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					    Responses to 2006 Documentation Framework for
            Carnegie Elective Classification
              - Community Engagement -

                University of Massachusetts Boston
                      Boston, Massachusetts

                               August 30, 2006

                       I. Foundational Indicators

I.A.1. Does the institution indicate that community engagement is a
priority in its mission statement (or vision)? YES
    When UMass Boston was founded in 1964, it was part of a wave of new public urban
university campuses. It was established to increase educational access to meet the needs
of the huge surge of post-World War II baby-boomer youth who could not any longer be
accommodated by overtaxed older land-grant colleges and universities. In Boston, as in
other parts of the country, the new university was also designed to provide access to
growing numbers of urban lower-income and minority populations who had previously
been underrepresented and underserved by the higher education system locally. From its
very beginning, then, UMass Boston was defined as university with a particular “urban
mission,” whose teaching, research and service programs would serve the local public
and engage in thoughtful ways with the community.

    UMass Boston was the second campus of the University of Massachusetts system,
and it was followed by the addition of a medical campus at UMass Worcester in the
1980s, and the addition of two additional UMass campuses at Dartmouth and Lowell in
1991. At that time, the entire UMass system was reorganized under an expanded central
President’s Office and single Board of Trustees, and the unique mission of UMass Boston
as the system’s distinctively “Urban University,” in service of all the urban areas of
Massachusetts, was reaffirmed.

    From its founding in 1964, community engagement has thus been defined as central
to the mission of this urban, public University, in the form of its “land-grant”
responsibilities to contribute to improvement of the quality of life and economic
development of the Boston metropolitan area, and the state in general. At UMass Boston,
this has usually been referred to as our “Urban Mission,” since we were one of the

original “Urban 13” and have long been defined both internally and externally as one of
the nation’s important “urban” universities. The mission statement currently in force
(Trustee document T91-107), which dates from 1991, reflects this definition of the
university as “one of the nation’s leading urban universities,” and defines “public
service” as one of the six key goals of the university. The mission statement further
commits the university to the goals of “challenging teaching, distinguished research,
and extensive service which particularly respond to the academic and economic
needs of the state’s urban areas and their diverse populations.”

    The University has also committed itself to a Vision Statement articulating the
university’s public responsibilities, including “devoting a high proportion of research and
public service activities to the cultural, social and economic development of the
Commonwealth and the global community; and dedicating itself especially to
understanding and improving the environment and the well being of citizens of this
region.” The vision statement also commits the university to undertaking educational
activities and applied research that “contribute to the needs of a diverse society,” and to
programming that will “create a better society for all.”

     In October 2004, the university’s Urban Mission Coordinating Committee, chaired
by the Chancellor, reaffirmed the University’s historic “Urban Mission,” which
recognizes our “institutional obligation and responsibility to employ resources in
partnership with urban institutions and residents to help create viable social fabrics,
economies, civic and cultural institutions, and healthy service organizations.” The
statement also reaffirms the University’s special responsibilities, as the metropolitan
region’s only public university, to “the underrepresented and underserved, especially
communities of color and low income, among others.” All these statements of the
university’s mission offer a strong commitment to all forms of engaged learning,
academic preparation that uses the urban community in many fields as a laboratory for
study, research both pure and applied, and all types of service outreach by university
programs, faculty, staff, and students, including sharing of facilities and resources with
residents of surrounding communities.

        UMass Boston’s identity as a community engaged, urban university is also
reflected in the inter-institutional affiliations it has established for itself historically in the
world of US higher education. As noted earlier, UMass Boston was one of the original
Urban 13 group of universities that formed in the late 1970s. The Urban 13 served as the
organizational structure through which a group of like-minded urban university
presidents worked collaboratively to advance the interest of their institutions across a
range of public policy areas. Recognizing that most higher education policy
considerations were being guided either by large, traditional land-grant institutions or by
the interests of private elite colleges and universities across the nation, the Urban 13
presidents were one of the nation’s first leadership groups established to advocate for the
concerns of public urban universities and the cities in which they were located.

        This mission was continued by the expanded Great Cities’ Universities (GCU)
Coalition, a not-for-profit, 501.c.3 university-driven organization dedicated to organizing

urban universities and directing them toward solving contemporary problems, especially
those in urban public school systems and declining neighborhoods and central cities in
need of urban revitalization. While part of Great Cities Universities, UMass Boston was
one of the country’s six pilot institutions for the Pew-funded Urban Universities
Portfolio Project: Assuring Quality for Multiple Publics, a national initiative aimed at
developing a new medium, the institutional portfolio, for communicating about the work
and effectiveness of urban public higher education.

        Now defunct, Great Cities has mostly been replaced by the Coalition of
Metropolitan and Urban Universities (CUMU), of which UMass Boston is a member.
CUMU includes universities, according to their mission statement, that “strive to be
responsive to the needs of our communities, to include teaching that is adaptable to the
diverse needs of our metropolitan students, and to build close working relationships with
elementary and secondary schools so as to improve the overall quality of education.
Metropolitan Universities combine research-based learning with practical application and
are dedicated to creating interdisciplinary partnerships and forming alliances with outside
public and private organizations to resolve complex metropolitan problems. Within the
university environment, our colleges and universities seek to educate students to become
informed and engaged citizens who will play a role in the betterment of society.”

         In addition to its CUMU membership, UMass Boston honors its urban mission
also by continuing its long-standing association with the Massachusetts Campus
Compact (MACC). Training and technical assistance is provided to faculty, staff,
students and community partners who attend trainings, conferences, workshops and other
meetings at member rates. These events promote service learning and community service,
cultivate a discourse on current issues, share information and program models, and
stimulate leadership, collaboration and partnership building. MACC also assists members
in gaining knowledge about "best practices" and aids campuses in developing strategies
for the design, development, implementation and management of campus-specific
programs. The director of the Office of Service Learning and Community Outreach
(OSLCO) at UMass Boston has been participating in MACC state-wide think tanks with
other campus-based community outreach coordinators and directors for several years.

I.A.2 Does the institution formally recognize community engagement
through awards and celebrations? YES
From the level of the system president, to the campus CEO, the Chancellor, to the level
of institutes, departments, and programs, the University recognizes and honors special
achievements in community engagement through a wide range of awards and prizes.
(Other sections of the report will also note the University’s recent community
engagement fairs and celebrations that bring together university faculty, staff, and
students with key community partners.)

At the UMass system level, the President’s Public Service Award, given every year to
one or two faculty at the Boston campus, recognizes extraordinary public service to the
state of Massachusetts, broadly defined. Cases for nomination, and dossiers
documenting achievements, are submitted to our campus CEO, the Chancellor, who
forwards the campus’ top selections to the President’s office, who make final selections.
There is usually serious competition within the campus for this designation.

At the level of the campus central administration, the Chancellor each year at
commencement awards a Faculty Prize for Distinguished Service to one or two faculty
members, for service that includes community and global accomplishments. The Office
of Community Relations, in conjunction with the Chancellor’s office, for more than 20
years has also awarded an annual “Robert H. Quinn Award for Outstanding Contribution
to the Community,” to an important community partner of the university, for their
community leadership and courage. This award is given at an annual “Community
Breakfast,” organized by the Office of Community Relations, that the University holds
for local political, religious, and civic leaders, at which one or more other awards are also
given to community figures for “Longstanding Community Commitment and Service.”

At each annual university commencement ceremony, the featured student speaker,
representing the graduating undergraduate class, is always the university’s John F.
Kennedy Prize winner. The campus-wide selection process for this student award is
organized under the Provost, with cooperation from the five colleges with undergraduate
programs, each of whom nominates appropriate candidates. Unlike the tradition of
“valedictorian” used in most universities to choose who speaks on behalf of graduates,
UMass Boston’s tradition is to select an exemplar of the graduating class who represents
both: 1) academic excellence, and 2) leadership in public service in the community. Our
exemplars of the graduating class, in other words, always are student leaders who show a
deep commitment to public service to the community.

Many other awards for community service and engagement are given by other units of
the university, as well, and a few examples will be given here. All show how deeply the
commitment to community engagement and service is embedded into the culture and
identity of our public urban university, for students, staff, faculty, and community
partners. We not only give our own awards, but are strong participants and leaders in a
number of national award programs that value community engagement for colleges and

In 2004, UMass Boston, through its McCormack Graduate School of Policy Studies, was
chosen to organize the extension of the Carter Partnership Award to Massachusetts, in
collaboration with the Carter Center, the Board of Regents of the University System of
Georgia, and the Massachusetts Campus Compact. UMass Boston organized and
presented the award in a high profile ceremony and awards gala on September 27, 2004.
The Jimmy and Rosalynn Carter Partnership Award for Campus-Community
Collaboration honors and recognizes exemplary collaborations, undertaken by a college
or university in partnership with a community group, which address critical areas of
public need. The purposes of the Carter Partnership Award are to: 1) Provide recognition

for outstanding campus-community partnerships in Massachusetts; 2) Increase the
number and the effectiveness of campus-community partnerships and promote
college/university citizenship; 3) Encourage cooperation among education, community,
government, and business leaders on critical social and economic issues; and, 4) Increase
public awareness of and support for campus-community partnerships.

The New England Research Center for Higher Education (NERCHE) gives an annual
Ernest A. Lynton Award for Faculty Professional Service and Academic Outreach to
faculty members who connect their expertise and scholarship to community outreach in
sustained and innovative ways. The recipients and honorable mentions are part of a group
of nominees from across the country representing all types of institutions, ranging from
community colleges to research universities; and disciplines spanning arts and
humanities, sciences, business, health, and education. Unlike many faculty whose work is
invisible to their institutions, Lynton nominees were nominated by chairs, deans, provosts
and presidents, along with directors of centers and service learning programs, and
students. The power of their professional service and that of the other nominees is truly
inspiring, and has a profound effect on our institutions and communities. UMass
Boston’s NERCHE and the Coalition of Urban and Metropolitan Universities (CUMU)
are partnering to manage the award. UMass Boston’s NERCHE will continue to be the
Lynton Award home, and will also be primarily responsible for the selection of the
annual award recipient and finalists. The award will be presented each year at CUMU’s
annual conference.

The Commonwealth Award is given each year in the College of Management, in
recognition of faculty service or research that provides significant service to the city or

Each year the Public Service Award is given by the College of Public & Community
Service to a graduating student whose work in the community exemplifies the mission of
the College, serves undeserved populations, and makes a contribution to a more equitable

The Institute for Asian American Studies each year gives its Anthony Chan Student
Award to honor and recognize the achievements of students engaged in Asian American
Studies and their public involvement with Asian American communities. Eligible
students must have demonstrated active involvement in local Asian American
communities (including internships, volunteer work, activism, community organizing, as
well as other forms of active involvement).
CIRCLE Award for Outstanding Immigrant Leadership. The university’s Center for
Immigrant and Refugee Community Leadership and Empowerment (CIRCLE), housed
under the College of Public & Community Service, at its annual graduation ceremony
honors with an award a community leader, often someone closely connected to the
university, who exemplifies “outstanding leadership to New England’s immigrant
The Vice Chancellor of Student Affairs Annual Community Service Award goes to student
organizations on campus who engage in community service. The award is especially

important in that it recognizes the important contributions that the university’s student
organizations make to the community. Many student organizations regularly engage in
mentoring, tutoring, youth development, and other community service activities in
neighborhoods, schools, and youth centers surrounding the university. The purpose of
the award is to recognize student groups that have performed outstanding community
service throughout the academic year.
UMass Boston’s student athletes collectively compete each year for the National
Association of Division III Athletics Administrators/Josten’s Community Service Award.
UMB’s student athletes won this national distinction in both 2004 and 2005 for the wide
array of projects and activities in which they are engaged. Approximately 180 student
athletes participated in at least one UMass Boston Athletics sponsored program,
including instructional sports clinics, youth sports leagues, youth education programs,
community service centers, youth mentoring programs, and visiting and toy distribution
programs to sick and disadvantaged children. An ethos of responsible community service
is strongly fostered among student athletes at UMass Boston, who are encouraged to see
themselves as national leaders in such efforts.
The Center on Media and Society at UMass Boston, affiliated with the McCormack
Graduate School of Policy Studies, also honors a student each year with the David Nyhan
Student Journalism Prize. The Nyhan Prize honors a student who “displays the skills,
tenacity, ethics and temperament to serve the public well as a journalist. Students who
win this award are expected to work ethically and energetically, with persistence, but also
with generosity to others.”
The Sociology Department of the College of Liberal Arts gives an annual Outstanding
Community Service Award to honor a graduating senior who has done extraordinary
community service, as a way to recognize the important public service dimensions of
sociological study.
The university is an active participant in the Scholarships for Service program of
AmeriCorps, an Education Award Only program which engages college students as part-
time AmeriCorps members. Our Office for Service Learning and Community Outreach
manages this important scholarship award project, in liaison with AmeriCorps, a network
of national service programs that engage more than 50,000 Americans each year in
intensive service to meet critical community needs in education, public safety, health, and
the environment. Twenty UMass Boston students participate each year, performing over
300 hours of service each and receiving an education award at the end of their service.
The John Joseph Moakley Award for Distinguished Public Service is awarded by the
university’s McCormack Graduate School of Policy Studies to honor individuals from
Massachusetts communities who have made outstanding contributions to public life and
welfare in the state. The goal is to recognize private citizens who perform distinguished
public service.
The Outstanding Achievement Award in Service of the College of Science and
Mathematics is given by its Dean’s office each year as part of the merit review process,
and typically recognizes the contributions faculty make to public education, community
and school partnerships, and general public service as scientists.

I.A.3.i. Does the institution have a system for assessing community
perceptions about the effectiveness of the institution’s engagement with
community?         YES

I.A.3.ii       Does the institution use the data? YES
We are answering both these questions in a single narrative. UMass Boston is a
comprehensive Doctoral Research University (DRU) with seven colleges, 35 research
institutes and centers, 13 doctoral programs, 57 masters and graduate certificate
programs, and 85 undergraduate programs. The overwhelming majority of our colleges,
institutes, and centers have advisory boards that regularly seek and respond to input from
community leaders and citizens in the assessment of program effectiveness, definition of
strategic goals, and commitments to public service.

First of all, our Office of Community Relations, reporting to the Deputy Chancellor for
External Affairs, regularly attends and monitors the activities and sentiments of over 30
community and civic advisory boards in nearby Boston city neighborhoods, especially in
those areas that are heavily impacted by the university -- Dorchester, South Boston,
Mattapan, and Roxbury. Our Assistant Vice Chancellor for Community Relations, in
fact, sits as a representative of the university on the boards of 12 of these organizations in
order to facilitate better assessment of, and effective university responses to, community
needs and concerns. Several recent community oriented projects completed by university
personnel have resulted from the liaison work conducted by the Office of Community
Relations, who broker arrangements between community needs and university resources,
including a GIS survey of two hundred local businesses on Dorchester Avenue, and a
needs assessment regarding community responses to nearby Savin Hill’s closing of its
historic St. Williams Roman Catholic parish.

