACK OF FUNDING AND SUPPORT AS A LACK OF INTEREST IN THEIR WORK AND EFFORT /BVIOUSLY IF THE CLASS HAD BEEN AN ELECTIVE PAYING FOR THE lELD TRIPS WOULD HAVE BEEN MUCH LESS OF AN ISSUE
,ESSONS ,EARNED !S THE CLASS INSTRUCTOR ) LEARNED AN ENORMOUS AMOUNT ABOUT USING SERVICE LEARNING AS A MEANS OF TEACHING INTRODUCTORY PHYSICAL DESIGN TO PLANNING STUDENTS )M CONVINCED THAT SERVICE LEARNING AND COMMU NITY OUTREACH PROJECTS OFFER AN EXTRAORDINARY TEACHING AND LEARNING OPPORTUNITY 4HEY MOTIVATE STUDENTS ESPECIALLY THOSE WHO ARE ALREADY ENGAGED TO GO TO GREAT LENGTHS TO SUCCEED )N SPITE OF ALL THE FRUSTRA TIONS AND CHALLENGES THEY CREATE AN EDUCATIONAL EXPERIENCE THAT IS FAR MORE VIVID AND MEMORABLE THAN MANY OF THEIR OTHER CLASSES 3ER VICE LEARNING ALSO DOES WHAT A GOOD EDUCATIONAL EXPERIENCE DOES BEST IT PUSHES STUDENTS OUTSIDE OF THEIR NORMAL LIVES AND ASSUMPTIONS TO EXPERIENCE AND EXPLORE A MUCH WIDER WORLD ) ALSO CAME TO UNDERSTAND THAT SERVICE LEARNING HOLDS A SPECIAL ROLE IN TEACHING DESIGN TO PLANNING STUDENTS AND THAT IT REQUIRES A DELICATE BALANCE /N ONE HAND A COMMUNITY BASED PROJECT IS AN EXTRAORDINARILY USEFUL ENTRY POINT TO GET PLANNING STUDENTS INTERESTED IN DESIGN /N THE OTHER HAND BECAUSE IT CAN BE SO REAL AND SO MEAN INGFUL TO THEM IT CAN CREATE AN EXTRA LEVEL OF STRESS BECAUSE OF THEIR LIMITED SKILLS AND EXPERIENCE ) CERTAINLY INTEND TO CONTINUE TO INCOR PORATE SERVICE LEARNING PROJECTS IN THE FUTURE BUT THEY WILL NOT HAP PEN EVERY YEAR FOR EVERY CLASS 4HE CLASS WILL ALWAYS HAVE REALISTIC AND PRACTICAL PROJECTS BUT THE SERVICE LEARNING AND COMMUNITY PROJECTS
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WILL BE VERY CAREFULLY SELECTED TO MEET THE NEEDS OF THE STUDENTS AS WELL AS THE COMMUNITY 3ERVICE LEARNING IN 4EXAS COLONIAS OFFERS A PARTICULARLY RICH AND CHALLENGING EDUCATIONAL OPPORTUNITY BECAUSE THEY ARE SUCH UNUSUAL COMMUNITIES IN TERMS OF LAND OWNERSHIP AND THE LEVEL OF POVERTY &EW 4EXANS KNOW THIS PART OF THE STATE AND THE CONDITIONS IN WHICH THE RESIDENTS LIVE 4HESE COMMUNITIES DESERVE FAR MORE ATTENTION AND AS SISTANCE FROM FELLOW 4EXANS AND HAVE AN ENORMOUS AMOUNT TO OFFER AND TEACH US !S USEFUL AND REWARDING AS WORKING WITH COMMUNITIES IN THE 2IO 'RANDE 6ALLEY CAN BE HOWEVER THE PHYSICAL DISTANCE BE TWEEN THEM AND !USTIN LIMITS OUR ACCESS )N THE FUTURE WE WILL RESTRICT SITE SELECTION TO THE CITY ITSELF OR TO SITES WITHIN AN HOURS DRIVE 4HIS WILL ALLOW STUDENTS TO VISIT THE SITE AND CLIENT MUCH MORE FREQUENTLY AND REQUIRE LESS ORGANIZATIONAL WORK #LEARLY THIS REDUCES THE RANGE OF PROJECTS AND UNFORTUNATELY IT EXCLUDES ANY WORK IN THE COLONIAS ) WOULD REPEAT A PROJECT ON THE 4EXAS -EXICO BORDER ONLY IF WE HAD AD EQUATE FUNDING AND SUPPORT OR IF THE CLASS WAS AN ELECTIVE ,EARNING ABOUT PHYSICAL DESIGN REQUIRES THE STUDENT TO PRACTICE DESIGN AND EXPERIENCE THE ITERATIVE PROCESS THAT LEADS TO AN APPROPRI ATE SOLUTION 4HIS TAKES TIME AND COMBINED WITH A COMMUNITY BASED PROJECT REQUIRES SIGNIlCANTLY MORE THAN THE AVERAGE THREE HOUR PER WEEK CLASS 4HE CLASS AND CREDIT HOURS FOR ANY SERVICE LEARNING PROJECT SHOULD BE INCREASED TO REmECT THE TIME NEEDED AND THE EFFORT INVESTED BY THE STUDENTS COMPARED TO OTHER PLANNING CLASSES %XPECTING STU DENTS WITH NO DESIGN BACKGROUND TO PRODUCE FAIRLY PROFESSIONAL WORK WITH ONLY THREE HOURS OF CLASS TIME PER WEEK AND AWARDING ONLY THREE CREDIT HOURS IS NOT ONLY UNREALISTIC BUT UNFAIR ,ONGER TERM FOLLOW UP BETWEEN STUDENTS AND THE COMMUNITY IS ALSO NEEDED 3TUDENTS AND RESIDENTS INVEST A GREAT DEAL OF TIME AND ENERGY IN THE PROJECT AND IT IS DISAPPOINTING AND UNSATISFYING WHEN THE PROJECT ABRUPTLY ENDS OR THE STUDENTS DISAPPEAR AT THE END OF THE SEMESTER .OT MANY SERVICE LEARNING PROJECTS CAN lT GRACEFULLY INTO A WEEK SEMESTER SCHEDULE 3CALING DOWN THE SCOPE OF THE PROJECT IS ONE SOLUTION BUT CONTINUING IT OVER MORE THAN ONE SEMESTER WOULD BE MORE ADVANTAGEOUS AND REALISTIC &OR REDUCED FRUSTRATION ON THE PART OF STUDENTS SERVICE BASED COURSES ARE PROBABLY BEST LIMITED TO ELECTIVES (OWEVER ONE HAS TO QUESTION WHETHER MINIMIZING FRUSTRATION THOUGH COMPLETELY UNDER STANDABLE SHOULD BE THE DRIVING FORCE BEHIND MAKING THIS CHOICE )F SERVICE LEARNING IS A VALUABLE EDUCATIONAL EXPERIENCE AND TEACHING THE SKILLS NEEDED TO WORK IN COMMUNITIES IS AN IMPORTANT GOAL SHOULD IT NOT BE A GOAL FOR ALL STUDENTS NOT JUST THOSE WHO ACTIVELY SEEK IT OUT )F SERVICE LEARNING IS DEEMED VALUABLE FUNDING AND ACTIVE SUP PORT BY THE UNIVERSITY ARE ABSOLUTELY ESSENTIAL .OT ONLY WOULD THEY
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ALLEVIATE OR REDUCE THE lNANCIAL BURDEN ON THE STUDENTS IN A SENSE CHARGING AN ADDITIONAL FEE FOR A REQUIRED CLASS BUT THEY WOULD ALSO EMPHASIZE THAT THE UNIVERSITY HAS A RESPONSIBILITY AND ROLE IN WORKING WITH DISADVANTAGED COMMUNITIES AND CONSIDERS IT AN IMPORTANT PART OF EDUCATION &INALLY WORKING WITH AN ACTIVE AND ENGAGED COMMUNITY ORGANIZA TION IS ESSENTIAL FOR SUCCESSFUL SERVICE LEARNING PARTICULARLY IN THE CO LONIAS 4HEY CAN QUICKLY INTRODUCE THE STUDENTS TO THE PROBLEM AND ITS CONTEXT ACT AS THE LIAISON BETWEEN THE STUDENTS AND THE COMMUNITY AND CONTINUE CONTACT AFTER THE END OF THE SEMESTER !NY FUTURE PROJECT INVOLVING COLONIAS WOULD HAVE TO BE DONE IN CONJUNCTION WITH #2' OR A SIMILAR ORGANIZATION
3UMMARY 4HE IDEA OF USING SERVICE LEARNING FOR TEACHING DESIGN TO PLANNING STU DENTS IS ATTRACTIVE AND HAVING A PROJECT LOCATED IN A VERY LOW INCOME COMMUNITY SUCH AS A 4EXAS COLONIA IS AN EVEN MORE EXCITING PROPOSI TION (OWEVER THE POTENTIAL PITFALLS ARE MANY AND AN INSTRUCTOR NEEDS TO BE EXCEEDINGLY SENSITIVE TO THE NEEDS OF THE COMMUNITY AND THE STUDENTS #ONSEQUENTLY EDUCATORS NEED TO ASK THEMSELVES TWO FUNDA MENTAL QUESTIONS CAN THEY AND MORE IMPORTANTLY SHOULD THEY UN DERTAKE A SERVICE LEARNING PROJECT 7HETHER ONE CAN RUN AN EFFECTIVE SERVICE LEARNING PROJECT IS OFTEN MORE A QUESTION OF PRACTICALITIES #AN THE STUDENTS GAIN THESE SKILLS IN THE TIME FRAME OF THE CLASS USUALLY A SINGLE SEMESTER $O THEY HAVE THE BACKGROUND TO ACCOMPLISH THE TASK )F NOT CAN THEY LEARN IN THE ALLOTTED TIME #AN THE CLASS MEET WITH THE COMMUNITY AS OFTEN AS IS NECESSARY TO LEARN FROM THEM AND GAIN THEIR TRUST )S IT LOGISTICALLY POSSIBLE TO HAVE A POSITIVE EDUCATIONAL EXPERIENCE AND PRODUCE A USE FUL PRODUCT FOR THE COMMUNITY GIVEN THE RESOURCES 4HE QUESTION OF WHETHER THE STUDENTS SHOULD UNDERTAKE A SERVICE LEARNING PROJECT IS MUCH MORE PROFOUND AND DIFlCULT TO ANSWER )T IS AN ISSUE OF ETHICS RATHER THAN LOGISTICS /UGHT PRE PROFESSIONAL STU DENTS BE INVOLVED IN PRODUCING WHAT SHOULD BE PROFESSIONAL PRODUCTS FOR ANY GROUP ESPECIALLY VERY LOW INCOME COMMUNITIES !RE STUDENTS BEING INVOLVED SIMPLY BECAUSE THE COMMUNITY CANNOT AFFORD PROFES SIONALS OR DO THE STUDENTS OFFER SOMETHING UNIQUE AND IMPORTANT )S IT FAIR TO PUT THAT KIND OF PRESSURE ON STUDENTS WHO DO NOT YET HAVE THE TRAINING OR SKILLS BUT WHO TAKE THEIR CHARGE AND RESPONSIBILITY TO THE COMMUNITY EXTREMELY SERIOUSLY 7HAT HAPPENS IF THEY DO NOT PRODUCE HIGH QUALITY RESULTS DESPITE THEIR BEST EFFORT )S IT FAIR TO BURDEN THE COMMUNITY WITH LESS THAN PROFESSIONAL RESULTS $O THE COMMUNITY AND STUDENTS HAVE REALISTIC EXPECTATIONS ABOUT THEIR ROLES THE PROCESS AND THE PRODUCT 7ILL THE COMMUNITY FEEL USED AND ABANDONED BY THE
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UNIVERSITY AND STUDENTS WHO DISAPPEAR ONCE THE SEMESTER IS OVER 0RE PROFESSIONAL STUDENTS AND COMMUNITIES CAN WORK TOGETHER ON PROJECTS THAT ARE MUTUALLY BENElCIAL WHERE STUDENTS GAIN NEW SKILLS AND INSIGHT INTO COMMUNITIES VERY DIFFERENT FROM THEIR OWN AND COM MUNITIES CAN GAIN ENORMOUSLY FROM THE ENERGY AND IDEAS OF THE STU DENTS "UT THE CIRCUMSTANCES UNDER WHICH THIS CAN HAPPEN ARE UN FORTUNATELY MUCH RARER THAN WE AS EDUCATORS WOULD LIKE 4HE CASE OF SERVICE LEARNING IN 4EXAS COLONIAS WAS AN EXPERIMENT AN EXPERI MENT THAT WAS AMBITIOUS CHALLENGING AND ULTIMATELY BOTH SUCCESSFUL AND REWARDING BUT ONE THAT WILL NOT BE REPEATED WITHOUT SIGNIlCANT CHANGES IN THE FUTURE
!CKNOWLEDGMENTS 0EG -C#OY 2EBECCA ,IGHTSEY AND $AVID 0ETERSON OF #2' OFFERED EX TRAORDINARY SUPPORT INSIGHT AND ENTHUSIASM FOR THE PROJECT !NU 0ARMAR THE TEACHING ASSISTANT FOR THE CLASS WAS INVALUABLE 4HE RESI DENTS OF -IKES AND THE STAFF OF #2' IN 2IO 'RANDE #ITY WELCOMED US AND TAUGHT US A GREAT DEAL $EAN &RITZ 3TEINER "OB 0ATERSON AND 4ERRY +AHN PROVIDED lNANCIAL SUPPORT FOR THE SECOND lELD TRIP
.OTES )N THE S AND EARLY S TWO DEVELOPERS SOLD MORE THAN UNDER SERVICED LOTS TO NEARLY FAMILIES IN 3TARR #OUNTY 4HEY SOLD THE LAND USING A hCONTRACT FOR DEEDv WITH VERY SMALL DOWN PAYMENTS AND SMALL MONTHLY PAYMENTS TOWARD OWNERSHIP 5NLIKE MORTGAGES CONTRACTS FOR DEED GIVE BUYERS NO DEED OR GUARANTEE TO THEIR PROPERTY UPON PURCHASE -ANY BUYERS WERE PROMISED THAT THEY WOULD RECEIVE A DEED UPON FULL PAYMENT AND OFTEN THAT PROMISE WAS BROKEN )N 4EXAS SUED THE DEVELOPERS FOR VIOLATIONS INCLUDING FAILING TO PROVIDE WATER AND SEWERAGE AND FRAUDULENTLY SELLING LOTS )T ASKED #2' TO BE COME THE LEGAL RECEIVER FOR THE COLONIAS AND SORT OUT THE PRACTICAL AND LEGAL PROBLEMS ON THE LAND CLAIMED BY THE FAMILIES #OM MUNITY 2ESOURCE 'ROUP 4HERE WAS ONE CHALLENGE THAT WE DID NOT FACE WHEN WORKING WITH PLANNING STUDENTS IN A DISADVANTAGED COMMUNITY $ESIGN STUDENTS ARCHITECTURE AND LANDSCAPE ARCHITECTURE OFTEN NEED TO LEARN TO AP PRECIATE LOW INCOME COMMUNITIES AND THEY CAN OVERUSE DESIGN JAR GON OR USE VISUAL COMMUNICATION THAT IS OVERLY SOPHISTICATED AND SPE CIALIZED &ORSYTH ET AL 4HE PLANNING STUDENTS DID NOT HAVE A DESIGN BACKGROUND AND THEREFORE DID NOT HAVE TO UNDO THOSE ASPECTS OF THEIR TRAINING !ND UNLIKE THE TRADITIONAL DESIGN STUDENTS PLANNING STUDENTS USUALLY THRIVE ON COMMUNITY BASED WORK IN DISADVANTAGED
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COMMUNITIES SINCE THIS INTEREST IS OFTEN THE MOTIVATING FACTOR THAT PROMPTS THEM TO ENTER THE PROFESSION &ORSYTH ET AL STATE THAT hA SIGNIlCANT MINORITY OF DESIGN STUDENTS ARE FRUSTRATED BY THE POVERTY OF THE LOCATION RATHER THAN EXCITED BY THEIR POTENTIAL TO HELPv &ORTUNATELY THIS IS NOT TRUE AT ALL OF PLANNING STUDENTS !T THE 5NIVERSITY OF 4EXAS AT !USTIN ALL PLANNING CLASSES ARE THREE CREDITS AND MEET FOR THREE HOURS PER WEEK WHILE THE ARCHITECTURE STU DIOS MEET FOR HOURS PER WEEK AND ARE WORTH SIX CREDITS 4HE STU DENTS IN THE 0HYSICAL 0LANNING 7ORKSHOP ALSO SIGNIlCANTLY EXCEEDED THE AMOUNT OF HOMEWORK HOURS THAT WERE EXPECTED FOR OTHER PLANNING CLASSES !S STATED IN &ORSYTH ET AL COMMUNITY BASED PROJ ECTS SIGNIlCANTLY INCREASE THE DEMANDS ON THE FACULTY WITH PREPARA TION AND FOLLOW UP SINCE THE ACADEMIC YEAR DOES NOT OVERLAP NEATLY WITH REAL PROJECTS 4HAT WAS ALSO TRUE IN THIS PROJECT BECAUSE A FAIRLY LENGTHY lNAL REPORT WAS WRITTEN AFTER THE END OF SEMESTER 4HOUGH MUCH OF THE TEXT WAS WRITTEN BY THE STUDENTS IT STILL REQUIRED EXTEN SIVE EDITING ADDITIONAL WRITING LAYOUT AND PRODUCTION ALL UNDERTAKEN BY THE INSTRUCTOR )T WAS AN EXTRA BURDEN BUT NOT A MAJOR OBSTACLE 4HE CLASS ALSO OFFERED INSIGHT INTO TEACHING DESIGN TO PLANNING STU DENTS 4HE PROCESS OF DESIGN IS VERY DIFFERENT FROM MOST OF THEIR PREVI OUS EXPERIENCE OR EDUCATION &OR THOSE TRAINED IN DESIGN THE UNKNOWN OR AMBIGUOUS NATURE OF THE PROBLEM AND SEARCH FOR A SOLUTION ARE PART OF THE CHALLENGE AND EXCITEMENT &OR PLANNING STUDENTS THIS CAN BE UNCOMFORTABLE AND UPSETTING )T WAS CLEAR THAT MORE TIME WAS NEEDED TO EXPLAIN THE PROCESS OF DESIGN ACKNOWLEDGE THEIR DIFlCULTY AND DIS COMFORT AND LET THEM KNOW THAT THEIR STRUGGLE AND FEELINGS OF FRUSTRA TION WERE SHARED BY ALL DESIGNERS 2EFERENCES #OMMUNITY 2ESOURCE 'ROUP #2'S ,AND 4ITLE 7ORK #LEARING 4ITLES IN 4EXAS #OLO NIAS !VAILABLE ON #2'S WEBSITE AT WWWCRGORGTCR?LANDHTM !CCESSED .OVEMBER $AVIDHIZAR 2 AND ' "ECHTEL h(EALTH AND 1UALITY OF ,IFE WITHIN #OLONIAS 3ETTLEMENTS ALONG THE 5NITED 3TATES AND -EXICO "ORDERv 0UBLIC (EALTH .URSING &ORSYTH ! ( ,U AND 0 -C'IRR &ALL h)NSIDE THE 3ERVICE ,EARNING 3TUDIO IN 5R BAN $ESIGNv ,ANDSCAPE *OURNAL ????? h3ERVICE ,EARNING IN AN 5RBAN #ONTEXT )MPLICATIONS FOR 0LANNING AND $ESIGN %DUCATIONv *OURNAL OF !RCHITECTURAL AND 0LANNING 2ESEARCH (AQUE - , 4AIN AND " 6ANDER -EY h(ORTICULTURE 0LANNING AND ,ANDSCAPE
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!RCHITECTURE AND 3OCIOLOGYv )N 3ERVICE ,EARNING ACROSS THE #URRICULUM #ASE !PPLICATIONS IN (IGHER %DUCATION EDITED BY 3TEVEN * -ADDEN PP ,ANHAM -$ 5NIVERSITY 0RESS OF !MERICA /FlCE OF 3TRATEGIC -ANAGEMENT 2ESEARCH AND $EVELOPMENT #OLONIAS &ACTBOOK 3UMMARY !VAILABLE FROM THE 4EXAS $EPARTMENT OF (UMAN 3ERVICES /FlCE OF 3TRATEGIC -ANAGEMENT 2ESEARCH AND $EVELOPMENT 0/ "OX !USTIN 48 /'RADY # h)NTEGRATING 3ERVICE ,EARNING AND -ULTICULTURAL %DUCATION !N /VER VIEWv )N )NTEGRATING 3ERVICE ,EARNING AND -ULTICULTURAL %DUCATION IN #OLLEGES AND 5NIVERSITIES EDITED BY #AROLYN 2 /'RADY PP -AHWAH .* ,AWRENCE %RLBAUM !SSOCIATES 3TANTON 4 $% 'ILES *R AND . #RUZ 3ERVICE ,EARNING ! -OVEMENTS 0IONEERS 2EmECT ON )TS /RIGINS 0RACTICE AND &UTURE 3AN &RANCISCO *OSSEY "ASS 7ARD 0 AND * #AREW h4RACKING ,AND /WNERSHIP IN 3ELF (ELP (OMESTEAD 3UBDI VISIONS IN THE 5NITED 3TATES 4HE #ASE OF 4EXAS @#OLONIASv ,AND 5SE 0OLICY 7INTERBOTTOM $ !PRIL h"UILDING TO ,EARNv ,ANDSCAPE !RCHITECTURE
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4HE %LECTRIC 'REENING OF .ORTH (OLLYWOOD ! #ASE 3TUDY IN %NVIRONMENTAL $ESIGN %DUCATION 4HROUGH 3ERVICE ,EARNING "Y *ULIE ! $ERCLE