The University also has a protocol of cooperation in force, between itself and the adjacent
3500-resident neighborhood of Harbor Point, the University of Massachusetts Boston –
Harbor Point Apartment Community (HPAC) Agreement. This agreement coordinates
relations between relevant university units that relate in significant ways to the
neighborhood, including our Early Learning Center (cooperative day-care center for
residents, and university students and employees), our Athletics Department, our Student
Housing office, and our Office of Service Learning and Community Outreach. The goal
is to promote collaboration, and a fuller sharing of resources between the university and
the neighborhood. HPAC is supervised by a joint Governing Board of university
representatives and residents, civic and institutional leaders, and service providers from
the neighborhood. The agreement calls for intensive, regular feedback from the
community on how the agreement is functioning – regular monthly meetings of the
Governing Board, monthly reporting requirements, and regular interim individual
meetings of university officials with community figures and groups. The University has
seriously committed to this partnership for a 20-year period, beginning March 15, 2005.

To promote the effectiveness of the agreement, the University has carried out a series of
partnership trainings for all relevant collaborators.

On the level of academic programs, all the seven colleges are engaged in community
advisory boards of different kinds, several having their own collegiate community
boards. The College of Science and Mathematics, for example, regularly consults its
Science Advisory Board which includes key leaders from industry and institutional
research partners. The Science Advisory Board plays a key role in helping CSM to
make sure that, to quote the college’s vision statement, “teaching and research expertise
[are] integrated into meaningful professional and community service,” and that the
college fulfills what its mission statement identifies as a “particular responsibility to
provide professional service as appropriate to the State and urban community.” Some of
the collaborative projects in which CSM is engaged through the COSMIC center, such as
its public school collaborative Watershed Integrated Science Project, and at the
Nantucket Field Station, have their own community advisory boards that assess program
effectiveness and community responses. The College of Nursing and Health Sciences
and the College of Management also have community advisory boards, that help promote
more effective community engagement. More than this, individual faculty members in
the college serve on many advisory boards to industrial groups, public agencies, state and
national park advisory committees, environmental organizations, and local and regional
planning associations. The CSM Dean’s office estimates that its faculty serve on at least
50 such boards in the metropolitan region.

Very similar profiles of community engagement can be found in most other colleges in
the university, especially the College of Public & Community Service, the McCormack
School of Policy Studies, the College of Management, the College of Nursing and Health
Sciences, and the Graduate College of Education. In many departments in the College of
Liberal Arts and the College of Public & Community Service, individual faculty
members serve on boards of government advisory bodies, community-based
organizations, or advocacy groups. In Anthropology, for example, faculty sit on the
boards of the Eastern Pequot Historical Preservation Committee, the Massachusetts
Historical Commission, the Hispanic Office of Planning and Evaluation, the
Massachusetts Advocacy Center, and the Massachusetts Archaeological Society. It is not
uncommon for individual faculty in CPCS, or in many CLA departments, such as
Africana Studies or Sociology, or in the university-wide Latino Studies or Asian
American Studies programs, to sit on several community boards at the same time.

Most of the University’s research institutes and centers have public service at the core of
their missions, and also have very active advisory boards that draw on community
representatives and their input. Especially notable in this respect are the boards of our
“ethnic institutes,” the Gaston Institute for Latino Community Development and Public
Policy, the William Monroe Trotter Institute for the Study of Black Culture, and the
Institute of Asian American Studies, all of whose boards contain key community and
civic leaders from the private, non-profit, and public sectors. These boards provide
overall governance and strategic planning for the institutes. The Board of the William
Monroe Trotter Institute, for example, is chaired by a respected, long-term Boston

African-American community leader, and is about equally split in its membership
between community-based civic and political leaders, and university professors and staff.
The board receives continual visits from community partners, such as a Spring 2006 one
from the Executive Director of the Museum of Afro-American History, who discuss ways
to improve and extend the Institute’s and the University’s collaborations with their
community programs. The ethnic institutes, and many of the university’s other centers
and institutes, provide such regular forums for university-community dialogue over
academic programs, outreach, research, and service, and how well relationships are
working. The Labor Resource Center, for example, has an Advisory Board made up of
40 labor organizations and legislative representatives who meet twice yearly to assess
progress, and once yearly to review and vote on an annual work plan for the Center.

Of course, exchange between the university and the community is also promoted through
the intensive participation of institute and center staff (sometimes they have faculty status
as well, but often are professional staff members) on a variety of community boards and
steering committees. An example, one of dozens, if not hundreds, is the participation of
the Director of the Center for Social Policy (McCormack Graduate School of Policy
Studies) on the Steering Committee for Boston-based Project Hope’s “Transition to
Work” initiative.

I.A.4. Is community engagement emphasized in the marketing materials
(website, brochures, etc.) of the institution? YES
        In keeping with the University’s long-standing identity as a community-oriented,
public urban university, there are many examples to cite of recruitment, admissions, and
informational brochures, and websites, that acknowledge its unique role in Massachusetts
and New England more widely.

         The University’s Office of Admissions produces an attractive 12-page, full color
booklet which goes to candidates for admission, entitled Beyond the Classroom: Campus
Life at UMass Boston. In the section on “Honors and Outreach,” the brochure points out
that, “If you’re interested in some volunteer work and want to practice what you preach
(or what you’re studying), talk to the folks in the Office of Service-Learning and
Community Outreach.” It also advocates under “Things to do,” that students should
“Give a hand. Dedicate yourself to at least one community service project each
semester.” Under “Give and Take,” the booklet explains to new students that, “It’s well-
known that UMass Boston makes community service a priority both outside and as part
of the classroom experience. Through the Office of Service-Learning and Community
Outreach, you can find a world of opportunities for giving back.”

       Another recent publication developed for serious admissions candidates at UMass
Boston is entitled Welcome to UMass Boston, This booklet features photos from a recent
archaeological dig at Boston’s African Meeting House, and notes that “Student
Researchers from UMass Boston often pursue projects in the city.” In describing
educational opportunities in general, it notes that “Our comprehensive Liberal Arts

curriculum will help you build a good foundation….You can complement academic work
with internships that open up possibilities for the future.” Many other pages feature what
the booklet calls, “The Boston Connection.” It notes that, “No university can rival
UMass Boston’s research focus on Boston and Massachusetts. Our faculty members
advise Boston public school administrators, provide economic analysis to Boston leaders,
and probe the depths of Boston Harbor for the Massachusetts Water Resources Authority.
Our research institutes specialize in politics, environmental concerns, and African
American, Latino and Asian American issues. All this activity translates into valuable
opportunities for youth. Undergraduates can participate in substantial research projects,
serve as research assistants to professors, and find interesting work-study jobs in research
institutes.” This theme of “The Boston Connection” repeats throughout the entire
booklet, as other sections go on to discuss credit-bearing and other Internships,
Cooperative Education, opportunities for service learning and community volunteering
through OSLCO, and complementing classroom learning with field experiences. Faculty
and students profiled include those involved in public service, and research on cutting
edge public policy issues in their fields. Another page notes that a way the university
supports student success is that, “Your class work will be filled with real-world
applications. Internships, co-ops, and opportunities for research and community
engagement can help build your resume.”

        Finally, a recent 2003 32-page brochure is entitled, UMass Boston Outreach:
Building Communities through Community Partnerships, developed by the Office of
Community Relations, describes dozens of campus partnerships with texts and photos,
that cluster around the related themes of “Cleaning and Greening the Environment,”
“Fostering Wellness and Well-Being,” and “Making Connections through Civic
Engagement, Athletics, and the Arts,” “Strengthening the Economy for a Brighter
Future,” and “Helping Kids Grow Smarter, Healthier, and Happier.”

         The university’s “urban” character, public service, and community engagement,
are all similarly featured in the pages of the university’s web site. Most of the offices,
programs, institutes, and initiatives mentioned throughout the present assessment all have
their appropriate coverage on relevant university web sites.

                     B. INSTITUTIONAL COMMITMENT

I.B.1. Does the executive leadership (President, Provost, Chancellor,
Trustees, etc.) of the institution communicate explicitly to promote
community engagement as a priority? YES

The most recent UMass System President Dr. Jack Wilson, in appointing the current
Chancellor of UMass Boston on May 18, 2005, reaffirmed the system’s understanding of
the campus’ Urban Mission in his appointment statement, noting that, “Finally I would
like to reiterate my belief that UMass-Boston is on course to become one of the premier
urban public universities in the nation. It already is a school of great distinction, and it is
poised to move into a position of national leadership as a model of how an urban
university interacts with its community, its state, and the nation. I am proud of UMass-
Boston’s special urban mission – a mission that has made the campus a significant force
for social and economic change in our city and beyond. The appointment of Dr. Michael
Collins will represent a continuing commitment to that mission and to national leadership
as a public research university with an encompassing urban mission.”

To show the importance that he granted to improved public relationships between the
UMass system campuses, and the communities they serve, in May 2005 President Wilson
also established a new division, and a new system Vice-Presidency, within the
President’s office: the Office of the Vice President of Business and Public Affairs, and
charged it with developing a new, more focused agenda for the university system to
pursue in relation to its partnerships with industry, communities, and cities and towns in
the Commonwealth of Massachusetts.

Recently, as well, the UMass Board of Trustees established that, “enhanced development
of service learning opportunities” for students system-wide should be one of the
university’s major strategic goals during 2006-2007.

The Chancellor of the University of Massachusetts Boston, Dr. Michael F. Collins, now
in office for 14 months, has made clear his commitment to the campus’ long-standing
mission of community engagement. Here we cite a few key public statements he has
made in his short tenure at the University. On Convocation Day, opening the 2005-2006
academic year, on September 20, 2005, in a talk entitled, “Inspiring Minds, Inspiring
Lives: a Celebration of Reciprocal Education,” the Chancellor cited the campus’
community engagement as one of its key, characteristic strengths:

      “We have over twenty-five centers and institutes located on or near our campus.
       They provide extraordinary insight into academic and policy issues that involve
       their respective constituencies.

      “We are fortunate to have an engaged and informed population that surrounds our
       campus, one that wants and needs to share a neighborhood. We have a

        tremendous impact on our community, and we serve them well. We open our
        facilities to national events and local interests. We share our passions and
        expertise through our professional consulting services and award-winning radio
        station. We offer programs that provide teens and children from the area with
        practical and exciting opportunities they may not otherwise have access to. We
        collaborate with Boston Public Schools to expose the youth of our city to a world-
        class educational experience in hopes of helping them to want and to attain such
        an education for themselves in the future.
     “We are an integral component of a very great university that is vital to the
        educational, social and economic development of our Commonwealth
“I want our community to claim us proudly as an invaluable classroom and to believe
sincerely that we are good neighbors. I want to feel that our university is making a
difference in the world,” he concluded.

        In his recent inaugural address on April 28, 2006, for example, he also singled out
for special commendation the “faculty and staff who demonstrate commitment to our
urban mission throughout our communities.” The same month, in April 2006, the
university sponsored its 20th annual “Community Breakfast” for local civic leaders,
where the university awarded two prizes for “Longstanding Community Commitment” to
Dorchester neighborhood business leaders, and presented its annual Robert H. Quinn
Award for Community Service to an important university partner, Maggie de Jesus, a
family advocate who coordinates domestic violence prevention programs at the Geiger–
Gibson Community Health Center, located on Mount Vernon Street on the edge of our
campus. Chancellor Collins noted at the breakfast that, “Community partnerships are
crucial to our urban mission. By hosting this breakfast each year, we are able to celebrate
this mission and honor individuals who are working on behalf of the community,
committed to the values that we uphold as an institution.”

        On campus, Chancellor Collins has also recently recognized the importance of
community outreach by creating two new divisions within the university, with direct
reports to the Chancellor, the Deputy Chancellor for External Affairs and the Vice
Chancellorship for Athletics & Recreation/Special Programs and Projects. These two
divisions will offer the first real coordination ever attempted of the university’s extensive
community outreach efforts and its extensive community-serving athletics programs,
combined with many of its other urban-engaged programs, such as the Urban Mission
Coordinating Committee, and the Office of Community Relations.

I.B.2. Does the institution have a coordinating infrastructure (center,
office, etc.) to support and advance community engagement? YES
Responsibility for oversight of community engagement is shared between The Vice
Chancellor of Athletics & Recreation/ Special Projects & Programs, the Vice Chancellor
of Student Affairs, and the Deputy Chancellor for External Affairs. In addition, there is
a high level campus wide coordinating and oversight committee, the Urban Mission
Coordinating Committee, that advises the Chancellor on all matters related to its urban

mission and community engagement. This section will describe the several relevant
campus offices and entities that play roles in coordinating the campus’ complex
community outreach programs and initiatives.

The Service Learning Advisory Committee was first established in 1998 by the UMass
Boston Chancellor to promote and coordinate service learning opportunities for students
and faculty on campus. In 1999, the UMass System President’s Outreach Council
charged each of the five UMass campuses with creating an office of Community
Outreach, and under this mandate, UMass Boston’s Chancellor, Provost and the Dean of
Students added more resources to create an expanded Office for Service Learning and
Community Outreach (OSLCO) in October 2000. Reporting to the Vice Chancellor of
Student Affairs, the purpose of OSLCO is to work with faculty, students, and community
partners to establish and reinforce ties between the classroom and the community. The
office makes available to participating faculty a resource library, training and instruction,
and technical support, as well as serves as a clearinghouse for volunteer and community
service projects, including large campus-wide events such as UMass Boston Good
Neighbor Day. OSLCO also serves as the University’s liaison to the Massachusetts
Campus Compact, and leverages resources from them for additional participating faculty
training and support.

The University of Massachusetts system Board of Trustees recently reaffirmed the
system’s interest in enhancing service learning. In setting budget priorities for the 2006-
2007 academic year, the Trustees list “Enhance [the] Student Learning Experience” as
one of the top ten priorities. In elaborating on this priority, the Trustees suggest
“expansion of service learning options” as one. The Trustees priorities also extend to a
“Commitment to Service Excellence,” which includes “those initiatives that improve or
enhance services to our ‘stakeholders,’ which is specified to include among others,
‘business partners, community partners, neighbors…’.

The Urban Mission Coordinating Committee operates as an Advisory Council to the
Chancellor, staffed by the Division of Athletics & Recreation/ Special Projects &
Programs. It is broadly representative of all elements of the campus who are involved in
pursuit of the urban mission, with 51 members, including every dean from all seven
colleges, high-level representatives from all divisions of the university administration,
and directors of key research and public service centers and institutes that engage in
community outreach. It has been quite active over the past two years, 1) reaffirming the
university’s urban mission, and commitment to community engagement through
formulation and ratification of a newly articulated set of “Key Working Principles” for
the university, 2) awarding the first 2004 Carter Partnership Award for University-
Community Collaboration in Massachusetts, in cooperation with the Massachusetts
Campus Compact and the Carter Partnership Foundation and the Georgia Board of
Regents, 3) collaborating in implementation of the university’s most recent Community
Outreach Partnership Center (COPC) grant from the U.S. Department of Housing and
Urban Development, 4) sponsoring compilation of an Inventory of Community
Partnerships done in 2005 that in an initial effort identified approximately 400 initiatives,

and 5) sponsoring well attended fairs on campus for both those involved in community
outreach efforts and for the university’s main community partners.