)NTRODUCTION h4URN POISON INTO MEDICINE v SAYS THE OLD :EN DIRECTIVE $OING SO RE QUIRES TRANSFORMING AN IDENTIlED ENVIRONMENTAL CONTAMINANT INTO A CURE FOR IMPROVING THE QUALITY OF LIFE 4HAT SPIRIT DRIVES PROBLEM SOLV ING IN THE DESIGN AND PLANNING lELDS )T ALSO SUPPORTS THE !MERICAN 0LANNING !SSOCIATIONS DElNITION OF URBAN PLANNING h&URTHERING THE WELFARE OF PEOPLE AND THEIR COMMUNITIES BY CREATING CONVENIENT EQ UITABLE HEALTHFUL EFlCIENT AND ATTRACTIVE ENVIRONMENTS FOR PRESENT AND FUTURE GENERATIONSv 4OWARD THAT END IN FALL MY STUDENTS IN THE $EPARTMENT OF 5RBAN 3TUDIES AND 0LANNING 52"3 AT #ALIFORNIA 3TATE 5NIVERSITY .ORTHRIDGE #35. BEGAN TO COLLABORATE ON A COM MUNITY BASED PROJECT AIMED AT RECYCLING LAND FOR COMMUNITY REVITAL IZATION ENVIRONMENTAL PROTECTION AND EQUAL RECREATIONAL OPPORTUNITY IN THE ,OS !NGELES "ASIN 7ITH THE SUPPORT OF THE UNIVERSITYS #ENTER FOR #OMMUNITY 3ERVICE ,EARNING THEY BECAME ACTIVELY ENGAGED IN THE %LECTRIC 'REENING 0ROJECT CONVERTING URBAN BROWNlELDS INTO DEVELOP ABLE LAND A PARTIAL REMEDY FOR ,!S AFFORDABLE HOUSING CRISIS AND THIRST FOR GREEN SPACE 4HE PROJECT BECAME AN ONGOING PARTNERSHIP WITH THE ,OS !NGELES OFlCE OF 6OLUNTEERS OF !MERICA 6/! A NATIONAL NONPROF IT FAITH BASED ORGANIZATION !N OFFSHOOT OF THE 3ALVATION !RMY 6/! ADDRESSES SOCIAL ISSUES BY PROVIDING LOCAL HUMAN SERVICE PROGRAMS AND OPPORTUNITIES FOR INDIVIDUALS AND COMMUNITIES THROUGH A FORCE OF ABOUT VOLUNTEERS )T IS ALSO ONE OF THE NATIONS LEADING PROVIDERS OF AFFORDABLE HOUSING 4HIS CASE STUDY IS AN OVERVIEW OF THE %LECTRIC 'REENING 0ROJECT IN .ORTH (OLLYWOOD A SUBURBAN ,OS !NGELES COMMUNITY IN THE 3AN &ER NANDO 6ALLEY LOCATED IN THE NORTHWESTERN PART OF THE CITY )T DESCRIBES #ALIFORNIA 3TATE 5NIVERSITYS COMMITMENT TO AND FUNDING FOR COMMU NITY BASED COURSES THE DEPARTMENTS ACTIONS TO DEVELOP COMMUNITY SERVICE ACROSS ITS CURRICULUM IN CONJUNCTION WITH THE UNIVERSITYS #EN TER FOR #OMMUNITY 3ERVICE ,EARNING AND THE ROLE OF THE ENVIRONMEN TAL DESIGN EDUCATOR IN INVOLVING PLANNING STUDENTS IN THE PROCESS OF CIVIC ENGAGEMENT AS PREPARATION FOR PROFESSIONAL LIFE &INALLY IT PRO VIDES A MODEL FOR BUILDING A CORE OF SERVICE LEARNING COURSES TO DELIVER A CONTINUUM OF SERVICE
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3ERVICE ,EARNING AT .ORTHRIDGE 4HE %LECTRIC 'REENING 0ROJECT BEGAN IN *ULY WHEN 6OLUNTEERS OF !MERICA ,OS !NGELES 6/!,! APPROACHED THE #ENTER FOR #OMMUNITY 3ERVICE ,EARNING WITH A REQUEST FOR ASSISTANCE ON A PROJECT LOCATED ABOUT MILES FROM CAMPUS 4O PLACE THE PROJECT IN CONTEXT A BRIEF HISTORY FOLLOWS OF SERVICE LEARNING AT #35. AND THE CAMPUS #ALI FORNIA 3TATE 5NIVERSITY #35 SYSTEM THE NATIONS LARGEST SYSTEM OF HIGHER EDUCATION #35. IS THE ONLY #35 CAMPUS LOCATED IN ,!S SPRAWLING 3AN &ER NANDO 6ALLEY AN EDGE CITY HOME TO MILLION RESIDENTS (AD THE VAL LEYS BID FOR SECESSION FROM ,OS !NGELES BEEN SUCCESSFUL IN IT WOULD HAVE PRODUCED THE NATIONS SIXTH LARGEST CITY #35. OPENED IN AT THE VALLEYS NORTHERNMOST TIP )N THE CAMPUS MADE HEAD LINES WHEN THE MASSIVE .ORTHRIDGE EARTHQUAKE DESTROYED OR DAMAGED MOST OF ITS FACILITIES AND HAS SINCE UNDERGONE EXTENSIVE REBUILDING /VER THE YEARS THE NUMBER OF STUDENTS HAS CLIMBED MIRRORING THE GROWTH OF THE 3AN &ERNANDO 6ALLEY "Y FALL #35.S ENROLLMENT OF STUDENTS WAS THE THIRD HIGHEST IN THE #35 SYSTEM AFTER #35 ,ONG "EACH AND #35 3AN $IEGO 3INCE THE lRST #35 CAMPUS WAS FOUNDED IN FACULTY STUDENTS AND ADMINISTRATORS HAVE PARTNERED WITH LOCAL COMMUNITIES "Y #35 OFFERED COURSES WITH RECOGNIZED SERVICE LEARNING COMPONENTS MORE THAN OF THEM ON THE .ORTHRIDGE CAMPUS ALONE LARGELY RESULTING FROM SYSTEM WIDE EFFORTS BEGUN IN THE LATE S TO IDENTIFY AND PROMOTE COMMUNITY BASED COURSES )N REPRESENTA TIVES FROM ACROSS THE #35 SYSTEM DEVELOPED A 3TRATEGIC 0LAN FOR #OM MUNITY 3ERVICE ,EARNING .ORTHRIDGE PRESIDENT "LENDA 7ILSON WHO HAD JOINED #AMPUS #OMPACT A NATIONAL ORGANIZATION OF COLLEGE PRESI DENTS COMMITTED TO SUPPORTING SERVICE LEARNING AND CIVIC ENGAGEMENT ON THEIR CAMPUSES APPOINTED JOURNALISM PROFESSOR -AUREEN 2UBIN AND POLITICAL SCIENCE PROFESSOR 3TELLA 4HEODOULOU NOW DEAN OF THE #OLLEGE OF 3OCIAL AND "EHAVIORAL 3CIENCES TO REPRESENT THE CAMPUS &OLLOWING THE MEETING 2UBIN BEGAN TO RECRUIT PROFESSORS INFORMALLY TO THE NEW PEDAGOGY CREATE PARTNERSHIPS WITH COMMUNITY ORGANIZA TIONS AND WRITE GRANT PROPOSALS THAT WOULD BRING IN FUNDS TO SUPPORT FACULTY DEVELOPMENT TO INTEGRATE SERVICE INTO CURRICULA )N THE CENTER RECEIVED ITS lRST GRANT FROM #ALIFORNIA #AMPUS #OM PACT TO DEVELOP SERVICE LEARNING COURSES IN SCIENCE ENGINEERING AR CHITECTURE MATHEMATICS AND COMPUTER SCIENCE 3%!-3 ! TWO PAGE STORY IN THE ,OS !NGELES 4IMES CELEBRATED THE GRANT AND #35.S NEW EFFORTS IN ACADEMICALLY LINKED COMMUNITY SERVICE 4HE POSITIVE PUB LICITY FACULTY SUPPORT AND COMMUNITY RESPONSE LED 0RESIDENT 7ILSON TO GIVE THE CENTER PROVIDING PROFESSORS WITH EACH TO DEVELOP NEW SERVICE LEARNING COURSES 2UBIN WAS SOON GIVEN REAS
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SIGNED TIME EQUIVALENT TO HALF OF HER TEACHING LOAD TO DIRECT THE EFFORT THROUGH #35.S NEW #ENTER FOR #OMMUNITY 3ERVICE ,EARNING 4HE FOLLOWING YEAR THE SYSTEM WIDE /FlCE OF 3ERVICE ,EARNING WAS CREATED IN THE CHANCELLORS OFlCE TO PROVIDE LEADERSHIP AND COORDINA TION AMONG THE CAMPUSES )N !PRIL 'OVERNOR 'RAY $AVIS CALLED FOR A COMMUNITY SERVICE REQUIREMENT FOR ALL STUDENTS ENROLLED IN THE STATES INSTITUTIONS OF HIGHER LEARNING )N -ARCH THE #35 "OARD OF 4RUSTEES PASSED A LANDMARK RESOLUTION REQUIRING EACH CAMPUS PRESI DENT TO ENSURE STUDENT OPPORTUNITIES 3IX MONTHS LATER 'OVERNOR $A VIS AUTHORIZED MILLION IN THE STATE BUDGET FOR FOUR CONSECUTIVE YEARS TO DEVELOP NEW SERVICE LEARNING COURSES AND CREATE OR EXPAND SERVICE LEARNING OFlCES ON ALL #35 CAMPUSES #35.S CENTER RECEIVED TO SUPPORT INFRASTRUCTURE AND CURRICULUM DEVELOPMENT AC TIVITIES WHICH CONTINUE THROUGH DIFFERING GRANT OPPORTUNITIES "Y ITS OPERATING BUDGET FUNDED THROUGH THE 'OVERNORS OFlCE AND #35.S /FlCE OF !CADEMIC !FFAIRS EXCEEDED 3INCE THE CENTER BEGAN IN 2UBIN HAS RAISED OVER MILLION IN ADDITIONAL FUNDS THROUGH GRANTS FROM OTHER SOURCES TO SUPPORT SPECIlC SERVICE LEARNING PROJECTS 4HE CENTERS PHILOSOPHY IS BEST SUMMED UP IN THE #OMMUNITY 0ARTNER 'UIDE TO 3ERVICE ,EARNING 6OLUNTEERISM 0HYSICISTS USE THE TERM VACUUM TO DESCRIBE AN EMPTY SPACE EXISTING WITH OUT CONTACT TO THE OUTSIDE WORLD #35. BORROWS THIS TERM TO EMPHASIZE ITS BELIEF THAT EDUCATION DOES NOT HAPPEN IN A VACUUM A UNIVERSITY COULD NOT SURVIVE WITHOUT CONSTANT INTERACTIONS AND INTERCONNECTIONS WITH ITS ENVI RONMENT P
!T THE DEPARTMENT LEVEL 5RBAN 3TUDIES AND 0LANNING DID NOT OPER ATE IN A VACUUM )T HAD BEEN CIVICALLY ENGAGED LONG BEFORE THE TERM BECAME ASSOCIATED WITH COMMUNITY BASED PEDAGOGY )N *ULY AF TER YEARS AS AN INTERDISCIPLINARY PROGRAM OF #35.S #OLLEGE OF 3O CIAL AND "EHAVIORAL 3CIENCES 52"3 BECAME A FULL mEDGED ACADEMIC DEPARTMENT THE ONLY UNDERGRADUATE PLANNING DEGREE PROGRAM IN THE ,OS !NGELES AREA !BOUT A MONTH PRIOR TO ACHIEVING DEPARTMENTAL STA TUS 52"3 WAS SELECTED AS ONE OF NINE ACADEMIC DEPARTMENTS FROM ACROSS THE SYSTEM TO PARTICIPATE IN #35S SECOND ANNUAL %NGAGED $E PARTMENT )NSTITUTE OFFERED BY #AMPUS #OMPACT AND THE #HANCELLORS /FlCE OF #OMMUNITY 3ERVICE ,EARNING &IVE FACULTY MEMBERS INCLUD ING ME AND A REPRESENTATIVE OF ONE OF THE COMMUNITY PARTNERS AT TENDED THE INSTITUTE HELD IN 3AN &RANCISCO 0ROFESSOR 7 4IM $AGODAG THE LONGTIME 52"3 0ROGRAM #OORDI NATOR WHO BECAME THE FOUNDING DEPARTMENT CHAIR IS A PROFESSION AL PLANNER AND GEOGRAPHER %ARLY ON HE WORKED TO INSTITUTE 52"3S PHILOSOPHY AS A COMMUNITY RESOURCE AND INSPIRED OTHER FACULTY TO FOLLOW SUIT SUPPORTING THEIR EFFORTS IN DEVELOPING COURSES WITH COM
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MUNITY BASED ASSIGNMENTS AND CONDUCTING NONPROlT ADVISORY WORK 'RADUATION REQUIREMENTS FOR 52"3 MAJORS INCLUDED COMPLETION OF BOTH COMMUNITY BASED lELDWORK AND PROFESSIONAL PAID INTERNSHIPS THAT PLACED STUDENTS IN GOVERNMENT AGENCIES AS WELL AS COMMUNITY BASED ORGANIZATIONS )N &EBRUARY THE %DUCATIONAL 0OLICY #OM MITTEE OF #35.S &ACULTY 3ENATE APPROVED CRITERIA FOR LISTING COURSES IN THE UNIVERSITY CATALOGUE AND SCHEDULE OF CLASSES WITH AN OFlCIAL #3 COMMUNITY SERVICE LEARNING DESIGNATION 52"3 BECAME COMMITTED TO WORKING TOWARD OBTAINING THE DESIGNATION FOR ALL OF ITS OFFERINGS 4HE CURRICULUM WAS BUILT ON TWO TRACKS /NE WAS GEARED TOWARD PUB LIC SECTOR EMPLOYMENT 4HE OTHER WAS GEARED TOWARD COMMUNITY SER VICE IN ,!S MULTIETHNIC URBAN SETTING FOSTERED THROUGH SHARED FACULTY POSITIONS WITH THE DEPARTMENTS OF 0AN !FRICAN 3TUDIES #HICANO#HI CANA 3TUDIES AND !SIAN !MERICAN 3TUDIES )N -AY IN A SPECIAL PRESENTATION TO #35 TRUSTEE 2OBERTA !CHTENBERG AND #35. PRESIDENT *OLENE +OESTER 52"3 UNVEILED ITS MISSION STATEMENT h4O PREPARE STU DENTS AS RATIONAL AND CRITICAL THINKERS AND PROVIDE THEM WITH THE SKILLS NECESSARY TO ENTER PROFESSIONAL PLANNING lELDS TO IMPROVE THE QUALITY OF LIFE IN URBAN COMMUNITIESv 4HE NASCENT DEPARTMENT ALSO LISTED AS ITS lRST PRIORITY hCOMMUNITY SERVICE AND OUTREACH v BECOMING THE lRST ON THE .ORTHRIDGE CAMPUS TO REVISE ITS FACULTY RETENTION TENURE AND PROMOTION GUIDELINES TO REQUIRE COMMUNITY SERVICE !CCORDINGLY ALL FULL TIME AND MOST PART TIME FACULTY MEMBERS IN 52"3 EMPHASIZED COMMUNITY BASED WORK TEAMING WITH A NUMBER OF COMMUNITY PART NERS WHETHER OR NOT THEIR COURSES WERE OFlCIALLY DESIGNATED AS #3 OR THEY RECEIVED SUPPORT THROUGH THE CENTER 4HUS THE ACADEMY COMMIT TED TO "OYERS IDEAL OF A hVIGOROUS PARTNERSHIP IN THE ACTIVE SEARCH FOR ANSWERS TO OUR MOST PRESSINGv PROBLEMS "OYER
#OURSE $ESCRIPTION )N *ULY WHEN 52"3 ACHIEVED DEPARTMENTAL STATUS 6/!,!S PROJ ECT MANAGER "RIAN 7HITE APPROACHED THE CENTERS -AUREEN 2UBIN 7HITE HAD OBTAINED FUNDS FROM 0ROPOSITION + ,!S BOND INITIATIVE FOR PARKS TO DEVELOP A HALF ACRE OF GARDENING PLOTS AT THE ORGANIZATIONS VAST APARTMENT COMPLEX IN .ORTH (OLLYWOOD CONSISTING OF UNITS AFFORDABLE TO LOWER INCOME RESIDENTS (E WAS SEEKING DESIGN ASSIS TANCE TO EXPAND THE GARDENS ON AN ADJACENT SITE USED AS AN ABOVE GROUND ELECTRICAL TRANSMISSION RIGHT OF WAY AND WAS NEGOTIATING ITS LEASE WITH ,!S $EPARTMENT OF 7ATER AND 0OWER $70 ITS OWNER 4HE UNIVERSITY WAS IN A UNIQUE POSITION TO PROVIDE 6/!,! WITH IDEAS AND ADDITIONAL ENERGY FOR EXPANDING ITS hELECTRICv GREENING PROJECT 4HE CENTER SERVED AS THE CATALYST WHEN 2UBIN ARRANGED FOR ME TO MEET WITH "RIAN 7HITE ! &ACULTY #URRICULUM $EVELOPMENT 'RANT FROM THE CENTER ENABLED THE THREE OF US TO CRAFT A SYLLABUS THAT MET
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THE CENTERS COMMUNITY SERVICE LEARNING DElNITION AND THE APPROVED CONTENT FOR 52"3 THE UPPER DIVISION COMMUNITY BASED URBAN DESIGN COURSE ) TEACH WHICH IS REQUIRED FOR ALL DEPARTMENT MAJORS %NTITLED h'REENING .ORTH (OLLYWOOD )NTRODUCTION TO %NVIRONMENTAL $ESIGN THROUGH 3ERVICE ,EARNING v THE FALL COURSE HAD OBJECTIVES THAT INCLUDED THE FOLLOWING s 4O UNDERSTAND THE NATURE OF THE ENVIRONMENTAL DESIGN PROCESS IDENTIFY THE TYPES OF KNOWLEDGE INFORMATION VARIABLES ISSUES AND STAKEHOLDERS INVOLVED AND DEMONSTRATE THEIR APPLICABILITY TO A PRACTI CAL COMMUNITY EXPERIENCE s 4O UNDERSTAND THE REGULATORY CONTEXT FOR PLANNING FROM ZONING TO COMMUNITY hVISIONSv AND SPECIlC REQUIREMENTS FOR THE .ORTH (OL LYWOOD PROJECT SITE s 4O IDENTIFY THE ISSUES THAT AFFECT THE QUALITY OF LIFE IN .ORTH (OL LYWOOD AND 3OUTHERN #ALIFORNIA IN GENERAL s 4O STUDY APPRECIATE AND EVALUATE THE LATEST TRENDS IN COMMU NITY DEVELOPMENT FROM THE THREE ES OF SUSTAINABILITY ECONOMICS ENVIRONMENT AND EQUITY TO THE .EW 5RBANISMS EMPHASIS ON DIVER SITY REGIONALISM AND TRANSIT ORIENTED DEVELOPMENT AND APPLY THESE TO .ORTH (OLLYWOOD AS A CASE STUDY s 4O THINK CREATIVELY AND INVENT TANGIBLE WAYS TO IMPROVE THE QUAL ITY OF LIFE s 4O BEGIN A LIFELONG COMMITMENT TO CIVIC ENGAGEMENT s 4O ENGAGE IN AND REmECT UPON A SERVICE LEARNING EXPERIENCE THAT COMBINES ACADEMIC STUDY WITH PRACTICAL EXPERIENCE AND CIVIC ENGAGE MENT
$ESIGNING THE %LECTRIC 'REENING 3ITE 4HE .ORTH (OLLYWOOD SITE WAS PART OF A MILE LONG RIGHT OF WAY AS WIDE AS A FOOTBALL lELD THAT CUT THROUGH WORKING CLASS NEIGHBORHOODS LIKE AN UGLY SCAR )T WAS ONE OF SEVERAL CREATED IN THE S WHEN LAND IN THE 3AN &ERNANDO 6ALLEY WAS STILL CHEAP WELL BEFORE ,!S POST 7ORLD 7AR )) POPULATION BOOM TURNED FARMLANDS INTO HOUSING TRACTS $IAG ONALLY SHAPED THE APPROXIMATELY ACRE SITE WAS RELATIVELY mAT ON STABLE MOSTLY CLAY SOIL AND ENJOYED THE VALLEYS MODERATE -EDITERRA NEAN CLIMATE )T WAS ALSO BARREN EXCEPT FOR ELECTRICAL TRANSMISSION TOWERS WHOSE HIGH VOLTAGE LINES EMITTED A PERVASIVE BUZZING SOUND !DDITIONAL NOISE CAME FROM TRAFlC ALONG 6ICTORY "OULEVARD A MAJOR ARTERIAL WITH COMMERCIAL USES AND "URBANK !IRPORT !LTHOUGH THE SITE WAS ENCLOSED ALONG THE PERIMETER BY CHAIN LINK FENCING SEVERAL BREACHES LED TO MAKESHIFT PATHS FREQUENTLY LITTERED BY TRESPASSERS ,OS !NGELES HAD ZONED THE SITE 0& 6, 0UBLIC &ACILITIES 6ACANT ,OT 4HIS DESIGNATION PRECLUDED THE DEVELOPMENT OF PERMANENT STRUC
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TURES AS WELL AS TEMPORARY ONES EXCEEDING FEET IN HEIGHT BUT PER MITTED PARKING STORAGE AND AGRICULTURAL USES SUCH AS lELD CROPS GAR DENS AND NURSERIES 5SE OF THE SITE WAS ALSO SUBJECT TO THE h'UIDELINES FOR .URSERY ,ANDSCAPE 'REENBELT AND !GRICULTURAL 0URPOSES 4RANS MISSION ,INE 2IGHTS OF 7AY v ISSUED BY THE $70 2EV 3URROUNDING THE SITE WERE PARCELS ZONED 2 AND 2 CONSISTING OF SINGLE FAMILY AND MULTI FAMILY HOMES RESPECTIVELY INCLUDING 6/!,!S HOUSING COMPLEX AND ITS -AUD "OOTH &AMILY #ENTER NAMED AFTER THE 6/!S COFOUNDER &AIR !VENUE %LEMENTARY 3CHOOL A ,OS !NGELES 5NI lED 3CHOOL $ISTRICT ,!53$ + FACILITY BORDERED THE SITES NORTH EAST PORTION !CCORDING TO #ENSUS TRACT INFORMATION THE ADJACENT COMMUNITY CONSISTED OF PREDOMINANTLY LOW AND MODERATE INCOME FAMILIES WITH MEDIAN EARNINGS OF PER YEAR WITH PERCENT LIVING BELOW POVERTY LEVEL !PPROXIMATELY PERCENT OF THE RESIDENTS WERE OF ,ATINO DESCENT WITH HALF OF THE TOTAL HOUSEHOLDS CONTAINING FAMILY MEMBERS UNDER THE AGE OF 4HE CLOSEST CITY OWNED RECRE ATIONAL FACILITY THE ACRE 6ICTORY 6INELAND 2ECREATION #ENTER WAS NOT WITHIN WALKING DISTANCE