UMass Boston is unique in having a distinguished Athletics Department and program
with such a central commitment to community engagement and service. Athletics in
many ways leads the university in manifesting its commitment to betterment of the
community, especially where urban youth are concerned. Through various programs, for
example, the Athletics Department served more than 250,000 adults and children in the
Greater Boston area in 2003-04. For its efforts, the department was named the 2004
National Association of Division III Athletics Administrators/Jostens Community Service
Award winner for an array of projects. It was the second straight year that UMass Boston
earned the award. The department also won the Community Service Through Athletics
Honor Roll Award, given by the National Consortium of Academics and Sports, six years
in a row. The powerful role of Athletics in meeting the university’s community
commitments is a major reason that Athletics has been joined with other key urban
engagement entities such as the Urban Mission Coordinating Committee, and the UMass
Boston-Harbor Point Apartment Community Agreement, under a single Vice Chancellor
responsible for the university’s Special Programs & Projects such as these.

Finally, a key element in the university’s coordinating and planning for community
engagement and outreach is the Office of Community Relations and Special Events,
directed by an Assistant Vice Chancellor for Community Relations, supervised by the
Deputy Chancellor of External Affairs. The Assistant Vice Chancellor for Community
Relations is the University representative responsible for maintaining positive relations
with many nearby communities in which the university has presence or impact. She is the
university’s liaison to more than a dozen local neighborhood civic associations, and other
community organizations such as the Columbia Point Association, Newmarket Business
Association, the Boston Police Department, the Dorchester YMCA and the South Boston
Boys and Girls Club. The Office coordinates the outreach activities of the University's
faculty and staff in addressing community issues, serving the community's interests, and
responding to all community inquiries. The Office provides and schedules all on-campus
conference, classroom, and facilities space for community group activities. It supports
community programs and initiatives that advance the interests of both the University and
the community through donations of in-kind services, volunteerism, and assisting and co-
hosting various community events.

I.B.3a Are there internal budgetary allocations dedicated to supporting
institutional engagement with community? YES
The budgetary allocations are substantial and show the institution’s commitment to
pursuing and maintaining its community engagement. More than a dozen staff have
significant, many full-time, responsibilities in this area, and their positions and operating
budgets are a critical part of the University’s regular budget. In the Division of External
Affairs, which includes the offices of Communications and of Community Relations, the
Assistant to the Chancellor for Economic Development, the position of the Deputy

Chancellor, the Assistant Vice Chancellor for Community Relations, the Director of
Special Events and Scheduling, and the Administrative Assistant for Community
Relations and Special Events, are all principally dedicated to promotion and management
of community engagement. In addition, the Director of the Office of Service Learning &
Community Outreach, whose supervisor is the Vice Chancellor for Student Affairs, and
the Vice Chancellor of Athletics, Recreation, and Special Programs/Projects, who also
oversees the Urban Mission Coordinating Committee, are other institutionalized
budgetary commitments. The university’s budget, as well, funds most of the costs of its
30 research and public service institutes and centers, the central portion of whose work is
centered on community engagement. Some of these institutes have staff members
dedicated to community engagement, such as the Director of Community Outreach of the
Gaston Institute. Some colleges have full time administrative staff to coordinate
community engagement and outreach, such as the Graduate College of Education, who
fund a Director of Field Placement, and an administrative assistant to support that office;
the College of Nursing and Health Sciences, whose staff includes an Internship
Coordinator; and the College of Public & Community Service, whose administrative staff
includes a full-time Community Outreach Coordinator. There is also an External
Relations Director in the College of Management. An office of Internships and
Cooperative Education is also maintained in the University Advising Center to facilitate
student placements.

I.B.3.b. Is there external funding dedicated to supporting institutional
engagement with community? YES

I.B.3.c. Is there fundraising directed to community engagement? YES

We will answer both these questions in a single narrative. Because we are a publicly
assisted institution of higher learning, externally derived public funds are an important
support for all the university’s personnel, operations, and programs, including academic
ones, in the area of community engagement as in other sectors. In addition, the
university’s units, including its faculty, administrative staff, and students, in
collaboration with its Office of Institutional Advancement, and the Office of Research
and Sponsored Programs, also raise considerable external funding from private, non-
profit, and governmental sources. To cite just one example, in 2005-2006 the Gaston
Institute was funded by a $368,000 allocation from the state legislature, but the Institute
raised $154,100 in grants and contracts, has another $425,000 pending funders’
decisions, and raised $66,500 in gifts from individual and corporate donors. Gaston
Institute is collaborating now with the Trotter Institute and the Institute of Asian
American Studies to pursue joint external funding opportunities for better outreach and
service to the region’s communities of color. Gaston is also working closely now with
the university’s Office of Institutional Advancement to create a $50,000 Hildreth Fund,
all composed of private contributions, to fund a new line of publications, the Andres
Torres Papers on Latino Public Policy.

The University’s Office of Institutional Advancement, and its Vice Chancellor, have been
instrumental in assisting other institutes at the university in seeking funding, especially
from private, including corporate sources. During Summer 2006, they brokered an
innovative arrangement between the Center for Social Development and Education and
the Shriver Foundation to inaugurate a campus summer camp program, Camp Shriver,
for special needs children. The camp employed UMass students as counselors. The
Office of Institutional Advancement has also brokered an innovative internship program
set to begin in September 2006, called the “State Street Bank Scholars” program, which
will offer multi-year mentoring and support for up to 40 UMass Boston undergraduates,
from all colleges, as they engage in paid internships with the Bank during their studies.
The Office intends on approaching other companies to establish similar co-curricular
support programs for our students. The Office of Institutional Advancement makes
important contributions, as its Vice Chancellor has noted, “to helping the university fulfill
its mission of working with local agencies and companies in the community, and helping
to improve the community.”

The University has long recognized the importance of proactive efforts to secure funding
for community engagement. It’s Performance Measurement System (PMS) that gauges
program quality measures “Sponsored Instruction and Outreach per Faculty” as one of
the key indicators. The most recent 2005 measurement notes that “sponsored activity in
Instruction and Public Service continued to grow in FY 2005,” showing a “cumulative
90% growth since FY 2001 [that] reflects a commitment to training, education, and
public service.”

I.B.4a. Are there systematic campus-wide assessment or recording
mechanisms to evaluate and/or track institutional engagement in
community? YES
Through its office of Institutional Research & Planning (OIRP), the University engages
in a number of regular assessments of student learning and educational outcomes that
serve as useful academic planning tools for the institution. The University was one of the
select group of institutions who piloted the first National Survey of Student Engagement
(NSSE) in 1998-99, and has consistently been part of the 2000, 2002, and 2004 cohorts,
for example. The NSSE allows UMass Boston to assess the impact of engagement in the
community on student engagement in learning. A leader within our state-wide public
system, we are now in the process of working to extend the NSSE process to encompass
the full University of Massachusetts five-campus system under a coordinated assessment
measure, to begin 2008. UMass Boston also has requested since 2000 to be included as
part of the smaller group (varying some each year) of about 25 universities who consider
themselves “urban” in their mission and who wish to be measured against their peers in
this category, as well as generally. In addition to the regular NSSE assessments, the
university conducts an extensive assessment survey of all graduating seniors each year.

The University’s own extensive Performance Measurement System (PMS) is conducted
annually through our Office of Institutional Research and Planning (OIRP), and measures

our performance against a regular set of Urban University peer institutions (University of
Illinois at Chicago, Old Dominion University, Georgia State University, University of
Memphis, University of Missouri-St Louis, Cleveland State University, Portland State
University, CUNY-Queens, CUNY-Brooklyn, George Mason University). In all these
assessments, the university tracks student assessments of their satisfaction with service
learning experiences, and in the Performance Measurement System one of the “Academic
Quality Indicators” used is “Number of students enrolled in for-credit internships,” which
recent measurements have shown to be significantly on the rise.

Within the Academic Affairs division, the standard annual report form used to record
faculty activities, for the mandatory Annual Faculty Report, records faculty’s activities in
a separate category of “Community Service.” The resulting data play a role in overall
faculty performance reviews at the unit level, and in calculation of merit awards as a part
of salary increases.

The university’s Department of Athletics, long with a distinguished, award-winning
record in community service (discussed elsewhere), regularly reports its community
service data to a consortium that UMass Boston is part of with the Center for the Study of
Sport and Society, and receives regular nation-level comparisons with peer institutions.

The Office of Community Relations and the Office of Economic Development under the
Deputy Chancellor for External Affairs, and the Office of Service Learning and
Community Outreach, under the Vice Chancellor of Student Affairs, each complete a
detailed annual report on their activities and involvements in community engaged
learning, outreach, research, and partnerships.

b. Are course-level data used for improving courses? YES
University policy is that all courses are evaluated by enrolled students. While it is true
that campus-wide assessments are not used to collect course-level data, course-level data
are regularly collected at the program and college level and used for course improvement.
The university’s different colleges, and most individual departments and programs,
establish standards of evaluation appropriate to their academic objectives and missions.
When appropriate, courses are evaluated for the effectiveness of experiential learning
opportunities, community-based learning experiences, and service-learning as part of the
course. Throughout the university, regular review of course-level student evaluations is
done as part of the faculty evaluation process, for annual reviews, reappointments,
promotions, and tenure. Certain programs, such as the university-wide Seminars
Assessment Committee, a faculty-administrative entity under the Vice Chancellor of
Academic Affairs and the Faculty Council, conduct their own intensive evaluation and
assessment processes, in this case, focused on all the university’s General Education
seminars, both first-year and intermediate, that are given over the year – a total of 105
sections in Spring and Fall 2006. The University’s mandatory Academic Quality
Assessment and Development (AQUAD) process, to which all academic programs are
subjected at least once each seven years, also places assessment of student learning
outcomes as an important element of the review process. In many cases, this includes

students’ civic, practical, and community learning as part of completing their course of
study, and is reflected in student evaluations and special surveys that are taken into
account in the AQUAD assessment of student learning outcomes.

c. Does the institution use the data from any of the tracking mechanisms?
While we truthfully answer yes to this question, we also acknowledge that this is not an
area of particular strength at our university: it is an area we need to give more attention to
improving. All tracking measures mentioned above, especially NSSE and PMS surveys
that include measures of student community engagement, and their summary analyses,
and annual reports of relevant coordinating offices related to community engagement, are
regularly reviewed by all senior administrative staff and used as tools in planning for
program improvement. Deans, for example, review these data and discuss in Academic
Council the university’s strengths and deficiencies in the measures shown. The Provost
also asks academic administrators, particularly at the collegiate levels, to develop
strategic plans to promote better performance in the academic quality indicators. In
assessment meetings with program-level faculty and administrators, the Provost’s Office
as well as Deans address university performance on student-learning outcomes, and seek
the faculty’s collaboration with program improvement. These assessment meetings are
important, but we recognize, too episodic and sporadic. A key challenge in our current
assessment/tracking mechanisms is that the data we receive are global, from general
student surveys, but decisions about program improvement normally happen at the
individual department or program level. How to translate global findings into data useful
for program-level assessment is a challenge we are still working to solve.

I.B.5. Is community engagement defined and planned for in the strategic
plans of the institution? YES
With a strongly defined urban mission from its inception in 1964, the University of
Massachusetts Boston strategic planning process has always given prominence to goals
and objectives that fulfill its commitment to community engagement and public outreach,
especially with respect to Massachusetts urban areas.

For example, in the most recent 2008 Strategic Plan, now in force, Strategic Goal III, and
the objectives of the associated Initiative 4, articulate well the university’s commitments

“Goal III: Make vital contributions to the social, economic and cultural well being of the
city of Boston, the Commonwealth and the global community. To the extent that we
acquire regional and national distinction for our teaching, research and service activities
we are providing the citizens of greater Boston with the educational excellence they
deserve from their public university. The esteem in which we are held by our alumni,
professional colleagues and citizens marks progress toward realizing our mission and

vision statements. We want UMass Boston to make a difference in the quality of life of
the region, and to be recognized for these contributions.”

“Initiative 4: Promote business and community partnerships to make measurable impacts
on the city of Boston and the region, especially in the area of urban education.
Actions under this initiative include:

* The Chancellor will convene the Urban Mission Coordinating Committee to inventory
our activities in the community and to develop signature university-community
collaborative projects.
* The College of Science and Mathematics in partnership with the Graduate College of
Education will make significant contributions to k-12 science education.
* The Graduate College of Education will create a Weekend Teacher School to increase
the number of teachers serving urban districts, and expand the number of students in
urban teacher pathways programs by the development of an Accelerated Teacher
Education Programs Office.
* The McCormack Graduate School of Policy Studies will organize and host
Massachusetts' first Carter Partnership Award to recognize and celebrate outstanding
campus/community partnerships.
* The Provost's Office will develop a national and local network of community science
* The Office of Community Relations and Special Events will work with the Dorchester
Board of Trade to more effectively market the attractions and businesses of Dorchester to
the Democratic National Committee and other large conferences.
* The Office of Community Relations and Special Events will identify the resources of
the university that can assist community organizations in the achievement of their goals.”

In addition, Goal I (“Sustain a challenging curriculum and engaging co-curricular
activities that respond to the multiple needs and interests of our students”), Initiative 4, is
central to community engagement:

“Initiative 4: Provide non-classroom learning experiences for all students, including off
campus internships integrated with students’ majors.

Actions under this initiative include:

• The University Advising Center will collaborate with departments to create more
internship opportunities related to the major fields of study.
• The College of Science and Mathematics will develop an internship program with
industry for undergraduates, and increase federal and corporate funding for
undergraduate research programs.
• The Graduate College of Education will increase internships in urban school and
community settings.
• The Undergraduate Research Awards Committee will expand support for student
participation in state-wide, regional, and national undergraduate research conferences.
• The Study Abroad office will increase the number of agreements with institutions in
other countries and will work with academic departments to increase the number of

students participating in study abroad.
• Student Affairs will expand the Beacon Leadership Project in which students receive
academic credit for individual or group community service projects.”

I.B.6. Does the institution provide professional development support for
faculty and/or staff who engage with community? YES

        The Center for the Improvement of Teaching (CIT), located under the office of
the Vice Chancellor for Academic Affairs, is the main university-wide vehicle for
continuing faculty development programs, particularly related to all facets of teaching.
CIT defines its scope of concern broadly, and includes service learning and community
outreach training initiatives in its programming, such as the symposium on “Obstacles
and Opportunities in Community Work,” that reported on Community Planning classes in
the College of Public & Community Service, at the CIT annual Teaching and
Transformation conference in January 2006, and the Spring 2006 CIT faculty-student
forum on “Across Time, Across Disciplines, Across Continents: Students Engage
International Epidemics in Class work and Field work,” which reported on University
Honors Program field-based learning on HIV-AIDS treatment, and a 2004-2005 College
of Liberal Arts forum on “The World Next Door: Should/Can Teaching Promote
Empathy, Involvement, and Responsibility?”.

        The Office of Service Learning and Community Outreach (OSLCO), under the
Vice Chancellor of Student Affairs, plays a key campus role as a faculty development
resource for faculty whose teaching includes service learning, community based learning,
civic participation, critical pedagogy, and/or supervision of internships, fieldwork, and
practica. The office runs workshops and campus fairs where faculty can learn from one
another’s experiences, consult with others in solving problems, and receive training.
OSLCO also offers individual consultations, class visits, and a resource library to help
faculty interested in learning from available research on best practices, tailored to suit
their particular discipline and academic goals. OSLCO also helps faculty link with
resources available from Campus Compact, a national organization for Service-Learning
and civic engagement with over 900 campuses as members including UMB.

I.B.7. Does community have a “voice” or role in institutional or
departmental planning for community engagement? YES
        Because we are an urban public university with a mandate and a mission to serve
our surrounding communities, both in terms of student recruitment, but also in terms of
research, service, resource sharing, and general outreach, community input is either built
into the design of community engagement, or in fact, drives program development. The
university fully understands and respects the need for mutuality of partnerships and
outreach, and for public access to its facilities and programs. The main challenge we face
across all colleges, divisions, and program units is how to meet extensive community
needs with the modest resources we receive as a publicly funded institution. Other

responses very germane to this question can be found in the answers to I.A.3 above
(pages 7-9) and II.B.4 below (pages 56-57).

I.B.(Optional-1) Does the institution have search/recruitment policies that
encourage the hiring of faculty with expertise in and commitment to
community engagement? NO
The University has no single, standard policy that is applied across the university to
encourage or require the hiring of faculty with expertise and commitment to community
engagement. In many colleges and programs, however, it is common practice for faculty
search processes to see experience, expertise, and commitment in community
engagement as an asset for job candidates who wish to join the university’s faculty ranks.
This is because some competence in, or understanding of, community engagement is
useful in effective job performance for many faculty in our comprehensive, urban public

In five of the University’s collegiate units, including the College of Public & Community
Service, the College of Nursing and Health Sciences, the Graduate College of Education,
the McCormack School of Policy Studies, and the College of Management, given our
emphasis on a strong mix of the theoretical and the practical in these areas, the majority
of faculty hiring takes account of faculty applicants’ practical, applied, and policy
experience, and their ability to draw on and manage contexts of community engagement
to promote students’ appropriate professional education and training.

Such a practical dimension to the training in these areas is, in fact, central to the
accreditation processes many of these programs are subjected to. For example, our
College of Management is accredited by the AACSB, International (the Association for
the Advancement of Collegiate Business Schools), and under the college’s mission-
driven learning outcome objectives, students receive credit for “co-curricular” activities
that include internships. Similarly, accreditation standards for our CNHS in nursing and
in exercise science on the part of the Commission on Collegiate Nursing Education
(CCNE), the Board of Registration in Nursing, Commonwealth of Massachusetts
(BORN), the American Association of Colleges of Nursing (AACN), and the American
College of Sports Medicine (ACSM), also set standards for required practica or clinical
placements. Our Graduate College of Education is certified, as well, through the
National Council of Accreditation of Teacher Education (NCATE), which also requires
practicum experience for teachers and other school specialists in training. For those
working on provisional certification in the undergraduate education program, three pre-
practica experiences are required, in addition to a full semester of student teaching.

The University’s 14 doctoral programs, also, ranging from Clinical Psychology (CLA), to
Environmental, Coastal, and Ocean Sciences (CSM), to Leadership in Urban Schools
(GCE), are largely applied in nature, stressing not only theory but training students in
research, intervention, and policy skills essential for application; these program designs
include community-based learning as well and usually respond to certification guidelines

in doing so. The same is true in many of the university’s 57 masters level and graduate
certificate programs throughout all colleges, ranging from Human Services (CPCS), to
Public Affairs (MSPS), to Applied Linguistics (CLA), to Family & Marriage Counseling
(GCE), to the Adult-Gerontological Nursing Practitioner M.S. program (CNHS). In all
these programs, and many others not mentioned here, supervision of practica and
internships is defined as an important faculty duty and central to the students’ learning
programs. In addition, within the undergraduate programs of the College of Liberal Arts,
within social science departments and ethnic studies programs especially, a high premium
is placed on research that is applied and community-oriented. Expertise in leading
students into community engagement is thus considered an important, often required
qualification for hiring for many faculty, depending on the unit’s mission and the
definition of the scope of expertise of the particular faculty position.

A close scrutiny of faculty job advertisements from 2005-2006 on file in the Office of the
Provost, developed and approved by faculty and administrators in all collegiate units, is
suggestive of how important community engagement is as a hiring criterion, even if it is
not standard policy and, of course, is accompanied by attention to other qualifications as
well. Of the 26 new full-time faculty job searches for September 2006, two-thirds of the
position descriptions included some note about community engagement experience or
understanding as desired qualifications. In the College of Liberal Arts, 50% of the job
advertisements mentioned community, more than 50% of ads in the Graduate College of
Education, and all job ads for the McCormack School of Policy Studies and the College
of Nursing and Health Sciences.

I.B.(Optional-3) Do students have a “voice” or leadership role in
community engagement? YES
Student voice and leadership in community engagement is very strong at the University,
through a number of channels. To name just a few of dozens of such initiatives:

The Student Affairs’ Division’s Beacon Leadership Project: Leaders at the Point
involves students in design of a year-long project that has both volunteer and credit-
bearing work involved, including a year of community service and mentoring. Students
meet in a regular leadership development seminar to discuss the community service
projects each team has chosen as its focus.

Raise Your Voice is a yearly program sponsored in conjunction with the Campus
Compact with which UMass Boston is affiliated. Raise Your Voice gives all community
engaged students the opportunity to display and discuss their work with other students,
and engage in strategic planning with relevant students, staff, and faculty to improve the
institutionalization of student-community work in to the life of the university.

The University’s Student Senate’s Campus and Community Relations Committee
proposes and funds programs in community engagement that ensure the campus follows

the Urban Mission of the University, and that students are able to fulfill their
commitment to building and sustaining a community-committed campus.

JUMPSTART. Following the JUMPSTART model of building literacy, language, and
social skills in young children in community settings such as pre-schools and Head Start
Programs, dedicated college students are paired in one-on-one situations with young
children to build relationships for a one year time period. UMass Boston during 2006-
2007 will begin to connect this community engagement with credit-bearing work in
academic areas such as Psychology and Sociology.

Young Activist Leadership Project is a program in the College of Public & Community
Service designed for students who already have experience as youth workers. It is meant
to help build and foster leadership skills as well as encourage students to become more
effective in their community engagement, and to explore future opportunities in their
professional development.

The Student Trustee. One UMass Boston student is elected by fellow students during
Student Government elections and is then appointed by the Governor to sit on the UMass
Board of Trustees. This student works with business, community and political leaders in
shaping the university’s future. This student becomes the voice for the UMASS student
body, focusing on bringing to light relevant issues pertaining to everyday campus life.

Bringing the Best to Nursing Program. Sponsored by the College of Nursing and
Health Sciences, this program works to enhance the recruitment of minority nurses,
provide support to retain and graduate diverse nurses, and prepare nurses to work with
underserved urban populations. The program provides a support network to its students in
the form of stipends, stress-reduction workshops, leadership training cohorts, tutoring,
and mentoring opportunities.

Casa Latina and other university student centers such as the Black Student Center and
the Asian Student Center, funded through the Student Senate, all initiate community
service projects, especially tutoring and mentoring programs for local high school
students. With the help of their faculty advisor from the College of Public & Community
Service, Casa Latina has also planned, raised dedicated funding for, and carried out a
number of research trips to other regions of the US that focus on identifying best
practices related to Latino student college retention at other Latino-serving institutions,
especially in the US southwest. Upon returning, the students have made presentations on
campus to relevant administrative staff, and at professional conferences, and also used
their learning to inform their own peer mentoring programs on and off campus.

           II. Categories of Community Engagement
                        A. Curricular Engagement

II.A.1.a. Does the institution have a definition and a process for
identifying service learning (community-based learning) courses? YES
For both undergraduate and graduate level courses, our Office of Service Learning and
Community Outreach (OSLCO) offers extensive technical assistance and resources for
faculty who are designing service learning for their students. The office guides faculty
with standard models of service learning practice, such as those delineated in Jeffrey
Howard, ed., Michigan Journal of Community Service Learning: Service-Learning
Design Workbook. Ann Arbor: University of Michigan and OCSL Press, 2001, and Janet
Eyler and Dwight E. Giles (UMass Boston faculty member, and chair of the Service
Learning Advisory Committee), Where's the Learning in Service-Learning? San
Francisco: Jossey-Bass, 1999.

Our OSLCO defines Service Learning as a “pedagogical approach in which community
service is an integrated component of an academic course. Students perform community
service as part of a credit-bearing course; credit is not awarded for service alone but for
making the service into a learning experience through critical reflection.”

The OSLCO office not only does individual consultations with faculty, but has a
substantial library of resource materials for faculty to consult, offers workshops for those
doing or interested in doing service learning, and helps faculty and students broker
opportunities with community settings, agencies, and contexts. OSLCO’s resources are
mainly used by faculty teaching undergraduate courses in the majors, especially in the
liberal arts. Because of the diversity of colleges and academic missions of programs at
the university, and the plethora of applied and professional programs and degrees we
offer, models for practica and internships, which are central to training in so many fields,
are normally left to the program unit level to determine.

The Office of Community Relations also plays an important role in brokering
connections between community needs and faculty design of courses and learning
experiences for students. The Assistant Vice Chancellor of Community Relations,
through service on many community boards, discovers particular community needs for
research and service, and then solicits individual faculty to develop appropriate student
learning experiences, including course projects, in response.

b.i. How many formal for credit courses (Service Learning, Community
Based Learning, etc.) were offered in the most recent academic year?
_____ 225____ including internship and practicum courses

This figure is derived from an examination of a self-reported inventory of credit-bearing
service-learning courses, and a faculty survey, completed under the auspices of the Urban
Mission Coordinating Committee, the College of Public and Community Service, and the
Office of Service Learning and Community Outreach, and an examination of the
undergraduate and graduate course catalogs. The University’s most community engaged
college, the College of Public and Community Service, has a competency-based rather
than credit-based academic system. The college offers extensive non-credit bearing
courses to its students, that feature predominantly community based learning. Large
numbers, if not the majority of, CPCS courses are project-based or are internships, and
feature service learning and community-based learning at their core. In Fall 2005, for
example, the college offered 60 different courses and seminars, and at least 26 of them
(or 43.3%) involved community engagement. CPCS courses are included in the total
statistical figures for Service Learning and Community Based Learning courses in this

b.ii. What percentage is this of total courses? 17.4% (estimate, including
CPCS.) This figure is a calculation based on 1231 credit-bearing courses, plus 60 non-
credit (CPCS), offered in Fall 2005.

c.i. How many departments are represented by those courses? ___27___

c.ii. What percentage of total departments? 51% This figure represents slightly
more than half of all departments and programs, at both graduate and undergraduate
levels, in the university (n=53).

d.i. How many faculty taught Service Learning or Community Based
Learning courses in the most recent academic year? __85 (estimate)___

d.ii. What percentage of total faculty? __19.1% if calculated using the number of
full-time teaching faculty (n=445), or 10.5% if calculated on the number of full- plus
part-time teaching faculty taken together (n=813 faculty head count).

e.i. How many students participated in Service Learning or Community
Based Learning courses in the most recent academic year?__2485___
Calculated: 85 regular courses @ mean class size 21 = 1785; 114 internship and
practicum courses @ estimated mean class size of 5 = 570; 26 CPCS courses @ mean
class size of 5; combined total is 2485.

e.ii. What percent of total number of students? _____20.7%_____
(total students = 12,000 headcount)

II.B.2.a. Are there institutional or departmental (disciplinary) learning
outcomes for students’ curricular engagement? YES

II.B.2.b. Are those outcomes systematically assessed? NO
We will answer both these questions in a single narrative. There is no systematic,
campus-wide definition of learning outcomes that is mandatory for all campus units to
pursue, though the Office of Service Learning and Community Outreach uses state-of-
the-art assessment tools to help faculty design service-learning experiences for their
students taking their courses. Accepting OSLCO’s professional standards is voluntary,
rather than mandatory, for faculty from all the colleges who work with them. At the
departmental or program level, and in some cases collegiate level (in Management,
Public & Community Service, Education, and Nursing) there are fairly explicit, strict
learning outcomes defined for curricular engagement, many of them driven by
certification or accreditation standards set by professional agencies at the national level,
e.g., NCATE’s requirements for pre-practica and practica in teacher preparation. In
CPCS, and CNHS, for example, intensive individual assessments are completed to verify
student practical and clinical competencies.

II.A.3.a. Is community engagement integrated into the following
curricular activities? -- Student Research, Student Leadership,
Internships, and Studies Abroad.
YES for all of them, depending on the program and the college. Here we will cite
selected, representative program examples.

Student Research. Throughout all colleges, student research projects involve them in
working in and with communities surrounding the campus and its satellite locations.

The university maintains, for example, a Field Station on Nantucket Island,
Massachusetts where it offers many different summer field-based courses that use the
island, its people, its natural environment, and its institutional resources as tools for
learning, connected for example to the university’s programs in Theater Arts, Africana
Studies, Instructional Design, Marine Biology, and American Studies.

Many programs use surrounding neighborhoods within Boston and adjacent towns and
cities as laboratories for study, and sites for service and civic engagement. In its Savin
Hill Project, for example, College of Public and Community Service students have
created a community profile of the neighborhood immediately adjacent to the campus,
and reported it to neighborhood civic leaders, including quantitative and qualitative data
along with information on community needs from area activists, providers and
governmental agencies. Among the issues addressed are health care, elderly affairs,
youth, crime, housing, education, poverty, local business development, and consequences
of the recent closing of the neighborhood Catholic parish, St. William’s. Another
example is in the College of Nursing and Health Sciences, which requires of every
student a course in “Community Health” course involving internships. For Nursing
students in particular, the bulk of the college’s student body, it is required that their
internship be completed at a Boston-area community health center, and include learning

how to conduct a neighborhood-based health needs assessment, and how to respond to it
with a concrete action plan.

Student Leadership. Student leadership training is a part of many special programs on
campus, both curricular and co-curricular. The CPCS Tactical Media Project is a multi-
competency project-based learning initiative combining media and multimedia
production, communications and social policy, community development and community
activism. Students collaborate with community media organizations, policy advocates,
grassroots groups, government, media artists, and community media makers. The goal is
not just to teach professional techniques, but to give media students a context for
developing citizen and community leadership skills as media artists and strategists.

The University’s Beacon Leadership Program, under the Division of Student Affairs,
builds leadership skills through a two-semester sequence of credit-bearing or competency
based work focused on planning and implementation of a community action/service
learning project. This project typically involves practical work with the communities
surrounding the university. As part of the Beacon Leadership project, each student
selects an area of interest or career track and is matched with a local leader to begin a
mentoring relationship. Usually these mentors include local leaders in the fields of
business, science, technology, education, the arts, and social/community service, often
alumni of the University in these various areas.

The Gaston Institute’s Latino Leadership Opportunity Program (LLOP), a model
initiated at UMass Boston and later disseminated nationally through the Inter-University
Latino Research Consortium, mentors Latino students from all colleges in research and
intervention skills in a project related to Latino public policy, including presenting at
local and national-level conferences. Students receive credit through special research
LLOP research seminars based in the Anthropology and Sociology departments of the
College of Liberal Arts.