&IGURE $ESIGN TASKS 0RIOR TO THE START OF CLASS "RIAN 7HITE AND ) IDENTIlED FOUR INTER RELATED DESIGN TASKS FOR DEVELOPING THE SITE 4HESE INCLUDED A -ASTER 0LAN TO IDENTIFY MAJOR PATHWAYS AND LINK THE REMAINING TASKS IN ADDI TION TO MORE DETAILED PLANS FOR
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s 'ATEWAYS AT EACH END OF THE SITE TO SERVE AS MAJOR ENTRANCES THE NORTHWESTERN ONE APPROXIMATELY SQ FT THE SOUTHEASTERN SQ FT s #OMMUNITY 'ARDENS SOUTH OF &AIR !VENUE %LEMENTARY 3CHOOL FOR CHILDREN AND THEIR FAMILIES TO PARTICIPATE IN EDUCATIONAL BOTANICAL AND GARDENING RELATED ACTIVITIES s .URSERY AND #OMMUNITY 'ATHERING WITH ENOUGH SPACE FOR VOCA TIONAL EDUCATION A FARMERS MARKET AND COMMUNITY GET TOGETHERS 4WENTY SIX 52"3 STUDENTS COMPLETED THE WEEK COURSE WORK ING IN TEAMS OF TWO TO FOUR MEMBERS TWO TEAMS FOR EACH OF THE FOUR DESIGN TASKS -OST OF THE PLANNING STUDENTS HAD HAD LITTLE DRAWING AND DRAFTING EXPERIENCE AND EVEN LESS EXPOSURE TO THE HISTORY AND THEORY OF ARCHITECTURE AND URBAN DESIGN 4O OVERCOME THESE DElCIENCIES AND REDUCE REDUNDANCY AMONG THE TEAMS IN COLLECTING SITE INFORMATION A SPIRIT OF NON COMPETITIVENESS SHARING AND TEAM BUILDING WAS FOS TERED &OR EXAMPLE ONE OF THE -ASTER 0LAN TEAMS CONDUCTED A PRELIMI NARY DOOR TO DOOR SURVEY IN 3PANISH AND %NGLISH OF RESIDENTS WITHIN A lVE MINUTE WALK OF THE SITE TO CONlRM SAFETY NEEDS AND DESIRED REC REATIONAL OPPORTUNITIES FOR ADULTS AND CHILDREN THEN DISTRIBUTED THE RESULTS -ORE EXPERIENCED STUDENTS WERE ENLISTED TO HELP TEACH LESS PREPARED ONES 4HIS SHORTENED THE TIME NEEDED FOR NOVICES TO LEARN TECHNIQUES PRIOR TO TACKLING A DESIGN SUBMITTAL 4O SUPPLEMENT THEIR DRAWING SKILLS STUDENTS WERE ALSO ENCOURAGED TO EXPERIMENT WITH COM PUTER BASED RESOURCES PRODUCING DRAWINGS FROM GENERAL LANDSCAPING PROGRAMS MANIPULATING THEIR ORIGINAL DIGITAL PHOTOGRAPHS AND COL LECTING AND TRANSFORMING DIGITAL MATERIALS FROM OTHER SOURCES
&IGURE .ORTH (OLLYWOOD SITE
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&ORTY lVE PERCENT OF THE COURSE GRADE WAS BASED ON SCORES FOR INDI VIDUAL TASKS 4HESE INCLUDED AN ASSIGNMENT DEMONSTRATING BASIC DRAFT ING AND MEASURING SKILLS A MIDTERM EXAM ON ASSIGNED READINGS CLASS LECTURES AND DISCUSSIONS EMPHASIZING DESIGN HISTORY AND THEORY AND A WRITTEN lELD TRIP REPORT ON A SITE IN 3OUTHERN #ALIFORNIA SELECTED AS A HIGH QUALITY EXAMPLE OF PUBLIC SPACE WHICH STUDENTS ALSO PRESENT ED ORALLY HIGHLIGHTING THE FORMAL AND MATERIAL ASPECTS IMPORTANT FOR TEAMS TO CONSIDER IN THEIR DESIGNS 4HUS THE CLASS BUILT AN INVENTORY OF PLACES TO LEARN FROM AND VISIT WHILE PREPARING THEIR SUBMITTALS 4HE TEAM PROPOSAL MADE UP THE REMAINING PERCENT OF THE COURSE GRADE WITH EACH MEMBER RECEIVING THE SAME SCORE TO ENCOURAGE A SENSE OF TEAM SPIRIT COMMITMENT AND RESPONSIBILITY SUCH AS THEY WOULD EN COUNTER IN PROFESSIONAL LIFE !T THE END OF THE SEMESTER TEAMS SUBMIT TED THEIR PROPOSALS TO THE CLIENT IN THE FORM OF 0OWER0OINT PRESENTA TIONS AND PRINTED BROCHURES 4HEY INCLUDED A STATEMENT OF PHILOSOPHY REmECTING THEIR COMMUNITY BASED EXPERIENCE AND UNDERSTANDING OF THE COURSE CONTENT AND A RECOMMENDED DESIGN SCHEME USING SITE PLANS ILLUSTRATIONS AND SPECIlCATIONS FOR BOTH HARDSCAPING AND LAND SCAPING MATERIALS BASED ON THEIR REGULATORY ANALYSIS INCLUDING LOCAL STATE AND $70 REQUIREMENTS AND QUALITATIVE AND QUANTITATIVE ANALY SES OF THE SITE &ROM THE OUTSET ) FOUND THE CLASS RESPONDED MORE SERIOUSLY TO THIS PROJECT THAN TO THE PURELY ACADEMIC EXERCISES ) HAD ASSIGNED IN OTHER SEMESTERS 4HE STUDENTS WORK MIGHT LEAD TO A DEMONSTRATION PROJECT FOR 6/!,! AND THE $70 A hGREENPRINTv FOR OTHER COMMUNI TIES TO REDEVELOP UNDERUSED LANDS AND A SHOWCASE TO GARNER PUBLIC SUPPORT FOR FUTURE EXPANSION AND UNDERGROUNDING EFFORTS 7ITH THE POSSIBILITY OF IMPLEMENTATION THE lNAL SCHEMES NEEDED TO BE COST EFFECTIVE WITH RESPECT TO FUTURE MAINTENANCE AND TAKE POLICING INTO ACCOUNT +EEPING THE OUTCOME IN MIND THE CLASS GENERATED A LIST OF PARAMETERS AGREEING THAT EACH TEAM WOULD ADOPT THE FOLLOWING SUS TAINABLE DESIGN STANDARDS s ,ANDSCAPING SPECIlCATIONS SHALL EMPHASIZE NATIVE AND DROUGHT TOLERANT PLANTS s #HANGES TO SITE TOPOGRAPHY SHALL BE MINIMAL DESIGNS SHALL NOT REQUIRE EXTENSIVE EXCAVATING GRADING AND BERMING EXCEPT TO ENSURE SAFETY s $ESIGNS SHALL NOT INCLUDE EXTENSIVE ARTIlCIAL WATER FEATURES SUCH AS MANUFACTURED STREAMS RIVERS OR LAKES s 3AFETY OF THE GREENWAY USERS AND PRIVACY AND WELL BEING OF NEIGHBORING RESIDENTS ARE VERY IMPORTANT CARE SHALL BE GIVEN TO EN SURE ADEQUATE ON SITE LIGHTING AND THE BUFFERING OR SCREENING OF ADJA CENT PROPERTIES FROM PUBLIC USE
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s 4HERE SHALL BE NO ON SITE PARKING OTHER THAN THAT REQUIRED BY $70 FOR ACCESS TO AND MAINTENANCE OF THEIR FACILITIES s 5SES SHALL REmECT THE CULTURE NEEDS AND DESIRES OF THE COMMU NITY )N DISCUSSION WITH 6/!,! THE STUDENTS ALSO DETERMINED THE FOL LOWING ADDITIONAL CONSIDERATIONS FOR THE FOUR DESIGN TASKS -ASTER 0LAN OVERALL SCHEME EMBODYING A UNIQUE PROJECT VISION 'ATEWAYS HIGHLY VISIBLE FROM THE PUBLIC RIGHT OF WAY MOSTLY LANDSCAPING AESTHETIC TREATMENT TO CREATE A PUBLIC IMAGE FOR THE EN TIRE PROJECT PASSIVE RECREATIONAL USES ONLY PROTECTION OF NEIGHBORING RESIDENTIAL PROPERTIES #OMMUNITY 'ARDENS SMALL PRODUCTIVE PLOTS WITH ACCESSORY FA CILITIES EG COMPOSTING AND CLEANING AREAS PATHWAYS AND ENTRANCES TO CONNECT WITH &AIR !VENUE %LEMENTARY 3CHOOL AND THE COMMUNITY .URSERY AND #OMMUNITY 'ATHERING mEXIBLE EDUCATIONALVOCA TIONAL AREA ADJACENT TO LARGER COMMUNITY PLOTS ACCESS FOR FARM AND NURSERY VEHICLES SHELL OR OTHER STRUCTURE FOR COMMUNITY USES
4ACKLING THE 4OWERS )N STRIVING FOR ENVIRONMENTAL QUALITY STUDENTS LEARNED THE PROCESS OF DESIGN 4HROUGH THEIR PROPOSED SCHEMES THEY COULD TRANSFORM CON TEXT VARIABLES OR THE GIVENS OF A COMPLEX PROBLEM INTO DESIRED PERFOR MANCE OUTCOMES THAT MIGHT LEAD TO A SATISFACTORY RESOLUTION /NE OF THE 'ATEWAYS TEAMS WROTE THE FOLLOWING MISSION STATEMENT IN ITS lNAL BROCHURE DESCRIBING THE DESIRED OUTCOME FOR ITS PROPOSED SCHEME 4O LEARN TO LIVE IN HARMONY WITH THE %ARTH ON A GENUINELY SUSTAINABLE BASIS BEGINS WITH THE SMALLEST COMMUNITY PROJECTS 7E SEEK TO PROMOTE THE BEAU TIlCATION OF ABANDONED AND UNDERUTILIZED GROUNDS AS A HOLISTIC APPROACH TO URBAN DECAY "Y ELIMINATING NEGATIVE PHYSICAL CHARACTERISTICS AND RENEWING THE SETTING WE HOPE TO FOSTER A RELATIONSHIP BETWEEN NATURE AND HUMAN KIND ! RELATIONSHIP THAT WILL YIELD AS A lNAL RESULT THE IMPROVEMENT IN THE QUALITY OF LIFE FOR THE SURROUNDING COMMUNITY
!NOTHER TEAM WROTE h/UR GOAL IS TO CREATE A BEAUTIFUL AND VIABLE GREEN SPACE FOR COMMUNITY COHESION GROWTH AND PROSPERITYv )NCREAS ING A SENSE OF COMMUNITY PRIDE BY IMPROVING THE SITES AESTHETICS RE MOVING OR REDUCING ITS REAL OR PERCEIVED ENVIRONMENTAL HAZARDS AND PROVIDING ACCESS TO NATURE FOR SOCIAL RECREATIONAL AND EDUCATIONAL OPPORTUNITIES FROM GARDENING TO GATHERING TO BIRD WATCHING ALL lGURED INTO THE DESIGN EQUATION 4O ACHIEVE THE DESIRED OUTCOME EACH TEAM ALSO ADOPTED A PHILOSOPHICAL ATTITUDE TOWARD THE ELECTRI CAL TRANSMISSION TOWERS %IGHT OF THE TOWERS RUN IN PAIRS THROUGH THE
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CENTRAL PORTION OF THE SITE WITH ONE ON EACH OF THE 'ATEWAYS CREATING A DISMAL VISTA OF JUMBLED POLES AND WIRES
&IGURE 4OWERS /NE TEAM WROTE ABOUT ITS INITIAL DISMAY 3HOCKING SURPRISING AND DISAPPOINTING ARE JUST A FEW OF THE REACTIONS THAT OUR GROUP HAD ON OUR lRST VISIT TO THE .ORTH (OLLYWOOD SITE %VEN THOUGH WE HAD SEEN A VIDEO OF THE SITE NOTHING COULD HAVE PREPARED US FOR OUR INITIAL REACTION %VERYTHING FROM THE ENORMOUSLY LOUD POWER STRUCTURES THAT SIT THROUGHOUT THE PARK TO THE NEAR VEGETATION LESS LAND IT WAS OVERWHELMING IN THE BEGINNING
4HERE SEEMED TO BE ONLY TWO WAYS TO DEAL WITH THE TOWERS AES THETICALLY /NE WAS TO CELEBRATE THEM AS !RT $ECO SCULPTURE THEY WERE DESIGNED IN THE S SYMBOLIC OF MODERN TIMES A METAPHOR FOR THE INDUSTRIALIZATION THAT SPARKED ,!S GROWTH !S ONE TEAM WROTE h4HE POWER LINES PRESENT A UNIQUE FEATURE FROM THE SITE 5PON INITIAL OB SERVATION THEY CREATE AN OBTRUSIVE AND NOISY FEATURE FOR THE NEIGHBOR HOOD )NSTEAD OF SEEING THEM AS A PROBLEM IT IS BEST TO CELEBRATE THEM FOR THEIR UNIQUENESSv 4HE ALTERNATIVE WAS TO MINIMIZE THE SITES VISUAL POLLUTION THROUGH DIVERSIONARY LANDSCAPING AND THE NOISE THROUGH THE USE OF WATER FEATURES AND TEXTURED PATHWAYS /NE OF THE TEAMS INVESTIGATED YET A THIRD APPROACH REMOVING THE NEED FOR THE TOWERS BY BURYING THE LINES !CCORDING TO THE $70 THE COST WOULD RUN APPROXIMATELY MILLION PER MILE WHICH SEEMED PROHIBITIVE WITHOUT FURTHER INVESTIGATION 4HE COMMUNITY SURVEYS HAD REVEALED THAT ALTHOUGH AT
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TITUDES TOWARD SITE REDEVELOPMENT WERE GENERALLY POSITIVE SOME RESI DENTS WORRIED ABOUT HEALTH RISKS ASSOCIATED WITH EXPOSURE TO ELECTRO MAGNETIC lELDS %-&S FROM THE HIGH VOLTAGE LINES 4EACHERS AT &AIR !VENUE VOICED CONCERN ABOUT THE CHILDREN 4HE CLASS RAISED SEVERAL IMPORTANT QUESTIONS 7HILE THE ANSWERS ARE TOO LENGTHY TO DISCUSS HERE THESE BECAME THE BASIS FOR FURTHER RESEARCH (OW MUCH UNDERUSED PUBLIC LAND IS THERE IN THE 3AN &ERNANDO 6ALLEY AND THE #ITY OF ,OS !NGELES (OW DANGEROUS TO HUMAN HEALTH IS EXPOSURE TO %-&S FROM HIGH VOLTAGE POWER LINES (OW WILL BROWNlELD CLEAN UP AND CONVERSION AFFECT PROPERTY VAL UES IN THE ADJACENT COMMUNITY AND THE AMOUNT OF AFFORDABLE HOUSING AVAILABLE THERE &ROM RAISING THESE ISSUES STUDENTS BECAME AWARE OF THE hORGA NIZED COMPLEXITY v IN *ANE *ACOBS TERMS OF THE URBAN ENVIRONMENT *ACOBS 4HEY LEARNED THAT PLANNING PROBLEMS AS 7EBER AND 2ITTEL DElNED THEM ARE CHARACTERISTICALLY hWICKEDv 7EBER AND 2ITTEL 7ITH THIS THEORETICAL UNDERSTANDING AND CONSIDERING AN ARRAY OF SCENARIOS THE CLASS DECIDED THE PREFERRED CHOICE WAS BURYING THE POWERLINES WHICH WOULD REQUIRE A POLITICAL AND COMMUNITY EFFORT BEYOND THE SCOPE OF THE COURSE .ONETHELESS THE %LECTRIC 'REENING 0ROJECT WOULD SERVE TO PUBLICIZE THE POOR USE OF A PUBLIC SITE IN A CITY STARVED FOR AVAILABLE LAND AN IMPORTANT lRST STEP TOWARD CONVERTING BROWNlELDS TO MORE GREEN AND SUSTAINABLE USES
#OURSE /UTCOMES 4HROUGHOUT THE COURSE 6/!,! WAS AVAILABLE TO STUDENTS FOR CONSULTA TION SITE VISITS AND COMMENTS ON INTERIM SCHEMES WHICH CREATED A WORKING PARTNERSHIP 4HE CENTER HANDLED RISK MANAGEMENT ISSUES AND CONDUCTED PRE AND POST COURSE TESTS ASSESSING STUDENTS SATISFACTION WITH THEIR EXPERIENCE AND ATTITUDINAL CHANGES TOWARD CIVIC ENGAGE MENT FUTURE CAREERS AND PERSONAL DEVELOPMENT 4HE STUDENTS REPORT ED HIGH COURSE SATISFACTION FROM HAVING BEEN GIVEN THE OPPORTUNITY TO WORK ON A hREALv AS OPPOSED TO AN hACADEMICv PROJECT 4HEIR SENSE OF EMPOWERMENT FROM THE EXPERIENCE MAY HAVE CONTRIBUTED TO THE VERY HIGH SCORES GIVEN IN THEIR FORMAL 3TUDENT %VALUATION OF &ACULTY AT THE END OF THE SEMESTER WHICH RATED THE COURSE AND THE INSTRUCTOR /UT OF A POSSIBLE SCORE OF POINTS FOR MORE THAN A DOZEN VARIABLES THE TOTAL MEDIAN SCORE WAS /NE STUDENT WROTE ANONYMOUSLY h0ARTICI PATION WITH A REAL LIFE CLIENT 6/!,! SERVED AS AN INVALUABLE LESSONv !NOTHER WROTE h/NE OF THE BEST CLASSES ) HAVE EVER TAKEN IN TERMS OF APPLYING WHATS LEARNED IN THE CLASSROOM TO THE REAL WORLD 'REAT
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CLASSv 4HE PROFESSIONAL IMAGINATIVE SUBMITTALS BY STUDENTS WITH LITTLE PRIOR DESIGN EXPERIENCE REmECTED AN INFECTIOUS ENTHUSIASM FOR COM MUNITY BUILDING 4HE EIGHT SCHEMES SUBMITTED ALSO PRODUCED SCORES OF FRESH IDEAS FOR THE CLIENT 0RESENTATIONS OF THE STUDENTS WORK TO THE COMMUNITY ITS LEADERS AND LOCAL AGENCIES HIGHLIGHTED SOME OF THEM INCLUDING A UNIFYING hDRYv RIVERBED USING NATIVE STONE AND PLANTS AND A LAYOUT FOR THE COMMUNITY GARDENS AREA BASED ON 3PANISH AND "A ROQUE PATTERNS !S A RESULT OF THE COURSE THE %LECTRIC 'REENING 0ROJECT GAINED MO MENTUM LOCALLY AND ON CAMPUS #OMMITMENTS FOR FUTURE MUSCLE AND MATERIALS CAME FROM MANY SOURCES INCLUDING ,! #OUNTYS -ASTER 'ARDENERS THE ,OS !NGELES #ONSERVATION #ORPS AND A NUMBER OF BUSI NESS AND ENVIRONMENTAL ORGANIZATIONS 52"3 HAD INCLUDED MANY NONTRADITIONAL STUDENTS WHO WERE EITHER RETURNING TO SCHOOL AFTER HAV ING ESTABLISHED CAREERS OR WERE CONSIDERING CHANGING CAREERS TO URBAN PLANNING /NE OF THE STUDENTS HAD ATTENDED &AIR !VENUE %LEMENTARY 3CHOOL AND WAS A ,OS !NGELES lRE COMMISSIONER !NOTHER RAN SEVERAL CITY PROGRAMS IN THE 3AN &ERNANDO 6ALLEY THROUGH THE MAYORS OFlCE 4HEY WERE ABLE TO FACILITATE MEETINGS WITH THE #ITY #OUNCIL $ISTRICT TO EXPEDITE 6/!,!S LEASE OF THE LAND FROM THE $70 4HE FOLLOWING SEMESTER IN SPRING SEVERAL OF THE STUDENTS ENROLLED IN MY 52"3 COURSE h5RBAN )SSUES v THE CAPSTONE SENIOR SEMINAR ) OFFERED THEM THE OPPORTUNITY TO CONTINUE WORKING ON THE %LECTRIC 'REENING 0ROJECT THEY ALL ACCEPTED /NE TEAM REVIEWED THE SUBMITTALS FROM THE FALL COURSE WORKING WITH "RIAN 7HITE TO SYNTHE SIZE THE BEST IDEAS INTO A lNAL SITE PLAN FOR THE $70S APPROVAL !N OTHER TEAM CONTINUED DEVELOPING THE COMMUNITY SURVEY ! THIRD CON DUCTED RESEARCH ON CONVERSION OF ELECTRICAL TRANSMISSION LINE RIGHTS OF WAY IN OTHER PARTS OF THE COUNTRY AS WELL AS HEALTH RISKS ASSOCIATED WITH %-& EXPOSURE
&IGURE 'ARDENING