Internships. As a part of its Performance Management System used to assess university
performance in critical areas that fulfill the university’s most important defined goals,
UMass Boston monitors the numbers of students enrolled in for-credit internships. The
2006 assessment notes, for example, that “efforts to increase student participation in
internships have been highly successful in the last 3 years, showing a 46% increase
between 2004 and 2005.” Internships are a major curricular vehicle for training and
development in dozens of programs in the university, at the undergraduate and graduate
level. In the College of Liberal Arts alone, Anthropology, Sociology, Psychology,
Public Policy, Political Science, Women’s Studies, and American Studies all have
internship programs. In the College of Science & Mathematics, students can complete a
credit-bearing Internship in Environmental Studies for government, non-profit, corporate,
or research organizations. In all education programs at all levels, a series of practica or
internships are required in order to complete the course of study. In the competency-
based School Psychology masters program in the Graduate College of Education, to
cite another example, all students are required to do a credit-bearing pre-practicum, a
practicum, and finally a full-time internship of one semester of full-time work. In the

McCormack School of Policy Studies’ Women in Politics and Public Policy graduate
certificate, each student caps their program with a 250-hour policy internship with offices
of members of the U.S. Congress or state legislators, in state or local agencies, or for non-
profit or advocacy organizations. The College of Nursing and Health Science requires
of every student a range of internships involving the health and fitness of individuals
across the life span. The College of Public & Community Service, to cite another
example, has a requirement for all students called “Public and Community Action,”
which requires demonstrating knowledge of working in a community for social change.
Every major in CPCS requires community engagement as do many elective competencies
students choose to acquire and demonstrate. A popular, and long-standing option for
CPCS students is the Hic Cup (Healthy Initiative Collaborative: Community University
Partnership), a service learning class where students work with youth aged 12-16 in the
neighboring community of Harbor Point to help them develop their leadership skills,
promote the youth voice, and create youth centered activities in the neighborhood.

Studies Abroad. The University sponsors a number of Study Abroad programs that take
place during the January or Summer academic terms, in Jamaica, Puerto Rico, Belize,
Ireland, Mexico, and China, and most of these involve students in community
engagement through field research or service learning projects.

II.B.3.b. Has community engagement been integrated with curriculum on
   an institution-wide level? NO ( If yes, indicate where the integration
   exists: Core Courses, First Year Sequence, in the majors, Graduate
   Studies, Capstone?)
        The University has a variegated, differentiated curriculum crossing seven
different colleges, at both undergraduate and graduate levels of education. In all, over 100
undergraduate majors and 61 graduate programs are offered to students. Some of our
programs, and one entire college, are competency-based rather than credit-based, as well.
There is virtually no single academic requirement that is applied across the board to all
courses at all levels, and faculty in programs, departments, and colleges have autonomy
to develop curriculum standards appropriate to their academic missions, disciplinary
conventions, relevant certification and accreditation standards, and instructional goals.

         This having been said, it is important to emphasize that community engagement at
the University is deeply integrated into the curriculum, and into student learning, in many
programs and at all levels of study. Historically, in keeping with guidelines promulgated
by the Massachusetts Board of Regents, most of our graduate programs, including all our
doctoral programs, have been applied and interdisciplinary in nature. This makes
community engagement – and extensive internship or practicum work, and often
community-based research -- a necessary part of all students’ training in application,
policy, and practice. This is as true of our masters programs in fields like Public Affairs,
Applied Linguistics, Historical Archaeology, Human Services, and School Counseling, as
it is of our doctoral programs in Clinical Psychology, Computer Science, Gerontology,
Public Policy, and Leadership in Urban Schools, to name a few.

        Our College of Public & Community Service includes community engagement
as an integral part of all elements of the curriculum of its undergraduate programs, as
well as all its graduate programs. Supervised professional practice or clinical experience,
generally completed under faculty supervision in practice sites in the local area, take
virtually all undergraduate and graduate students in the Graduate College of Education
(with a small undergraduate Education program, as well) and in the College of Nursing
and Health Sciences into community settings for their practica, internships, or clinical
placements. In College of Management programs, as well, at both undergraduate and
graduate levels, professional practice in community settings is a central part of the
learning and training process.

        In the College of Liberal Arts, though many graduate programs require
community-based learning to complete degrees, in undergraduate programs community-
based learning experiences are usually optional. Probably the majority of students who
major in the Social Sciences, including Political Science, Economics, Sociology,
Criminal Justice, Anthropology, and Psychology, or who study within ethnic studies
programs such as Africana Studies, or the university-wide Asian American Studies or
Latino Studies programs that involve so many liberal arts students, or Women’s Studies
or American Studies, engage in community-based learning. Engaging in local
communities as sites for service, learning, and research is an important asset of the
instructional programs at our urban university, who can use the rich urban environment as
a natural laboratory for all kinds of learning.

        In the College of Science and Mathematics, field based learning experiences,
including internships, are an important part of learning in the undergraduate
Environmental Studies Program and the Earth & Geographic Sciences major. They are
also important for many doctoral students in the Environmental, Coastal and Ocean
Sciences Ph.D. program. UMass Boston, the UMass System’s “Environmental
Campus,” always must study environmental science by entering community-based and
policy relevant settings in the surrounding towns, cities, and neighborhoods.

        The following table illustrates how community-based learning experiences are
integrated into the curricula of the different colleges at UMass Boston.


                  Community          Engagement            Integration      in Curriculum

                                     CORE                                                      GRADUATE
COLLEGE           FIRST YEAR         COURSES               MAJORS           CAPSTONE           STUDIES

Nursing &                                                     required         required         all programs
Exercise Sci                                                                                      required

CM                                                             optional         optional        all programs
Management                                                                                        required

CPCS                 required            required             required         required         all programs
Public/Comm                                                                                       required

CLA                                                        optional in      optional in          required in
Liberal Arts                                               most depts       most depts           many depts

CSM                                                        Environmental    Environmental        EEOS Dept
Science                                                        Studies          Studies           optional
                                                              optional         optional

GCE               Not applicable     Not applicable           required         required         all programs
Education                                                                                         required

MGS                                                                                             all programs
Policy Studies    Not applicable     Not applicable        Not applicable   Not applicable        required


II.A.4. Are there examples of faculty scholarship associated with their
curricular engagement achievements (Action Research Studies,
Conference Presentations, Pedagogy Workshops, Journal Publications,
etc.)       YES
        Faculty at the university, in all seven colleges that originate the curriculum,
increasingly engage in producing and publishing “the Scholarship of Teaching and
Learning,” that often features questions of community engagement. Here are a just few
examples for illustrative purposes, drawn from recent faculty work, where faculty address
issues in teaching and learning that have arisen from their own community engaged

Abbate-Vaughn, Jorgelina (Faculty member, Graduate College of Education). Action and
reflection on practice: a Freirean approach to teacher preparation for education in
marginalized bicultural communities. (Acción y reflexión hacia la praxis: Un enfoque
freireano en la preparación de maestros para la enseñanza en comunidades biculturales
marginalizadas.) REICE- Revista Electrónica Iberoamericana sobre Calidad, Eficacia, y
Cambio en Educación, 3(1), 541-441. Online:

Arches, Joan (Faculty member, College of Public & Community Service). “Young Take
Charge,” in Nila Hoffman, ed., Pedagogies of Practice, New Haven: Anker Press (2006)

Arches, Joan and Aponte-Pares, Luis (Faculty members, College of Public & Community
Service), “Dilemmas for University-Community Partnerships and Service Learning,”
Humanity & Society. Vol. 29, no. 3 & 4, pp. 209-227 (2005)

Bass, Scott A. and Nina M. Silverstein (Faculty members, Gerontology, College of
Public & Community Service). “Action-research: A practical model to link teaching,
research and community service,” Metropolitan Universities 7(3): 85-94 (1996)

Kiang, Peter (Faculty member of the Graduate College of Education and his student
research team from the College of Liberal Arts and the College of Management), Emi
Emura, Albert Koo, Naoki Koyama, Hyun Jung Lee, Yen Phi Mach, Yuko Matsubara,
and Stacy Pires. Analyzing the Impact of Asian American Studies in the Curriculum:
Making Meaning Over Time in the Lives of Alumni, A Summary of Preliminary Findings,
Project Report of the Diversity Research Initiative (DRI)
 Boston: University of
Massachusetts Boston (1997)

Kingston-Mann, Esther, ed., with contributions from Lin Zhan, Tim Sieber, Raymond R.
Liu, Clark Taylor, & Peter Nien-chu Kiang (all are UMass Boston faculty members from
the College of Liberal Arts, College of Management, College of Public & Community
Service, College of Nursing & Health Sciences, and Graduate College of Education), A

Diversity Research Initiative: How Diverse Undergraduate Students Become
Researchers, Change Agents, and Members of a Research Community (Report on the
Ford Foundation funded Diversity Research Initiative Demonstration Project), Boston:
Center for the Improvement of Teaching (1999)

Leong, Andrew (faculty member, College of Public & Community Service), “Beyond the
Egg Rolls, Fortune Cookies and Paper Fans: Seeing the Residential Side of Chinatown”
in Teaching about Asian Pacific Islanders: Effective Activities, Strategies, and
Assignments for Classrooms and Workshops, pp. 286-302. Edith Wen-Chu Chen and
Glenn Omatsu, eds. Lanham, MD: AltaMira Press (2005)

McInnis, Kyle (faculty chair of the Department of Exercise and Health Sciences, College
of Nursing & Health Sciences), Barry Franklin, and James Rippe, "Counseling for
Physical Activity in Overweight and Obese Patients," American Family Physician, Vol.
67 No. 6 (2003)

Palmer-Erbs, Victoria and R. Zachariah R (lead author is Professor in the College of
Nursing and Health Sciences), “Linking participatory action approaches, focus group
methods, and outcomes research: Challenges in recruiting and retaining research
participants for minority, immigrant, and disabled communities.” Symposium paper
presented at First Annual Conference of the Filius Institute and the Fifth Annual Meeting
of the REALAN Group, Madrid, Spain, March 20-22, 2002

Rex-Smith, Amy (Faculty member in the College of Nursing and Health Sciences),
“Teaching and Learning as Collaboration,” in Fundamentals of Nursing: Collaborating
for Optimal Health, 2nd. Ed. Edited by K. Berger and William Brinkman. Norwalk, CT:
Appleton & Lange (1999)

Silliman, Stephen (Anthropology Department, College of Liberal Arts), ed.,
Collaborative, Indigenous Archaeology at the Trowel’s Edge: Explorations in
Education, Methodology, and Ethics, Tucson: University of Arizona Press, 2007

Silverstein, Nina M., D. Sullivan, J. Murtha, and M. Jawad. (faculty member and doctoral
students, Gerontology Program, College of Public & Community Service, and the
McCormack School of Policy Studies), “The value of a gerontology certificate: A survey
of Frank J. Manning alumni 1980-2001,” Gerontology & Geriatrics Education 26 (2)

Silverstein, Nina M. , D. Sullivan, J. Murtha, & M. Jawad (College of Public &
Community Service faculty & graduate students), “Training older adults for community
service,” The Older Learner 12(4)4,8. Quarterly newsletter of the Lifetime Education
and Renewal Network of the American Society on Aging. San Francisco, CA (2004)

Eyler, Janet and Dwight E. Giles (Graduate College of Education faculty member),
Where’s the Learning in Service Learning? San Francisco: Jossey Bass (1999)

                      II.B. Outreach and Partnerships

A. II.B.1 & 2 Outreach and Partnerships

Indicate which programs are developed for community: Learning centers,
tutoring, extension programs, non-credit courses, evaluation support,
training programs, professional development centers, other?

Which institutional resources are shared with the community? Co-
curricular students service, cultural offerings, athletic offerings, library
services, technology, faculty consultation?

YES to all of the above

        UMass Boston’s initiatives and achievements in these two areas overlap quite a
bit, and we will discuss representative activities in a common section. Because of the
long-standing and deeply institutionalized nature of many of our community
collaborations, and their large number, there are well developed cross connections
between services offered, resources shared, and overall community partnerships. Our
partnerships tend to support one another, and draw collaboratively on different units
within the university. The connections between our urban university and the surrounding
metropolitan region, as well, are dense. Just one of our institutes, the Gaston Institute for
Latino Community Development & Public Policy has over 77 partnerships and links with
government agencies, community-based organizations, and associations. The College of
Nursing and Health Sciences has over 200 such linkages. Every one of the seven
colleges, and virtually all the university’s 30 research institutes and centers replicate this
pattern. Here we attempt to answer the questions by citing representative examples of
our more heavily institutionalized community engagements.

1. Programs and Services Developed with and for the Community

Professional Development Centers. The University has numerous programs developed
with and for the community, some of which are part of the seven colleges while others
are based in autonomous Centers and Institutes. Centers working with Professional
Development in the area of Higher Education include: 1) NERCHE (New England
Resource Center for Higher Education) working within the university, and with
campuses across the country and issuing the annual Lynton Award; 2) CIT (Center for

Improvement of Teaching) hosting an annual conference for sharing teaching practices in
the region, and 3) NECIT ( New England Center for Inclusive Teaching), begun and
housed at UMass Boston, a regional consortium of public and private colleges and
universities throughout New England dedicated to promoting peer-driven faculty
development in the area of inclusive teaching and the scholarship of teaching.

The College of Management (CM) has several centers, which are designed to assist
community groups and individuals in the civic, corporate, small business and non-profit
sectors. The Center for Collaborative Leadership Emerging Leaders Program trains and
mentors diverse young business people to become high profile community and civic
leaders. The Environmental, Business, and Technology Center, the Greater Boston
Manufacturing Partnership, the Small Business Development Center, the Minority
Business Development Center, and the Office of Economic Development all provide
individuals in small businesses with the skills and consultation services to succeed.

The collaboration between the Graduate College of Education (GCOE) and College of
Science and Mathematics has resulted in programs which advance high quality teaching
and learning as they provide professional development to Science and Math teachers in
the Boston Public schools, as well as nearby communities such as Milton and Dedham,
and university undergraduate and graduate levels through COSMIC (Center of Science
and Math in Context). COSMIC is the home of the following different projects, together
externally funded with over $21 million in support : 1) the Boston Science Project, 2)
Community Science Workshops 3) the Watershed Integrated Sciences Partnership
Program, 4) Active Physics Revision Curriculum Grant, 5) the Active Chemistry Grant
and 6) the Noyce Scholarship Program. The overall mission of COSMIC is to advance
high quality teaching and learning in science and math for all students at K-12, university
undergraduate, and graduate levels. The goals of COSMIC are to: Provide support for
science and math teachers, through teacher training and professional development during
their teaching career paths.”

The Graduate College of Education (GCOE) also supports the Adult Literacy Resource
Center, which provides resources for teachers of ESOL and other adult literacy programs.
The Institute of Learning and Teaching ( ILT ) conducts professional development
programs focusing on whole school improvement initiatives. A centerpiece for
partnerships that include professional development is the GCOE’s Dorchester
Educational Collaborative (DEC), “a partnership which involves a dedicated array of
programs focused on student learning, matriculation to college, and teacher training”.
DEC has been in place for three decades, and has established a close relationship between
the university and three nearby public high schools, Dorchester, South Boston and the
Jeremiah Burke.

The College of Public and Community Service (CPCS) co-sponsors yearly a two day
Youth Worker Intensive training, a series of skill building workshops focused on the
knowledge and practice of youth work by providing space and technical support.

Reaching out to meet the needs of youth with disabilities and their families, the Center
for Social Development and Education (CSDE) “provides the educational community
with the support it needs to meet the increasing challenges of providing for children and
adolescents who are at risk, both academically and socially by carrying out rigorous basic
and applied research that informs practice, and designing and implementing professional
development programs to prepare school personnel to meet the challenges of teaching
academically at-risk children and adolescents in the general education settings”.

Tutoring and Mentoring. There are several mentoring/tutoring programs addressing the
needs of various populations across the life cycle and for those with different needs
within each stage of life . The Women in Community Development program is a support
and mentoring program for low-income women (many formerly homeless) run through
CPCS. The Bringing the Best to Nursing Initiative (College of Nursing) provides
mentoring to inner city minority residents wanting to enter the field of nursing. The
Emerging Leaders Program (College of Management) offers a yearlong executive
training program designed to nourish the next cadre of leadership in metropolitan Boston
by exploring and refining the collaborative leadership model. The center also performs
research on leadership-related topics. The Center for Women in Politics and Pubic Policy
(part of the McCormack Graduate School of Policy Studies) serves to mentor women
wanting to impact policy and leadership in government, and the Greater Boston
Manufacturing Partnership (College of Management) mentors business entrepreneurs
seeking to keep manufacturing industries and jobs in the inner city.

For youth, CPCS developed The Harbor Point Tutoring Project, a service learning for
college credit class with after school tutoring and homework help for local youth in
grades 1-12. The GCOE offers Boston Net which assists Boston High students in
preparing for post secondary education and to support Boston Public School students who
enroll in UMB. The Institute for Learning and Teaching provides mentors and tutors
primarily for Latino youth through its Talented and Gifted (TAG) and ALERTA summer
and year-long programs which provide both ESL and enrichment activities for urban
students. CLA developed the African Diaspora Project, which is a learning enrichment
program conducted after school and on weekends by Africana Studies faculty with inner
city youth and their parents.

The University’s extensive array of pre-collegiate programs, administered under the
Department of Pre-Collegiate and Educational Support Programs offer tutoring, services
and activities for youth with learning disabilities, outreach activities to High School and
Middle School youth, and preadmissions outreach and support programs. In 2004-2005,
2059 pre-college students received services from these programs. Upward Bound
provides 100 low-income, first-generation high school students with the skills and
motivation to enter and successfully complete post-secondary education. Math Science
Upward Bound provides 50 low-income, first-generation high school students who have
demonstrated potential for success in a math or science career with the skills and
motivation to enter and successfully complete post-secondary training for those fields.
Project REACH provides college and career awareness, advising and preparation for 600
middle and high school students with disabilities. Students are also low-income, first-
generation college students. Urban Scholars provides 120 talented middle and high

school students with academic enrichment and skills building, college end career
advising, and cultural enrichment. It provides support to teachers and administrators.
GEAR UP provides hundreds of local students with awareness of and preparation for
college as well as assisting with staff development and other school-improvement support
to the participating schools.

The University also houses the national non-profit organization, the Coalition of Asian
and Pacific Youth (CAPAY), active in youth leadership development, mentoring, and
community service among the region’s Asian-American communities.

The Division of Corporate, Continuing, and Distance Education has developed many
programs of support for a variety of regional service and business professionals. An
example is the online peer mentoring and support network they sponsor for the
Superintendents’ Academy, in conjunction with the Massachusetts Association of School

Extension programs. These also are many in number. UMass Boston, like many other
of the nation’s urban universities, has extended the conception of “university extension”
to include new kinds of urban and economic outreach that are important to the quality of
life in Massachusetts and the region. The staff of the Labor Resource Center located at
the College of Public & Community Service develop extension programs for members of
the labor community throughout the state. The Labor Extension Program has provided
hands-on training and technical assistance. The College of Management hosts the Greater
Boston Manufacturing Partnership (GBMP), which promotes its Lean Manufacturing
program and supports retention of good blue collar jobs in Boston’s minority
neighborhoods. The Division of Corporate Continuing and Distance Education leads the
university in promoting and offering dozens of professional certificate and other training
programs at seven different off-campus sites throughout Massachusetts.

Learning Centers. Addressing the learning needs across the life cycle are: 1) The Early
Learning Center located in the nearby Community Center at Harbor Point Apartment
Community (open to the young children of Harbor Point residents and UMass Boston
students); 2) Jumpstart, a non profit organization housed at UMass which provides
educational outreach to preschoolers and their families in 5 sites throughout the city of
Boston, 3) the Labor Resource Center (courses, training, research and scholarships for
workers, especially union members of all ages), 4) at CPCS, the Taylor Media and
Technology Center provides workshops and trainings designed to meet the needs of
community groups, 5) the Small Business Development Center (SBDC) offers extensive
training programs for entrepreneurs and small business owners; and, 6) the Gerontology
Institute’s OLLI (Osher Lifelong Learning Institute) offers ongoing non-credit,
continuing education courses for people over 55.

Evaluation Services. The Labor Resource Center provides research and staff evaluation
support while CPCS faculty in the rest of the college attach college credit to evaluation
courses in which together with students they evaluate services of community-based
organizations. Examples include participatory evaluation work with the Community

Center for Haitian Education and Research, a partnership between the Metropolitan
Boston Haitian REACH 2010 HIV Prevention Coalition and the College of Public and
Community Service to design, implement, and evaluate a community-wide strategy to
reduce HIV transmission disparities experienced by the Haitian community. The coalition
includes nine community-based organizations. Another evaluation collaboration involves
the Boston Day and Evening Academy (BDEA), in which students enrolled in training
programs are evaluating teaching and learning at the academy. Students receive academic
credit for their participation in the evaluation, which over two years provides
undergraduate students evaluation training with an emphasis on cultural competence.
Other research centers and institutes, such as the Gaston Institute, the Trotter Institute,
and the Institute for Asian American Studies, as well as the Center for Social
Development and Education, perform regular evaluations of programs, agencies, and
community-based organizations.

At the College of Management (CM), the Greater Boston Manufacturing Project supports
small and medium sized manufacturing companies to become more productive and
competitive through Continuous Improvement education and shop-floor implementation.
This past year CM faculty have also offered IT and management related expertise to
Dotwell Systems (a partnership of two of Boston’s most respected community health
centers – Codman Square Health Center and the Dorchester House Multi-Service Center)
in developing a tracking and information management system for the consortium.

Training programs: The McCormack Gradate School of Policy Studies houses The
Center for Women in Politics and Public Policy which advocates for the needs of women,
conducts research to enhance the lives of women, and offers a certificate to promote the
interests of women who are usually mid-career professionals in the fields of politics and
pubic policy. Training programs already mentioned above include the College of
Management’s SBDC and GBMP, The College of Science and Mathematics and the
Graduate College of Education’s COSMIC programs, the university-wide Dorchester
Educational Collaborative (DEC), the Graduate College of Education’s ALRI, ILT, and
CDD, and the College of Public & Community Service’s LRC.

The Center for Community Inclusion, under the Graduate College of Education,
promotes people with disabilities, and their employers, human resource professionals,
and co-workers, though its trainings offered to public and private sector organizations.

The College of Public & Community Service (CPCS) offers youth work certificates, as
well as certificates in many fields related to community services and opens these to
community members who are not matriculated students. The CPCS Office of Community
Outreach hires community agency staff to teach courses in exchange for tuition waivers
for agency staff or clients. The Center for Immigrant and Refugee Community Leadership
and Empowerment (CIRCLE) offers certificates and networking opportunities for
emerging leaders from local immigrant communities.

The College of Management’s Small Business Development Center & Minority Business
Center plays a key role in helping to establish, develop, and sustain business opportunity

in the Greater Boston area through its business counseling services, training courses, and
its strategic focus on collaboration. In its most recent fiscal year, the UMass Boston
SBDC will have provided counseling to more than 200 clients and provided training to
more than 700 workshop attendees throughout the greater Boston metropolitan area.
These business workshops have been offered in partnership with nearly 20 economic and
business development organizations, municipalities, and local lending institutions. The
SBDC continues to support College of Management and other university initiatives,
significantly increasing our local economic development and community outreach

The Division of Corporate, Continuing and Distance Education leads the university’s
effort in offering training programs to the public, many of them not for credit, and also
open to non-matriculated students through certificate programs. There are 27 of these
now available to the public, many offered at off-campus sites or through distance
education, including such certificate programs as Forensic Services; Gerontological,
Adult and Family Nurse Practitioner; Human Service Practice, Alcohol/Substance Abuse
Counseling, and Spanish Court Interpretation.

2. Resources Shared with the Community

Cultural offerings. The university shares and develops numerous cultural events and
resources with and for the community. Its own PBS-allied radio station WUMB hosts an
annual folk festival and regular community music concerts, holds a weekly radio forum
on public issues (The Commonwealth Journal), and has a community calendar on its
website. Another campus-based non-profit, Arts on the Point, engages in community art
partnerships and created the “What’s the Point?” Community art project for the HUD
Community Outreach Partnership Center (COPC) grant, that has beautified the entire
neighborhood with public art created by local residents, students, and workers. This
project included 100 people who live work and learn in UMass Boston’s neighborhood,
and resulted in art located at 12 sites.

The Africana Studies, Performing Arts, and American Studies departments of the College
of Liberal Arts regularly offer cultural events and performances to the public on and off
campus, as do the university-wide, Asian American Studies and Latino Studies programs.
The College of Liberal Arts’ Fiske Center for Archaeological Research, and the
university’s Trotter Institute, have research and service collaborations with local
museums such as the Museum of Afro-American History, Plimouth Plantation, and the
Commonwealth Museum. Africana Studies in CLA supports an annual Haitian Creole
Institute, as well as the James Bradford Ames Fellowship Program focused on the
African-American history of Nantucket and wider New England. The Division of
Corporate, Continuing and Distance Education (CCDE) offers an Islamic Film, Lecture,
and Performance Series; a Latino Film, Lecture, and Performance Series; a China
Program Center, and International Travel and Study Programs to 10 countries. Many of
the research institutes offer extensive cultural events that draw community participation;
a recent example is the Trotter Institute’s extensive program of literary events and

performances during 2005-2006, including its “Tuesdays at the Trotter” series in the
Healey Library.

Athletics. This past winter, UMass Boston received the NCAS (National Consortium
for Academics and Sports) Community Service and Outreach Honor Roll Award. This
honor reflects UMass Boston’s commitment to developing leadership in its student
athletes and caring for the Boston community, as well as the university’s ultimate goal to
prepare young people who are not only academically and athletically successful, but
socially conscious and aware.

UMass Boston was the top academic institution out of all NCAS members, positively
impacting the lives of over 250,000 youth in the Greater Boston community. NCAS
named the Department of Athletics at UMass Boston as #1 in the country for community
service. Athletic facilities at UMass are used by more than 150 school, charitable,
government, and private organizations each year at little or no cost. In total, UMass
Boston annually welcomes over 130,000 people from the adjacent community to use its
campus athletic facilities.

Our statistics are most complete for the 2003-2004 academic year, and can give a
suggestion of the extent of our outreach related to athletics. On average, we served
10500 youth per day with either tickets given for games held on campus, youth clinics in
various sports given by local coaches as well as professional players (such as in the
Summer Pro League in partnership with the Boston Celtics basketball team), in use of
campus facilities by schools, community groups, and youth serving agencies for their
own practices or games, and through many summer leagues and training programs
designed for young people.

UMass Boston also sponsors the National Youth Sports Camp, a five-week summer
program serving 500 Boston youth, and the All-Dorchester Sports League, which uses
campus facilities for soccer and basketball for hundreds of local youth.

In addition to those activities sponsored by the Athletics Department, UMass Boston’s
Marine Services Department has its own outreach programs, that include hosting the
Courageous Sailing Center, which offers local children from ages 8 to 20 the opportunity
to learn the sport of sailing, free of charge, from our Fox Point dock. Other campus
programs include JUMP (Junior Urban Movement Program), a Dorchester based project
designed to encourage children to participate in athletics. Classes are offered to all youth
between 5-8 years old. It is supervised by students and instructors in UMass Boston’s
Exercise Science programs.

Technology. The College of Public & Community Service offers a major and a
concentration in Community Media and Technology and makes its Taylor Center for
Media and Technology available for the community’s use. The Division of Corporate,
Continuing, and Distance Education, under funding from the National Science
Foundation, has made computer laboratories available for community use in several off
campus locations. The McCormack Graduate School for Policy Studies also houses the

Center for Media and Society, which works especially closely in support of the region’s
ethnic community media.

Library Services. As a public university in Massachusetts, UMass Boston has always
opened its Healey Library to use by the public, who can use all services except for
borrowing and certain on-line document delivery services.

Faculty Consultation takes place largely through the university’s 30 centers and
institutes. The Massachusetts Office of Dispute Resolution (MODR), for example, housed
on the UMB campus provides technical support, consultation, and advocacy to
Community Mediation Centers and other state-wide community groups, and is currently
working with the Massachusetts Partnership for Healthy Communities. College of
Management faculty have offered IT and management related expertise to Dotwell (a
partnership of two of Boston’s most respected community health centers – Codman
Square Health Center and the Dorchester House Multi-Service Center). As noted
elsewhere, individual faculty sit on dozens of local community boards such as
Third Sector New England, Dudley Street Neighborhood Initiative, the Hispanic Office
of Planning and Evaluation, the Center for Latino Arts, The Susan G. Komen Breast
Cancer Foundation, the Massachusetts Advocacy Center, and Zumix to name a few.

Examples of recent individual faculty consultations, often as board members, were: 1)
offering evaluation services to the Black Ministerial Alliance of Greater Boston, Inc., and
its Boston Capacity Tank, an evaluation advisory committee developing a workable
evaluation design for assessment of the impact of services provided by the network of
faith-based organizations; 2) to assist staff at Zumix, a youth media and community
program, in identifying appropriate measures to assess its work with urban youth; and, 3)
advising on program assessment for the Women’s Institute for Housing and Economic
Development, in conceptualizing a plan to evaluate its housing and economic
development programs that serve low-income women.

II.B.3. Using the grid below, describe representative partnerships (both
institutional and departmental) that were in place during the most recent
academic year. (maximum 20 partnerships)
In making choices on a list of representative campus partnerships, we have applied of
number of principles of selection. We have sought to include programs from each of our
university’s seven colleges, in addition to a small selection of other partnerships from the
university’s 35 research and public service institutes and centers, and from divisions
outside of academic affairs, since all these are fundamental to the university’s community
engagement. Another principle has been to include both large and small projects, as
requested (“both institutional and departmental”). We have also emphasized here local-
regional, nearby “community” partnerships, rather than ones operating at the national and
global levels, even though our university has many distinguished examples of the latter

We would like to highlight that some of the partnerships (e.g., MODR Community
Mediation Network, NERCHE’s Worcester UniverCity Partnership, etc.) that we include
here show the university’s state-wide and even New England regional leadership in
research, service, and intervention in a number of important policy areas related to
community engagement. This is fully in keeping with the earliest and continuing
definitions of UMass Boston’s “urban mission”, whose scope from the beginning has
been defined as encompassing all urban areas in the state, and not only Boston.