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$URING THAT SAME SEMESTER THE CENTER IN COOPERATION WITH THE ,!53$ SUCCESSFULLY RESPONDED TO A REQUEST FOR PROPOSALS FROM THE #ÏSAR % #HÉVEZ $AY OF 3ERVICE AND ,EARNING SECTION OF THE 'OVERNORS /FlCE ON 3ERVICE AND 6OLUNTEERISM '/ 3%26 4HE PROPOSAL h#ÏSAR % #HÉVEZ ,IVING (IS ,EGACY THROUGH 2EADING AND 3EEDING v WAS FUNDED FOR )T WOULD ENGAGE FOUR #35. DEPARTMENTS INCLUDING 52"3 IN AN INNOVATIVE COMMUNITY SERVING PROGRAM INVOLVING + STUDENTS IN SUPPORTING THE $EPARTMENT OF %DUCATIONS STATEWIDE SERVICE LEARN ING GOALS )N FALL ) RECEIVED A SECOND &ACULTY #URRICULUM $EVELOP MENT 'RANT FROM THE CENTER TO REVISE MY SYLLABUS FOR 52"3 h4HE 5RBAN 3CENE v A GENERAL EDUCATION INTRODUCTORY COURSE OPEN TO THE ENTIRE STUDENT BODY AND REQUIRED FOR ALL 52"3 MAJORS ) WOULD TEACH MY THREE SECTIONS OF 52"3 AS SERVICE LEARNING COURSES TO IMPLE MENT THE '/ 3%26 GRANT "Y THAT TIME THE $70 HAD AGREED TO LEASE 6/!,! A lVE ACRE SEC TION OF THE ORIGINAL SITE 4HE PLANS WERE AGAIN REVISED AND MORE THAN STUDENTS IN MY 52"3 CLASSES WERE GIVEN THE OPPORTUNITY TO WORK WITH 6/!,! AND THE STUDENTS AND TEACHERS AT &AIR !VENUE %L EMENTARY ON THE hSEEDINGv PORTION OF THE GRANT 4HIS IMPLEMENTED THE #ÏSAR % #HÉVEZ -EMORIAL 'ARDENS THE NAME GIVEN TO THE lRST SECTION OF THE %LECTRIC 'REENING 0ROJECT DEVELOPED FROM IDEAS GENERATED BY THE 52"3 CLASS THE YEAR BEFORE %ACH PARTICIPATING 52"3 STUDENT FULlLLED A HOUR COMMUNITY SERVICE WORK REQUIREMENT THROUGH A COMBINATION OF AIDING &AIR !VENUES TEACHERS PARTICIPATING IN SEVERAL WORK DAYS ON THE SITE OR STAFlNG THE #OMMUNITY &AIR AND #ELEBRA TION HELD IN THE LOCAL SHOPPING MALL 4O COMPLETE THE COURSE STUDENTS DISCUSSED AND REmECTED UPON THEIR EXPERIENCES IN WORK JOURNALS 4HEIR CANDID WRITINGS REVEALED THAT ALTHOUGH SOME OF THEM LIVED IN THE AREA THEY HAD NO PREVIOUS EXPERIENCE WITH COMMUNITY WORK -ANY HAD NEVER KNOWN THE SATISFACTION THAT GARDENING BRINGS -OST EXPRESSED PRIDE AND PLEASURE ASKING TO CONTINUE THEIR INVOLVEMENT BEYOND THE SEMESTER AND THEIR COURSEWORK 4HE FACULTY AND TEACHING ASSISTANTS LEARNED ABOUT THE DIFlCULTIES IN COORDINATING AND SCHEDULING SERVICE LEARNING EXPERIENCES AND THE AMOUNT OF TIME AND RECORD KEEPING RE QUIRED "Y THE END OF THE SEMESTER EVERYONE UNDERSTOOD THE AMOUNT OF TIME LABOR COMMITMENT AND POLITICAL CLOUT NEEDED TO REMEDIATE PUBLIC LAND ESPECIALLY THE SLOW TEDIOUS PROCESS OF GAINING APPROVALS FROM A PUBLIC AGENCY
#ONCLUSION &ACULTY WHO TAKE ON A COMMUNITY BASED PROJECT MEANINGFUL TO STU DENTS AND THE COMMUNITY PARTNER MUST COMMIT THEMSELVES BEYOND SEMESTER LONG TIME FRAMES AND INCORPORATE SERVICE INTO THEIR PROFES SIONAL AND CIVIC AGENDAS 4HROUGH OUR SUPPORT OF THE %LECTRIC 'REENING
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0ROJECT -AUREEN 2UBIN AND ) BECAME ADVOCATES FOR 6/!,!S AND THE COMMUNITYS GOALS 7E HAVE PRESENTED THE PROJECT AT THE REQUEST OF #ITY #OUNCIL MEMBERS STATE LEGISLATORS AND THE %CONOMIC !LLIANCE OF THE 3AN &ERNANDO 6ALLEY 7E HAVE SERVED AS PANELISTS AT PROFESSIONAL AND ACADEMIC MEETINGS INCLUDING THE NATIONAL "ROWNlELDS #ON FERENCE CO SPONSORED BY THE 53 %NVIRONMENTAL 0ROTECTION !GENCY AND THE )NTERNATIONAL #ITY -ANAGERS !SSOCIATION )NDEED SERVICE LEARNING INSTRUCTION AND OPPORTUNITIES BENElTED FROM AN ENGAGED UNIVERSITY AND DEPARTMENT BUT THE FUNDAMENTAL TASK WAS TO KEEP STUDENTS MO TIVATED SO THEY WOULD ENGAGE THEMSELVES AS STAKEHOLDERS IN THE SOLU TIONS TO THEIR COMMUNITYS PROBLEMS 4HAT MEANT MORE THAN STRUCTUR ING AN ENVIRONMENTAL DESIGN COURSE THAT WAS PROBLEM BASED 3TUDENTS HAD TO BE PART OF THE PROJECTS EVOLUTION AND BE GIVEN OPPORTUNITIES TO CONTINUE THEIR WORK )N FALL URBAN DESIGN STUDENTS DEVELOPED SITE PLANS FOR THE %LECTRIC 'REENING 0ROJECT BUT THE SAME DESIGN PROBLEM COULD NOT BE REPEATED EACH SEMESTER AND STIMULATE THE SAME LEVEL OF EXCITEMENT )T HAD TO BE REAL AND CURRENT SO INSTRUCTION AND LEARNING WOULD NEED TO GROW AND EVOLVE 52"3 SENIORS IN SPRING CONTINUED TO CONDUCT RELATED RESEARCH AND STRENGTHEN THEIR RELATIONSHIP WITH THE COMMU NITY 4HE FOLLOWING FALL ONE OF THEM BECAME THE TEACHING AND RESEARCH ASSISTANT FOR MY THREE SECTIONS OF THE 52"3 COURSE COORDINATING THE SERVICE LEARNING EXPERIENCE OF STUDENTS NEW TO URBAN PLANNING !S DEVELOPMENT AND THE $70S REVIEW OF THE PLANS CONTINUED STU DENTS AND THE COMMUNITY TOOK ON FURTHER OWNERSHIP 4HE hOFlCIALv GROUNDBREAKING SCHEDULED FOR SPRING WAS DELAYED UNTIL EARLY PENDING $70S APPROVALS BUT WITH EVERY EXPECTATION THAT THE TRANSFORMATION OF THE BLIGHTING RIGHT OF WAY INTO A COMMUNITY GRE ENWAY WOULD EXCEED THE $70S LIMITED PLANS FOR USING THE LAND AS SHIPPING CONTAINER AND RECREATIONAL VEHICLE PARKING AND STORAGE )N THE INTERIM IN SPRING A NEW CROP OF GRADUATING SENIORS WORKED WITH A NEW COMMUNITY BASED ORGANIZATION DEDICATED TO BURYING THE POWERLINES THE %LECTRIC 'REENING /PERATION OR % 'O &OR THEIR CAP STONE PROJECT THE STUDENTS IMAGINED THE POSSIBILITIES ONCE THE VALLEYS POWER LINES WERE GONE GENERATING COMPREHENSIVE PLANS FOR AFFORDABLE HOUSING AND MIXED USES LINKED TO TRANSIT AND GREENSPACE ON THE OLD RIGHTS OF WAY "UILDING UPON THE EXPERIENCE OF PREVIOUS 52"3 STUDENTS THEY EVOLVED FURTHER WAYS TO hTURN POISON INTO MEDICINEv
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2EFERENCES "OYER %, 3CHOLARSHIP 2ECONSIDERED 0RIORITIES OF THE 0ROFESSORIATE 0RINCETON .* #ARNEGIE &OUNDATION FOR THE !DVANCEMENT OF 4EACHING #ENTER FOR #OMMUNITY 3ERVICE ,EARNING #OMMUNITY 0ARTNER 'UIDE TO 3ERVICE ,EARNING 6OLUNTEERISM .ORTHRIDGE #! #ALIFORNIA 3TATE 5NIVERSITY #35 /FlCE OF THE #HANCELLOR $EPARTMENT OF #OMMUNITY 3ERVICE ,EARNING !NNUAL 2EPORT OF #OMMUNITY 3ERVICE ,EARNING IN THE #35 ,ONG "EACH #! #ALI FORNIA 3TATE 5NIVERSITY ????? &ACTS &ACTS ON #OMMUNITY 3ERVICE ,EARNING IN THE #ALIFORNIA 3TATE 5NIVERSITY ,ONG "EACH #! #ALIFORNIA 3TATE 5NIVERSITY *ACOBS * 4HE $EATH AND ,IFE OF !MERICAN #ITIES .EW 9ORK 2ANDOM (OUSE 2ITTEL (7* AND -7 7EBBER h$ILEMMAS IN A 'ENERAL 4HEORY OF 0LANNINGv 0OLICY 3CIENCES
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&UNDED 0LANNING AND $ESIGN 3TUDIOS -ASTER OF )NFRASTRUCTURE 0LANNING 0ROGRAM AT .*)4S .EW *ERSEY 3CHOOL OF !RCHITECTURE "Y $ARIUS 3OLLOHUB &OR THE PAST lVE YEARS THE -ASTER OF )NFRASTRUCTURE 0LANNING -)0 0RO GRAM IN THE .EW *ERSEY 3CHOOL OF !RCHITECTURE AT .EW *ERSEY )NSTITUTE OF 4ECHNOLOGY .*)4 HAS OFFERED STUDIO COURSES THAT CONDUCT RESEARCH PLANNING AND DESIGN FOR COMMUNITY BASED CLIENTS AND PUBLIC AGEN CIES )NCREASINGLY THE PROGRAM UNDERTAKES THIS WORK IN AN INTERDISCI PLINARY CAPACITY IN CONJUNCTION WITH PRIVATE ENTITIES AND OTHER UNITS AT .*)4 AND OTHER ACADEMIC INSTITUTIONS 4HE CLIENTS VARY FROM NEIGH BORHOOD GROUPS INSTITUTIONS AND GOVERNMENTS TO REGIONAL AND STATE AGENCIES )N THE FACE OF UNIVERSITY BUDGET CUTBACKS THE PROGRAM IS NO TABLE FOR ITS SUCCESS IN GENERATING EXTERNAL FUNDING TO THE BENElT OF ALL INVOLVED "ECAUSE OF EACH PROJECTS BROAD SCOPE THE -)0 STUDIO IS OFTEN COORDINATED WITH TEAMS OF STUDENTS AND FACULTY FROM OTHER SCHOOLS AT .*)4 AND OTHER INSTITUTIONS THROUGH COURSES AND RESEARCH COLLABORA TIONS 4HESE TEAMS SIMULATE THE CONDITIONS OF PROFESSIONAL PLANNING AND DESIGN PRACTICE 4HE -)0 PROGRAM TARGETS THE END USER LOCALITY BUT ALSO ADDRESSES ISSUES OF REGIONAL SMART GROWTH AND SUSTAINABLE PRACTICES "Y FOCUSING ON WHAT UNIVERSITIES DO BEST TEACHING AND RESEARCH THE PROGRAM BRIDGES A GROWING DIVIDE BETWEEN AGENCIES AND COMMUNITIES )TS INCLUSIONARY APPROACH DEMYSTIlES AND DEPOLITI CIZES PLANNING AND DESIGN POLICY SO THAT COMMUNITIES CAN ABSORB AND ADOPT THE OUTCOMES AS THEIR OWN 4HIS ESSAY EXAMINES THREE PROJECTS DESCRIBES THE PROGRAMS BACKGROUND AND STRUCTURE AND DISCUSSES THE CHALLENGES AND SUCCESSES OF AN INTERDISCIPLINARY METHODOLOGY THAT COMBINES RESEARCH TEACHING PRACTICE AND COMMUNITY SERVICE
#ASE 3TUDIES -)0 RESEARCH HAS FOCUSED ON INFRASTRUCTURE RELATED PROJECTS AT DIFFER ENT SCALES IN WHICH SERVICE BASED PLANNING AND DESIGN MAKE UP THE CORE 4HESE PROJECTS ARE A FORM OF APPLIED RESEARCH THAT ADDRESS AN IMPORTANT AND EMERGING NEED IN THE PLANNING AND DESIGN PROCESS IN .EW *ERSEY COMPLEMENTING THE EFFORTS OF STATE AGENCIES IN ADVANCING SMART GROWTH AND SUSTAINABLE DEVELOPMENT PRACTICES %ACH PROJECT OF FERS RECOMMENDATIONS BASED ON STUDENT WORK THAT HAS HAD SIGNIlCANT IMPACT 4HE THREE PROJECTS DESCRIBED BELOW TREAT INFRASTRUCTURE AS A FUNDAMENTAL DRIVER OF DEVELOPMENT WITH A STRONG EMPHASIS ON TRANS
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PORTATION ARGUABLY THE MOST CRITICAL ISSUE OF DEVELOPMENT )N DIFFER ENT WAYS THEY EACH INVOLVE ASPECTS OF THE TRANSIT VILLAGE CONCEPT COMPACT MIXED USE WALKABLE COMMUNITIES CENTERED ON A TRANSIT STA TION WHERE RESIDENTS WORKERS VISITORS AND SHOPPERS ARE INVITED TO DRIVE THEIR CARS LESS AND RIDE MASS TRANSIT MORE 4HESE VILLAGES EXTEND ROUGHLY A QUARTER MILE A lVE MINUTE WALKING DISTANCE FROM A TRAN SIT STATION 4HEY CONTRIBUTE TO URBAN REGENERATION AT A REGIONAL SCALE BY EMBRACING GOALS RELATED TO URBAN DESIGN NEIGHBORHOOD COHESION SOCIAL DIVERSITY CONSERVATION PUBLIC SAFETY AND COMMUNITY REVITALIZA TION "ERNICK AND #ERVERO
2IVERSIDE 4RANSIT 6ILLAGE 0ROJECT 4HE 2IVERSIDE 4RANSIT 6ILLAGE 0ROJECT BEGAN IN IN ANTICIPATION OF THE IMPACT OF LIGHT RAIL SERVICE ON 2IVERSIDE A COMMUNITY IN SOUTHERN .EW *ERSEY )T WAS INITIATED BY THE .EW *ERSEY $EPARTMENT OF 4RANSPOR TATION .*$/4 3YSTEMS PLANNING DIRECTOR 7ILLIAM "EETLE IN RESPONSE TO COMMUNITY CRITICISM OF THE 3OUTHERN .EW *ERSEY ,IGHT 2AIL SYSTEM A BILLION PROJECT THAT HAD BECOME HIGHLY POLITICIZED AFTER RESIDENTS FELT THEY HAD BEEN EXCLUDED FROM THE DECISION MAKING PROCESS 4HE LIGHT RAIL SYSTEM HAD BEEN PROMOTED AS A BALANCE TO PUBLIC INVEST MENTS MADE IN THE NORTHERN PART OF THE STATE $ESPITE LOW RIDERSHIP PROJECTIONS THE SYSTEM WAS BUILT WITH LITTLE INPUT FROM THE AFFECTED COMMUNITIES AND WITHOUT FEDERAL FUNDING 7HEN THE 2IVERSIDE GOV ERNING BODY SOUGHT TO REDEVELOP A ACRE FORMER FACTORY SITE NEXT TO THE PROPOSED LIGHT RAIL TRAIN STATION LOCAL SKEPTICISM IMPEDED IT $IRECTOR "EETLE TURNED TO .*)4 TO HELP RESOLVE THESE DIFlCULTIES 4HE -)0 PROGRAM ACHIEVED THIS THROUGH EXTENSIVE OUTREACH USING DESIGN PROPOSALS TO EXPLAIN THE BENElTS OF LIGHT RAIL TO 2IVERSIDE 4HE PROJECT WAS CARRIED OUT IN TWO SUCCESSIVE STUDIOS ) TAUGHT THE lRST STUDIO WHICH ASSESSED LOCAL AND REGIONAL CONDITIONS /F PRIMARY IMPORTANCE WERE CONTAMINATION AND mOODPLAIN ISSUES AND THE ARRAY OF EXISTING AND POTENTIAL TRANSIT VEHICULAR BICYCLE AND PEDESTRIAN MOBILITY NETWORKS AFFECTING THE SITE 2ESIDENTIAL AND MIXED USE DEVEL OPMENT WERE ALSO AT ISSUE 4HE PROJECT TEAM POLLED LOCAL HIGH SCHOOL STUDENTS WHOSE VIEWS REGARDING 2IVERSIDES FUTURE SURPRISED THE GOV ERNING BODY AND WERE PARTICULARLY USEFUL IN FORMULATING DESIGN STRATE GIES 4HE STUDIO CULMINATED IN THREE ALTERNATIVE DEVELOPMENT CONCEPTS THAT TAILORED DIFFERENT ASPECTS OF THE TRANSIT VILLAGE TO 2IVERSIDE 7ORKING WITH COMMUNITY LEADERS -)0 0ROGRAM $IRECTOR 4ONY 3ANTOS TAUGHT THE SECOND STUDIO WHICH INCORPORATED ELEMENTS OF THE THREE ALTERNATIVES INTO A COMPREHENSIVE URBAN DESIGN FRAMEWORK FOR DEVELOPMENT 4HE PROPOSAL FEATURED A NEW MULTI MODAL ARTERIAL STREET ACTING AS THE NEIGHBORHOODS SPINE AND LINKING THE DOWNTOWN TO THE WATERFRONT OR AS THE STUDIO MOTTO HAD IT PUTTING hTHE RIVER BACK IN 2IVERSIDEv )T INCORPORATED HISTORICAL STRUCTURES AND THE PLANNED STA
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TION AND PRESENTED OPTIONS FOR VARIOUS USES INCLUDING RETAIL COM MERCIAL HOUSING AND OPEN SPACE 3TUDENTS USED TWO LARGE PHYSICAL MODELS IN ADDITION TO DIGITAL PRESENTATIONS TO DESCRIBE THE RESULTS OF THE ENTIRE PROCESS TO COMMUNITY GROUPS AT TWO TRANSPORTATION CONFER ENCES AND TO THE #OUNTY &REEHOLDERS WHOSE SUPPORT GAVE THE PROJECT A STRONG BOOST 3UBSEQUENTLY THE lNAL REPORT BECAME INDISPENSABLE IN REDEVELOPMENT PLANNING AND IN PREPARING REQUESTS FOR PROPOSALS FOR PRIVATE DEVELOPERS ! PRIVATE DEVELOPMENT PROJECT UNDER REVIEW BY THE BOROUGH CONTAINS MANY FEATURES OF THE ORIGINAL .*)4 PROPOSAL INTACT -)0 0ROGRAM 2IVERSIDE
&IGURE 2IVERSIDE 4RANSIT 6ILLAGE PROJECT ANNOTATED PLAN OF URBAN DESIGN FRAMEWORK
% 3TATIONS 0HYSICAL AND 6IRTUAL -OBILITY FOR THE )NNER #ITY 4HE E STATION PROJECT DEVELOPED THE PROTOTYPE OF AN ADVANCED FORM OF BUS STATION FOR INNER CITY LOW INCOME COMMUNITIES % STATIONS EM PLOY AN INTELLIGENT TRANSPORTATION SYSTEM THAT ANNOUNCES A BUSS AR RIVAL SO THAT STATION USERS CAN WAIT INDOORS IN COMFORT AND SECURITY INSTEAD OF ANXIOUSLY WAITING AT THE CURB FRUSTRATED AS OTHERS STREAM BY IN CARS !ND WHILE THEY WAIT THEY COULD BE INTRODUCED TO THE )NTER