We have followed Carnegie guidelines and include here only partnerships that were in
effect during 2005-2006. Our university continues, however, to develop many new, very
significant partnerships that go on line in the coming academic year (2006-2007), for
which we do not include data here. One of these is the university’s important new “U-
56” partnership with the Dana Farber Cancer Institute in Boston, aimed at examining and
intervening to solve urban health disparities in Boston, and funded under a $4.3 million
grant from NIH. The University partner is our College of Nursing and Health Sciences
(CNHS). CNHS, and especially its Department of Exercise and Health Science, is also
the key unit in another, new partnership with Boston’s Children’s Hospital focused on
Youth Fitness. With the construction of a state-of-the-art Youth Research and Treatment
center on campus, and $750,000 in start-up funding, this partnership will be fully
operational in January 2007.

All our partnerships continue to grow and develop in new ways. It is clear that all units
of our campus, and our university leadership, show an ongoing commitment to explore
new ways of engaging with the community in fulfillment of our institutional mission.

Our list of 20 representative partnerships is as follows:

                  1. DEC: Dorchester Educational Collaborative
Community Partner: Dorchester High School, Boston Public Schools

Institutional Partner: Graduate College of Education, College of Arts & Sciences,
Department of Pre-collegiate programs, Division of Academic Affairs

Purpose: To create a professional development school at Dorchester High, promote
educational improvement for students, mentor students toward educational achievement
and entry into higher education, and create more effective training opportunities for the
university’s professors and students.

Length of Partnership: 1982-present

# of Faculty: 8

# of Students: ca. 40 annually

Grant Funding: supported by $800,000 external funding over 5 years

Institutional Impact: The partnership has provided UMass Boston students with
opportunities for practical training with urban students and teaching in urban schools;
has changed the design of teacher preparation programs on campus; and, it has created
new faculty research agendas, including applied projects.

Community Impact: The partnership provides support to high school students –
academic, emotional, and social. It supports teachers in terms of providing research-
based professional development programs and access to academic courses so they can
improve their content knowledge.

     2. BATEC: The Boston Area Advanced Technological Education

Community Partner: Bunker Hill, Middlesex, Quinsigamond, and Roxbury Community
Colleges; K-12 School Districts of Boston, Cambridge, Chelsea, Everett, Medford,
Newton, Northeast Metropolitan, Revere, Somerville, Watertown, and Winthrop

Institutional Partner: College of Management; and, Division of Corporate, Continuing
and Distance Education

Purpose: BATEC is a partnership between UMass Boston, partner secondary and
college-level training programs, business and industry leaders, and government and
community leaders, with the goal of improving inclusive, cutting edge IT training that
promotes effective career, community and regional development.

Length of Partnership: May 2003-April 2007

# of Faculty: 500

# of Students: 1776

Grant Funding: NSF $3 million

Institutional Impact: At UMass Boston and partner institutions, improvement of relevant,
standards-based IT instruction that effectively model the reality of the workplace.

Community Impact: BATEC partner schools offer a broad array of programs that attract
and advance a diverse population of technology students who can more effectively meet
the challenge of emerging technologies and changing economies, supporting career
development, lifelong learning, and community and regional economic development.

             3. COPC: Community Outreach Partnership Center
Community Partner: Columbia Point Associates (includes 20 member organizations and

Institutional Partners: Chancellor¹s Office, College of Public & Community Service,
College of Science & Mathematics, Urban Mission Coordinating Committee, Division of
Athletics & Recreation/Special Projects & Programs

Purpose: The goal of the COPC has been to establish the foundation of an infrastructure
for coordinating information, exchange, and technical advice, and reducing duplication of
efforts, for all university faculty, staff, and students, and members of the community,
interested in working together in present and future partnership efforts. Toward this end
the grant funded a number of demonstration and foundational projects, including
compiling and assessing documentation on the university¹s extensive range of programs
in community engagement, doing careful surveys of faculty and staff partnerships with
the community, holding two large fairs to bring together university employees and
community partners involved in these activities, and implementing a series of pilot
community projects, including a public art program, a community garden, youth
development programs, and a community planning charette.

Length of Partnership: 2002-2006

# of Faculty: 400+

# of Students: 103

Grant Funding: HUD COPC Grant (Community Outreach Partnership Center) for

Impact on Institution: From the top down, the university is actively working on
examining the way it relates to community, and is beginning to actively address structural

Impact on Community – Extensive public artwork was created by a diverse group of over
80 people who came together and built community. Their products are located in 12
public sites throughout the peninsula. A community garden has brought people over 30
people together, yielded flowers and vegetables, won an award, and continues to grow.
Over 80 people including city officials came to a community planning charette; the
recommendations from that event when implemented will impact thousands of people.

     4. UMass Boston-Harbor Point Apartment Community Agreement
Community Partner: Harbor Point Apartment Community, Peninsula Partners

Institutional partners: College of Public & Community Service, Division of Athletics &
Recreation/Special Projects & Programs, and Division of Student Affairs

Purpose: To enhance coordination of, and access to, university services and programs in
relation to community needs and opportunities in our immediate urban neighborhood.

Length of partnership: 2005 to 2025 (projected)

# of faculty: 4 (and 6 staff)

# of students ca 600

Grant funding: COPC, US Department of Housing & Urban Development, $150,000

Institutional Impact: UMass Boston has an Urban mission that compels us to be
responsible community members and good neighbors and the Harbor Point Apartment
Community's proximity to our campus provides an excellent venue for the demonstration
of our Urban Mission as well as a substantive opportunity for faculty research and student
learning and service.

Community Impact: The residents of Harbor Point, a nationally acclaimed mixed income
housing community that blends subsidized and fair market housing, have a very high
level of access to the University’s resources including athletic, technological, career
development, and educational facilities and opportunities.

 5. Agency Agreement Program, College of Public & Community Service
Community partners: Best Initiative, Boston Center for Youth and Families, Casa Myrna
Vazquez, Catholic Charities, Dudley Street Neighborhood Initiative, Somali
Development Center, The Medical Foundation, Service Employees International Union,
United South End Settlements, Jobs with Justice, and Office of Jobs and Community
Services; and, nine others.

Institutional Partner: College of Public & Community Service

Purpose: CPCS maintains ongoing protocols with an extensive array of Boston¹s
important community-based organizations, non-profits, unions and government agencies,
for whom it heavily orients its research, teaching, learning, and service programs. Staff
members of these organizations are also recruited as students in the college’s programs,
and many also serve as practitioner faculty.

Length: 1978 to present

# Faculty: 20

# Students ca 80 annually

Funding: integral part of the college budget

Institutional Impact: improvement of educational and training programs for ongoing
students, through more effective partnerships with community-based practice settings

Community Impact: Improvement of staff training, credentials and career potentials for
employees of non-profits, community-based organizations, and public agencies serving
urban neighborhoods and other underserved constituencies.

             6. COSMIC: Center of Science and Math in Context
Community Partners: Boston Public Schools, Dedham Public Schools, Milton Public
Schools, Northeastern University, Boston University

Institutional Partners: Graduate College of Education and College of Science &

Purpose: The mission of COSMIC is to advance high quality teaching and learning in
science and math for all students at K-12, university undergraduate, and graduate levels.
This goal involves the colleges in extensive partnerships with public school systems in
Boston, Dedham, Milton, and many of the urban school districts surrounding Boston,
Massachusetts, including the creation of community science learning centers.

Length: 2002-2010

# of faculty: 40 annually

# of students: UMass Boston students 18; public school students 35,000+

Funding: $23.2 million in funding, mostly from NSF, but also from Massachusetts
Department of Education

Institutional Impact: UMass is committed to increasing the value placed on science
education outreach and service through changes in tenure, promotion and other reward
structures for STEM (Science, Technology, Engineering, & Mathematics) faculty through
both the Boston Science Partnership projects, and through professional development
offered to STEM faculty and graduate student TA's through both the Boston Science
Partnership and the WISP K12 programs.

Community Impact: COSMIC's role in the greater Boston community is to influence the
direction of science education toward curriculum, assessment, and professional
development based on research in the science of learning.

   7. Clinical Placement Policy of Ph.D. Program in Clinical Psychology
Community Partners: Boston Veteran’s Administration Hospital, Boston Medical Center
Children’s AIDS program, Cambridge Hospital Asian Mental Health, Brookline
Community Mental Health Center, Roxbury Comprehensive Health Service, and 27 other
treatment organizations

Institutional Partners: Clinical Psychology Ph.D. program, Department of Psychology,
College of Liberal Arts

Purpose: Graduate students in the Clinical Psychology Ph.D. Program complete their
second required clinical practicum in a series of partner community hospitals or
health/mental health centers that are committed to serving culturally diverse and
underserved populations, mostly urban.

Length: 1985 to present, ongoing

# students: 60 over last 7 years

# faculty: one

Funding: modest stipends for students are provided by some participating clinical

Community Impact: Community serving agencies with culturally diverse clienteles
benefit from having committed, very hard working, ethnically diverse graduate students
working at their agencies. Often our students add much needed diversity as well as
academic training in providing culturally sensitive services to community agencies.

Institutional Impact: Graduate students benefit from well-supervised clinical training
community agencies serving very diverse clients in need.

 8. Bringing the Best to Nursing (BBN) Workforce Development Project
Community Partners: Boston Public Schools, Roxbury Community College, Bunker Hill
Community College

Institutional Partner: College of Nursing & Health Science

Purpose: BBN’s goal was to increase the numbers, in the nursing training pipeline and
workforce, of students of color, linguistic minorities, and those from economically or
educationally disadvantaged backgrounds.

Length: 2003-2006

# Faculty: 10

# Students: 100 over 3 years

Grant funding: $771,000 HRSA funded Workforce Diversity grant

Institutional Impact: Permits the university to train and mentor more diverse students for
tomorrow’s nursing workforce, that better represents the urban populations served.

Community Impact: The public, especially in urban areas, receives improved access to
quality health care and improved health promotion.

                9. DotWell Data Management System Assessment

Community Partners: DotWell is a community-based organization, specifically a
formalized collaborative effort of its two founding organizations: Dorchester’s Codman
Square Health Center (CSHC) and the Dorchester House Multi-Service Center

Institutional Partners: Office of Economic Development, College of Management,
College of Science & Mathematics

Purpose: To bring university-based IT expertise to assessment and improvement of the
data management system of these two major community health centers that serve the
Dorchester section of Boston where the university is located, and thus to improve the
quality of clinical and community health services across both sites. These were the first
community health centers in Boston to use electronic patient records, and the university
has helped facilitate and improve this innovation.

Length of partnership: 2005 – present (ongoing)

# of Faculty: 2 + 1 Professional staff

# of Students: 2

Funding: university

Institutional impact: The project allows faculty and students to test and improve their
skills in applications of IT to health care information systems.

Community impact: Improvement in efficiency and accuracy in data management,
creating a system for data mining, with resulting increases in quality of care and
community service.

                10. Greater Boston Manufacturing Partnership
Community Partners: Lean Enterprise Institute, Association for Manufacturing
Excellence, Massachusetts Workforce Training Fund, Brian Maskell Associates, The
Visual Workplace of Quality Methods International, Linford E. Stiles firm, Boston
Tooling and Machining Association, Northeastern University College of Engineering, the
Northwest Lean Manufacturing Network, TUV America, and Wentworth Institute of

Institutional partners: Greater Boston Manufacturing Partnership, College of

Purpose: The Greater Boston Manufacturing Partnership is a non-profit organizational
development firm and membership organization with the mission to help companies to
become more productive, profitable and competitive through company-wide Continuous
Improvement or Lean Manufacturing education and shop-floor implementation, and to
help preserve manufacturing jobs in the state’s urban areas.

Length of Partnership: 2004 to present, ongoing

# of faculty: one + 11 professional staff

# students: none

Grant funding: from community partners

Institutional impact: the Partnership marshals university resources to promote sustainable
regional and community economic development that benefits the economic and social
health of the region where the university functions, and where its students, faculty and
staff live.

Community impact: Economic growth and social and fiscal health in the private, as well
as public, sectors are promoted for hundreds of companies, dozens of communities, and
thousands of urban job-seekers all of whom prosper from preservation of sustainable
manufacturing in the regional economic mix.

   11. Department of Pre-collegiate and Educational Support Programs
Community Partners: Boston Public Schools -- Jeremiah Burke High School, the
Dorchester Education Complex (Academy of Public Service, Tech Boston Academy,
Noonan Business Academy), the South Boston Education Complex (Excel, Odyssey, and
Monument), West Roxbury, and Madison Park High Schools; the Gavin, McCormack,

Wilson, Rogers, Cleveland, Lewenberg, and New Boston Pilot Middle Schools, and the
Horace Mann School for the Deaf.

Institutional Partner: Department of Pre-collegiate & Educational Support Programs,
Division of Academic Affairs.

Purpose: To provide low-income and first generation students, students with disabilities,
and students who are underrepresented in graduate education with the skills, knowledge,
and motivation to successfully pursue post-secondary education

Length of Partnership: 1965 – present, ongoing

# of faculty: ca 15 yearly

# of students: UMass Boston, 812; Boston public schools, 2593 (2005-2006)

Grant funding: $3,408,613 in external funding from federal, state, corporate, foundation,
and individual sources. Major 2006 funding was $2,550,124 from the US Department of

Institutional Impact: The Department of Pre-Collegiate and Educational Support
Programs is critical to the university's efforts to provide access to low income, first
generation students, students with disabilities, and underrepresented students and to
ensure that these students successfully attain baccalaureate and post-baccalaureate

Community Impact: By providing access to post-secondary education for low income,
first generation students, students with disabilities, and underrepresented students, the
Department of Pre-Collegiate and Educational Support Programs contributes to
community and economic development, and the educational advancement of UMass
Boston and Boston public school students.

                    12. Ethnic and Community Media Project
Community Partners: The Boston Haitian Reporter, Bay State Banner, El Planeta, New
Dynasty Television, White Eagle, and IndUS – all regional and national ethnic news

Institutional Partners: Center for Media and Society, and the McCormack Graduate
School of Policy Studies.

Purpose: This entire project aims to convene into a common network of communication
key regional ethnic media outlets and organizations, together with public policy makers
from government, and marketers from local business, with the goal of working together
to improve the vitality and quality of local ethnic media, while offering our students,

faculty and staff chances to engage with these media for research, training, and service.

Length of partnership: 2004 – present, ongoing

# of Faculty: 2

# of students: 3

Grant funding: $30,000 from the Ford Foundation

Institutional Impact: This partnership allows UMass Boston students to work closely
with and gain experience with community-based ethnic media outlets as part of their
training in journalism and community service.

Community Impact: Understaffed ethnic media outlets gain improved effectiveness from
the work contributions and consultations of partnership faculty and students.

        13. Eastern Pequot Tribal Nation Anthropology-Archaeology
Community Partner: Eastern Pequot Tribal Nation, Connecticut

Institutional Partner: Department of Anthropology, College of Liberal Arts.

Purpose: to promote collaborative anthropological research and training, both cultural
and archaeological, that benefits UMass Boston undergraduate and graduate students,
faculty, and tribal officials and members; to document the Eastern Pequot’s almost 400
years of culture and history since English settlement in New England.

Length of partnership: Archaeological component – since 2002, ongoing; Cultural &
Historical component – since 1991, ongoing.