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NET TO WHICH LOW INCOME URBAN RESIDENTS OFTEN LACK ACCESS )N THIS WAY E STATIONS COULD HELP BRIDGE THE DIGITAL DIVIDE 4HE PROJECT BROUGHT TOGETHER FACULTY AND STUDENTS OF INFRASTRUC TURE PLANNING ARCHITECTURE BIOMETRICS COMPUTER SCIENCE TRANSPORTA TION ENGINEERING AND MANAGEMENT 4HE CLASSROOM SETTINGS INCLUDED INFRASTRUCTURE PLANNING AND ARCHITECTURE STUDIOS MANAGEMENT COURS ES AND A COMMUNITY SERVICE COURSE AT .*)4S 3MALL "USINESS )NSTITUTE &ACULTY MEMBERS TAUGHT SEMINARS LED FOCUS GROUPS AND COORDINATED THE OVERALL EFFORT )N ADDITION NUMEROUS INDIVIDUALS OUTSIDE THE UNI VERSITY CONTRIBUTED INCLUDING AGENCY AND LOCAL GOVERNMENT OFlCIALS COMMUNITY DEVELOPERS INFORMATION TECHNOLOGY SPECIALISTS ARCHITECTS ENGINEERS CONSTRUCTION PROFESSIONALS AND BUSINESS PEOPLE 4HE PROJ ECT WAS STEERED BY A CORE GROUP CONSISTING OF 3ANTOS .*)4 PROFESSOR +AREN &RANCK AN ENVIRONMENTAL PSYCHOLOGIST AND ME 4HE PROJECT BEGAN IN FALL WITH AN INFRASTRUCTURE PLANNING STUDIO TAUGHT BY ME THAT DEVELOPED THE E STATION CONCEPT ACCORDING TO DIFFERENT TRANSPORTATION INFORMATION AND SOCIAL NETWORKS 4HESE NETWORKS WERE DESCRIBED IN AN EVOLVING 7EB BASED DOCUMENT THAT FUNCTIONED AS THE PRIMARY WORK AND REFERENCE TOOL FOR THE PROJECT AND WAS USED TO EXPLAIN THE PROJECT AT NUMEROUS PUBLIC PRESENTA TIONS 7ORKING WITH THE STEERING GROUP AND THE PROJECTS COMMUNITY PARTNERS THE STUDIO ULTIMATELY IDENTIlED A SITE FOR THE PROTOTYPE IN A .EWARK NEIGHBORHOOD WHERE A COMMUNITY DEVELOPMENT ORGANIZATION WAS PROPOSING A SQUARE FOOT SUPERMARKET &ROM A TRANSIT POINT OF VIEW THE SITE WAS IDEAL WITH PASSENGERS ON lVE BUS LINES PASSING DAILY -EMBERS OF THE COMMUNITY WERE CANVASSED IN A FOCUS GROUP PROGRAMMED BY A MANAGEMENT CLASS AND ORGANIZED BY FACULTY AND STUDENTS 4WO COMPREHENSIVE ARCHITECTURAL DESIGN STUDIOS WERE INVOLVED 4HESE COURSES REQUIRED THAT PROJECTS INTEGRATE ENGINEERING CONSTRUC TABILITY AND REGULATORY ASPECTS 4HE lRST TAUGHT AT THE GRADUATE LEVEL BY 3ANTOS RAN CONCURRENTLY WITH THE INFRASTRUCTURE PLANNING STUDIO THUS BREAKING WITH THE CONVENTIONAL SEQUENCE OF RESEARCH PLANNING AND DESIGN )NSTEAD THE DESIGN STUDIO ACTED AS A CONCEPTUAL PROBE IDENTIFYING ARCHITECTURAL ISSUES THAT MIGHT CROSS POLLINATE RESEARCH AND PLANNING IN THE INFRASTRUCTURE STUDIO 0ROJECTS WERE DEVELOPED AT TWO SITES ONE ADJACENT TO .EWARKS SECOND AND LESS USED TRAIN STATION AND THE OTHER AT THE SUPERMARKET SITE EVENTUALLY SELECTED "OTH STUDIOS WERE CLOSELY INTEGRATED WITH STUDENTS ATTENDING THEIR COUNTERPARTS REVIEWS 4HE SPECIlCS OF FUNCTIONAL PROGRAM AND ARCHITECTURAL DESIGN PARAMETERS EVOLVED DURING THE lRST SEMESTER )N SPRING ) TAUGHT THE SECOND COMPREHENSIVE STUDIO GIVEN AT THE ADVANCED UNDERGRADU ATE LEVEL 4HIS DESIGN STUDIO FOCUSED ON THE SUPERMARKET SITE AND AS SUMED THAT THE E STATION DESIGN WOULD BE LOCATED NEXT TO THE MARKETS ENTRANCE 3TUDENT PROJECTS WERE CRITIQUED BY THE STEERING GROUP AND
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GUIDED BY CONSTRUCTION PROFESSIONALS ON STRUCTURAL MECHANICAL CUR TAIN WALL WATERPROOlNG FURNITURE AND EQUIPMENT ISSUES &IVE OF THE PROTOTYPES WERE INCLUDED IN THE lNAL REPORT ONE OF WHICH WAS THE SUBJECT OF A COST ANALYSIS BY THE PROJECTS CONSTRUCTION MANAGEMENT PARTNER
&IGURE % 3TATION PROTOTYPE INTERIOR VIEW %RSELA +RIPA DESIGNER &EDERAL (IGHWAY !DMINISTRATION #ONCURRENTLY A STUDENT TEAM IN THE 3MALL "USINESS )NSTITUTE OF THE .*)4 3CHOOL OF -ANAGEMENT DEVELOPED A BUSINESS PLAN FOR OPER ATING THE E STATION AS A PUBLIC PRIVATE PARTNERSHIP 5NDER THE PLAN THE E STATION WOULD BE OWNED BY A NONPROlT COMMUNITY BASED OR GANIZATION THAT WOULD LEASE SPACE TO ONE OR MORE BUSINESSES ALREADY OPERATING IN .EWARK 4HE BUSINESS COMPONENT WOULD ACT AS A CATALYST FOR DEVELOPMENT ALONG THE SUPERMARKET FRONTAGE EVENTUALLY MAKING THE E STATION SELF SUSTAINING AND PROlTABLE 4HE STUDENT TEAM IDENTI lED PUBLIC FUNDING FOR INITIAL OPERATIONS FROM VARIOUS CITY STATE AND NATIONAL PROGRAMS 4HEY INCLUDED THE #OMMUNITY 4ECHNOLOGY #ENTER .ETWORK #4#NET A NONPROlT ORGANIZATION THAT COORDINATES TECHNOL OGY IN POOR COMMUNITIES AND /NE 3TOP A .EW *ERSEY PROGRAM GEARED TOWARD COMPUTER TRAINING AND WORKFORCE DEPLOYMENT #OMMUNITY ENDORSEMENTS AND lNANCIAL SUPPORT NOTWITHSTAND ING THE E STATION PROJECT HAS BEEN AFFECTED BY LOCAL POLITICS AND THE ECONOMIC DOWNTURN !S PART OF A PROGRAM TO DISSEMINATE PROF ITS FROM .EW *ERSEYS CASINOS IT WAS EARMARKED FOR SEED FUNDING OF ALMOST ROUGHLY A THIRD OF ITS DEVELOPMENT BUDGET 4HOSE FUNDS HOWEVER WERE SUBSEQUENTLY DIVERTED FROM THE NEIGHBORHOODS TO HIGHER PROlLE DOWNTOWN PROJECTS &UNDING SUPPORT FROM INDUSTRY
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ALSO CONTRACTED AFTER THE COLLAPSE OF THE DOT COM BUBBLE "ECAUSE OF THESE SETBACKS THE PROJECT IS NOW DORMANT /N A POSITIVE NOTE THE SUPERMARKET PROJECT HAS RECEIVED IN FUNDING PROOF THAT MO MENTUM STILL EXISTS IN THE NEIGHBORHOOD 4HE TEAM IS HOPEFUL THAT WHEN THE POLITICAL AND lNANCIAL CLIMATE CHANGES AND SUPPLEMENTARY SUPPORT IS SECURED THE PROJECT CAN RESUME WITH CONSTRUCTION OF AN E STATION PROTOTYPE &EDERAL (IGHWAY !DMINISTRATION
*ERSEY #ITY "AYSIDE $EVELOPMENT 0ROJECT 4HIS PROJECT REPRESENTS THE lRST COLLABORATION INVOLVING THE PROGRAM OTHER INSTITUTIONS AND A PROFESSIONAL lRM )N SPRING THE -)0 PRO GRAM JOINED BY 2UTGERS 5NIVERSITYS "LOUSTEIN 3CHOOL OF 0LANNING AND 0UBLIC 0OLICY AND THE 'EOSCIENCES $EPARTMENT AT .EW *ERSEY #ITY 5NI VERSITY .*#5 COORDINATED EFFORTS WITH A PLANNING AND URBAN DESIGN lRM !NTON .ELESSEN AND !SSOCIATES !.! OF 0RINCETON 4HE CONSOR TIUM RESEARCHED PLANNED AND DESIGNED ALTERNATIVE DEVELOPMENT PRO POSALS FOR THE SOUTHWESTERN PART OF *ERSEY #ITY 4HE AREA HAS TWO FOCAL POINTS THE .*#5 CAMPUS AND THE TERMINUS FOR A RECENTLY COMPLETED LIGHT RAIL SYSTEM 3ANTOS TAUGHT AN INFRASTRUCTURE STUDIO AT .*)4 ) AS A VISITING PROFESSOR CO TAUGHT A TRANSPORTATION STUDIO AT 2UTGERS WITH -ARTIN 2OBINS THE EXECUTIVE DIRECTOR OF THE 6OORHEES 4RANSPORTATION )NSTITUTE AND 7ILLIAM -ONTGOMERY TAUGHT A GEOGRAPHIC INFORMATION SYSTEMS ')3 COURSE AT .*#5 4HE WORK OF THE ACADEMIC TEAM AND !.! WAS CLOSELY COORDINATED EACH MAKING REGULAR PRESENTATIONS TO THE SPONSORS STEERING COMMITTEE 4HE TEAMS INTERACTED WITH ONE ANOTHER AND BENElTED MUTUALLY FROM THE COLLABORATION THE WORK OF !.! RELIED UPON AN EXTENSIVE DATABASE OF LAND USE AND BUILDING IN FORMATION PHOTOGRAPHIC SURVEYS COMPUTER MODELS AND DEVELOPMENT SCENARIOS PRODUCED AS COURSEWORK WHILE STUDENTS AND FACULTY PAR TICIPATED IN SEVERAL DESIGN CHARRETTES AND PRESENTATIONS DIRECTED BY !.! STAFF 4HOUGH THE ACADEMIC AND PROFESSIONAL TEAMS MADE SEPA RATE PUBLIC PRESENTATIONS THE WORK WAS CONSISTENT OVERALL $IFFERENCES WERE CONSIDERED AS VARIATIONS OR ALTERNATIVES RATHER THAN OPPOSITIONS 4HE ACADEMIC WORK DIFFERED IN SCOPE FOCUS AND GEOGRAPHIC EX TENT .*#5 COORDINATED PRODUCTION OF THE ')3 MAP WHICH INCORPO RATED COMPUTER DATA FROM THE .*)4 SURVEY 4HE 2UTGERS STUDIO WHICH MET THREE HOURS PER WEEK FOCUSED ON THE ONE QUARTER MILE RADIUS TRANSIT VILLAGE CIRCLE SURROUNDING THE LIGHT RAIL TERMINUS )T ALSO CON DUCTED A BROAD ANALYSIS OF PAST AND PROJECTED TRANSIT AND ECONOMIC DEVELOPMENT IN *ERSEY #ITY WHICH HAS SEEN EXPLOSIVE GROWTH ALONG ITS FORMERLY INDUSTRIAL (UDSON 2IVER WATERFRONT BUT NOT ON ITS WEST ERN (ACKENSACK 2IVER SIDE 4HE .*)4 STUDIO WHICH MET HOURS PER WEEK WAS INVOLVED IN WORK OF GREATER SCOPE ITS TWO SQUARE MILE STUDY AREA SLIGHTLY EXCEEDING THAT OF !.! 4HE STUDIO DEVELOPED THE TRANSIT VILLAGE CONCEPT PROPOSED BY 2UTGERS PLANNED EXPANSION ALTERNATIVES
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AND REDEVELOPMENT ALTERNATIVES FOR .*#5 AND THE SURROUNDING NEIGH BORHOODS AND PRESENTED A COMPREHENSIVE URBAN DESIGN FRAMEWORK FOR THE 2OUTE CORRIDOR A STRIP HIGHWAY THAT TRAVERSES THE WESTERN PORTION OF THE SITE
&IGURE *ERSEY #ITY "AYSIDE $EVELOPMENT 0ROJECT AERIAL VIEW SHOWING PROPOSED DEVELOPMENT ON (ACKENSACK WATERFRONT AND NEW LIGHT RAIL TERMINUS .*)4 4HE COMBINATION OF PROFESSIONAL AND ACADEMIC EFFORTS OPERATING IN TANDEM IN THE *ERSEY #ITY PROJECT HAS GENERATED THE MOST SIGNIlCANT RESULTS OF THE -)0 PROGRAM TO DATE 4O MAINTAIN MOMENTUM THE ORIGI NAL STEERING COMMITTEE CONTINUES TO HOLD REGULAR MEETINGS !RTICULAT ING A DESIGN STRATEGY THE PROCESS AFlRMED THE UNIVERSITYS INTENTION TO BUY AN INDUSTRIAL SITE DOUBLING ITS ACREAGE FOR WHICH !.! IS NOW THE MASTER PLANNER 4HE CITYS "OARD OF %DUCATION IS PLANNING AN EARLY LEARNING CENTER ADJACENT TO THE LIGHT RAIL STATION CONSISTENT WITH TRAN SIT VILLAGE PLANNING IDEAS AND IS CONSIDERING SIMILAR SITING STRATEGIES FOR OTHER SCHOOL FACILITIES 4HESE DECISIONS REQUIRED SOME CONVINCING BY THE ACADEMIC TEAM 4HE ANALYSIS OF ECONOMIC DEVELOPMENT AND FU TURE RIDERSHIP GAVE .*#5 AN APPRECIATION FOR HOW LIGHT RAIL COULD BEN ElT THE CAMPUS AND CAUSED IT TO SHIFT THE THRUST OF EXPANSION TOWARD THE STATION ENACTING MEASURES TO ENHANCE THE PEDESTRIAN CONNECTION TO IT AND BEGINNING NEGOTIATIONS WITH .* 4RANSIT TO INCORPORATE A TRAN
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SIT PASS INTO STUDENT USE FEES .*#5 CONCLUDED THAT GREATER TRANSIT USE BY COMMUTING STUDENTS WOULD LESSEN THE DEMAND FOR ON CAMPUS PARKING AND FREE UP SPACE FOR CLASSROOMS AND DORMITORIES 4HE MOST EXCITING PROSPECT IS THE CONVERSION OF 2OUTE TO AN URBAN BOULEVARD A PROJECT BROUGHT TO THE ATTENTION OF .*$/4 BY THE ACADEMIC TEAM AND NOW ATOP THE LIST OF CANDIDATES FOR A PILOT PRO GRAM 4HIS DEVELOPMENT HAS RENEWED INTEREST IN THE DEVELOPMENT OF THE (ACKENSACK WATERFRONT AND EXPANDING THE LIGHT RAIL A PROSPECT THAT THE STUDIOS STUDIED IN THREE ALTERNATIVE PROPOSALS !RGUABLY SOME ASPECTS OF THE PROJECT MIGHT HAVE BEEN ADVANCED BY A PROFESSIONAL UNDERTAKING BUT THE ACADEMIC COLLABORATION ALLOWED FOR THE EXPAND ED SCOPE INTEGRATED DATA COMPREHENSIVE DOCUMENTATION EMERGING KNOWLEDGE AND INVENTION THAT CREATED THE PROJECTS GREAT SYNERGY AND MOMENTUM -)0 0ROGRAM *ERSEY #ITY
3TRUCTURE 4HE -)0 PROGRAM CONTINUES A UNIVERSITY BASED TRADITION OF INTERDIS CIPLINARY PLANNING THAT STRESSES COLLABORATION BETWEEN THE ACADEMY AND THE PROFESSION $EVELOPED AT THE 3CHOOL OF !RCHITECTURE AT .*)4 BY 3ANTOS AND LAUNCHED IN UNDER $EAN 5RS 'AUCHAT WITH ME AS AS SOCIATE DIRECTOR THE PROGRAM HAS ITS ROOTS IN THE SOCIAL SCIENCE BASED #HICAGO 3CHOOL AND .EW $EAL PLANNING INITIATIVES )N THE S AND S THE TRADITION BLOSSOMED INTO AN INTERDEPARTMENTAL URBAN DESIGN PROGRAM AT THE 5NIVERSITY OF 0ENNSYLVANIA UNDER ' (OLMES 0ERKINS AND COORDINATED BY $AVID #RANE 4HIS INTERDISCIPLINARY MANIFESTATION OF THE 0HILADELPHIA 3CHOOL INTEGRATED ARCHITECTURE LANDSCAPE ARCHI TECTURE AND CITY PLANNING AND INCLUDED ,OUIS +AHN )AN -C(ARG "RIT TON (ARRIS %DMUND "ACON AND -ELVIN 7EBER 4HE APPROACH WAS LATER BROUGHT TO "OSTON UNDER REFORM MAYOR *OHN #OLLINS THROUGH THE "OS TON 2EDEVELOPMENT !UTHORITY "2! ADMINISTERED BY %DWARD ,OGUE AND DIRECTED BY #RANE ! HIGHPOINT WAS THE PROGRAMS COLLABORATION IN WITH THE "EDFORD 3TUYVESANT #ORPORATION SPONSORED BY 3ENATOR 2OBERT & +ENNEDY TO REDEVELOP A LARGE AREA OF "ROOKLYN -ULTI DISCIPLINARY PLANNING OF THIS KIND WAS UNDERMINED BY THE DISMANTLING OF FEDERAL FUNDING MECHANISMS FOR URBAN DEVELOPMENT IN THE EARLY S 3ANTOS WHO STUDIED AND WORKED WITH #RANE AND PARTICIPATED IN THE "EDFORD 3TUYVESANT STUDIO PROVIDES A DIRECT LINK TO THESE EARLIER EDUCATIONAL MODELS
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7HEN THE -)0 PROGRAM WAS CONCEIVED SEVERAL DECADES LATER IT WAS INSPIRED BY THE EDUCATIONAL IDEAS OF THE 5NIVERSITY OF 0ENNSYLVANIA PROGRAM WHILE RESPONDING TO CHANGED HISTORICAL CIRCUMSTANCES )N THE PROGRAMS lVE YEAR REVIEW 3ANTOS DESCRIBED THE ACADEMIC CLI MATE IN WHICH IT EMERGED 4HE NEED FOR SUCH A PROGRAM AT THE REGIONAL NATIONAL AND INTERNATIONAL LEVEL WAS RECOGNIZED BY .*)4 IN THE EARLY S 4HE EMPHASIS ON PHYSI CAL PLANNING AND URBAN DESIGN IN URBAN AND REGIONAL PLANNING DEGREE PRO GRAMS HAD DECREASED NOTICEABLY IN THE PREVIOUS TWENTY YEARS 4HE CURRICULA OF MOST PLANNING PROGRAMS WERE PREDOMINANTLY BASED ON THE SOCIAL SCIENCES AND ORIENTED TOWARDS NON PHYSICAL ASPECTS OF THE ENVIRONMENT AND NONE OF THOSE THAT RETAINED A PHYSICAL ORIENTATION STRESSED THE INTERDISCIPLINARY RE LATIONSHIP WITH INFRASTRUCTURE ENGINEERING AND TECHNOLOGY 5RBAN DESIGN ON THE OTHER HAND HAD TENDED TO BECOME AN EXTENSION OF THE TRADITIONAL DESIGN PROFESSIONS OF ARCHITECTURE AND LANDSCAPE ARCHITECTURE
4HE PROGRAM WAS CREATED IN A PERIOD WHEN ARCHITECTURAL EDUCA TION IN GENERAL WAS BEING RE EXAMINED ! #ARNEGIE &OUNDATION STUDY RECOMMENDED THAT ARCHITECTURE EXPAND ITS SCOPE AND RE EN GAGE WITH ALLIED DISCIPLINES "OYER AND -ITGANG 4HE STUDY CITED A PREVIOUS CALL FOR RE ENGAGEMENT BETWEEN THE DESIGN ACADEMY AND THE PROFESSION 3CHÚN 3UBSEQUENT FEMINIST CRITICISM OF TRAINING STUDENTS TO BE hMASTER BUILDERSv SOLITARY HEROIC DESIGNERS ARGUED FOR A PEDAGOGY STRESSING TEAMWORK INTERDISCIPLINARITY CON SENSUS AND A KEENER AWARENESS OF COMMUNITY NEEDS 7EISMAN 3ARA 2ESPONDING TO THE SAME ISSUES -)0 PEDAGOGY SEEKS SIMILAR GOALS CROSS DISCIPLINARY ENGAGEMENT A PLANNING AND DESIGN METHOD THAT STRESSES COLLABORATION COMMUNICATION AND STAKEHOLDER INVOLVE MENT AND THE INTEGRATION OF PLANNING AND DESIGN RESEARCH PRACTICE TEACHING AND SERVICE IN THE FORM OF COMMUNITY BASED PROJECTS .*)4S COURSE CATALOGUE DESCRIBES THE METHODOLOGY AS FOCUSING ON hTHE NATURAL ENVIRONMENT AND ON PUBLIC SPACE ROADS TRANSPORTATION SERVICES AND UTILITIES AS INTERACTING PHYSICAL AND SPATIAL SYSTEMS AS WELL AS ON PARKS SCHOOLS HOUSING AND CIVIC INSTITUTIONS OF ALL KINDS #APITALIZING ON .*)4S MULTIDISCIPLINARY RESOURCES AND LOCATION AT THE CENTER OF THE NATIONS GREATEST REGIONAL CONCENTRATION OF URBAN INFRA STRUCTURE THE -)0 PROGRAM INCORPORATES APPLIED RESEARCH AND REAL ISTIC PROBLEM SOLVING IN ITS CURRICULUM v .*)4 4HE PROGRAM FOCUSES ON THE INTERRELATIONSHIPS AMONG ELEMENTS TO DEVELOP HOLISTIC STRATEGIES FOR INTEGRALLY PLANNED AND DESIGNED INFRASTRUCTURE SYSTEMS )T POSTULATES THAT INFRASTRUCTURE IS THE FUNDAMENTAL FRAMEWORK FOR PHYSICAL PLANNING AND DESIGN )N DOING SO THE PROGRAM TRANSCENDS THE TRADITIONAL IDENTIlCATION OF DIFFERENT INFRASTRUCTURE COMPONENTS WITH SEPARATE PROFESSIONAL DISCIPLINES )NSTEAD IT STRESSES A UNIlED COOR