# of faculty: 2

# of students: Archaeological component – 45; Cultural & Historical component – 6

Grant funding: NSF $114,000; Wenner-Gren Foundation $14,000; UMass Boston
Healey Endowment $ 5000.

Institutional Impact: The project provides a unique educational, research, and outreach
opportunity for students that couples standard anthropological field training with
community-based methods, community service, rich empirical datasets, and politically-
engaged historical interpretations.

Community Impact: The project offers a low-cost but high-quality venue for historic and

cultural preservation efforts on the tribal community’s reservation land and permits an
open and respectful exchange of historical interpretations and educational opportunities
through service/adult learning.

               14. TAG & ALERTA Pre-collegiate Programs
Community Partner: Boston Public Schools and families of program children

Institutional Partner: Institute for Learning & Teaching, Graduate College of Education

Purpose: In year-long after school and summer programs, to offer mentoring,
educational, and enrichment programs, and encouragement of aspirations for higher
education, to Latino and other urban public school children and youth.

Length of Partnership: 1984-present, continuing

# of faculty: one faculty member from UMass Boston, 4 professional staff, 31 Boston
Public School teachers

# of students: 25 UMass Boston students; 800 Boston Public School students

Grant funding: Boston Public Schools $127,000; anonymous & private donations
$50,000, annually

Community Impact: TAG and ALERTA expose Boston public school students to a
university campus environment, and this has resulted in many program graduates entering
higher education upon their high school graduation. The program also promotes
students’ educational achievement within the public schools.

Institutional Impact: The program furthers the Urban Mission of the university to serve
underserved populations, work to strengthen the city’s public schools, and enhance the
economic and social development of local communities and the regional economy.

  15. Title III Bilingual Education – Professional Development Program
Community Partner: City of Cambridge Public Schools

Institutional Partners: Applied Linguistics Program, Center for World Languages, and
College of Liberal Arts

Purpose: For preparing 30 teachers a year for the Cambridge public schools to specialize
in ESL education for limited English proficient students, with a concentration in
understanding and use of technology and multi-media instructional tools in language

Length: 2002-2007

# Faculty: six

# Students: 150 students over the five-year project, 30 per year.

Funding: US Department of Education, $800,000 over the course of the project

Institutional Impact: the Project strengthens the university’s teacher training programs in
ESL by incorporating state-of-the-art training, including developing appropriate
curriculum and assessment measures, in the use of computer and multi-media technology
in instruction.

Community Impact: A large cadre of teachers in the Cambridge Public Schools receive
graduate education, in many cases advanced degrees, and training and certification in
state-of-the-art technology use in ESL methodology. Educational achievement and
English language acquisition among limited English proficient students are boosted as a
result of these efforts.

16. The NERCHE - Worcester UniverCity Partnership Speakers Series on
                Campus-Community Partnerships
Community Partner: Worcester UniverCity Partnerships

Institutional Partner: New England Resource Center for Higher Education (NERCHE),
Graduate College of Education

Purpose: The partnership works to bring together local institutions of higher education,
the City of Worcester (Massachusetts’ second largest city), and the business community
in a collaborative effort to promote economic development in Worcester, while focusing
discussion and training especially on the role that colleges and universities can play in
partnerships aimed at community revitalization.

Length: 2005-present, continuing

#s of Faculty & Students: 20 UMass Boston; 174 other New England universities

Grant Funding: Annie E. Casey Foundation $15,000; Federal Reserve Bank of Boston;
Massachusetts Campus Compact; UMass Medical School, New England Futures, NStar,
UnumProvident, Webster Five Cent Savings Bank

Institutional Impact: The series has provided professional development for
administrators, faculty, and staff in strategies and tools for developing and sustaining
effective campus-community partnerships.

Community Impact: The series has provided community partners with practical
information on accessing the resources of colleges and universities for community
building partnership activity.

  17. Boston-area Immigrant Entrepreneur Study: Research and Policy
Community Partner: Immigrant Learning Center of Malden

Institutional Partners: Institute of Asian American Studies, Gaston Institute for Latino
Community Development and Public Policy, Office of Economic Development

Purpose: to study small-scale immigrant entrepreneurs in three Boston communities,
Allston Village, East Boston and Fields Corner, gauge their impact on local community
revitalization, and identify policy recommendations for more effectively promoting
community economic development; preparation of a research report with policy
recommendations, Immigrant Entrepreneurs and Neighborhood Revitalization (2006).

Length: 2004-2006

# faculty: two, and one professional staff member

# students: six

Grant funding: $35,000 local foundations

Institutional impacts: Community based research on the ground with community partners
is a hallmark of the missions of the two sponsoring institutes; enhancement of graduate
student training in Public Policy.

Community Impact: There are many outstanding universities in the Boston area that
community based organizations could choose to partner with. It is not an exaggeration to
say that for work involving close engagements with communities, and attention to their
felt needs, UMass Boston and institutes like the Gaston, the Trotter, and the Institute for
Asian American Studies are the preferred partners for these organizations.

          18. Massachusetts Community Mediation Center Network
Community Partners: Berkshire County Regional Housing Authority, Berkshire
Mediation Services of Pittsfield, Cape Cod Dispute Resolution Center, Inc., Community

Dispute Settlement Center, Inc. of Cambridge, Dispute Resolution Services, Inc. of
Springfield, Framingham Court Mediation Services, Inc., Greater Brockton Center for
Dispute Resolution, Martha’s Vineyard Mediation Program, Inc., The Mediation &
Training Collaborative of Greenfield, Mediation Services of North Central MA,
Mediation Works, Inc. of Boston, Metropolitan Mediation Services, North Shore
Community Mediation, Inc., Quabbin Mediation, Somerville Mediation Program,
Worcester Community Mediation Center

Institutional Partner: Massachusetts Office of Dispute Resolution (MODR), and
Division of Academic Affairs.

Purpose: To support 16 community mediation centers state-wide to work with rosters of
volunteer mediators and to provide mediation services to resolve family, parent/child,
housing, neighborhood criminal, school and small business disputes in their communities
and in Massachusetts district courts.

Length: 1998-present, continuing (relocated to UMass Boston in July 2005)

# Faculty: No faculty as yet, 4 professional staff

# Students: None so far, but student involvement from the masters program in Dispute
Resolution planned for near future

Grant funding: $51,000 from legislative appropriation, and Trial Court budget

Institutional Impact: this partnership provides UMass Boston with state-wide access to
community-building resources (e.g., consensus-building, collaborative problem-solving
and conflict resolution) at the local level in these mediation centers and access to a wide
range of other community-based organizations through the networks developed by these
Mediation Centers.

Community Impact: This partnership builds capacity at the local level for constructing
healthy and safe communities by providing consensus-building, collaborative problem-
solving and conflict prevention resources to the community and by providing the
Community Mediation Centers access to academic research and expertise, and access to
state-wide projects and funding opportunities that focus on their communities.

19. Trotter Institute for the Study of Black Culture and the Stanley Jones
 Clean Slate Project (SJCSP) Partnership on reintegrating ex-offenders
Community Partner: Stanley Jones Clean Slate Project

Institutional Partner: Trotter Institute for the Study of Black Culture

Purpose: the promotion of public dialogue, policy debate, and constructive media
criticism regarding needed improvements in the social and economic integration of ex-

Length: 1997 to present, continuing

# faculty: two

# students: four

Grant funding: university funds

Institutional impact: this partnership between the Trotter Institute and the Stanley Jones
Clean Slate Project reflects an active interest on the part of the University of
Massachusetts-Boston to design its programming in line with community need and
engage with the effort to improve conditions for the overwhelming number of African
Americans whose daily lives are impacted by the prison system.

Community impact: the partnership between the Stanley Jones Clean Slate Project and
the Trotter Institute and the University of Massachusetts Boston makes it clear that
UMass Boston, the only public university in the metropolitan region, is committed to
being a good neighbor and to using its resources to the benefit of community, and for
promoting socially beneficial policy debate and reform.

                          20. Emerging Leaders Program

Community Partners: Office of the Mayor of Boston, MassInc, Boston Municipal
Research Bureau, the Boston Foundation, The Boston Medical Center, Asian Community
Development Center, the Private Industry Council, and others

Institutional Partner: Center for Collaborative Leadership, College of Management

Purpose: This is one of Boston’s premier leadership training programs for professionals
from the private, non-profit, and governmental sectors. The program’s purpose is to help
its fellows enhance individual leadership skills and learn how to work effectively with
other leaders, across corporate, non-profit, and public lines, toward significant civic

Length: 2001 to present, continuing

# faculty: 15 annually

# students: after a five-year period of operation, the program has 199 alumni, an average
of 40 students per year

Grant funding: mostly private and corporate -- $608,000 over five years from the State
Street Corporation, The Boston Globe Foundation, the Boston Foundation, AT&T, and
Blue Cross-Blue Shield

Institutional Impact: Increased visibility and external support for the university, and
increased involvement of the institution in a wide variety of business and community

Community Impact: The program is providing a new generation of leaders for Greater
Boston who are diverse and who understand and practice collaboration.

II.B.4a. Does the institution or do the departments work to promote the
mutuality and reciprocity of the partnerships? YES

II.B.4.b. Are there mechanisms to systematically provide feedback and
assessment to community partners? YES
We will attempt to answer both these questions in a single narrative. The mutuality of
partnerships, and provisions made to secure community feedback to the university on its
performance in community collaborations, have already been dealt with to some extent in
question I.A.3 a & b above, about community assessment of the effectiveness of our
community engagement.

We can, however, give two good concrete examples here about how the mutuality and
reciprocity of partnerships is implemented in particular cases.

HPAC. The Harbor Point Apartment Community Memorandum of Agreement (HPAC)
represents a unique agreement between the University and Harbor Point Apartment
Community, our nearest neighbor on the Columbia Point Peninsula, with trainings and
concrete mutually agreed upon partnership activities. Through a written contract,
monthly reports on the status of activities under the contract, and meetings of the
partners, mutuality, and reciprocity are all promoted. In addition many of our centers and
institutes as well, as our colleges, have community boards, as we have noted above,
which are designed to insure community input and accountability in the partnerships.

COPC. The recent USDHUD COPC (Community Outreach partnership Center) Grant
has a community advisory board to advise on all its projects and provides bi-monthly
feedback and assessment to the Columbia Point Association, which is made up of
representatives of all the organizations and businesses on Columbia Point, or immediate
neighborhood. As part of the COPC Grant, the University hosted a forum celebrating
community partnerships. Part of this event included a community needs assessment and a
mechanism for feedback for the community on how the university was doing in its
partnership responsibilities.

II.B.5. Are there examples of faculty scholarship associated with their
outreach and partnership activities?       YES
       Faculty at the university, in all seven colleges, have produced hundreds of
published works, in addition to curricula, technical reports, conference presentations, and
workshops. All such studies result from, and normally report on, the faculty members’
community-engaged research, teaching, and service activities. Here are a just few
examples for illustrative purposes, drawn from recent faculty work, that arise from
outreach and partnership activities. Since so many faculty, whether working under the
auspices of their academic departments, or the research institutes, use Boston and
Massachusetts as sites for research, usually in partnership with local entities, there are
many such works that could be cited.

Albelda, Randy and Alan Clayton-Matthews (faculty members from the Economics
Department, College of Liberal Arts, and the College of Management, in conjunction
with the Labor Resource Center of the College of Public & Community Service), Sharing
the Costs, Reaping the Benefits: Paid Family and Medical Leave in Massachusetts. The
Future of Work Paper Series, No. 2, June 2006, Labor Centers of the University of
Massachusetts Amherst, Boston, Dartmouth & Lowell. Boston: University of
Massachusetts President’s Office

Borges-Mendez, Ramon, Paul Watanabe (faculty members of the College of Liberal Arts
and the McCormack School of Policy Studies), and Michael Liu, Immigrant
Entrepreneurs and Neighborhood Revitalization: Studies of the Allston Village, East
Boston and Fields Corner Neighborhoods in Boston, Prepared for the Immigrant
Learning Center, Inc., Boston: Institute for Asian American Studies and the Gaston
Institute (2006)

Campen, James (Faculty member of Economics, College of Liberal Arts), Borrowing
Trouble? III: Subprime Mortgage Lending in Greater Boston, 1999-2001
Gaston Institute (2002)

Gutierrez, Oscar and Donna Haig Friedman (faculty members of the College of
Management and the McCormack Graduate School of Policy Studies, and the Center for
Social Policy), “Managing project expectations in human services information systems
implementations: The case of homeless management information systems,” International
Journal of Project Management 23: 513–523 (2005)

Leong, Andrew (faculty member, College of Public & Community Service), Doug
Brugge, Abigail Averbach, and Fu Mei Cheung, “Urban Development and
Transportation; An environmental health survey of residents of Boston Chinatown”, in
Community Research in Environmental Health: Studies in Science, Advocacy and Ethics.
Doug Brugge and H. Patricia Hynes, Editors, pp. 145-68, Williston, Vermont: Ashgate
Publishers (2006)

Madison, Anna, Richard Hung (both faculty members at the College of Community &
Public Service) and Eustache, Jean-Louis, “The Boston Haitian HIV Prevention Coalition
Community Survey: A Participatory Approach to Community Self-Assessment and
Formative Evaluation. Ethnicity and Disease 14:20-36 (2004)

McInnis, Kyle (faculty chair of the Department of Exercise and Health Sciences, College
of Nursing & Health Science), David Herbert, Jason Herbert, Paul Ribisl, and Barry
Franklin, "Low compliance with national standards for cardiovascular emergency
preparedness at health clubs,” Chest (120):283-288 (2001)

Palmer-Erbs, Victoria and R. Zachariah R (lead author is Professor in the College of
Nursing and Health Sciences), “Linking participatory action approaches, focus group
methods, and outcomes research: Challenges in recruiting and retaining research
participants for minority, immigrant, and disabled communities.” Symposium paper
presented at First Annual Conference of the Filius Institute and the Fifth Annual Meeting
of the REALAN Group, Madrid, Spain, March 20-22, 2002

Tang, Shirley Suet-ling (faculty member, College of Liberal Arts) An Assessment of
Khmer American Community Needs in Lynn, Massachusetts. Lynn, MA: Khmer
Association of the North Shore, 2004

Torres, Andres, ed., Latinos in New England. Philadelphia: Temple University Press
(2006) (editor is recently retired College of Public & Community Service faculty
member, and the book has contributions from Professors Miren Uriarte and Michael
Stone, from the College of Public & Community Service, and Enrico A. Marcelli, and
Jorge Capetillo-Ponce from the Economics and Sociology Departments of the College of
Liberal Arts. Other contributors are Robert Kramer and Philip Granberry, doctoral
students in the McCormack Graduate School of Policy Studies.)

Uriarte, Miren (Faculty member of the College of Public & Community Service and the
Gaston Institute) et al, 
 Salvadorans, Guatemalans, Hondurans and Colombians: A
Scan of Needs of Recent Latin American Immigrants to the Boston Area
 Summary of
Findings. Boston: Gaston Institute (2003)

Watanabe, Paul, Michael Liu, and Shauno Lo (faculty member of the College of Liberal
Arts, and professional staff of the Institute for Asian American Studies), Asian
Americans in Metro Boston: Growth, Diversity, and Complexity, Boston: Institute for
Asian American Studies (2004)


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