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DINATED APPROACH THAT PRIORITIZES THE QUALITY OF THE OVERALL BUILT EN VIRONMENT OVER THE EFlCIENCY OF ANY ONE PART 4HE PROGRAM PROMPTS STUDENTS TO TAKE A LEADING AND COORDINATING ROLE IN RESOLVING AND SYN THESIZING THE MANY OFTEN CONmICTING ELEMENTS OF INFRASTRUCTURE AND DEAL MORE EFFECTIVELY WITH THE CRITICAL PROBLEMS OF DEVELOPMENT 4HE -)0 PROGRAM SEEKS TO RESTORE PLANNERS AND DESIGNERS AS DECISION MAK ERS AT THE CENTER OF THE INFRASTRUCTURE PLANNING AND DESIGN PROCESS 4HE -)0 STUDIO IS THE PRIMARY ENGINE OF RESEARCH PLANNING AND DESIGN 7ITH TO STUDENTS FROM VARIOUS DISCIPLINES INCLUDING AR CHITECTURE PLANNING ENGINEERING ENVIRONMENTAL POLICY AND MANAGE MENT THE STUDIO SIMULATES A PROFESSIONAL PLANNING AND DESIGN PRAC TICE WITH BONA lDE CLIENTS AND DELIVERABLES %ACH STUDIO IS DIVIDED INTO THREE TO lVE TEAMS WHICH RE GROUP SEVERAL TIMES DURING A SEMESTER 4HE STUDIO CRITIC DIRECTS TEAM ASSIGNMENTS TO ENSURE A BALANCE OF BACKGROUNDS AND SKILLS 4EAM ENVIRONMENTS INSTILL COLLABORATIVE AND COORDINATING SKILLS ESSENTIAL TO PRACTICE AT THE SCALE OF INFRASTRUCTURE WHERE DISCIPLINE SPECIlC JARGON IS EITHER ELIMINATED OR PRECISELY DE lNED 7ORKING IN TEAMS STUDENTS LEARN NEW SKILLS BEYOND THEIR SPE CIALTY 2ECENT STUDIOS HAVE BEEN COORDINATED WITH COURSES FROM OTHER DEPARTMENTS AND OTHER INSTITUTIONS MAKING COLLABORATIVE SKILLS ESSEN TIAL )N ADDITION TO -)0 STUDENTS STUDIOS TYPICALLY INCLUDE STUDENTS OF THE 5RBAN 3YSTEMS 0H$ -ASTER OF !RCHITECTURE -!RCH AND "ACHELOR OF !RCHITECTURE "!RCH PROGRAMS 3EMESTERS ARE USUALLY DIVIDED INTO THREE PHASES PUNCTUATED BY PRESENTATIONS TO INTERDISCIPLINARY FACULTY AGENCY REPRESENTATIVES AND COMMUNITY MEMBERS 4EAMS ARE RECONSTITUTED FOR EACH PHASE 4HE lRST A RESEARCH AND DOCUMENTATION PHASE IS DEVOTED TO A COMPRE HENSIVE ASSESSMENT OF ISSUES 3TUDENTS INSPECT THE SITE AND CONDUCT INTERVIEWS SURVEYS AND FOCUS GROUPS WITH THE COMMUNITY 4HE PROJ ECT IS PLACED IN THE CONTEXT OF PRIOR AND ONGOING STUDIES APPLICABLE THEORIES AND RELEVANT PRECEDENTS 0ROFESSIONALS AND ACADEMICS FAMIL IAR WITH THE ISSUES GIVE SEMINARS AT THIS TIME 4HE SECOND PHASE SORTS OUT THE AMASSED INFORMATION SEARCHING FOR RELATIONSHIPS PATTERNS LINKAGES OVERLAPS AND CONTRADICTIONS THAT ONLY BECOME APPARENT WHEN VIEWED HOLISTICALLY "ASED ON PRIORITIZING VARIABLES THE TEAMS DEVELOP PLANNING STRATEGIES AND LAY THE FOUNDATION FOR DESIGN DEVEL OPMENT DURING THE lNAL PORTION OF THE SEMESTER !LTERNATIVE DESIGN PROPOSITIONS IN THIS LAST PHASE MIGHT FOCUS ON URBAN FORM STREETSCAPE LANDSCAPE TYPOLOGY AND SPECIlC BUILDING DESIGN !T SEMESTERS END A SUMMARY SYNTHETIC DIGITAL PRESENTATION CORRESPONDS TO THE lNAL RE VIEW !S EACH PROJECT REQUIRES SUBSEQUENT PRESENTATIONS ARE GIVEN AT TOWN MEETINGS CONFERENCES HEARINGS OR OTHER VENUES IN WHICH STU DENT PARTICIPATION IS EXTRACURRICULAR AND VOLUNTARY 4HE lNAL PROJECT REPORT CHRONICLES THE ENTIRE UNDERTAKING AND MAKES RECOMMENDATIONS FOR IMPLEMENTATION
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2ATHER THAN DESK SIDE CRITIQUES -)0 STUDIOS MAKE EXTENSIVE USE OF PROJECTED DIGITAL GRAPHICS WHICH ARE REVIEWED DURING EACH CLASS IN A SEMINAR FORMAT %VEN IF THE INTERVAL BETWEEN CLASSES IS SHORT AN EFFECTIVE DIVISION OF LABOR WITHIN TEAMS ALLOWS SUBSTANTIAL REVISIONS TO BE MADE 4HE REGULAR USE OF A DIGITAL FORMAT PREPARES STUDENTS FOR PRESENTING EFFECTIVELY TO OTHER DISCIPLINES AGENCIES AND STAKEHOLD ERS 0RESENTATIONS ARE LIMITED TO MINUTES FORCING STUDENTS TO RElNE DESCRIPTION AND USE ANIMATION TO DISPLAY INFORMATION GRAPHICALLY 4O EMPHASIZE COLLABORATIVE STRUCTURE SEVERAL STUDENTS GIVE SCRIPTED AND REHEARSED VERBAL PRESENTATIONS CLOSELY COORDINATED WITH VISUAL MATE RIALS ON THE SCREEN )N TEAM STUDIOS IT IS DIFlCULT TO ASSESS AN INDIVIDUAL STUDENTS CON TRIBUTION WHEN GRADING 4O ADDRESS THIS PROBLEM A SYSTEM IN WHICH STUDENTS SUBMIT EVALUATIONS OF THEIR WORK AND THAT OF THEIR TEAM MEMBERS HAS BEEN INTRODUCED 4HESE CONlDENTIAL STATEMENTS ARE SUBMITTED VIA EMAIL UPON COMPLETION OF EACH PHASE 4YPICALLY THEY CONlRM THE SENSE ALREADY HELD BY THE INSTRUCTOR BUT IN DYSFUNCTIONAL SITUATIONS THEY ARE EFFECTIVE IN UNCOVERING THE REASONS AND IDENTIFY ING INCOMPATIBILITIES 'RADES ARE BASED ON PERFORMANCE IN EACH OF THE PHASES AND ON PERSONAL DEVELOPMENT THROUGHOUT THE SEMESTER 4HOUGH -)0 PROJECTS ARE CONDUCTED THROUGH THE MEDIUM OF STU DIO COURSES THEY ARE STRUCTURED ALONG THE LINES OF EXTERNALLY FUNDED RESEARCH PROJECTS IN ENGINEERING AND THE SCIENCES AT .*)4 0RINCIPAL INVESTIGATORS LEAD THE EFFORT AND ARE RESPONSIBLE FOR THE DELIVERABLES )N OTHER DEPARTMENTS HOWEVER COURSEWORK IS SELDOM IF EVER DIRECTLY INVOLVED STAFF PAID RESEARCH ASSISTANTS OR THESIS STUDENTS NORMALLY CONDUCT TASKS NOT PERFORMED BY THE PRINCIPAL INVESTIGATOR 7HILE THE -)0 PROGRAMS METHODOLOGY STILL APPLIES REGARDLESS OF EXTERNAL SUP PORT FUNDING HAS EXPANDED THE SCOPE AND INCREASED THE QUALITY OF DE LIVERABLES A FACT RECOGNIZED BY SPONSORS %XTERNAL SUPPORT HAS RANGED BETWEEN AND PER SEMESTER IN THE FORM OF GRANTS OR CONTRACTS 4HESE GENERALLY BREAK DOWN AS SUMMER PAY FOR STUDENT RE SEARCHERS AND FACULTY PERCENT GRADUATE ASSISTANT TUITION AND STI PEND PERCENT EXPENSES AND PRINTING PERCENT AND UNIVERSITY OVERHEAD PERCENT
2ESULTS 7ITH PLANNING SUPPORT CUT STATEWIDE DUE TO BUDGET CONSTRAINTS THE -)0 PROGRAM IS OFTEN CHALLENGED TO CLARIFY ITS RELATIONSHIP TO THE PRO FESSION 4HE PROGRAM STRESSES THAT WHILE THE STUDIO BRINGS A PROJECT TO A HIGH LEVEL OF RESOLUTION AND ITS METHODS SIMULATE PRACTICE IT NEVER PREEMPTS PRACTICE )T DOES NOT USE FREE STUDENT LABOR TO UNDERCUT THE PROFESSION RATHER THE PROGRAM ARGUES THE CONTRARY THAT IT LAUNCHES PROJECTS THAT WOULD NOT HAVE BEEN INITIATED OTHERWISE PROJECTS THAT
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PROFESSIONAL PLANNERS AND DESIGNERS CAN TAKE FURTHER TOWARD IMPLE MENTATION -)0 PROJECTS ARE OFTEN POLITICAL HOT POTATOES LIKE 2IVERSIDE RESEARCH BASED INITIATIVES LIKE E STATIONS OR TOO COMPLEX TO UNDERTAKE CONVENTIONALLY LIKE *ERSEY #ITY WHERE .ELESSEN AND !SSOCIATES PRO DUCED A SOLUTION LIBERALLY USING STUDENT WORK -)0 MATERIAL IS NEVER PROPRIETARY 7ITHOUT THE ACADEMIC COMPONENT THE *ERSEY #ITY PROJECT WOULD NOT HAVE HAD SUCH AN AMBITIOUS SCOPE )NSTITUTIONAL CONSTRAINTS WOULD IN ANY CASE PREVENT ACADEMIC PRO GRAMS LIKE -)0 FROM COMPETING PROFESSIONALLY 'IVEN THE INmEXIBILITY OF AN ACADEMIC SCHEDULE PROJECTS SO INTERTWINED WITH COURSEWORK CAN NOT RESPOND TO THE RAPID PACE OF THE MARKETPLACE !T A UNIVERSITY THE CLOCK CHIMES lGURATIVELY AT THE BEGINNING AND END OF EACH SEMESTER )F THE SCHEDULE ACCELERATES OR SLIPS AS IT ALMOST ALWAYS DOES IN PROFES SIONAL WORK COMPLICATIONS RESULT ! COURSE CANNOT RAMP UP AND ADD STUDENTS AS A PROFESSIONAL OFlCE CAN ADD STAFF )F THE SCHEDULE SLIPS SUCH THAT DELIVERABLES ARE IMPOSSIBLE TO COMPLETE BY SEMESTERS END IT IS EXTREMELY DIFlCULT TO KEEP STUDENTS WORKING AFTER THE COURSE IS OVER 4HESE AND OTHER INSTITUTIONAL CONSTRAINTS MAKE MORE SCHEDULE NEUTRAL PROJECTS SUCH AS POLITICALLY COMPLICATED OR RESEARCH DIRECTED ONES NATURAL SUBJECTS FOR -)0 STUDIOS 4HE -)0 METHOD PROVIDES MANY OPPORTUNITIES FOR STUDENTS TO AC QUIRE KNOWLEDGE AND SKILLS OFTEN INDEPENDENTLY OF FACULTY ! NOTABLE EXAMPLE OF THIS PHENOMENON IS IN COMPUTING )N -)0 STUDIOS STU DENTS DEVELOP COMPUTER SKILLS WELL BEYOND WHAT THEY HAD WHEN THEY SET OUT 4HIS IS REMARKABLE GIVEN THAT THE PROGRAM OFFERS NO FORMAL COMPUTER TRAINING BEYOND A COURSE IN ')3 3OME STUDENTS WHO ENTER THE STUDIO WITH LITTLE COMPUTER LITERACY EMERGE CAPABLE OF ADVANCED WEBSITE DEVELOPMENT 7HEN WORK GOALS ARE SHARED KNOWLEDGE IS EX CHANGED MORE FREELY )N A TEAM ENVIRONMENT IT IS FAR MORE EFFECTIVE TO ASK TEAMMATES HOW TO EXECUTE A COMPUTER COMMAND THAN IT IS TO CONSULT A MANUAL OR USE THE (ELP FUNCTION 4HE RAPID DEVELOPMENT OF COMPUTER SKILLS IS ALSO ATTRIBUTABLE TO THE CONSTANT USE OF DIGITAL MEDIA IN AN ITERATIVE PROCESS ANALOGOUS TO THE BETA TESTING METHOD OF CONTINUAL RElNEMENT IN THE COMPUTER SOFTWARE INDUSTRY )N -)0 STU DIOS STUDENTS DISCOVER NEW WAYS TO USE SOFTWARE OFTEN AHEAD OF BOTH FACULTY AND THE DESIGN PROFESSION 4O BE REGARDED AS INDUSTRY PACESET TERS CAN BE POWERFULLY MOTIVATING FOR THEM !CHIEVING EXCELLENCE IN COLLABORATIVE DESIGN IS A CONTINUOUS CHAL LENGE 7HEN THE HEROIC SOLO DESIGNER IS REPLACED BY THE CONSENSUS DRIVEN TEAM THE MEDIOCRITY OF COMPROMISE AND THE STIGMA OF DESIGN BY COMMITTEE CONSTANTLY THREATEN 3TUDENTS BECOME AWARE THAT VERY LITTLE DESIGN TODAY IS SOLITARY AND THAT COLLABORATION IS A NECESSARY CONDITION OF PROFESSIONAL WORK ! GROUP FOLLOWING EFFECTIVE METHODS AND WELL RESEARCHED PRINCIPLES IS BETTER SUITED TO RESPOND TO THE FRAG MENTED AND OFTEN CONTRADICTORY NEEDS OF TODAYS SOCIETY )N AN ITERA
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TIVE PROCESS HAVING TO REGULARLY ARGUE THE MERITS OF DESIGN TO THE EVER ENLARGING RING OF CRITICS ONES TEAM THE STUDIO THE GREATER COM MUNITY IS NOT A COMPROMISE BUT A PROCESS OF RElNEMENT AND AN EXERCISE IN LEADERSHIP 4HE NOTION THAT INFRASTRUCTURE IS A COMMON DENOMINATOR OF DESIGN ESPECIALLY WHEN EXPRESSED IN AN OPEN AND RESPECTFUL ENVIRONMENT LEADS TO A RENEWED ENGAGEMENT BETWEEN ARCHITECTURE AND PLANNING -OST CURRICULA IN SCHOOLS OF ARCHITECTURE STILL DEFAULT TO THE MODERN CANON AND REGARD hNEW URBANISTv OR POSTMODERN DE SIGN STRATEGIES AS REACTIONARY OR EVEN HERETICAL 0LANNING PROGRAMS ESPECIALLY THOSE THAT ADVOCATE SMART GROWTH TEND TOWARD THE OPPO SITE OFTEN DEFAULTING TO NEW URBANIST TENDENCIES WITH THEIR RELIANCE ON FAMILIAR TRADITIONAL IMAGERY 4HE -)0 PROGRAM RECOGNIZES THE EXCELLENT SMART GROWTH EXAMPLES OF %UROPEAN MODERNIST INFRASTRUC TURE AND ATTEMPTS TO RECONCILE THOSE WITH THE DEEP SUBCONSCIOUS CHORD THAT NEW URBANISM STRIKES WITH MANY !MERICAN COMMUNI TIES !N INTERDISCIPLINARY TEAM BASED ENVIRONMENT IN AN -)0 STUDIO REDUCES PLANNING AND DESIGN PROBLEMS TO BASIC ELEMENTS 4HE RESULT IS AN ENTIRELY NEW STRATEGY DEVELOPED FROM INDIVISIBLE CONDITIONS THAT YIELD PHYSICAL SPATIAL COMBINATIONS WHERE STYLE IS MORE AN AP PROPRIATE CHOICE THAN AN IDEOLOGICAL PRECONDITION 0ERHAPS THE GREATEST ADDED VALUE OF THE PROGRAM WHICH COMES AS AN UNEXPECTED SURPRISE IS THE EFFECTIVENESS STUDENTS HAVE IN CATALYZING THE DEVELOPMENT PROCESS 3INCE STUDENTS ACT AS A COMMUNITYS PRIMA RY CONTACT REGULARLY PRESENTING WORK IN A THOUGHTFUL AND PROFESSIONAL MANNER THEY ULTIMATELY EARN A COMMUNITYS TRUST 4HE COMMUNITY KNOWS THAT OVERSIGHT OF THE STUDENTS WORK BY ACADEMICS PROFESSION ALS AND AGENCY REPRESENTATIVES ENSURES THE ACCURACY OF INFORMATION AND A METHODOLOGICAL RIGOR /N THE OTHER HAND PROFESSIONALS ARE OFTEN SEEN AS ALLIED WITH DEVELOPMENT OR POLITICAL INTERESTS WHILE ACADEM ICS THEMSELVES ARE REGARDED AS IMPRACTICAL )N .EW *ERSEY WHERE THE LIBERTARIAN TRADITION OF HOME RULE PREVAILS COMMUNITIES OFTEN VIEW AGENCY OFlCIALS WITH SUSPICION IF NOT OUTRIGHT CONTEMPT )N CONTRAST STUDENTS CARRY NO ULTERIOR MOTIVE AND ARE PERCEIVED AS EARNEST SEEKERS OF THE PUBLIC GOOD 4HE SENSE OF EMPOWERMENT AND LICENSE NOT ONLY STIMULATES BUT OFTEN PROVIDES A TACTICAL AND STRATEGIC EDGE 2OBIN -URRAY IS THE DEPUTY DIRECTOR OF THE .EW *ERSEY /FlCE OF 3MART 'ROWTH FORMERLY THE /FlCE OF 3TATE 0LANNING -URRAY RECOG NIZES THAT THE METHODOLOGY OF THE -)0 PROGRAM CAN MEDIATE BETWEEN THE AGENCY AND DIVERGENT COMMUNITY STAKEHOLDERS BETWEEN POLICY AND APPLICATION )N THIS CAPACITY STUDENTS BECOME TEACHERS IN A CASUAL NON THREATENING MANNER EDUCATING A COMMUNITY ABOUT ALTER NATIVE IDEAS &OR A LOCAL GOVERNING BODY A STATE FUNDED AND STUDENT DRIVEN PROJECT IS FREE OF POLITICAL LIABILITY !NY LOCAL AGENDAS CAN BE DIS CUSSED IMPARTIALLY BY THE STUDENTS AND MOVED FORWARD ABANDONED
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OR COMMINGLED WITHOUT LOCAL REPRISAL )F FOR SOME REASON POLITICAL OR OTHERWISE A COMMUNITY OFlCIALLY REJECTS A PLAN IT CAN SIMPLY DECLARE THAT IT IS STUDENT WORK OR MERELY THEORETICAL "ECAUSE IT IS STUDENT WORK IN THE FORM OF MULTIPLE SOLUTIONS REACHED BY TEAMS ITS AUTHOR SHIP IS NOT SINGULAR AND PROPRIETARY ! SOLUTION CAN BE CRAFTED BY A HOST COMMUNITY FROM DIFFERENT PARTS OF ALTERNATIVE PROPOSALS 4HE RE SULT IS NOT THE CONSULTANTS OR THE AGENCYS PLAN )T CAN READILY BECOME THE MAYORS THE TOWN COUNCILS OR SIMPLY THE TOWNS PLAN )N MANY INSTANCES OVER THE LAST lVE YEARS -)0 RECOMMENDATIONS THAT WERE EN DORSED AND ADVANCED HELPED TO CATALYZE THE DEVELOPMENT OF PROJECTS AND FORGE NEW PARTNERSHIPS WITHIN THE COMMUNITY AND AMONG THE ACADEMY GOVERNMENT AGENCIES AND THE PROFESSION 4HE SERVICE BASED -ASTER OF )NFRASTRUCTURE 0LANNING 0ROGRAM HAS CREATED A PRODUCTIVE NEW INTERFACE BETWEEN PUBLIC AGENCIES AND MU NICIPALITIES AND PROFESSIONALS SUCCESSFULLY MEDIATING AMONG THEM IN SYNERGISTIC WAYS AS THE THREE PROJECTS DISCUSSED ABOVE DEMONSTRATE %XTERNAL FUNDING HAS GIVEN THE PROGRAM THE AUTONOMY AND FREEDOM TO EVOLVE INTO THIS NEW ROLE )TS INTERDISCIPLINARY BASIS ALLOWS IT TO COMBINE FORCES WITH OTHER ACADEMIC UNITS OF .*)4 AND OTHER INSTITU TIONS AND CARRY OUT COMPLEX AND INNOVATIVE PROJECTS ALL INCORPORAT ING TEAM BASED COURSEWORK )N DOING SO IT HAS OVERCOME SOME OF THE BARRIERS BETWEEN DIFFERENT DISCIPLINES INVOLVED IN THE FORMATION OF THE BUILT ENVIRONMENT AND CONTINUES TO PROMOTE UNIlED SMART GROWTH STRATEGIES AND SUSTAINABLE PLANNING AND DESIGN PRINCIPLES
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AND SCALES IN THE 5NITED 3TATES AND ABROAD 5NLIKE THE CURRICULA IN OTHER DISCIPLINES SERVICE LEARNING IN THE DEPARTMENT HAS BEEN DIRECTLY ALIGNED WITH THE CORE STUDIO COURSES )N THOSE PROJECTS FACULTY HAVE HAD THEIR SHARE OF SUCCESSES AND FAILURES "ECAUSE SERVICE LEARNING PROJECTS CARRY HIGH EXPECTATIONS FROM STUDENTS TEACHERS AND COM MUNITY PARTICIPANTS FAR TOO OFTEN ONE OR MORE GROUPS LEAVE THE PRO CESS DISAPPOINTED &OR EXAMPLE A FOCUS ON EDUCATIONAL OBJECTIVES CAN SOMETIMES PULL THE ENERGY OF THE CLASS FAR AWAY FROM THE GENERAL EX PECTATIONS OF THE COMMUNITY "Y THE SAME TOKEN A HEAVY EMPHASIS ON PROVIDING A PRODUCT FOR A COMMUNITY CAN EASILY SHORTCHANGE THE STUDENT EXPERIENCE )N THE SPAN OF A SINGLE SEMESTER THE 'REENVILLE PROJECT WAS SUCCESSFUL IN MEETING THE EXPECTATIONS OF ALL PARTIES AS A CONSEQUENCE OF CLOSE ATTENTION TO LOGISTICS ! PLAN FOR THE SEMES TER WAS CAREFULLY LAID OUT AHEAD OF TIME AND EARLY IN THE SEMESTER STUDENTS WERE INFORMED ABOUT THE COMPLEXITY OF THE PROJECT AND THE IMPORTANCE OF STAYING ON TASK 4HE MASTER PLAN PROJECT WHICH INCLUDED THE PRESERVATION OF THE CEMETERIES AS VALUED PUBLIC PLACES HAD A CLEAR GOAL OF COMMUNITY PARTICIPATION AND DESIGN FOR STUDENT EDUCATION AND DEALT WITH A COM PLEX POLITICAL ENVIRONMENT REQUIRED AN INTERACTIVE AND PARTICIPATORY APPROACH )N RESPONSE TO GROWING CONCERNS AMONG THE INDIVIDUALS THE COMMUNITY AND THE LOCAL GOVERNMENT THE THIRD YEAR LANDSCAPE AR CHITECTURE STUDIO EMPLOYED A COMPLEX DESIGN PROCESS 4HROUGHOUT THE PROJECT STUDENTS WERE ABLE TO COMMUNICATE DIRECTLY WITH THE STAKE HOLDERS THROUGH EXTENSIVE INTERVIEWS 4HOSE INTERACTIONS ENABLED THEM TO DEVELOP THE PROJECT PROGRAM AND IDENTIFY DESIGN OBJECTIVES WHILE INTERPRETING AND RESOLVING CONmICTING VIEWS 4HE MASTER PLAN SOLUTION OFFERED BY STUDENTS AND FACULTY SUGGESTED THOUGHTFUL DEVEL OPMENT AT THE EDGE OF THE CEMETERIES AND SITE PRESERVATION TO ENSURE CONTINUOUS CARE INTO THE FUTURE )N THE FOLLOWING SECTIONS WE ESTABLISH THE CONTEXT FOR THE PROJECT WITH A SHORT EXAMINATION OF COMMUNITY AND SITE HISTORY AS WELL AS CONTEMPORARY FACTORS THAT LED TO THE INITIATION OF THE PROJECT 7E FOL LOW WITH AN EXPLORATION OF PROJECT PLANNING AND THE VARIOUS COMPO NENTS OF THE PROJECT ITSELF AND CONCLUDE WITH A DISCUSSION OF OUTCOMES 7E ALSO OFFER A PERSPECTIVE ON HOW ATTENTION TO LOGISTICS CAN DRAMATI CALLY INCREASE THE LIKELIHOOD OF SUCCESS
#OMMUNITY AND 3ITE (ISTORY 4HE COMMUNITY ORIGINALLY PLATTED AS THE VILLAGE OF 0LEASANTBURG IN THE LATE TH CENTURY SOON WAS OFlCIALLY RENAMED 'REENVILLE %BAUGH 'REENVILLE EXPERIENCED STEADY GROWTH THROUGHOUT THE lRST HALF OF THE TH CENTURY INCREASING TO A TOTAL POPULATION OF WHITE FREE !FRICAN !MERICAN !FRICAN !MERICAN SLAVES JUST PRIOR
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TO THE #IVIL 7AR 2ICHARDSON -UCH OF THE ECONOMY WAS BUILT ON AGRICULTURE AND A SUBSTANTIAL MILLING INDUSTRY DEPENDENT UPON THE WATERPOWER OF THE 2EEDY 2IVER ,IKE MOST 3OUTHERN TOWNS THE PATTERN OF DWELLING AND DEVELOPMENT IN 'REENVILLE REmECTED THE SEGREGATED NATURE OF SOCIETY !T THE HEART OF THE PATTERN WERE RACE SEPARATION AND THE CONSTRUCTION OF TWO OF NEARLY EVERYTHING 4HAT PATTERN AS A CLEAR REmECTION OF THE h*IM #ROWv POLICIES OF THE AGE IS STILL LEGIBLE IN THE LANDSCAPE OF 'REENVILLE $UPLICATION AND SEPARATION WERE ALSO CARRIED THROUGH IN PLACES OF INTERMENT WHICH EXPLAINS WHY THE 3PRINGWOOD AND 2ICHLAND CEMETERIES WERE DEVELOPED ONLY SEVERAL HUNDRED YARDS APART 3PRINGWOOD #EMETERY WAS ORIGINALLY LAID OUT AS A BURIAL GROUND IN AND NUMEROUS ADDITIONAL PARCELS WERE ADDED OVER THE YEARS )N ARCHITECT 'ODFREY .ORMAN DEVELOPED A DESIGN FOR THE CEMETERY WHICH BECAME THE PLACE OF BURIAL FOR THE RICH AND FAMOUS OF 'REEN VILLE FOR MANY YEARS THEREAFTER 7ARD ! FEW !FRICAN !MERICANS WERE BURIED IN A COMMINGLED UNMARKED ARRANGEMENT ON A FAR CORNER OF THE SITE 2ICHLAND #EMETERY NAMED FOR 2ICHLAND #REEK A 2EEDY 2IVER TRIBUTARY ALSO DATES TO THE MID TH CENTURY BUT WAS THEN PART OF 3PRINGWOOD )T WAS OFlCIALLY DEDICATED AS AN INDEPENDENT !FRICAN !MERICAN CEMETERY IN THE EARLY TH CENTURY AGAIN IN KEEPING WITH THE SEGREGATIONIST POLICIES OF THE AGE )N RECENT YEARS BOTH CEMETERIES HAVE BECOME NEGLECTED IF NOT FOR GOTTEN LANDSCAPES IN PART BECAUSE BURIALS TODAY OCCUR ON THE EDGES OF THE COMMUNITY IN WELL MANICURED LAWN CEMETERIES "OTH 2ICHLAND AND 3PRINGWOOD CEMETERIES HAVE ALSO BEEN POORLY MAINTAINED OVER THE LAST SEVERAL YEARS )N THE CASE OF 3PRINGWOOD MAJOR ROAD CONSTRUC TION HAS ESSENTIALLY DIVIDED THE CEMETERY FROM THE SURROUNDING URBAN CONTEXT 4HE PROBLEM IS EVEN MORE PRONOUNCED AT 2ICHLAND BECAUSE THE ENTIRE AREA HAS BEEN TREATED AS A UTILITY AND STORAGE ZONE PILES OF GRAVEL RUSTED VEHICLES AND OTHER UNSIGHTLY OBJECTS lLL THE SPACES AROUND THE CEMETERY WHERE MEMBERS OF THE !FRICAN !MERICAN COM MUNITY ONCE LIVED AND WORKED 4HE LACK OF ATTENTION TO THE EDGE CON DITION OF THE SITE HAS EXACERBATED THE DAMAGE AND VANDALISM BECAUSE PEOPLE WHO CARE ABOUT THE SITE DO NOT LIVE IN CLOSE PROXIMITY 4HE IDEA FOR ENGAGING #LEMSON IN THE PROJECT WAS ORIGINALLY DEVEL OPED OVER A YEAR EARLIER WHEN FACULTY JOINED &RIENDS OF 3PRINGWOOD #EMETERY ON A TRIP TO -OUNT !UBURN #EMETERY IN #AMBRIDGE -AS SACHUSETTS !FTERWARDS A FEW PROMINENT WHITE RESIDENTS APPROACHED THE $EPARTMENT OF 0LANNING AND ,ANDSCAPE !RCHITECTURE AT #LEMSON FOR ASSISTANCE IN PRESERVING THE SITE AND ENVISIONING A BETTER FUTURE FOR THE CEMETERY )N RECENT YEARS THE &RIENDS OF 3PRINGWOOD #EMETERY HAVE GENERATED COMMUNITY INTEREST AND DEVELOPED A FOLLOWING 4HE DEPARTMENT IN COLLABORATION WITH THE CITY OF 'REENVILLE ESTABLISHED CRITERIA FOR INVOLVEMENT IN THE PROJECT &OR EXAMPLE IT WAS DETERMINED
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THAT 3PRINGWOOD #EMETERY HAD TO BE EXPLORED WITHIN A LARGER PHYSICAL AND SOCIAL CONTEXT &ROM A PHYSICAL PERSPECTIVE ITS POTENTIAL LINKAGE TO OTHER PUBLIC OPEN SPACES SEEMED IMPORTANT -ORE IMPORTANT WAS THE CITYS DETERMINATION THAT 3PRINGWOOD SHOULD ONLY BE STUDIED AND IMPROVED IF 2ICHLAND #EMETERY WERE ALSO INCLUDED AS A PART OF THE PROJECT 4HAT DECISION IS IMPORTANT IN REmECTING THE CURRENT POLITICAL SITUATION IN 'REENVILLE BUT IS ALSO RELATED TO THE CITYS RECONSIDERATION OF THE LINKING OF ALL OF ITS OPEN SPACES INCLUDING PARKS RIVER EDGES AND CEMETERIES !NOTHER NONPROlT ORGANIZATION THE &RIENDS OF 2ICHLAND #EM ETERY WAS ORGANIZED MORE RECENTLY THAN THE &RIENDS OF 3PRINGWOOD 7HILE THE &RIENDS OF 2ICHLAND HAVE GARNERED SOME POLITICAL SUPPORT THEY HAVE HAD DIFlCULTY IN RAISING PUBLIC AWARENESS AND MONEY 4HEIR STRONGEST ADVOCATE HAS BEEN #OUNCILWOMAN #HANDRA $ILLARD WHO HAS ARGUED PERSISTENTLY FOR THE NEED TO DEVELOP A PLAN FOR BOTH CEMETERIES THAT WOULD lT INTO THE LARGER CONTEXT OF THE COMMUNITY
#OURSE 0LANNING AND 0ROJECT $EVELOPMENT 7HILE THE 'REENVILLE STAKEHOLDERS HAD CLEAR OBJECTIVES THE $EPART MENT OF 0LANNING AND ,ANDSCAPE !RCHITECTURE INTENT ON MAKING SURE THAT STUDENTS ALSO GAINED FROM THE EXPERIENCE CAREFULLY PLANNED THE SEQUENCE OF THE SEMESTER 4HE !LLIANCE FOR 3ERVICE ,EARNING IN %DUCA TION 2EFORM !3,%2 HAS DElNED SERVICE LEARNING AS A METHOD BY WHICH YOUNG PEOPLE LEARN AND DEVELOP THROUGH ACTIVE PARTICI PATION IN THOUGHTFULLY ORGANIZED EXPERIENCES THAT ACTUALLY MEET COMMU NITY NEEDS THAT ARE COORDINATED IN COLLABORATION WITH SCHOOL AND COMMU NITY THAT ARE INTEGRATED INTO EACH YOUNG PERSONS CURRICULUM THAT PROVIDE STRUCTURED TIME FOR YOUNG PEOPLE TO THINK TALK AND WRITE ABOUT WHAT THEY DID AND SAID DURING THE SERVICE PROJECT THAT PROVIDE YOUNG PEOPLE WITH OP PORTUNITIES TO USE NEWLY ACQUIRED ACADEMIC SKILLS AND KNOWLEDGE OF REAL LIFE SITUATIONS IN THEIR COMMUNITIES THAT ENHANCE WHAT IS TAUGHT IN SCHOOL BY EXTENDING STUDENT LEARNING BEYOND THE CLASSROOM AND THAT HELP TO FOSTER THE DEVELOPMENT OF A SENSE OF CARING FOR OTHERS !3,%2
4HE COMPONENTS OF THAT DElNITION SERVED AS GUIDELINES FOR THE STUDENT EXPERIENCE IN THE 'REENVILLE PROJECT 5LTIMATELY THE TASK WAS TO WORK IN A SYSTEMATIC WAY FOR THE BENElT OF ALL PARTIES #LEMSON STUDENTS CITY OF 'REENVILLE RESIDENTS OF 'REENVILLE &RIENDS OF 2ICH LAND AND &RIENDS OF 3PRINGWOOD 7ITH THAT GENERAL DIRECTION IN PLACE STUDENTS FROM THE DEPART MENT SET OUT TO PROVIDE A MASTER PLAN FOR THE CEMETERIES AND SUR ROUNDING URBAN FABRIC 7HILE THE DEPARTMENT HAS A LONG HISTORY OF SERVICE LEARNING PROJECTS INCLUDING INTERNATIONAL PROJECTS THE STAKES
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WERE VERY HIGH IN THIS CASE BECAUSE THE CITY DESIRED WORKABLE GUIDE LINES AND A CLEAR DIRECTION BY THE END OF THE SEMESTER 9ILMAZ &OR THAT TO HAPPEN TWO GROUPS WHO HAD HERETOFORE HAD NOTHING TO DO WITH EACH OTHER HAD TO BE BROUGHT TOGETHER 3TUDENTS ALSO HAD TO ENGAGE IN A MULTIFACETED APPROACH INCLUDING RESEARCH INTERVIEWS DE SIGN AND PRESENTATION 4HE PARTICIPATORY NATURE OF THE PROJECT ASSURED THAT STUDENTS WOULD NEED TO LEAVE EGOS ASIDE AND GAIN A REALISTIC PER SPECTIVE ON THE APPROPRIATENESS OF VARIOUS APPROACHES !S A CRITICAL ASPECT OF QUALITY SERVICE LEARNING PROGRAMS THE FACUL TY PLACED GREAT EMPHASIS ON THE PREPARATION PHASE 3INCE THE CONTRACT AND BUDGET WITH THE LOCAL GOVERNMENT WERE lNALIZED BEFORE CLASSES STARTED FACULTY WERE ABLE TO PLAN IN GREAT DETAIL THE TASKS BASED ON THE CLIENTS EXPECTATIONS THE TIMELINES ASSOCIATED WITH COMPLETION OF TASKS THE RESPONSIBILITIES FOR EVERYONE INVOLVED AND THE OUTCOMES OF THE PROJECT &ROM THE STUDENTS PERSPECTIVE EQUITY EQUALITY IN THE WAY TASKS WERE ASSIGNED WAS ANOTHER IMPORTANT ASPECT OF PREPARATION BE CAUSE THE STUDENTS WORKED IN GROUPS AS WELL AS INDIVIDUALLY DURING DIFFERENT PHASES OF THE PROJECT ! LIST OF KEY PERSONS IN THE COMMUNITY IDENTIlED BY FACULTY LATER BECAME THE POOL FOR INTERVIEWEES DURING THE ORAL HISTORY DOCUMENTATION 4HE COURSE SYLLABUS ACTED AS THE hCLASS CONTRACTv WITH THE STUDENTS AND IDENTIlED CLEAR GOALS FOR EVERYONE INVOLVED !FTER THE STUDENTS WERE FAMILIARIZED WITH THE SYLLABUS THE FACULTY PROVIDED AN ORIENTA TION SESSION ON EXPECTATIONS DEADLINES AND lNAL PRODUCTS 3TUDENTS WERE RANDOMLY ASSIGNED TO THE TASKS IDENTIlED BY FACULTY lRST IN GROUPS AND THEN INDIVIDUALLY /THER ACTIVITIES DURING THE PREPARATION PHASE INCLUDED SECURING AN EXCLUSIVE CLASSROOM SPACE FOR THE SERVICE LEARNING PROJECT 3TU DENTS HAD THEIR OWN INDIVIDUAL STUDY AREAS THROUGHOUT THE SEMESTER WHICH HELPED THEM USE STUDIO TIME EFFECTIVELY $EDICATED SPACE FOR THE PROJECT ALSO FACILITATED COMMUNITY INVOLVEMENT DURING ALL PHASES OF DESIGN #OMMUNITY MEMBERS AND LOCAL OFlCIALS WERE ABLE TO PAR TICIPATE ON SEVERAL OCCASIONS WHILE THE STUDENTS CONTINUED TO WORK IN THE STUDIO &ACULTY AIMED AT HAVING THE CITY ACCEPT A MASTER PLAN AND GUIDE LINES AS THE END GOAL 4HEY LAID OUT A SET OF TASKS THAT INCLUDED SITE RECONNAISSANCE SITE ANALYSIS DETERMINATION OF OPPORTUNITIES AND CONSTRAINTS LITERATURE REVIEW ARCHIVAL RESEARCH INTERVIEWS PUBLIC MEETINGS DEVELOPMENT OF THE MASTER PLAN AND GUIDELINES AND DIS SEMINATION 9ILMAZ )NTERVIEWS WERE CONDUCTED INDIVIDUALLY AND IN SMALL GROUPS )N SOME OF THE INTERVIEWS AND GROUP MEETINGS STUDENTS SOUGHT OPPORTUNITIES TO BRING PEOPLE TOGETHER FOR THE PUR POSE OF BUILDING A COMMON BASE OF SUPPORT -ANY OF THE INTERVIEWS REVEALED A PERSPECTIVE ON LOSS GRIEVING MEMORY AND HERITAGE SHARED BY ALL RESIDENTS BLACK OR WHITE 9ILMAZ
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0LANNING AND DESIGN ISSUES GOALS AND OBJECTIVES WERE IDENTIlED AND THE PROJECT PROGRAM WAS DEVELOPED IN LIGHT OF THE INTERVIEWS WITH COMMUNITY MEMBERS CITY OFlCIALS AND STUDENTS OWN RESEARCH AND ANALYSES "ASED UPON THE PROGRAM PLANNING AREAS WERE DElNED IN A DESIGN CHARRETTE AND ONE STUDENT WAS ASSIGNED TO WORK ON EACH ZONE !LL STUDENTS WORKED IN THE STUDIO COLLABORATIVELY IN ORDER TO MAKE THE PLANNING AREAS CONSISTENT AND COMPLEMENTARY PRIOR TO AS SEMBLING THEIR INDIVIDUAL DESIGNS INTO A COMPOSITE MASTER PLAN 4HE DANGER IN HAVING STUDENTS WORK INDIVIDUALLY ON SMALL PORTIONS OF THE SITE WAS THAT THE PLAN MIGHT EASILY BECOME FRAGMENTED 4HAT POSSI BILITY WAS COUNTERED IN THE OVERALL DELIVERY OF THE COURSE AS A CON SEQUENCE OF INTERVIEWS PLANNED MEETINGS LECTURES AND RESEARCH ALL OF THE STUDENTS CLEARLY UNDERSTOOD THE BIG PICTURE ,ARGER ISSUES WERE ALSO REINFORCED FREQUENTLY DURING THE NUMEROUS PINUPS AND REVIEWS HELD DURING THE SEMESTER 0ERIODIC REVIEW MEETINGS DURING THE PLAN NING AND DESIGN PROCESS BROUGHT COMMUNITY GROUPS AND CITY OFlCIALS TOGETHER AND PROVIDED OPPORTUNITIES FOR THE EXCHANGE OF IDEAS AS WELL AS SOCIAL INTERACTION BETWEEN THE MEMBERS OF TWO GROUPS AND OTHERS IN THE LARGER COMMUNITY
&IGURE 3TUDENT 6ENESSA #IACCIO INTERVIEWING 2EV *7 (ENDERSON
-ASTER 0LAN AND 'UIDELINES 4HE lNAL PLAN USED A COMPREHENSIVE APPROACH TO MASTER PLANNING AND DIRECT COMMUNITY PARTICIPATION TO SUGGEST PRESERVATION OF THE EXIST ING CEMETERY LAYOUTS AND SOLUTIONS FOR FUTURE NEEDS IDENTIlED BY THE COMMUNITY 4HE PLAN RESPONDED TO SUCH PLANNING ISSUES AS PEDESTRIAN
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AND VEHICULAR CIRCULATION ACCESS SAFETY AESTHETICS LAND USES AND DE VELOPMENT PHASING HISTORIC PRESERVATION AND MAINTENANCE 4HE TWO CEMETERIES CONSOLIDATED INTO A CONTIGUOUS SPACE AND INTEGRATED WITH PARKS AND PUBLIC PLACES WERE SURROUNDED WITH PROPOSED LAND USES THAT INTRODUCED COMPATIBLE FUNCTIONS AT THE EDGES TO FACILITATE HISTORIC PRESERVATION 4HE PROPOSAL MINIMIZED THE POTENTIAL THREATS POSED BY INCOMPATIBLE USES TO THE CEMETERIES WHILE CREATING SMOOTH TRANSITION AREAS FROM THE CEMETERIES TO THE OUTLYING INTENSE LAND USES )N 2ICHLAND #EMETERY THE DESIGN PROPOSAL SUGGESTED THE DEVEL OPMENT OF A FUNERAL PARLOR A SMALL SCALE SINGLE FAMILY RESIDENTIAL NEIGHBORHOOD AND A COMMUNITY GARDEN ALONG THE WESTERN CEMETERY BOUNDARY WHERE CURRENTLY A VACANT BUILDING AND AN AUTO BODY SHOP EXIST 4HE HOUSES WITH THEIR PORCHES AND FRONT YARDS WERE DESIGNED TO CREATE A WATCHFUL EYE ON THE CEMETERY ACROSS THE PROPOSED COMMUNI TY GREEN SPACE WHILE MAINTAINING A BUFFER BETWEEN THE CEMETERY EDGE AND A BUSY ROAD !LONG THE SOUTHERN EDGE OF THE CEMETERY THE DESIGN PROPOSAL FOCUSED ON NEW LAND USES THAT WOULD CONTRIBUTE TO IMPROVE MENTS FOR THE CEMETERY AND CREATION OF NEW PUBLIC SPACES AND GATE WAYS INTO THE CEMETERY !TTRACTIVE SIDEWALKS SURROUNDED A PROPOSED MIXED USE BUILDING WITH RETAIL AT GROUND LEVEL OFlCES ON THE lRST mOOR AND RESIDENCES ON THE UPPER mOORS !ND A STEPPED PEDESTRIAN PROM ENADE WITH PLAZAS AND OUTDOOR SITTING PLACES CONNECTED THE SIDEWALKS ON BOTH SIDES OF THE BUILDING
&IGURE )LLUSTRATIVE MASTER PLAN $ESIGN PROPOSALS FOR 3PRINGWOOD #EMETERY INCLUDED DEVELOPMENT OF TWO MAUSOLEUMS THAT RESPONDED TO THE EXPANSION NEEDS SITE IM PROVEMENTS THAT RESPECTED AND ENHANCED THE CHARACTERISTICS OF THE
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CEMETERY AND A SMALL CHAPEL THAT WAS IDENTIlED AS A NEED BY THE &RIENDS OF THE #EMETERY 4HE STUDENTS ALSO PROPOSED EDGE AMENITIES SUCH AS IMPROVEMENTS FOR TRAFlC CIRCULATION AND EFFECTIVE BOUNDARIES BETWEEN THE CEMETERY AND THE SURROUNDING USES ! CRITICAL ASPECT OF THE MASTER PLAN ESTABLISHING THE CONNECTION BETWEEN 3PRINGWOOD AND 2ICHLAND CEMETERIES WAS ACCOMPLISHED BY CREATING A SAFE AND ATTRAC TIVE PEDESTRIAN UNDERPASS THROUGH THE PARK BETWEEN THE TWO CEMETER IES )N ALL DESIGN PROPOSALS THE NEEDS OF THE FRIENDS OF THE CEMETERIES AND THE HISTORICAL AND NATURAL FEATURES OF THE INDIVIDUAL DESIGN AREAS DICTATED THE DESIGN CONCEPTS
&IGURE 0ROPOSED LAND USES AT THE PERIMETERS OF 2ICHLAND #EMETERY 3TUDENT CONCEPTS FOR THE CEMETERIES WERE WELL RECEIVED FOR TWO REASONS THEY PLACED THE CEMETERIES IN A LARGER SPATIAL CONTEXT LINK ING THEM TOGETHER WITHIN A SYSTEM OF OPEN SPACE AND THE DESIGN WAS BUILT ON THE ECONOMIC REALITIES OF PLACE IN THE SUGGESTION THAT FOR PRESERVATION TO HAPPEN DEVELOPMENT NEAR THE SITES WAS NECESSARY
4HE /UTCOMES 7ITH DIRECT PARTICIPATION OF THE COMMUNITY LOCAL GOVERNMENT AND STUDENTS THIS PROJECT WAS COMPLETED AND APPROVED WITHIN WEEKS 4HE METHOD USED AND THE PLAN AND GUIDELINES IT PRODUCED PROVIDED DIFFERENT FACTIONS IN THE COMMUNITY WITH A COMMON VISION TOWARD THE SAME GOAL )N BRINGING DIVERGENT GROUPS AS WELL AS LOCAL OFlCIALS AND UNIVERSITY REPRESENTATIVES TOGETHER THE PROJECT CREATED A SENSE OF GROUP OWNERSHIP OF THE IDEAS DEVELOPED IN THE DESIGN PROCESS /N -AY THE 'REENVILLE #ITY #OUNCIL UNANIMOUSLY ADOPTED THE
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3PRINGWOOD AND 2ICHLAND #EMETERIES -ASTER 0LAN AND 'UIDELINES 4HE COUNCIL ALSO ALLOCATED ADDITIONAL FUNDING TO PUBLISH THE RESULTS OF THE SERVICE LEARNING PROJECT /UTCOMES OF THE PROJECT INCLUDE THE PRESER VATION OF THE CEMETERIES AND BRINGING POPULATIONS TOGETHER AS WELL AS BENElTS TO STUDENTS AND SERVICE LEARNING LESSONS (ISTORIC PRESERVATION SOMETIMES EMPHASIZES THE BYGONE AT THE EXPENSE OF THE PRESENT (ERITAGE ACCEPTS THE PAST AS A PART OF THE PRES ENT THE PAST PROVIDES A MEANS OF ESTABLISHING IDENTITY AND A METHOD OF BRINGING PEOPLE TOGETHER ,OWENTHAL 4HE PERSPECTIVE ON HIS TORY DEVELOPED IN THIS PROJECT MOVED BEYOND A FOCUS ON OBJECTS AND PRIOR ERAS TO AN UNDERSTANDING OF HOW A LIVING HISTORY MIGHT BE INCOR PORATED INTO THE FABRIC OF COMMUNITY THEREBY ASSURING A HIGHER LEVEL OF MAINTENANCE IF NOT PERPETUAL CARE /RAL HISTORIES DEVELOPED BY THE STUDENTS CLEARLY REVEALED THE POWER THAT THE PLACES HELD IN THE MINDS AND HEARTS OF ADVOCATES FOR BOTH OF THE CEMETERIES )N THE FOLLOWING QUOTATION !NNA # 3MITH SPOKE TO STUDENT $AVID #OSSTLETT ABOUT HER CONNECTIONS TO 2ICHLAND #EMETERY /+ THIS IS MY DADDYS TWIN SISTER ) DONT KNOW HOW THEY HAVE HER NAME WRONG (E WAS !LBERT AND SHE WAS !LBERTA !ND THIS IS MY UNCLE HE DIED BEFORE ) WAS BORN 4HIS IS MY GRANDMOTHER AND GRANDFATHER AND MY GREAT AUNT !ND ) BELIEVE MY GREAT GRANDMOTHER IS BURIED HERE SOMEWHERE BE CAUSE THEY LIVED CLOSE !ND THIS IS MY UNCLE 4 !RTHUR AND THIS IS RESERVED FOR MY AUNT WHO LIVES IN 0HILADELPHIA ) BELIEVE THERE IS ONE VACANT AND ) DO NOT KNOW IT WILL PROBABLY BE RESERVED FOR MY SON IF HE IS NOT MARRIED BY THEN AND ;DOES NOT= HAVE ANYBODY OF HIS OWN
3IMILAR INFORMATION WAS GATHERED FROM PEOPLE CONCERNED WITH 3PRINGWOOD #EMETERY 4HE REALIZATION THAT EVERYONE SHARED THOSE EMOTIONAL BONDS MADE IT POSSIBLE TO THINK ABOUT THE PRESERVATION OF BOTH SITES TOGETHER !T THE lNAL STUDENT PRESENTATION WHEN *OHN - $ILLARD TREASURER OF THE WHITE &RIENDS OF 3PRINGWOOD #EMETERY AND !FRICAN !MERICAN COUNCILWOMAN #HANDRA $ILLARD MET AND DISCOVERED THEY HAD THE SAME LAST NAME -S $ILLARD TO EVERYONES DELIGHT EXCLAIMED h-AYBE WE ARE RELATEDv 4HAT ENCOUNTER IS SYMBOLIC OF THE OVERALL EFFECT OF THE PROCESS "ECAUSE THE GROUPS HAD A COMMON CAUSE THEY WERE PULLED TOGETHER AS NEVER BEFORE !T ALL OF THE MEETINGS MEMBERS FROM EACH CEMETERY GROUP WERE FOUND SITTING NEXT TO ONE ANOTHER 4HAT INTER ACTION LED TO DIALOGUE AND A GROUNDSWELL OF SUPPORT THAT RESULTED IN ENOUGH POLITICAL CLOUT TO WIN COUNCIL APPROVAL FOR THE PLAN $URING THE PROCESS STUDENT INVOLVEMENT WAS GIVEN PUBLIC ATTENTION AND THE COV ERAGE IN THE PRESS HAD SIGNIlCANT IMPACT WHICH MAY HAVE INmUENCED THE POSITIVE VOTE BY THE COUNCIL
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4HE STUDENTS BENElTED FROM THE SERVICE LEARNING EXPERIENCE WHICH ADDED TO THEIR KNOWLEDGE OF THE COURSE CONTENT 4HEY WERE NOT ONLY EXPOSED TO COMPLEX PLANNING DESIGN AND HISTORIC PRESERVATION ISSUES THROUGHOUT THIS REAL WORLD PROJECT BUT THEY ALSO ACTIVELY PAR TICIPATED IN THE PROCESS 4HEY LEARNED THE ROLE OF COMMUNITY PARTICI PATION IN CONSENSUS BUILDING AND RESPONSIVE DESIGN GAINED SKILLS IN PROJECT COORDINATION AND GRASPED THE IMPORTANCE OF TEAMWORK #LASS DISCUSSIONS MOVED BEYOND DESIGN TO THE INTEGRAL ASPECTS OF CITIZEN PARTICIPATION AND SERVICE LEARNING AS A CONCEPT #OURSE LOGISTICS WERE ALSO OPENLY DISCUSSED AND STUDENTS PARTICIPATED IN THE NUMEROUS SUB TLE SHIFTS THAT INEVITABLY OCCUR DURING A SEMESTER 4HEY CLEARLY LEARNED THE BENElT OF STAYING FOCUSED AS A CONSEQUENCE OF CLOSE INVOLVEMENT IN A TRANSPARENT PROCESS 4HIS THIRD YEAR DESIGN STUDIO IS ONE OF THE REQUIRED CORE COURSES IN A lVE YEAR PROFESSIONAL LANDSCAPE ARCHITECTURE PROGRAM 4HE STUDIO IS HEURISTIC IN NATURE AND DESIGNED TO EXPLORE DISCOVER EVALUATE IN TERPRET AND COMMUNICATE THE DESIGN PROCESS HELP STUDENTS DEVELOP A VOCABULARY USEFUL IN THE FURTHER STUDY OR PROFESSIONAL PRACTICE OF LANDSCAPE ARCHITECTURE AND STRENGTHEN STUDENTS SKILLS AND CONl DENCE AT WORKING INDIVIDUALLY AND IN TEAM OR GROUP SETTINGS 4HE STU DENTS DEVELOP THEIR OWN PERSONAL DESIGN PROCESS UNDER THE GUIDANCE OF THE COURSE INSTRUCTOR 7HILE THE FOCUS IS ON DESIGN AND ITS APPLICA TION TO COMPLEX LANDSCAPE AND ENVIRONMENTAL ISSUES FACULTY ADD THE IMPORTANT LAYER OF COMMUNITY INTERACTION AND PARTICIPATORY DESIGN $URING THE COURSE PLANNING PHASE OF A SERVICE LEARNING STUDIO PROJECT SPECIAL ATTENTION IS GIVEN TO STRUCTURING THE DESIGN PHASES AND A lRST DELINEATION OF STUDY SUB AREAS SO THAT ALL STUDENTS PARTICIPATE EQUALLY IN THE SERVICE LEARNING PROCESS 4HIS EXTRA ATTENTION TO THE LO GISTICS ELIMINATES THE PIECEMEAL APPROACH TO PROBLEM SOLVING WHICH OFTEN PRODUCES INDIVIDUAL DESIGNS THAT DO NOT CREATE A HARMONIOUS WHOLE !S ONE STUDENT PARTICIPANT IN THE CEMETERIES PROJECT REMARKED h) HAVE NEVER WORKED ON A PROJECT OF THIS SCALE NOR HAVE ) DELVED AS DEEPLY INTO EACH AND EVERY STEP OF A DESIGN ) THINK THE CONSTANT FOCUS ON THE SITE THROUGHOUT THE SEMESTER DID LEAD TO A BETTER DESIGN IN THE LONG RUN ) ALSO HAD HELP FROM ALL OF THE STUDENTS ESPECIALLY THOSE ) SHARED BORDERS WITH AND THE PROFESSOR HIMSELF WAS NO STRANGER TO THE WORK CONTRIBUTING FREELY AND MAKING HIMSELF AVAILABLE ) HOPE MY PROJECT LIVED UP TO THE CITYS EXPECTATIONS AS WELL AS MY STUDIOS ) KNOW OUR WORK LIVED UP TO AND SHATTERED MY EXPECTATIONS )F OUR WORK IS EVER PUT TO USE IN THE AREA ) WILL BE THRILLEDv !N ORGANIZED DEBRIElNG PRODUCED NUMEROUS SIMILAR COMMENTS FROM STUDENTS AS A PART OF THE PLANNED REmECTION PROCESS 3TUDENTS OFTEN FEEL FRUSTRATED WHEN THEIR SERVICE EXPERIENCE FAILS TO CONNECT THE EDUCATIONAL EXPERIENCE TO ANY TANGIBLE REAL WORLD RE SULTS 7ADE 4HE 'REENVILLE CEMETERIES PROJECT REVEALED THAT IT
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IS POSSIBLE FOR STUDENTS TO LEARN A GREAT DEAL CONSISTENT WITH THE PEDA GOGICAL GOALS WHILE ADVANCING THE DEVELOPMENT OF THEIR SKILLS AS ASPIR ING DESIGN PROFESSIONALS AND ALSO PROVIDING USEFUL IDEAS TO THE COM MUNITY 4HE KEY IS THINKING THROUGH ALL ASPECTS OF THE SERVICE LEARNING PROJECT AHEAD OF TIME AND LAYING THE GROUNDWORK THEN KEEPING THE LINES OF COMMUNICATION WITH THE COMMUNITY AND THE STUDENTS WIDE OPEN THROUGHOUT THE SEMESTER "EYOND THAT THE SUCCESS OF THIS PROJECT DEPENDED ON THE INTEREST OF COMMUNITY STAKEHOLDERS )N THE CASE OF BOTH THE &RIENDS OF 2ICHLAND #EMETERY AND THE &RIENDS OF 3PRINGWOOD #EMETERY STRONG ADVOCATES WERE UNWILLING TO LET A GOOD OPPORTUNITY PASS THEM BY
.OTES 4HE $EPARTMENT OF 0LANNING AND ,ANDSCAPE !RCHITECTURE AND THE #ENTER FOR #OMMUNITY 'ROWTH AND #HANGE AT #LEMSON FOR EXAMPLE RECENTLY COMPLETED A LARGE 2EEDY 2IVER PROJECT THAT CONSIDERED COM MUNITY LINKAGES AND RECREATIONAL AMENITIES PROVIDED BY THE RIVERINE ENVIRONMENT 4HE LANDSCAPES AND ARCHITECTURE OF SEGREGATION HAVE RECENTLY BE COME THE SUBJECT OF SCHOLARSHIP 2OBERT 7EYENETH A NOTED 5NIVERSITY OF 3OUTH #AROLINA PUBLIC HISTORIAN IS WRITING A BOOK ON THE SUBJECT !N INTERNATIONAL SERVICE LEARNING PROJECT LED BY 9ILMAZ IN 3ANTIAGO 4EXACUANGOS %L 3ALVADOR IN FALL WAS A COLLABORATIVE EFFORT BE TWEEN #LEMSON 5NIVERSITYS $EPARTMENT OF 0LANNING AND ,ANDSCAPE !RCHITECTURE THE !SOCIACION -ARIA -ADRE DE LOS *OVENES THE MAYOR AND COUNCIL OF 4EXACUANGOS 3ANTIAGO AND THE 3TONE )NSTITUTE THE SPONSOR IN 'REENVILLE 3OUTH #AROLINA 4HE PROJECT INVOLVED A COM PREHENSIVE TOWN MASTER PLAN AND SITE PLANS DESIGNED BY THE STUDENTS IN THE LANDSCAPE ARCHITECTURE PROGRAM AND WON TWO NATIONAL STUDENT AWARDS
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2EFERENCES !LLIANCE FOR 3ERVICE ,EARNING IN %DUCATION 2EFORM !3,%2 3TANDARDS OF 1UALITY FOR 3CHOOL "ASED AND #OMMUNITY "ASED 3ERVICE ,EARNING !LEXANDRIA 6! 4HE #LOSE 5P &OUNDATION %BAUGH ,3 "RIDGING THE 'AP ! 'UIDE TO %ARLY 'REENVILLE 3OUTH #AROLINA 'REENVILLE 3# 'REATER 'REENVILLE #HAMBER OF #OMMERCE 'LASSBURG $ 3ENSE OF (ISTORY 4HE 0LACE OF 0AST IN !MERICAN ,IFE !MHERST -! 5NIVERSITY OF -ASSACHUSETTS 0RESS ,OWENTHAL $ 0OSSESSED BY THE 0AST 4HE (ERITAGE #RUSADE AND THE 3POILS OF (ISTORY .EW 9ORK &REE 0RESS 2ICHARDSON *- (ISTORY OF 'REENVILLE #OUNTY 3OUTH #AROLINA 'REENVILLE 3# 2EPRINT #OMPANY 0UBLISHERS 7ADE 2# ED "UILDING "RIDGES 3ERVICE ,EARNING IN 3OCIAL 3TUDIES 7ASHINGTON $# .ATIONAL #OUNCIL FOR 3OCIAL 3TUDIES 7ARD ,0 'ODS ,ITTLE !CRE ON -AIN 3TREET 3PRINGWOOD #EMETERY 'REENVILLE 3# ! 0RESS 9ILMAZ 5 h3PRINGWOOD AND 2ICHLAND #EMETERIES -ASTER 0LANv WWWGREATER GREENVILLECOMNEIGHBORHOODSMASTER?PLANASP
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#ONTRIBUTORS *AMES * !BERNETHY 0ROFESSOR #OLLEGE OF !RCHITECTURE AND $ESIGN ,AWRENCE 4ECHNOLOGICAL 5NIVERSITY 7EST 4EN -ILE 2OAD 3OUTHlELD -) ABERNETHY LTUEDU !NNE "EAMISH !SSISTANT 0ROFESSOR #OMMUNITY AND 2EGIONAL 0LANNING 0ROGRAM 3CHOOL OF !RCHITECTURE 5NIVERSITY OF 4EXAS AT !USTIN 5NIVERSITY 3TATION " !USTIN 48 ABEAMISH MAILUTEXASEDU $ANIEL "ENNETT $EAN #OLLEGE OF !RCHITECTURE $ESIGN #ONSTRUCTION !UBURN 5NIVERSITY $UDLEY #OMMONS !UBURN !, BENNEDD AUBURNEDU *ULIE ! $ERCLE !SSISTANT 0ROFESSOR $EPARTMENT OF 5RBAN 3TUDIES AND 0LANNING #ALIFORNIA 3TATE 5NIVERSITY .ORTHRIDGE .ORDHOFF 3TREET .ORTHRIDGE #! JULIEDERCLE CSUN +EITH $IAZ -OORE !SSISTANT 0ROFESSOR !RCHITECTURE ,ANDSCAPE !RCHITECTURE )NTERDISCIPLINARY $ESIGN )NSTITUTE 7ASHINGTON 3TATE 5NIVERSITY 3POKANE 0/ "OX 3POKANE 7! KEITHDM WSUEDU
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3HARON , 'ABER !SSOCIATE $EAN #OLLEGE OF !RCHITECTURE $ESIGN #ONSTRUCTION !UBURN 5NIVERSITY $UDLEY #OMMONS !UBURN !, GABERSL AUBURNEDU -ARY # (ARDIN 0ROFESSOR #OLLEGE OF !RCHITECTURE AND ,ANDSCAPE !RCHITECTURE 5NIVERSITY OF !RIZONA 4UCSON !: MCHARDIN UARIZONAEDU +ARA (EFFERNAN 0ROJECT -ANAGER #ENTER FOR .EIGHBORHOOD 4ECHNOLOGY 7EST .ORTH !VENUE #HICAGO ), KARA CNTORG 0AULA (ORRIGAN !SSOCIATE 0ROFESSOR $EPARTMENT OF ,ANDSCAPE !RCHITECTURE #ORNELL 5NIVERSITY +ENNEDY (ALL )THACA .9 PHH CORNELLEDU ,ORLENE (OYT !SSISTANT 0ROFESSOR $EPARTMENT OF 5RBAN 3TUDIES -ASSACHUSETTS )NSTITUTE OF 4ECHNOLOGY -ASSACHUSETTS !VENUE 2OOM #AMBRIDGE -! LORLENE MITEDU *OONGSUB +IM !SSISTANT 0ROFESSOR #OLLEGE OF !RCHITECTURE AND $ESIGN ,AWRENCE 4ECHNOLOGICAL 5NIVERSITY 7EST 4EN -ILE 2OAD 3OUTHlELD -) J?KIM LTUEDU
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*ACQUELINE ,EAVITT $IRECTOR #OMMUNITY 3CHOLARS 0ROGRAM $EPARTMENT OF 5RBAN 0LANNING 5#,! 3CHOOL OF 0UBLIC !FFAIRS 0UBLIC 0OLICY "UILDING "OX ,OS !NGELES #! JLEAVITT UCLAEDU (OLLIE ,UND !SSISTANT 0ROFESSOR 5RBAN AND 2EGIONAL 0LANNING #ALIFORNIA 3TATE 0OLYTECHNIC 5NIVERSITY 0OMONA 7EST 4EMPLE !VENUE 0OMONA #! HLUND CSUPOMONAEDU $ANIEL * .ADENICEK 0ROFESSOR AND #HAIR $EPARTMENT OF 0LANNING AND ,ANDSCAPE !RCHITECTURE #LEMSON 5NIVERSITY ,EE (ALL #LEMSON 3# DNADENI CLEMSONEDU $AVID 2 2ILEY !SSOCIATE 0ROFESSOR $EPARTMENT OF !RCHITECTURAL %NGINEERING 0ENNSYLVANIA 3TATE 5NIVERSITY %NGINEERING 5NIT ! 5NIVERSITY 0ARK 0! $2ILEY ENGRPSUEDU -ICHAEL 2IOS !SSISTANT 0ROFESSOR 3CHOOL OF !RCHITECTURE AND ,ANDSCAPE !RCHITECTURE 0ENNSYLVANIA 3TATE 5NIVERSITY 5NIVERSITY 0ARK 0! MXR PSUEDU
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!NTHONY 3CHUMAN !SSOCIATE 0ROFESSOR 3CHOOL OF !RCHITECTURE .EW *ERSEY )NSTITUTE OF 4ECHNOLOGY .EWARK .* 3CHUMAN ADMNJITEDU $ARIUS 3OLLOHUB !SSOCIATE $IRECTOR )NFRASTRUCTURE 0LANNING 3CHOOL OF !RCHITECTURE .EW *ERSEY )NSTITUTE OF 4ECHNOLOGY .EWARK .* SOLLOHUB NJITEDU 'WEN 5REY 0ROFESSOR OF 5RBAN AND 2EGIONAL 0LANNING #ALIFORNIA 3TATE 0OLYTECHNIC 5NIVERSITY 0OMONA 7EST 4EMPLE !VENUE 0OMONA #! GUREY CSUPOMONAEDU $AVID 7ANG !SSOCIATE 0ROFESSOR AND 'RADUATE #OORDINATOR OF !RCHITECTURE )NTERDISCIPLINARY $ESIGN )NSTITUTE 7ASHINGTON 3TATE 5NIVERSITY 3POKANE 0/ "OX 3POKANE 7! DAVEWANG WSUEDU 3COTT 7ING !SSOCIATE 0ROFESSOR $EPARTMENT OF !RCHITECTURE 0ENNSYLVANIA 3TATE 5NIVERSITY %NGINEERING 5NIT # 5NIVERSITY 0ARK 0! SWW PSUEDU 5MIT 9ILMAZ !SSOCIATE 0ROFESSOR AND $IRECTOR OF ,ANDSCAPE !RCHITECTURE $EPARTMENT OF 0LANNING AND ,ANDSCAPE !RCHITECTURE ,EE (ALL #LEMSON 5NIVERSITY #LEMSON 3# UYILMAZ CLEMSONEDU
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